Evaluation of UNESCO Support to EFA National Planning

Country: Pakistan Draft Report

Dr. Alam Chowdhury Dr. Fareeha Zafar

Education for Change London September 2005

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CURRENCY EQUIVALENTS (as of August 2005)

Currency Unit - Rupee (Rs)

Rs.1.00 = $.0.176 US$ 1.00 = Rs 57

ABBREVIATIONS

ADB Asian Development Bank AEPAM Academy for Educational Planning and Management AUSAID Australian Assistance for International Development CB Capacity Building CCA Common Country Assessment CEDAW Convention on the Elimination of All Forms of Discrimination Against Women CRC Convention on the Rights of the Child CSO Civil Society Organization DP Development Partner EC European Commission ECE Early Childhood Education EFA Education for All EFA NPA Education for All National Plan of Action ESR Education Sector Reforms FATA Federally Administered Tribal Areas GOP Government of Pakistan MDG Millennium Development Goals MOE Ministry of Education MOWD Ministry of Women Development MS Member State (UNESCO) MTDF Medium Term Development Framework NCHD National Commission on Human Development NGO Non Government Organization NRB National Reconstruction Bureau PNCU Pakistan National Commission for UNESCO PRSP Poverty Reduction Strategy Paper SCF-UK Save the Children – United Kingdom TA Technical Assistance USAID United States Assistance for International Development UNDAF United Nations Development Assistance Framework UNESCO United Nations Educational, Scientific and Cultural Organization UNFPA United Nations Fund for Population UNICEF United Nations International Children’s Funds WB World Bank WFP World Food Program

NOTES

i. The fiscal year (FY) of the Government ends on June 30. ii. In this report “$” refers to US dollars.

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Contents

Page

Executive Summary 5 1. Country background 12

1.1. Key events in EFA planning 1.2. Profile of UNESCO presence 1.3.Organization of development partnership 1.4. Contexts

2. Findings 16 2.1. Integrating EFA Planning within wider educational 16 and national development frameworks

2.1.1. Policy and Programming 2.1.2. Roles and Actions 2.1.3. Outputs 2.1.4. Impact

2.2.UNESCO support of national, regional and international 21 EFA forums and strategies

2.2.1. Programming 2.2.2. Roles and Actions 2.2.3. Outputs 2.2.4. Impact

2.3.UNESCO’s national coordination actions in preparing and 23 Follow-up of EFA National Action Plans

2.3.1. Programming 2.3.2. Roles and Actions 2.3.3. Outputs 2.3.4. Impact

2.4.UNESCO’s technical assistance and capacity building efforts 25 in the follow-up to the EFA National Action Plans

2.4.1. Programming 2.4.2. Roles and actions 2.4.3. Outputs 2.4.4. Impact

2.5.UNESCO’s support of data collection, reporting, monitoring and 26 evaluation of implementation of EFA Plans

2.5.1. Programming 2.5.2. Roles and Actions 2.5.3. Outputs 2.5.4. Impact

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2.6. UNESCO’s internal organization and communication 27 2.6.1. Policy, programming and organization 2.6.2. Roles and Actions 2.6.3. Outputs 2.6.4. Impact

3. Results achieved 29

3.1. Results of UNESCO support 3.2. Factors that contributed to successful outcomes 3.3. Factors that have limited the success of outcomes

4. Lessons learnt and recommendations 31 5. Annexes 34

5.1. List of people met 5.2. References 5.3. Summary of EFA related activities supported by UNESCO Islamabad

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Executive Summary

1. Integrating EFA planning support within wider educational and national development framework Issues/Criteria Summary of Findings 1.1. Policy and Programming EFA planning for 6 EFA goals.

UNESCO as lead coordinating agency for EFA consistently supported MOE toward developing an integrated approach to EFA goals.

Policy of support to EFA Planning within national development planning

MOE in collaboration with UNESCO mobilized strong political commitment for EFA, developed National, Provincial and District Action Plans, created awareness of and advocacy for EFA and for enhanced budgetary support to basic education. EFA goals and targets were integrated into education sector framework linked to poverty alleviation and development strategies, ensuring engagement of civil society in formulation, implementation and monitoring of strategies for educational development.

1.2. Roles and Actions Actions for EFA within national context

Creation of EFA Wing as focal point within the MOE, concurrent development of Education Sector Reforms (ESR) program and EFA NPA. Attempts were made to link EFA targets with ESR, PRSP and MDG.

Dialogue with international and national agencies

Regular dialogue with international development partners including the World Bank, ADB and bilateral aid agencies. UNESCO also chaired the Thematic Group of the UN agencies that focuses EFA goals and targets. Dialogue with NRB for integration of education and EFA structures within the Government’s Devolution Plan. On the other hand, internal consultation continued among Planning Commission, Finance and provincial Planning Departments for sharing EFA targets and budgets and their reflection in PRSP. The inclusion of FATA in the EFA NPA was an important development.

EFA planning with ESR

EFA and ESR started concurrently with the assistance of a TA provided by EC and UNESCO. ESR allocated 77% of funds for EFA activities.

EFA links with PRSP

Linkages established between EFA goals and PRSP relate mainly to literacy and economic growth. The other EFA goals are not explicitly stated in the PRSP.

ECE EFA highlighted the need for ECE and development of specific programs/activities in this area. Katchi class (infant class) officially declared as part of ECE.

1.3. Outputs Approach to planning

The federal government’s planning document on education has embedded all six EFA goals. Provincial EFA Plans were developed and preparation of district EFA plans is underway. There is clear understanding on all goals excepting the goal related to life skills.

National Planning Pakistan was the first country to develop draft EFA NPA presented at South Asian Ministerial Review meeting in Katmandu in April 2001. Plan was based on evidence in the education sector, but not all indicators are measurable. Overall picture of EFA implementation in Pakistan is not

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encouraging both with regard to quantitative and qualitative targets neither of which is monitored adequately. The linkage between EFA NPA and other planning document is mostly in broad terms; specific planning targets are not consistent between the EFA NPA and MTDF.

Rights, equality, quality and innovation

The PRSP and Medium Term Development Framework (MTDF) in general reflect these ideas. However, they do not specifically state the performance targets for each of the imperatives.

1.4. Impact Support for plans Strong support of GOP for improving the quality of basic education is

reflected in EFA NPA, and ESR, although quality indicators are not yet fully developed. Also full budgetary support is lacking. Pakistan is far from reaching the UNESCO’s recommended target of 4% of GNP for education.

Developing policies on rights, equality, and quality

Article 37-B of the Constitution of Pakistan taken as starting point. Also linked to CRC, CEDAW and C-182 regarding child labor. The GOP’s active role in ESR and EFA preparation facilitated the development of innovative ideas and in upgrading the analytical skills of government personnel. Quality issues addressed through focus on Learning Achievements at primary level and teacher skills. Recognition of Katchi class as part of formal primary cycle. Concept of ‘Inclusive Education’ accepted and being promoted. Tawana Pakistan (school nutrition program for girls) supported by WFP has been successful in promoting girls education.

Is planning real? Planning is generally viewed as a separate process from implementation because historically the former has been a federal responsibility and the latter provincial responsibility. Budgetary allocations in plans are based on targets but decisions on actual allocation are circumstantial or more often politically driven. At the conceptual level the separation of primary education and adult literacy started a rethinking of literacy outcomes and materials used for teaching adults.

2. UNESCO support of national, sub-regional and regional EFA forums and strategies 2.1. Programming Programming process

UNESCO provided continued support to the National EFA Forum and its activities including celebration of various international events/days like EFA week and Teachers day etc Within the sub-region UNESCO supported the first meeting of the South Asian Countries Forum on EFA. UNESCO is also promoting a policy of regional cooperation on EFA with Iran, Turkmenistan and Afghanistan.

Scale and scope of regional programming

UNESCO /Bangkok’s focus was more on systemic issues relating to strategic interventions for gender, life skills and literacy activities. UNESCO /HQ supported GOP by providing consultants to (i) study and make recommendation on GOP’s policy regarding education and decentralization, and (ii) develop strategies for ECE.

Advocacy for EFA and EFA planning

Support was provided to GOP personnel and CSO representatives for participation in regional and international meetings. Pakistan’s needs were articulated for support under FTI and as an E-9 country. However, the response so far has not been positive. It is felt that FTI may not be suitable for Federal State.

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Flagship initiative: UNESCO and interagency

Two initiatives were undertaken for special focus: (i)United Nations Girls’ Education Initiative through promoting gender equality in primary and secondary education through participatory curriculum and textbook reform processes, and (ii)Literacy in the Framework of the United Nations Literacy Decade focusing on ICT for the Promotion of Literacy, and capacity building for EFA. Several DPs were involved in assisting these two initiatives.

Advocacy for EFA and EFA planning

Advocacy and support for research and studies on key EFA areas through seminars, workshops, and meetings with wide range of stakeholders. Assisted MOE in all its presentations on EFA issues including its presentations to other DPs. Assisted NCHD to develop its EFA related work plan and advocacy work.

2.2. Roles and Actions

UNESCO support to forums and strategy initiatives

UNESCO/Islamabad office provided financial and technical support to government officials and NGOs for attending meetings/ workshop held at international and regional levels. UNESCO supported the Sub-regional Ministerial meeting organized in Islamabad with representatives from Iran, Turkmenistan and Afghanistan .It also extended a small –scale TA to examine and develop an appropriate approach for common issues in cluster countries for EFA implementation.

Scope and attendance Minister of Education and other government senior officials and NGOs attended meetings in Geneva, Paris and New Delhi. The gender focal person of MOE attended gender related meetings in Bangkok and Chiang Mai.

Children’s voice UNESCO in collaboration with SCF-UK, and the National Coalition for Education has helped to bring children’s voices at the federal, provincial and district levels to make education accessible to girls and for improving quality of education.

Gender equality Gender Focal Person designated in Federal MOE and in each of the provincial DOEs. Provision for gender related training of the gender focal persons.

2.3. Outputs National/sub/regional networks and collaborations

National Coalition for Education formed with linkages at sub/ regional level to support advocacy on EFA National Parliamentarians Forum and National Development Partners Forum established to support the EFA goals and targets.

2.4. Impact Ongoing policy discourse at national/ sub- or regional levels

EFA expanded to outreach and grassroots organizations towards building a greater coalition and on the other it brought in expertise from universities providing substantive depth into the framework. At regional level significant interaction took place on database and learning achievement issues. Gender, poverty, sustainable livelihood and HIV Aids became part of the substantive thrust of the framework.

Political and public debate – media etc.

Media provided greater coverage of EFA issues. EFA activities were regularly published in national and local newspapers. EFA generated increased discussions and debates on government policies and strategies on education..

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3. UNESCO’s national coordination actions in preparing and following up the EFA National Action Plans 3.1. Program Approaches to coordination

UNESCO systematically supported coordination for EFA with other South Asian countries, GOP, development partners, NGOs, CSOs as well as Provincial EFA Technical Groups and Forums and selected district governments through workshops, seminars, publications, and dissemination of findings of studies.

UNESCO capacity to coordinate (financial, administrative and organizational)

UNESCO /Islamabad has limited capacity in financial and human resources. This was noted by GOP and development partners based in Islamabad. At the preparation stage of the EFA NPA, UNESCO was very effective despite its limitations, but at the implementation and follow-up stage this issue became critical as large-scale investments were needed to realize the goals and targets of EFA. Perhaps correctly, UNESCO has shifted its focus to greater evidence based advocacy, targeting media and parliamentarians.

3.2. Roles and Actions Activities to mobilize others around the EFA planning and implementation at country level (and mobilization of funds)

Several activities conducted in Pakistan to support EFA planning and implementation including financial and technical support for federal and provincial governments and NGOs to attend selected meetings and workshops at national and international levels. Collaborative research and dissemination of findings with key development partners including USAID, UNDP, UNFPA and WFP. Discussions and workshops on financing of EFA were supported by UNESCO. However, UNESCO had limited role to mobilize resources for implementing EFA goals.

Engagement of CSO in planning

CSOs were engaged in the EFA activities since 2000 through being part of the planning process in EFA forums, travel grants, involvement in projects, seminars and dissemination activities. Increased involvement of universities in EFA related issues.

Mobilizing officials and partners at decentralized levels

Pakistan has 104 districts in four provinces. Decentralization process started in 2001. However, district education offices are understaffed and key officials are changed frequently. To date, 50 District EFA Plans have been developed.

Follow-up There is limited follow up on implementation of the EFA goals at the district/city level due to financial and capacity constraints. However, there are other international donors that are involved to improve access and quality of basic education such as World Bank, ADB , EC and bilateral donors viz. USAID, DFID etc.

3.3. Outputs National mobilization and buy-in to EFA plans and follow-up

With the exception of the goal on life skills there is a great deal of activity in all the other EFA areas. In addition to MOE and MOWD of the Federal Government, the NCHD has also been given the mandate to promote literacy. Several activities are taking place simultaneously, but there is lack of effective coordination and harmonization to ensure that all government funded activities are directed towards EFA and add value to the exercise.

Coordination with DPs

UNESCO has established coordination with all DPs working in the education sector. It chairs the DP Forum and fortnightly meetings are also held with GOP counterparts.

3.4. Impact

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EFA planning roles are clear and widely supported

Pakistan has disseminated the EFA actively since April 2000. Although the federal government, the provincial governments and other national entities have widely supported EFA through EFA actions plans and other education plans the resource envelope available is still too thin to support all EFA goals.

Stakeholder perception of UNESCO’s added value

All key stakeholders of EFA appeared to have very positive view on UNESCO’s contribution to EFA framework, and about UNESCO’s leadership role that added value to EFA initiatives in the country.

4. UNESCO’s technical assistance and capacity building efforts in the follow-up to the EFA National Action Plans 4.1. Programming Programming for TA/CB to respond to country needs

UNESCO actively supported the country needs in the EFA NPA preparation through technical assistance and capacity building activities at national and provincial levels. However, UNESCO supported Study on Financing of Education (2003) should be updated on the costs and financing of EFA goals and targets taking into account current reality.

Financial, administrative and institutional capacity for TA and CB

UNESCO’s strength lies essentially in its coordinating role for EFA, its strategic interventions for CB, and the perception of UNESCO as a non-threatening agency to promote EFA and other educational goals. However, enhanced financial and staff capacity would have strengthened UNESCO’s profile significantly.

Building capacity of provincial decision makers, NGOs/CSOs

UNESCO has provided capacity building support to provincial decision makers and NGOs/CSOs. EFA week was used as a way of mobilizing political support.

Planning and integration of work with other agencies

Celebration of EFA Week is a collaborative effort with other development partners especially SCF-UK, and UNICEF. Collaboration with other donors on EFA related studies and dissemination of results was useful.

4.2. Roles and actions What activities were undertaken by whom?

Since 2000, UNESCO has supported the GOP through financial and technical support to organize and or attend meetings, workshops and conferences at home, in the region and at international level. In addition, UNESCO supported CB activities of the provincial and district education authorities for strengthening EFA implementation capacity.

How were the activities carried out?

The activities were carried out through support for consultative meetings, workshops, seminars, public dialogue, media-campaign, and signed commitments by politicians to EFA declarations. Other activities included development and dissemination of an EFA kit and orientation workshops for provincial and district government officials and political representatives.

Capacity for TA and CB

In general UNESCO has used its TA and CB effectively given the size of financial support it can provide. Also availed TA from Bangkok and IBE. Difficulties were experienced in some areas in particular lack of counterparts from collaborating government departments.

4.3. Outputs National capacity The EFA planning process has to some extent strengthened the planning

capacity of government officials at the federal and provincial levels by clarifying issues and identifying needs.

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Capacity for planning is recognized as a development issue

GOP recognizes the importance of planning and considers that it has the expertise at the federal and provincial level to conduct planning, but there is need for creating capacity at the district level. It also recognizes the fact that without building implementation capacity and improved governance structure, planning alone will not achieve EFA goals.

4.4. Impact Improving planning and implementation capacity

Although planning process has substantially improved, it is clear that the implementation capacity is lacking. This is linked directly to governance issues that need to be addressed.

5. UNESCO’s support of data collection, reporting, monitoring and evaluation of implementation of EFA Plans 5.1. Programme Technical and institutional capacity for information system (IS)

UNESCO supported an analysis of literacy situation based on Population Census 1998. Support to AEPAM provided to establish improved database for education.

Programming for CB in IS

GOP admits its weakness on adequate and accurate information systems to support the EFA goals. UNESCO support in this area has been very limited.

5.2. Roles and Actions What support to country IS?

Indirectly, through technical assistances provided by the UNESCO for assisting GOP in EFA Assessment Report 2000 and preparation of EFA NPA

CB for IS Indirectly through learning experiences gained by the member of EFA Team in the preparation of EFA NPA

Data, validation, error reporting

UNESCO has been consistently pointing out current gaps and inconsistencies in data collection and reporting system..

5.3. Outputs Extent to which national capacity is developing

There is some improvement in quality of data on EFA NPA and GOP planning documents. Gaps have been identified and for the first time a national census of all education providers and literacy is being undertaken. UNESCO is promoting partnership for this exercise.

IS and data availability improving

There is not much improvement on information system in education. However, the understanding on importance of data availability has encouraged GOP to allocate its own funding for conducting a ‘Basic Survey of National Education’, i.e. an integrated survey of education sector in 2005

5.4. Impact How is data used in countries?

The data is widely used in all planning documents, but there are many data sources with limitations of either accuracy or coverage.

6. UNESCO’s internal organization and communication 6.1. Policy, programming and organization Policy coherence and consistency within UNESCO

UNESCO has consistently supported literacy and quality education issues. To these have been added the other EFA goals and HIV aids and prevention education. In addition, decentralization of education has expanded UNESCO’s agenda of what it requires to work with government. UNESCO has also been consistent in working very closely with the MOE and also the Pakistan Commission to UNESCO. It continues to lead and coordinate EFA efforts and has maintained its

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perception as a non-threatening development agency. Policy processes include MS inputs

The annual program reports appear to reflect the impact of MS procedures in changing/modifying program design and policy.

UNESCO’s structures and staffing

UNESCO‘s activities very thinly spread out – need to be more selective. The organization structure for Pakistan lacks human and financial resources. There are only two education professionals placed in the federal capital and there are no provincial UNESCO offices.

Monitoring and Evaluation

Internal reports are produced systematically and provide a fairly good analysis on current implementation status of EFA in Pakistan.

Budget and financial management

During the planning phase the budget and financial management managed to achieve commendable results. However implementation of EFA NPA is constrained by what UNESCO is able to bring to the table in comparison with other large development partners. Furthermore, the decentralization process requires priority setting on the part of UNESCO. Ability to generate extra budgetary support through UESCO HQ is important.

6.2. Roles and Actions Internal management of activities

Study on financial decentralization in education managed by UNESCO HQ, the Islamabad Office and MOE. Working with UNESCO Bangkok on gender, learning achievements and literacy. Close coordination with gender specialists. At times unavailability of TA requested.

Coherence with other UNESCO activity

The UOP has been successful in incorporating peace, human rights, HIVAIDS, gender, culture and quality education into the EFA agenda.

Working with National Commission

Coordination between the UNESCO/Islamabad and the PNCU is evident from joint activities relating to EFA and UNLD. However, there is very little in-house at PNCU.

Financing country activities

TA from the UNESCO headquarters and Bangkok office, and extra-budgetary support for specific activities.

6.3. Outputs Commonality of approach

Material developed and included in curriculum on peace, human rights, HIV Aids, gender equality, and sustainable livelihood.

Reporting, dissemination of findings

There seems to be regular exchange of reports and other documents between UNESCO HQ, UNESCO RO (Bangkok) and UNESCO /Islamabad office.

Learning within the organization

There is a learning environment in the organization as evident from publications, reports, program support and response to changing scenarios on directions and strategies.

6.4. Impact Communication, access to and utilization of information

Exchange of experience and sharing of documents with the Bangkok UNESCO office is very effective. Regular participation in regional meetings and workshops at Bangkok RO. Support to South Asia Forum on EFA and Central Asian sub-regional EFA meeting in Islamabad are good examples of UNESCO’s flexibility in organizational capability.

Impact of decentralization changes

More evidence of focus on country specific concerns. However, greater devolution in fiscal authority and enhanced resources would be needed to address the evolving needs of the country and maintain UNESCO’s profile as an intellectual agency.

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“The Government has begun to take appropriate steps including provision of financial resources to meet the requirements of EFA and to honor the commitments made at the international level and most recently at the World Education Forum at Dakar in April 2000. (Zubaida Jalal, Federal Minister for Education, January 31, 2001)1 1. Country Background

1.1 Key events in EFA Planning. 'Education for All' became a keyword following the Jomtien Conference of 1990, when more than 150 nations of the world translated Education For All into a set of concrete goals, and pledged to achieve them in their societies. Again in April 2000, representatives of 184 countries, NGOs and International Agencies met at the World Education Forum at Dakar (Senegal) to review EFA progress and set a framework for future action. The six EFA goals stated in the Dakar Declaration are:

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

2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality;

3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs;

4. Achieving a 50 percent improvement in levels of adult literacy, especially for women, and equitable access to basic and continuing education for all adults;

5. Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015; with a focus on ensuring girls’ full and equal access to achievement in basic education of good quality;

6. Improving all aspects of the quality of education skills acquisition, i.e. especially in literacy, numeric and essential life skills.

As a signatory to the Dakar Declaration, Pakistan has agreed to all of the above goals. In order to fulfill this responsibility as early as September 2000, the Ministry of Education, in line with the Dakar Framework of Action started the process of mobilizing strong political commitment for Education for All and developing National, Provincial and District Action Plans, enhancing investments in basic education, creating awareness about and advocacy for Education For All in Pakistan. It promoted EFA policies within a sustained and integrated sector framework linked to poverty alleviation and development strategies ensuring the engagement and participation of civil society in the formulation, implementation and monitoring of strategies for educational development. The EFA Wing of the Ministry of Education was created following the Dakar Conference and was strengthened to meet the requirements of the EFA National Plan of Action. A series of measures were taken by the MOE to prepare the National and Provincial plans of action for EFA. These included:

i. Conducting a Private School Census through the Federal Bureau of Statistics to obtain data for planning.

ii. The Education Sector Reforms (ESR) Action Plan 2001-2004 was developed in the light of EFA with about 80 percent of its financial outlay dedicated to primary education.

1 Report of the National EFA Conference, 15 January 2001, Islamabad, Pakistan. Organized by the Ministry of Education, Government of Pakistan in collaboration with UNESCO.

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iii. Organizing the National Conference on EFA in January 2001 to launch the EFA movement in the country.

iv. Program, modalities and modus operandi to initiate preparation of provincial plans of actions decided in a meeting of the EFA Wing and UNESCO agreeing to support the provincial and federal level workshops and meetings.

v. Orientation of federal team of experts and provincial counterparts in provincial headquarters.

vi. Identification of provincial EFA focal points and federating units, technical groups for EFA-NPA preparation and TORs for EFA forums.

vii. Planning meetings in all provinces for preparation of EFA plans. viii. Framework for NPA presented to visiting Director General UNESCO in April 2001 in

Islamabad and later in the South Asia EFA Ministerial Review Meeting at Katmandu. ix. Provinces and federating units prepared plans on basis of NPA. Suggestions also made

for improving the NPA. x. Revised NPA discussed in National EFA Forum, with Development Partners and

finalized in 2003. At the international level the second and fifth EFA goals were made part of the Millennium Development Goals (MDG) of the United Nations and at the national level these were incorporated in the officially adopted MDG document. Pakistan’s Poverty Reduction Strategy Paper was also aligned with the EFA goals and even more significantly the Education Sector Reform Action Plan 2001-04 reflected EFA targets. The National Conference on EFA convened in January 2001 with UNESCO support launched the EFA movement in the country. Its broad objectives were to:

1) Share the outcomes of the Dakar conference on education for All (EFA) and the commitments made by the Government of Pakistan;

2) Highlight the centrality of Education for All within the Education Sector; 3) Evolve the framework for the National Plan of Action for EFA; and 4) Discuss the parameters for setting up the South Asia EFA Forum.

At the 159th Session of the Executive Board of UNESCO the report of the Pakistani delegation to Dakar was discussed at length. It was acknowledged that Pakistan was the first Member State to request for co-operation and urged the Education Sector at UNESCO to fully support this initiation. The GOP set up a National EFA Follow -up Unit along with provincial units to mobilize the necessary efforts required for accelerating achievement of EFA goals. The National EFA unit was to act as a coordinating mechanism for all provincial counterparts culminating in a National Plan of Action based on inputs from all provinces ensuring a complete liaison with in-country government and non-government organizations, UNESCO, multilateral and bilateral partners as well as international NGOs. With technical assistance provided by the European Commission and UNESCO, EFA technical groups were established comprising various stakeholders, i.e. the federal and provincial governments, NGOs and CSOs to formulate the EFA-NPA. Pakistan was the first country to develop a Draft National EFA Plan in April 2001, one year in advance of the required date. The plan was presented at a Regional Meeting in Katmandu, Nepal. The technical groups were later merged into the National and Provincial EFA forums. UNESCO supported a team from the Ministry of Education and worked with the provincial Departments of Education to prepare the EFA provincial plan of action (EFA PPA).The National

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EFA Plan 2001-2015 was finalized and published in April 2003 with inputs from Provincial EFA Plan of Action The EFA Team prepared the cost estimate for the EFA National Plan of Action. Three areas were highlighted for the NPA: Primary Education, Early Childhood Education and Adult Literacy. All stakeholders agreed that the Education Sector Reforms and the EFA National Plan of Action should be complementary and integrated to ensure consistency in approach and in implementation. The targets stated in EFA NPA 2003 have included broad educational aspects. However, several targets are not yet translated as measurable indicators, for example quality outcomes and life skills.

1.2. Profile of UNESCO presence in Pakistan The UNESCO office in Pakistan maintained a continued and visible presence in the country. As the lead coordinating agency for EFA, UNESCO played its role adequately in extending support to the Ministry of Education and coordinated with other development partners active in education. UNESCO supported a major National Conference on EFA which was considered a successful event by the GOP. UNESCO is a well-respected organization in Pakistan. The education sector is dominated by large multilateral lending agencies viz. the World Bank and the Asian Development Bank, and bilateral agencies such as USAID and DFID. However, UNESCO appears to have played a vital coordinating role in terms of policy dialogue and maintaining the focus on EFA. This is evident from its strategic interventions in supporting all major EFA events, including conferences, seminars, meetings and workshops. The UNESCO Pakistan office supported a large number of government officials and NGO’s representatives to attend meetings and workshops in the country. It also provided opportunities for government representatives and a few NGOs to participate in EFA related meetings and training at the UNESCO office at Bangkok and key officials at UNESCO headquarters at Paris. UNESCO also supported the Government of Pakistan by providing TA for some of the EFA goals to strengthen the Core EFA Team. The focus has been on systemic issues relating to strategic interventions for gender, life skills and literacy with UNESCO Bangkok and FAWE. UNESCO activities for EFA have also encouraged coordination among other donors. Interviews with donors suggest that UNESCO has led and strengthened its position as the lead agency for EFA. UNESCO is also perceived as technical agency with the capacity for making strategic inputs and for providing a sector wide approach in education.

1.3. Organization of development partnership. Currently there are five groups for coordination in the federal capital and other coordination bodies in the provinces. This provides a challenge to UNESCO as it does not have any presence in the provinces. Working with Pakistan itself is very challenging – a country of immense provincial variations with some of the lowest HDI in the world. The International Development Partners Forum comprises UNICEF, UNDP, UNFPA and World Bank (UNESCO is not represented in this forum). Most policy issues are discussed/decided at this level. There is also an Education Group of donors comprising DFID, UNICEF and UNESCO that meets at the federal level. The group discusses educational issues and communicates these to

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the provinces. There is a general perception that coordination is not strong among the education group members as in other countries. In addition there is a UN thematic group on education and culture chaired by UNESCO. UNESCO has not yet been integrated into the UN mandated cooperation for joint programming through Common Country Assessment (CCA). It is felt that UNESCO’s inclusion in CCA will be useful for its work in education. DPs especially UNICEF views UNESCO as a key partner and a specialist agency for education which gives it a significant comparative advantage over other DPs working in social sectors. UNICEF, WFP and UNESCO have partnered in several EFA activities.

1.4. Contexts

For ten years between Jomtien and Dakar, activities relating to Education for All were dispersed between several wings and institutions of the Ministry of Education but were mostly viewed in the context of non-formal education. UNESCO’s work was mostly at the federal and provincial level2 in the areas of quality – learning achievements and teacher training and adult literacy. With the clarification of the six EFA goals a more focused approach was developed. During 1999-2000, the new government in Pakistan initiated a series of reforms and restructuring of government departments including the MOE. For EFA the most critical interventions were the Education Sector Reforms and the Devolution Program. The EFA Wing was given prominence and strengthened to undertake the responsibility for preparing the EFA-NPA. The concurrent developments of instituting Education Sector Reforms and developing a vibrant EFA agenda placed education in the forefront of the national development efforts. However, the reconstruction of power structures with the constitution of local governments and decentralization of development activities including delivery of social services to the districts (104)added a new dimension as to how EFA would be interpreted at different levels. The GOP at national and international forums voiced the rhetoric of education for all as the cornerstone of good governance, development, and poverty alleviation. Development Partners including the World Bank, ADB, USAID, DFID, and EU committed support for the six goals of EFA. UNICEF also demonstrated support especially with its focus on accelerating girl’s education and in building partnerships with key stakeholders including the corporate sector. Following table presents a summary of DPs with their intended focus on EFA areas. Table 1. Focus on EFA by Development Partners

Development Partner

Focus in EFA

ADB Girls education, access – improved service delivery World Bank Access, UPE, girls education, quality, equity – policy USAID ECE, quality (teachers training), access, literacy – PPP EC Equity - poverty reduction, gender equality, institutional

support DFID Access, quality – policy & institutional strengthening GTZ Quality - teacher training, material development and

2 In Pakistan implementation of education is a provincial responsibility, perforce several interventions initiated at the federal level have to be shared with the provinces for them to enter and impact the system.

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institutional development AUSAID Access, gender – girls education CIDA Access, gender, quality GO Norway Access – gender UNICEF Access, quality, girls education UNFPA Gender – girls education and UPE WFP Access, gender SCF-UK Access, equity, quality

In addition to the above, the Pakistan Human Development Forum raises funds for the National Commission for Human Development (NCHD) set up in 2002 as a semi-federal government organization. Its mandate is to support government departments for implementing the MDG goals including EFA. The NCHD views itself as a support organization for access, quality and gender and is reported to be active in literacy work in 76 districts. The NCHD received technical and advisory support from UNESCO/Islamabad. 2. Findings 2.1. Integrating EFA planning support within wider educational and national development

framework. 2.1.1 Policy and Programming EFA planning for 6 EFA goals. UNESCO extended support to MOE and coordinated with other DPs toward EFA agenda and goals. Planning issues for EFA in Pakistan were spelt out at the National EFA Conference that included

(i) Terms of Reference for EFA Forums and Units (ii) Quality of Education (iii) Access-Primary/Elementary Education (iv) Non-Formal Education/Literacy (v) Good Governance/Decentralization/Community Participation (vi) Mobilization of Resources for EFA.

The UNESCO planning guidelines were widely disseminated to federal and provincial governments to create an awareness of the six EFA goals and initiate a dialogue on their adoption. Subsequently, the guidelines were shared with all 104 districts, the Federal capital area,3 the Federally Administered Tribal Areas (FATA), the Northern Areas, and Azad Jammu & Kashmir (AJK). To date, 75 districts have developed their EFA plans for which documents are available either in final or draft form. Monitoring indicators for the six EFA goals were developed by the EFA and ESR wings and shared with the provinces and districts. Policy of support to EFA planning within national development planning. The GOP established an EFA Technical Group at the Federal level for preparing the EFA NPA. Most of the group members were also preparing the Education Sector Reform Action Plan. Although the six EFA goals were integrated into the current GOP policy on education it was decided that the focus in EFA would be on Primary Education, Adult Education and Early Childhood Education. The Education Sector Reform Plan 2001-05 has EFA embedded in it and in particular its literacy and primary education monitoring indicators are derived from the EFA goals. The Poverty Reduction

3 Referred to as the ICT or Islamabad Capital Territory

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Strategy Paper (2003) refers specifically to the objective of ‘education for all’ guiding the government’s policy of improving access to and quality of primary education. The Medium Term Development Framework (MTDF) 2005 to 2010 has similar sectoral and sub-sectoral indicators for literacy and education. All other national planning documents include gender disaggregated indicators with specific targets for males and females. Gender budgeting is a new area to which attention of policy makers has recently been drawn. The Government of Pakistan developed a comprehensive National Plan of Action on Education for All (2001-2015) with inputs from the provinces and federating areas. It needs to be noted that the indicators for education in the other development frameworks are not as comprehensive as those included in the NPA EFA. The common indicators relate to literacy (total, male, female), and primary enrolment (total, male, female). The ESR Action Plan gives strategies, programs and targets for each of the education sub-sectors (literacy, gross and net primary enrolment, middle school enrolment, secondary school enrolment and higher education enrolment). The PRSP has targets for literacy, dropouts and primary enrolments with Zakat (religious obligations) funds for education. The MTDF is concerned with targets for literacy, UPE, enrolments at all levels and madrasah. The document refers to specific goals of EFA by 2015 and of UPE by 2010. All three frameworks also mention Compulsory Primary Education as essential for achieving targets set by them. It is however difficult to measure progress on the basis of the targets set especially in the absence of any dedicated resources for EFA by government. Table 2. Targets Based on Education For All National Plan of Action (EFA NPA) 2003 Description of Qualitative EFA Goals EFA

Benchmark 2000

EFA Target 2015

Primary Education Total Population 5-9 age group 17.9 million 17.5 million Total Net Participation Rate 66 % 100% Male Net Participation Rate 82% 100% Female Net Participation Rate 50% 100% Net Enrolment 11.9 million 17.5 million Male Enrolment 7.6 million 9 million Female Enrolment 4.3 million 8.5 million Adult Literacy Total Population 10+ age group 101.5 million 146.0 million Total Literacy Rate 49 % 86% Male Literacy Rate 61.3% 86% Female Literacy Rate 36.8% 86% Early Childhood Education Total Population 3-5 age group 8.1 million 7.2 million Total ECE 25% 50% Male ECE 31% 50% Female ECE 18% 50% Source: National Plan of Action for EFA. 2.1.2 Roles and Actions Actions for EFA within national contexts. The Primary Education and Non-formal Education Wing of the MOE were merged and renamed as the EFA Wing with a broader mandate for incorporating the six EFA goals. There was concurrent development of the Education Sector Reforms and process for developing the EFA NPA that allowed for structural changes including

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redefining the roles of various wings/departments/institutions of the MOE. Attempts were made to link EFA targets with ESR, PRSP and MDG. UNESCO provided support to the MOE for the dissemination of the Dakar framework, six EFA goals, and guidelines for preparation of national plans. It also assisted the MOE in organizing the National Conference on EFA in January 2001, providing advocacy materials and for publication of the conference report. Furthermore it collaborated with the MOE in setting up the EFA Forums at the national and provincial levels and in supporting the technical groups developing the NPAEFA, the provincial and district EFA plans. Subsequently UNESCO played a key role in the dissemination of the plans through consultative meetings and seminars. This also provided UNESCO the opportunity for close collaboration with bilateral and multilateral development partners, and UN agencies especially UNDP and UNICEF. UNESCO also supported the participation of the Pakistan delegation to the South Asia Regional Meeting in Nepal in April 2001. UNESCO’s interaction with the civil society and non-government organizations also increased substantially. Dialogue with international and national agencies .Comprehensive dialogues took place with international and national agencies including the World Bank on EFA targets with the National Reconstruction Bureau for integration of education and EFA structures within the Devolution Plan; and with Planning Commission, Finance and Planning Departments for sharing EFA targets and budgets and their reflection in PRSP. The Ten Year Perspective Development Plan 2001-2011 links education with other social sectors and views EFA as the centerpiece of human capital formation. The MTDF also refers to EFA goals and targets. At the national level, for the first time FATA was included in any development plan - EFA NPA. EFA planning with ESR. EFA and ESR started concurrently with TA support provided by EC and UNESCO. The ESR aims at the overall development of the education sector, with special focus on EFA. ESR allocated 77% of resources for EFA goals and targets. The ESR interfaces with EFA in the areas of adult literacy, ECE, gender equity, quality of education (curriculum reform, teacher education & training, examination reforms and assessment)and reforming madrasas or religious schools. EFA links with PRSP. Linkages between EFA and PRSP are limited to the areas of literacy and primary education and their potential contribution to economic growth. The other goals are not explicitly stated. Early Childhood Education. EFA highlighted the need for ECE and development of specific programs/activities in this area. Previously unrecognized Katchi class (infant class) is now officially accepted as part of the ECE. The primary cycle has thus been extended from five to six years. 2.1.3 Outputs Approach to planning. A consultative approach to planning for EFA was followed involving the representatives of federal and provincial governments, NGOs and CSOs who provided their technical inputs for the overall EFA framework and into the six specific EFA goals. This allowed the provincial governments to decide on the EFA focus for their provinces and to determine priorities in the context of the six EFA goals. The Federal MOE took a lead in the preparation of the NPA EFA and was supported by the NGOs and CSOs who participated actively in consultations and other activities. At the same time

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the Federal Government’s planning document Education Sector Reform has embedded all six EFA goals. Clarity exists in all goals except the goal related to life skills which are generally understood basic technical skills. National planning. Pakistan was the first country to develop draft EFA NPA presented at South Asian Ministerial Review meeting held in Kathmandu in April 2001. The Plan was prepared based on evidence in the education sector with provincial feedback, but not all indicators are measurable. The linkage between EFA NPA and other planning document is only in broad terms and specific planning targets are not consistent between the EFA NPA and MTDF. Rights, equality, quality and innovation. The PRSP and Medium Term Development Framework (MTDF) in general reflect these ideas. Some specific performance targets for each of the imperatives are given such as reduction in school dropouts to improve quality, reduction in poverty, targets for promoting gender equality in school enrolment and increase in zakat funds for education of the poor. The MTDF also has specific targets for selected EFA goals but the main issue in all national frameworks is the lack of budgetary support and financial commitments. 2.1.4 Impact Support for plan. As a policy document there is wide support for the NPA EFA at levels of the government. However, full budgetary support for EFA NPA is lacking and with as little as 1.9% of its GNP allocated to education, Pakistan is far from reaching the UNESCO recommended target of 4% of GNP for education The National Commission for Human Development was created by an ordinance in 2002 as a semi-federal government organization. Its mandate is to support government departments for the MDGs including EFA. NCHD is currently working in 76 districts for increasing the literacy rate. The Pakistan Human Development Forum raises funds for it mostly from Pakistanis working overseas. Developing policies on rights, equality, quality, and innovation. Article 37-B of the Constitution of Pakistan is taken as the starting point for determining the right to education. Other policies are derived from the CRC and C-182 regarding child labor. Promoting gender equality takes CEDAW as the starting point and includes Beijing plus five and Beijing plus ten processes and links them with CRC and EFA. Tawana Pakistan -school nutrition program for girls is funded by WFP to promote girls education. NCHD is developing a post-literacy program for neo-literates in partnership with UNESCO Quality issues are being addressed through focus on learning achievements at primary level and upgrading teachers’ skills. The concept of ‘inclusive education’ is also being promoted. UNESCO assisted in creating the link between EFA and HIV Aids by extending support for education for the prevention of HIV Aids through the Curriculum Wing of the MOE. Is planning real? Planning is viewed as a separate process from implementation because historically the former has been treated as a federal responsibility and the latter provincial. Budgetary allocations in plans are based on targets but decisions on the actual amount allocated are circumstantial or often politically driven. The NPA EFA required financial resources of Rs.430 billion, but for the first three years only Rs.6 billion were allocated. Even this insufficient allocation was subjected to late releases and budget cuts. The study of Financing of Education prepared by the MOE identified a resource gap of Rs.253 billion for EFA.

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2.2. UNESCO’s support of national, sub-regional and regional EFA forums and strategies

2.2.1 Programming Programming process. UNESCO supported coordination for EFA with other South Asian countries in holding the first meeting of the South Asia EFA Forum. It provided TA for South Asia EFA Forum website. As the lead agency for EFA, UNESCO supported the National EFA Forum. Programs for celebration of key international days are supported and coordinated by UNESCO by drawing in other development partners and the National Coalition for Education. UNESCO is also promoting a policy of regional cooperation on EFA with Iran, Turkmenistan and Afghanistan. Popularizing of EFA in the context of the UNLD and launching the initiative with MOE and other DPs. This included preparation of a National Strategic Framework for UNLD in Pakistan was jointly published by the MOE with UNESCO support. Scale and scope of regional programming. The South Asia EFA Forum was hosted by Pakistan for two years and has recently been shifted to Bangladesh. A Regional Ministerial Meeting was organized in March 2002 to discuss common agenda for accelerating progress on EFA. Alongside the meeting a Technical Group Meeting of the South Asia Forum was also organized where The Pakistan MOE presented a paper on Financing of Education prepared with support from UNESCO. According to this paper the resource gap for EFA in Pakistan was estimated at Rs.253 billion. The launching of UNLD on behalf of UNESCO was done by the Director UNESCO Regional Office for Education, Bangkok at the South Asia Forum meeting. Regional programming helped focus on more systemic issues relating to strategic interventions for gender, life skills and literacy with UNESCO Bangkok and FAWE. The Gender focal person from the MOE participated in gender related meetings in Bangkok and Chiang Mai. Since 2000 the UNESCO/Islamabad Office has extended technical assistance to the organizations working for education of Afghans both inside Afghanistan and Afghan refugees in neighboring countries. It provided support in the following areas: (1)Training of educational personnel (2)Dev elopement and production of teaching-learning materials (3)Research Studies including Education For All 2000 Assessment of Afghanistan and (4)Refugee Education. Due to the non recognition of Taliban authorities during this period, in accordance with UN Policy, UNESCO/Islamabad, restricted its support to the international agencies and NGOs only. In the following year UNESCO played a coordinating role in the United Nations Consolidated Joint Appeal for Afghanistan. It also helped to build in EFA into the education policy being discussed and designed by the MOE of Afghanistan. More recently UNESCO has extended support for the regional forum of Central Asia a meeting of which was held in Islamabad. Flagship initiatives: UNESCO and interagency linkage. The UNESCO office in Pakistan selected two EFA flagship initiatives (i) United Nations Girls’ Education Initiative (UNGEI) and (ii) Literacy in the Framework of the United Nations Literacy Decade (UNLD) as the most important in the context of Pakistan. Given the country’s high gender disparity ratios in literacy, basic and primary education, UNESCO used the innovative approach of promoting gender equality in primary and secondary education through participatory curriculum and textbook reform processes. In the context of literacy the UNESCO office identified three strategies. These were firstly, the use of ICTs for the promotion of literacy, especially in E-9 countries as a strategy for accelerating

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the process and its outreach to remote and difficult areas/communities; secondly poverty reduction through improving the scope and quality of literacy; and thirdly capacity building for EFA. Advocacy of EFA and EFA Planning. Development of Draft NPA EFA and sharing with SAARC countries, support for research and studies on key EFA areas such as gender, financial decentralization in education, financing of education. Organizing seminars, workshops, meetings with wide range of stakeholders, and development of advocacy materials on six EFA goals and literacy. Focusing on need for good accurate data for planning in meetings. Assisting the MOE to include EFA in all presentations including to all DPs, the Pakistan Human Development Forum to the extent that the NCHD has developed an EFA Action Plan. 2.2.2. Roles and Actions UNESCO support to forums and strategy initiatives. UNESCO Pakistan office has provided financial and technical support to EFA activities during 2000-2004 such as financing Minister of Education and some other government officials and NGOs for attending meetings/ workshops at international and regional levels. UNESCO supported the Sub-regional Ministerial meeting organized in Islamabad with representatives from Iran, Turkmenistan and Afghanistan and TA from the Iran cluster of UNESCO countries for common issues in EFA implementation. UNESCO HQ support for examining linkages between education and decentralization policy of GOP (consultant for 3 months at EFA Wing from Paris) and Public-Private Partnerships. Consultant from UNESCO Paris for ECE. UNESCO Pakistan Office also extended support to BLCC an NGO for setting up the Literacy Watch programme and monitor literacy initiatives in the country. Scope and attendance. UNESCO provided opportunities for the Minister of Education and key government officials and NGOs for attending meetings in Geneva, Paris and New Delhi. Study tour on Education, Gender, Curriculum and Textbooks for 5 curriculum and textbook specialists to IBE Geneva. Children’s voice. UNESCO in collaboration with SCF-UK, UNICEF, Action-Aid Pakistan, other donors and the National Coalition for Education has helped to bring children’s voices at the federal, provincial and district level to promote literacy, making education accessible to girls and for improving quality of education. In celebration of Literacy Week in particular children from schools in the federal and provincial capitals participated in walk, meetings with politicians and education officials to present their charter of demands and seek commitment for UPE and access of girls to education Gender equality. Achieved some success in focusing attention of government on issue of gender disparities and inequalities. Gender Focal Person nominated in MOE and later in each of the provincial DOEs and provision of Gender expert for gender training of GOP officials. 2.2.3 Outputs National/sub/regional networks and collaborations. National Coalition for Education formed with linkages at regional level to accelerate advocacy on EFA, National Parliamentarians Forum formed. National Development Partners Forum constituted. Support to the Literacy Watch component of an NGO (BLCC). Participation by NGOs in literacy programme of ASBAE in Bangkok. Closer linkages between

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National Coalition for Education and ASBAE. 2.2.4 Impact Ongoing policy discourse at national/sub- or regional. EFA expanded outreach to grassroots organizations on the one hand and need for greater coalition building at regional level and on the other it brought in expertise from Universities providing a more holistic discourse framework. At the regional level there is more interaction on database and learning achievement issues. Gender, poverty, sustainable livelihoods and HIVAIDs are also part of the discourse. Political and public debate – media etc. UNESCO Country Directors have a visible presence in development forums, speaking out on UNLD, at launching of international and national development reports and in supporting the MOE in their public role. Media are more aware of EFA and issues involved in achievement of EFA goals. EFA dissemination activities are published in national and local newspapers that have generated debate on EFA issues on television especially on the private channels. There is increased discussion and debate of EFA policies including critique of GOP approach and programmes. Almost all newspapers carry information and news on the EFA goals on a daily basis. 2.3. UNESCO’s national coordination actions in preparing and following up the EFA National Action Plans According to GOP, most of the activities to follow up the EFA National Action Plans are their initiatives. UNESCO has supported them through TA, CB, advocacy materials, workshops, meetings which are very limited in terms of financial contributions compared to the other donors. 2.3.1 Programming Approaches to coordination. UNESCO has supported coordination for EFA with other South Asian countries, GOP, all development partners, NGOs, CSOs as well as Provincial EFA Technical Groups and Forums and selected District Governments through meetings, seminars, conferences, publications and dissemination of findings of studies and other documents. UNESCO capacity to coordinate (financial, administrative and organizational). UNESCO Islamabad has limited capacity both in terms of financial and human resources as has been repeatedly pointed out by GOP and development partners active in education. At the preparation state of the EFANPA UNESCO was very effective despite its limitations, but in the follow-up stage this issue can become critical especially when UNESCO has to compete with large players such as the IFIs and EU. However, UNESCO has shifted its focus to greater evidence based advocacy, targeting media and parliamentarians. 2.3.2 Roles and Actions Activities to mobilize others around the EFA planning and implementation at country level (and mobilization of funds.) Several activities were conducted in Pakistan to support EFA planning and implementation including financial and technical support for Governments and NGOs to attend selected meetings and workshops at national and international levels. Collaborative research and dissemination of findings with key development partners including USAID. Greater collaboration with UNDP, UNFPA and WFP. Several provinces and districts have adopted EFA goals. Greater outreach to academic institutions including universities and media.

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Engagement of CSO in planning. CSOs were engaged in the EFA activities since 2000 through being part of the planning process in EFA forums, travel grants, involvement in projects, seminars and dissemination activities. There has been increased involvement of universities in EFA. The private sector educational institutions were also given opportunities to participate. EFA planning provided UNESCO to reach out to more NGOs both at the federal, provincial and local levels. Mobilizing officials and partners at decentralized levels. Pakistan has 104 districts. Decentralization started in 2001, districts are understaffed and there are frequent changes of key personnel. However, District Officials were involved in the development of the provincial EFA plan, they have been trained in preparing District EFA Plans consequently 50 District EFA Plans have been developed. Attempts have also been made to facilitate the District EFA Forums. UNESCO is also collaborating UNICEF and WFP at the district level. Follow-up. There is limited follow up on implementation of the six goals of EFA at the district/city level due to financial and capacity constraints. However, there are other international donors that are actively involved to improve access and quality of education such as World Bank, ADB, EU, and bilateral donors viz. USAID, JICA, AUSAID, Government of Norway and SCF-UK. 2.3.3. Outputs National mobilization and buy-in to EFA plans and follow-up. With the exception of the goal on life skills there is a great deal of activity in all the other EFA areas. In addition to the GOP and the efforts of the MOE and MOWD the NCHD has also been given the mandate to promote literacy. Several activities are taking place but there is lack of coordination and coherence as to how this is all adding up to achieve the six EFA goals. Coordination with DPs. UNESCO has established coordination with DPs in the education sector. In Pakistan it heads the DP Forum and fortnightly meetings are held with GOP counterparts. 2.3.4. Impact EFA planning roles are clear and widely supported. In Pakistan UNESCO has disseminated information on EFA actively since 2000. As a concept EFA is understood by all stakeholders, with the need for planning for each of the six goals considered by GOP as having being accomplished to a large degree in the NPA EFA. Although both GOP and NGOs have extended support to EFA at all forums and administrative units, implementation is slow because of inadequate financing. Other issues in implementation of goals and targets arise from competing plans, for example, for gender, elimination of child labour, technical education, etc. The existence of several development frameworks has also resulted in some confusion on EFA. Stakeholder perception of UNESCO’s added value. All stakeholders of EFA have responded positively on UNESCO roles in providing a conceptual framework for EFA and its leadership in spearheading the movement for EFA, mobilizing government and increased contact with NGOs and CSOs. However, the scenario in which UNESCO has to operate has changed between 2000-04. Donors are now providing budgetary support to provincial governments. GTZ, DFID, CIDA and WB are creating more provincial disparities, already Punjab more developed and Balochistan extremely backward.

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2.4 UNESCO’s technical assistance and capacity building efforts in the follow up of the EFA National Action Plans

2.4.1. Programming Programming for TA/CB to respond to country needs. UNESCO actively supported the country needs in the EFA NPA preparation through technical assistances and capacity building at national and provincial levels. Study on Financing of Education (2003) raises need for costing EFA again which has emerged as a critical area of concern.. Financial, administrative and institutional capacity for TA and CB. Compared with other donors active in education, UNESCO provides very limited funding on EFA activities in Pakistan. Its strength lies in coordination for EFA, strategic interventions for CB, and the perception of UNESCO as a non-threatening agency. Building capacity of provincial decision makers, NGOs/CSOs. UNESCO has provided capacity building support to provincial decision makers and NGOs/CSOs. This strategy was followed in the planning and follow-up of EFA through TA to MOE, Provincial Departments of Education, Selected District Governments, NGOs such as Bunyaad literacy and Community Council (Punjab) EFA week activities used as means of mobilization and generating political support. Planning and integration of work with other agencies. Through UNGEI and the UNLD opportunities were provided for joint planning and programmes. Celebration of EFA Week is a joint collaborative effort with other development partners especially SCF-UK, UNICEF. Collaboration with other donors for studies and their dissemination, i.e. joint research and other activities. 2.4.2. Roles and actions What activities were undertaken by whom? Since 2000, UNESCO has supported the GOP through financial and technical support to conduct and to participate in meetings, workshops, conferences at home, in the region and in other international events. CB of provincial and district DOEs for development of EFA plans. How were the activities carried out? The activities were carried out through support for Pakistan’s participation in relevant meetings, including the 47th Session of the International Conference on Education (2004) at Oxford, UK. Also support for consultative meetings, workshops, seminars, public dialogue, media-campaign, walks and signed commitment by politicians to EFA declarations. Identification of key partners, development and dissemination of an EFA Kit, and orientation workshops for provincial and district government officials and political representatives. TA for capacity building. In general UNESCO has used its TA and CB effectively given the size of financial support it can provide. In addition it has also accessed TA from Bangkok and IBE. Difficulties are experienced in some areas i.e. unavailability or lack of experts and/or resistance from collaborating government departments. 2.4.3. Outputs

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National capacity. The six goals of EFA have to some extent strengthened the planning process of government officials at the federal and provincial levels by clarifying issues and identifying needs. Capacity for planning is recognized development issues. GOP recognizes the importance of planning and considers that it has the expertise at the federal and provincial level to conduct planning, but there is need for creating capacity at the district level. It also recognizes the fact that without building implementation capacity and improving governance issues planning alone will not achieve EFA goals. 2.4.4 Impact Improving planning and implementation capacity. Although planning process has substantially improved, it is clear that the implementation capacity is lacking. This is linked directly to governance issues that need to be addressed. 2.5. UNESCO’s support of data collection, reporting, monitoring and evaluation of the implementation of the EFA National Action Plans

2.5.1. Programming Technical and institutional capacity for information system (IS). UNESCO supported translation, publication and dissemination of Dakar Framework of Action and EFA guidelines for NPA into the national language. Report prepared on an analysis of literacy based on Pakistan’s Population Census 1998. Support to AEPAM for improved database, and more recently provided TA for a National Survey on Education. Digital mapping of donor interventions in the education sector has been supported by UNESCO. Support for an EFA Newsletter brought out through collaboration with NGOs is also funded. Programming for CB in IS. GOP admits its weakness on developing adequate and accurate information systems to support the EFA goals. Conducting a national level survey requires huge funding. While UNESCO has effectively raised the issue with GOP and identified the weaknesses and gaps in existing data, it has focused on compiling what is available rather than supporting a large-scale data collection exercise. 2.5.2. Roles and Actions What support to country IS? Indirectly, through technical assistances provided by the UNESCO for assisting GOP in EFA Assessment Report 2000 and preparation of EFA NPA. UNESCO also supported the compilation of literacy data based on the National Population Census. CB for IS. There has been some CB of government officials working on assessment of EFA and indirectly through learning experiences gained by members of the EFA Team in preparation of EFA NPA. Data, validation, error reporting. UNESO has been consistently pointing out gaps and data inconsistencies. 2.5.3. Outputs

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Extent to which national capacity is developing. There is some improvement in quality of data on EFA NPA and GOP planning documents. Gaps have been identified and for the first time a national census of all education providers and literacy is being undertaken. UNESCO is promoting partnership for this exercise. IS and data availability improving. There is not much improvement on information system in education. However, the understanding on importance of data availability has encouraged GOP to allocate its own funding for conducting Basic Survey on National Education, i.e. an integrated survey on education sector in 2005. 2.5.4. Impact How is data used in the country? The data is widely used in all planning documents, but there are a number of data sources with limitations of either accuracy or coverage. Data is used at the federal, provincial and district levels for setting targets against input indicators identified in government documents and plans such as the National Economic Survey published annually, Public Sector Development Plan, Annual Development Plans, reports of the State Bank of Pakistan, by CSO and NGOs in their studies, reports and evaluations. 2.6. UNESCO’s internal organization and communication as it affects the support to EFA

planning and follow-up at country level 2.6.1. Policy, programming and organization Policy coherence and consistency within UNESCO. UNESCO has consistently supported EFA related activities. Decentralization of UNESCO has afforded the Islamabad Cluster Office expanded role to work closely with the government. It continued to lead and coordinate EFA efforts with other DPs. Policy processes include MS inputs. There is a general perception that UNESCO’s biennial programs do not fully reflect the needs of the MS nor does it adequately take into account the country inputs in the design of the programs UNESCO’s structures and staffing. The UNESCO/Islamabad office has demonstrated strong leadership capability. However it lacks adequate funding and personnel to meet the requirements of a large Federal State. In addition the cluster office has responsibility for 4 more member states. Organization structure for Pakistan lacks human and financial resources. Currently there is one international and one local education specialist at the Islamabad Cluster Office to support the education program. Monitoring and Evaluation. Internal reports are produced systematically and provide a fairly good analysis of the current implementation status of EFA in Pakistan. They also reflect the issues faced by the UNESCO office in Islamabad in implementing some of its own activities. Budget and financial management. During the planning phase the budget and financial management managed to achieve commendable results. However implementation of EFA NPA is constrained by what UNESCO is able to bring to the table in comparison with other large development partners. Furthermore, the decentralization process requires priority setting on the part of UNESCO to align with local requirements and capacity. 2.6.2. Roles and actions

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Internal management of activities. The study on financial decentralization in education was managed by UNESCO HQ, the Islamabad Office and the Ministry of Education. Representatives of the MOE and the consultant from UNESCO HQ worked through a consultant. This included field visits. Working with UNESCO Bangkok on gender, learning achievements and literacy. Close coordination with gender specialists. At times TA has not been available when requested. Coherence with other UNESCO activity. The UNESCO/Islamabad has been successful in incorporating peace, human rights, HIV Aids, sustainable livelihoods, gender, culture and quality education into the EFA agenda. Storybooks on Pakistan civilization were produced for use by school children. Working with National Committees. Coordination between the UNESCO office in Pakistan and the PNCU is evident from joint activities relating to EFA and UNLD. However, the PNCU has limited expertise for implementation which gives the impression that it is not particularly active. However, it is aware of events such as Literacy Day and to the extent of the federal capital area it is able to generate some action. The PNCU’s objectives and status within GOP has also been changing. Presently it is a department within the MOE concerned only with education. Financing country activities. TA from the UNESCO headquarters and Bangkok office, and extra-budgetary support for specific activities. However, the overall budget for education and EFA activities is rather very small compared with other DPs active in education. 2.6.3. Outputs Commonality of approach. Materials were developed on peace, human rights, HIV Aids, gender equality, sustainable livelihoods, and included in the curriculum. Reporting, dissemination of findings. There is frequent exchange of reports and other documents between UNESCO HQ, UNESCO Bangkok and the UNESCO Pakistan office. Press reporting on UNESCO’s activities is also visible. Learning within the organization. Discussions with UNESCO personnel suggest that it is UNESCO is a learning organization. This is also reflected in its publications, reports, program support and response to changing scenarios. The linkages with Central Asian countries developed especially in recent years reflect this approach. 2.6.4 Impact Exchanging experience and sharing documents with UNESCO/Bangkok office have been easy and effective. UNESCO/Islamabad’s participation in regional meetings and workshops continues to be useful in sharpening up the conceptual understanding of EFA and related issues. UNESCO/Islamabad’s initiatives were evident in many instances including South Asia Forum on EFA, Central Asia sub-regional cooperation on EFA and TA support for Afghanistan. Impact of decentralization changes. There is clear evidence of an increased focus on country specific concerns. However, once these have been identified, the funds available to the country UNESCO office are insufficient to address these needs. 3. Results Achieved

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Pakistan was the first country in South Asia to develop its EFA NPA albeit in draft form within one year of the Dakar Conference. This head start on EFA provided the MOE the opportunity to interact with key ministries such as Finance and Planning for a buy in to the PRSP and other development forums, although actual implementation has not been very successful.

Results of UNESCO support

• A key result of UNESCO support was the Pakistan EFA Assessment conducted in 2000 and presented at Dakar conference. After the Dakar Conference, the government set up EFA Unit in the Ministry of Education and Technical Group at the federal level initially and later extended to the provinces. UNESCO’s continued support enabled the government to prepare its draft plan by early 2001 (the first country to prepare a draft NPA). This was quickly followed by the preparation of provincial EFA plan of action that provided the inputs for the revised NPA in 2003.

• UNESCO has also successfully brought EFA at the centre of education dialogue among

DPs, the government and CSOs. All DPs are aware of the key EFA goals and are able to pick the specific areas of assistance within the EFA framework.

• Among the substantive areas assisted by UNESCO are gender and learning assessments.

UNESCO has consistently focused on gender as a critical area and as a result federal and provincial governments are now addressing the issue of gender gaps in curriculum and textbooks. The GOP recognizes the importance of assessing quality of education and the need for establishing a reliable database to analyze learning achievements of children.

• UNESCO has been mentoring a number of NGOs and CSOs in literacy programs and

brought in its pool of international experience.

Factors that contributed to successful outcomes EFA was launched at a time when a new Minister for Education who came from the NGO sector was in charge. Her active participation at the Dakar Conference together with local NGOs brought home a strong sense of awareness of what was required to launch a successful EFA movement in the country. At about the same time the government launched the Education Sector Reforms program that assisted the MOE staff to develop synergy with the EFA plan. UNESCO’s strategic support at the early stages of EFA initiatives was an important contributing factor to the initial success. The presence and involvement of a wider group of NGOs, CSOs and other activists in all the provinces was a positive factor in the overall national debate on EFA. UNESCO played a catalyzing role in establishing the wider coalition of education NGOs and CSOs. 3.3 Factors that have limited the success of outcomes Frequent changes of key officials created interruptions and have had negative impact on EFA activities. As part of the capacity building exercise UNESCO provided training to a large number of district officials, but the high attrition rate negates the purpose of capacity building.

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Since the official launch of MDG, EFA seems to have been overtaken by the MDG whose goals are simpler and address broader development issues However, the two education goals of MDG are unlikely to be achieved by the target year. The EFA contains too many goals and targets; thus creating apprehension at different levels of the government. The National Plan of Action for EFA has operational limitations as the MOE’s administrative authority is limited to federally administered areas only. In the Federation of Pakistan, education authority is vested in the provinces. Insufficient funding and uncertainty regarding huge financial resources needed to implement EFA led to fragmented approach to planning and implementation. In addition, the overall implementation structures and systems are weak and inefficient. Government rules and procedures are rigid and inflexible and extremely slow to respond to the changes required to move the EFA agenda forward. Lack of follow-up on some of the good initiatives taken by UNESCO has also been raised as a major weakness by several stakeholders. UNESCO initiated several interesting research work but there were no serious follow-up on the research outcomes into the EFA implementation process. 4. Lessons learnt and recommendations An important lesson learned in this exercise is that it is unlikely for Pakistan to achieve the 6 Dakar goals by 2015 mainly due to

• Large illiterate population • Low enrolment and high dropouts • Gender inequality and low literacy • High population growth • Low investment in education • Inefficient governance and management of education

The Federal Government has stated that it will not be able to achieve EFA or MDG education goals within the target dates. Although it is likely that UPC and literacy rates will somewhat improve. Despite limited resources the cluster office of UNESCO/Islamabad played an important role by

• Supporting the Government of Pakistan in its run up to the preparation of EFA NPA • Promoting a wider coalition to support EFA involving the federal and provincial

governments, DPs, NGOs and CSOs • Providing critical inputs through TA, studies and research • Supporting awareness and advocacy campaign for EFA

While decentralization has afforded the Cluster office greater flexibility in terms of its manifold activities, limitation of funds and personnel, however, has greatly constrained its activities already generated. The current coordination among bilateral donors for basic education is not very strong especially in their support programs for provinces and districts. There already exists great disparity between the level of support and resultant effect, for example when one compares Punjab with

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Balochistan. The lack of coordination and consistent policy directions are likely to reinforce the disparity further making the task of achieving EFA more allusive. On the basis of the current investigation several recommendations are flagged for consideration:

• Given the overall picture of EFA in Pakistan it may be prudent to prioritize the key goals of EFA and to make coordinated efforts to achieve those goals within a reasonable period of time. The GOP and UNESCO should consider strategic approaches to move forward in collaboration with other DPs and key stake holders.

• MOE and provincial DOEs should remain focused on key EFA goals. Annual qualitative

and quantitative targets should be set and closely monitored. These targets must be backed by adequate financial and other resources.

• The current roles of NGOs and CSOs are commendable – the coalition needs to be

strengthened and sustained. UNESCO can continue to play an important role in this coalition.

• .Some DPs especially UNICEF and WFP view UNESCO as a key partner and a specialist

agency for education which gives it a significant comparative advantage over other DPs working in social sectors. However this does not eliminate the potential for considerable overlap. More teaming up for events- joint research etc and division of labor will be required. A good example is the funds raised for undertaking the first national census of all education providers in collaboration with USAID and FBS.

• There is felt need for further meaningful decentralization of UNESCO to cluster and FO

level affording greater operational flexibility and effectiveness. In this context the fund raising strategy of UNESCO should be augmented significantly affording greater access to extra budgetary resources to support the activities of Cluster /Country office. This must be accompanied by the delegation of fiscal authority to these field offices.

• The biennial country programs should be based on inputs from the MS and field offices

and not devised entirely in Paris. This will afford greater legitimacy and relevance to the need of the MS. The program must be adequately supported with additional funds generated through extra budgetary sources.

• Within the broader context of activities and involvement of various funding agencies

UNESCO should prioritize its own activities where it has a comparative advantage. Once activities are initiated there should be adequate follow-up actions. Likely areas include

a. Inter-agency coordination on EFA activities b. Teacher education, literacy and inclusive education c. HIV Aids and prevention education d. Education governance and management e. Education quality assessment f. Education statistics, monitoring and analysis.

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5. Annexes 5. 1. List of people met/interviewed ISLAMABAD UNESCO Mr. Jorge Sequeira, Country Director, UNESCO, Islamabad Mr. Hasan Keynan, Education Specialist, UNESCO, Islamabad Mr. Arshad Saeed, Education Specialist, UNESCO, Islamabad Ministry of Education Mr. Sajid Hassan, Federal Secretary Education, Ministry of Education, Islamabad Mr. Ejaz Chaudhury, Secretary General, Pakistan National Commission for UNESCO, Islamabad Ms. Shama Khalid, Joint Education Adviser (JEA), Projects Wings (previously EFA Wing) Ministry of Education, Islamabad Dr. M. Saleem, EFA Unit, Ministry of Education, Islamabad Dr. Fayyaz Ahmed, Joint Education Adviser (JEA), Policy and Planning Wing, Ministry of Education, Islamabad Mr. T. M. Qureishi, Policy and Planning Wing, Ministry of Education, Islamabad Dr. P. A. Shami, Director General, Academy for Educational Planning and Management (AEPAM), Ministry of Education, Islamabad Dr. Humala Khalid, Academy for Educational Planning and Management (AEPAM), Ministry of Education, Islamabad Dr. Haroona Jatoi, Joint Education Adviser (JEA), Curriculum Wing, Ministry of Education, Islamabad Others Senator Razina Alam Khan, Chairperson, Senate Standing Committee on Education, Islamabad Mr. Azhar Khan, Director Education, National Commission for Human Development (NCHD), Islamabad Mr. Iqbal-ur-Rehman, General Manager, National Commission for Human Development (NCHD), Islamabad Dr. Afzal Haque, Managing Director, National Education Foundation, Islamabad NGOs Ms. Mehnaz Akbar, Country Director Child Resources International (CRI), Islamabad Dr. Shoukat Siddiqi, President Pakistan Education Foundation, Islamabad Donors Mr. Amir Hussain Naqvi, Senior Education Advisor, World Bank, Islamabad Mr. Maurice Robson, UNICEF, Islamabad Ms. Francis Donnay, Country Director, UNFPA, Islamabad Ms. Shahida Fazil, Assistant Representative, UNFPA, Islamabad Mr. German Valdivia, WFP Representative, World Food Programme, Islamabad Mr. Zarak Saleem Jan, UN Coordination Analyst, Inter-Agency Support Unit, Islamabad PUNJAB Department of Education Mr. Javaid Aslam, Secretary, Department of Education, Government of Punjab, Lahore Mr. Abid Saeed, Secretary, Department of Literacy and Non-formal Basic Education, Government of Punjab, Lahore

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NGOs/CSOs Ms. Shaheen Attiqur- Rahman, Chairperson Bunyaad Literacy Coordinating Council, Lahore Dr. Saeedur Rahman, Director Bunyaad Literacy Coordinating Council, Lahore Dr. Munawar Mirza, Director, Institute of Education and Research, Punjab University, Lahore Mr. Abbas Rashid, Chairperson, Society for the Advancement of Education (SAHE), Lahore Dr. Fareeha Zafar, Director, Society for the Advancement of Education (SAHE), Lahore

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5.2 References

1. National Plan of Action on Education for All, Pakistan (2001-2015). Government of Pakistan, Ministry of Education, Islamabad

2. .Draft National Plan of Action on Education for All Pakistan (2000-2015). Government of Pakistan, Ministry of Education, Islamabad

3. United Nations Development Assistance Framework Pakistan (2004-2008). UNDP & Government of Pakistan, Islamabad

4. Literacy Trends in Pakistan. UNESCO, Islamabad 5. Guidelines for The Strategic Framework of Action for the United Nations Literacy

Decade in Pakistan (2003-2012)...Ministry of Education, UNESCO and JICA, Islamabad 6. Urdu Translation of EFA Monitoring Report (2002). UNESCO, Islamabad 7. Urdu translation of Brochure on Literacy as Freedom (2003-2012). UNESCO, Islamabad 8. Urdu translation of Brochure on UNESCO and Education. UNESCO, Islamabad 9. Supplementary material in Urdu “We are one”. Government of Pakistan and UNESCO,

Islamabad 10. Supplementary material in Urdu “Action Makes Life”. Government of Pakistan and

UNESCO, Islamabad 11. Report on First Ministerial Meeting of South Asia EFA Forum on Education For All 12. (May 21-23, 2003) Islamabad. EFA Wing, Ministry of Education and UNESCO,

Islamabad 13. Pakistan Common Country Assessment. Government of Pakistan and UNESCO,

Islamabad 14. Report on the Joint Meeting of the International Development Partners Forum for EFA

and National EFA Forum for Launching National Plan of Action on EFA (April 3, 2003). EFA Wing, Ministry of Education and UNESCO, Islamabad

15. Education for All – Draft Provincial Plan of Action, NWFP (2003-2015)...EFA Unit, Schools & Literacy Department, Government of NWFP in collaboration with UNESCO, Islamabad

16. Education for All – Provincial Plan of Action, Sindh (2001-2015)...EFA Unit, Directorate of Literacy and NFE Government of Sindh, in collaboration with UNESCO, Islamabad

17. Education for All – Draft Provincial Plan of Action, Punjab (2003-2015)...Government of the Punjab, Department of Education, Department of Literacy and NFBE, Lahore in collaboration with UNESCO, Islamabad

18. Education for All – 2nd Draft Provincial Plan of Action Balochistan. Education Department, Provincial EFA Unit, Government of Balochistan, Quetta in collaboration with UNESCO, Islamabad

19. Report on Observance of Education for All Week 2005 (24 – 30 April 2005). Pakistan National Commission for UNESCO and UNESCO, Islamabad

20. Report of EFA Week Activities – All for Girls’ Education, EFA Week 6 – 13 April 2003.Education Department, Government of Balochistan in collaboration with UNESCO, Islamabad

21. Report on Celebration of EFA Week in Pakistan 22. (6 – 13 April 2003). Bunyad Literacy Community Council in collaboration with

UNESCO, Islamabad 23. Education Sector Reforms – Action Plan (2001-2005). Ministry of Education,

Government of Pakistan (Jan. 2003). 24. Accelerating Economic Growth and Reducing Poverty: The Road Ahead. Poverty

Reduction Strategy Paper. Ministry of Finance, Government of Pakistan. December 2003

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25. Accelerating Economic Growth and Reducing Poverty: The Road Ahead. Poverty Reduction Strategy Paper: An Overview & Information Packet. Ministry of Finance, Government of Pakistan.

26. Poverty Reduction Strategy Paper - Second Quarter Progress Report for the year 2004-05. PRSP Secretariat – Finance Division, Government of Pakistan. March 2005.

27. Working Draft – Medium Term Development Framework 2005 – 10. Planning Commission, Government of Pakistan, March 2005.

28. Workshop on Eliminating Gender Disparities in Primary and Secondary Education (25 Sept. 2003). Elementary Education Foundation, NWFP in collaboration with UNESCO.

29. Workshop on Eliminating Gender Disparities in Primary and Secondary Education (20 Sept. 2003). Institute of Education & Research, University of the Punjab, Lahore in collaboration with UNESCO, Islamabad

30. Provincial Workshop on Gender-in-Education – Education for All, October 23, 2003, Lahore. Literacy & Non-formal Basic Education Department, Government of the Punjab in collaboration with UNESCO, Islamabad

31. Gender Sensitivity – A training manual. UNESCO, Islamabad 32. Report on National Capacity Building Workshop on EFA Planning 7 – 12 July 2003,

Islamabad. EFA Wing Ministry of Education in collaboration with UNESCO, Islamabad 33. A National Case Study on the Delivery of Early Childhood Services (ECS) in Pakistan –

February 2003.UNESCO, Islamabad 34. Report on the National Policy Seminar on Early Childhood Education 10 – 11 December

2003, Islamabad. UNESCO, Islamabad 35. Financing of Early Childhood Education in Pakistan – December 2003. UNESCO,

Islamabad 36. Training Modules for Literacy Professionals. National Commission for Human

Development in collaboration with UNESCO, Islamabad 37. UNLD – Education for All; International Plan of Action; Implementation of General

Assembly Resolution 56/116. UNESCO, HQs 38. Background Document on: EFA Week 2004 – Big Lobby for Children. UNESCO,

Islamabad 39. Background Paper on EFA in Pakistan. UNESCO, Islamabad 40. Presentation on EFA.UNESCO, Islamabad 41. Press clippings on EFA. The NEWS, Islamabad 3 April & 30 Dec. 2003 42. Presentation on Situational Analysis of Literacy in Pakistan. UNESCO, Islamabad 43. Presentation on formulation of a Communication Strategy for EFA.UNESCO, Islamabad 44. Speech of Education Secretary on Launching of National Plan of Action on Education for

All. UNESCO, Islamabad 45. Speech by Ms. Ingeborg Breines, Representative, UNESCO, Islamabad on International

Literacy Day Function on Resource Mobilization for Literacy. UNESCO, Islamabad 46. EFA Week (19-25 April 2004) – Big Lobby. EFA Wing, Ministry of Education and

UNESCO, Islamabad 47. United Nations Literacy Decade 2003-2012 – Literacy as Freedom. UNESCO,

Islamabad. Feb. 18, 2003 48. Presentation on Education for All. UNESCO, Islamabad 49. Presentation on UNLD (2003-2012). UNESCO, Islamabad 50. Speech by Ms. Ingeborg Breines on “International Literacy Day” – Literacy for All,

Voice for All, Learning for All. UNESCO, Islamabad 51. Review of UNESCO’s EFA Communication and Advocacy Strategy. UNESCO,

Islamabad 52. Annex 2: Model briefing notes to a Member of Parliament on Education for All.

UNESCO, HQs, Paris

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53. Three EFA Brochures (April 2002) on: EFA & Pakistan: Where do we stand, National Plan of Action: Our Roadmap to EFA and Joining Hands for EFA. EFA Wing, Ministry of Education in collaboration with UNESCO, Islamabad

54. Education for All – Press Brief – All for Girls’ Education (6 – 13 April 2003). UNESCO, Islamabad

55. UNLD 2003-2012: Draft Guidelines for National Strategic Framework of Action. JICA and EFA Wing, Ministry Education

56. Presentation on EFA and Pakistan: Media Forum on EFA – 27 January 2004, Karachi. UNESCO, Islamabad

57. Presentation on UNLD 2003-2012.JICA, Islamabad 58. EFA Week in Pakistan 6 – 13 April 2003: Building Momentum to Eliminate Gender

Gaps by 2005. UNESCO, Islamabad 59. Post Cards – 6 Sets. UNESCO, Islamabad 60. Leaflets on Education for All – What are EFA/ The Global Vision. UNESCO, Islamabad 61. EFA Newsletter. UNESCO, Islamabad 62. EFA Newsletters (3 publications). Pakistan Association for Continuing/Adult Education,

Lahore in collaboration with UNESCO, Islamabad 63. Three Folders on Literacy for All. EFA Wing, Ministry of Education in collaboration

with UNESCO, Islamabad 64. Five Papers on Lessons Learned Meeting, 23-24 June 2005.Literacy Experts contracted

by UNESCO Islamabad 65. Five Presentations on Lessons Learned Meeting, 23-24 June 2005. Literacy Experts

contracted by UNESCO Islamabad 66. Quality of Primary Education in Pakistan - Preparatory Document for the Ministerial

Meeting of South Asia EFA Forum, 21-23 May 2003.Ministry of Education, Government of Pakistan in collaboration with UNESCO

67. Financing of Education in Pakistan - Preparatory Document for the Ministerial Meeting of South Asia EFA Forum, 21-23 May 2003.Ministry of Education, Government of Pakistan in collaboration with UNESCO

68. Report of Technical Group Meeting of the South Asia Forum on EFA, 21-22 March 2002, Islamabad. EFA Wing, Ministry of Education in collaboration with UNESCO

69. Report on National EFA Forum Meeting, 9August 2002. EFA Wing, Ministry of Education in collaboration with UNESCO

70. Report on EFA Planning & Implementation Review Meeting, 15-16 June 2004, Islamabad. EFA Wing, Ministry of Education in collaboration with UNESCO

71. Report of the National EFA Conference, 15 January 2001, Islamabad. EFA Wing, Ministry of Education in collaboration with UNESCO

72. National Education Policy (1998-2010). Ministry of Education, Government of Pakistan, Islamabad

73. Country Study on Capacity-building Needs for Planning and Implementation of EFA in Pakistan, 2003.EFA Wing, Ministry of Education in collaboration with UNESCO

74. Presentations – International Seminar on Literacy, 20-21 January 2004, Islamabad. EFA & Curriculum Wing, Ministry of Education in collaboration with UNESCO Islamabad

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5. 3. Summary of EFA Related Activities for EFA supported by UNESCO Office Pakistan at Islamabad, 2000-2004

Date Project/Activity Cost US$ 2000-2001 Primary Education Reform 8,000 CB Improving literacy and NFE 10,000 Education of the unreached 30,000 Pursuing E-9 initiative 464,000 National sectoral strategies/action plans 45,000 Policy guidelines for reform of Secretary Education 16,000 Education for prevention of HIVAID 3,200 Youth empowerment/drug abuse 4,800 Promoting international regional cooperation 8,000 Exchange of information/networking 6,000 Promoting sustainable communities 10,000 Cooperation for development 10,000 Teacher training 5,000 Culture of peace projects 5,000 Promoting the use of ICTs for education 15,000 Total 640,000 2002-2003 Support for preparation of National Plan of Action for EFA 30,000 EFA activities 80,000 Advocacy and institutional commitments 20,000 Literacy and NFE for sustainable development 20,000 Development and community education 20,000 HIV aids and EFA 15,000 Culture of peace projects 50,000 National assessment study 30,000 Promoting sustainable communities 20,000 Promoting international regional cooperation 30,000 Pursuing E-9 initiative 80,000 CB Improving literacy and NFE 20,000 Support for FRP 20,000 Total 435,000 2003-2004 Capacity building for EFA Action Plans at provincial and

district levels 180,000 (extra

budgetary) Support to the formulation and implementation of EFA National

Action Plans in the Cluster 120,000

Total 300,000 2004-2005 Improving quality of primary education 37,000

Capacity building for development of national policy on ECCE 35,000 Advocacy for free and compulsory primary education 30,000 Networking and advocacy for girls education 38,000 Collaboration and partnership for UNLD 28,000 Strengthening synergies between formal and NFE 14,000 Monitoring progress on Literacy and Basic Education 12,000 Strengthening professional base for NFE 12,500

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Development of information kit on education for sustainable development

5,000

Advocacy for quality EFA 10,000 Mobilizing common support for implementation of EFA 30,000 Civil Society Alliance for EFA 20,000 Facilitating cooperation and networking among E-9 countries 10,000 Information dissemination on EFA 9,000 Technical support for implementation of provincial district EFA Plans

100,000

Studies in relevant E-9 countries to identify best practices in ICTs in E-9 countries

170,000

Promoting gender equality in primary and secondary education through participatory curriculum and textbooks reform processes

163,000

Poverty reduction through improving the scope of and quality of literacy programmes in Pakistan

177,000 (extra budgetary)

Total 900,500

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