2013

NATIONAL LITERACY STRATEGYPOLICIES, TARGETS AND STRATEGIES

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National Literacy Strategy

Foreword

Literacy is a basic right, a skill that paves the way for the expansion of opportunities and for overall human development. Participation in modern society requires individuals to be literate, to be able to express themselves, to learn, develop, and live autonomous and full lives.

As the world moves forward and new technologies increase the knowledge available within societies, a literate, skilled population able to access and make use of these developments is a necessity. Literacy is a precondition for integrating within the societies of the modern world, building a dialogue between our ever more connected lives. Those who do not have the literacy skills to access this changing reality represent a devastating loss to the cultural and economic resources of the global community.

In Afghanistan, consistent efforts over the last decade have seen a huge increase in the provision of schooling and basic education. However, there remain large numbers of people who are still unable to access educational opportunities. Recognizing the urgent nature of the challenge, the National Literacy Strategy will further strengthen the capacity of those working in the sector to implement literacy courses across the country, training more qualified literacy facilitators, and developing learner-centered educational materials to help individuals acquire basic literacy and numeracy. Given the impact literacy can have on areas including poverty and health it is paramount that Afghanistan is able to expand the literacy skills of adults and young people and this document is a significant step forward in bringing this about.

The National Literacy Strategy sets out a framework for the expansion of literacy within Afghanistan. It seeks to advance a national agenda and provide a coordinated and targeted set of goals and priorities that will operationalize the National Literacy Action Plan (2009-2015). The Strategy is designed to unify the various national and international actors in the literacy field towards a coordinated goal – to increase the level of adult literacy in Afghanistan to 60 percent by 1399 (2020).

The Strategy places literacy as a cornerstone of peace and development in Afghanistan. More than simply an educational priority, literacy is an investment – in individuals, in communities and societies, and in the future – and the reduction of literacy inequality is a foundation of the creation of a modern, independent, and secure Afghanistan.

Farooq Wardaq,

Minister of Education

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Acknowledgement

The National Literacy Strategy was made possible thanks to the support and advice of many individuals and organizations. The Ministry of Education Literacy Department would like to thank everyone who contributed to this endeavor.

We are very grateful for the advice and support of individuals, divisions and units within the Ministry of Education who played a key role in the development of this strategy. We warmly thank His Excellency the Deputy Minister for Literacy, Humayoon Rasaw, for his leadership provided throughout.

We would also like to acknowledge the support from colleagues at UNESCO Kabul and would especially like to thank UNESCO Director and Country Representative, Paolo Fontani, for his facilitation of this document. Special thanks to colleagues in UNESCO’s Education Sector who played a vital role in supporting the National Literacy Strategy and particularly to Yukiko Matsuyoshi, Chief of the Education Unit.

Sincere gratitude goes to the members of the Afghanistan Literacy Initiative for Empowerment (LIFE) working group who provided input throughout the development of this strategy.

We would especially like to extend our thanks to Annelie Strath, Senior Consultant for the National Literacy Strategy, who provided extensive technical support and guidance in the development of this document.

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ContentsForeword .................................................................................................................................................... 1

Acknowledgement ...................................................................................................................................... 2

Abbreviations ............................................................................................................................................. 4

Executive Summary .................................................................................................................................... 6

Chapter 1: Introduction and Policy Framework .................................................................................. 10

1.1. Policy Context ...................................................................................................................................... 10

1.2. Other influences on the National Literacy Strategy ............................................................................... 12

1.3. Sources ............................................................................................................................................... 12

1.4. Situational Analysis ............................................................................................................................. 13

1.5. Challenges and Lessons Learned from delivering literacy training in Afghanistan ................................... 16

Chapter 2: The Strategic Framework ................................................................................................. 20

2.1. Strategic Objectives and Focus ............................................................................................................ 20

2.2. Focal Area 1: Equitable Access ............................................................................................................ 22

2.3. Focal Area 2: Quality and Relevance ................................................................................................... 26

2.4. Focus Area 3: Management and Service Delivery ............................................................................... 30

Chapter 3: Implementation .............................................................................................................. 36

3.1 Managing Literacy Programs: The Roles of Stakeholders at Different Levels ........................................ 36

3.2. M&E Framework ................................................................................................................................ 40

Log Frame ......................................................................................................................................... 40

Annex 1: Organizational Structure of the Literacy Department .......................................................... 49

Annex 2: Annual Targets and Costing.................................................................................................. 50

Table with targets .......................................................................................................................................50

Table with targets continued ................................................................................................................... 52

Costing table ............................................................................................................................................ 56

Annex 3: Risks and Risk Mitigation Measures .................................................................................... 59

Annex 4: Draft Proposed Adult Basic Education Program (ABEP) in Afghanistan ................................. 62

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Abbreviations

ALAS Literacy Assessment Survey ANDS Afghanistan National Development StrategyANQF Afghan National Qualifications FrameworkCLCs Community Learning Centers CSO Central Statistics OfficeCT Core TrainerDLDs District Literacy DepartmentsDPs Development PartnersEFA Education for AllEQUIP Education Quality Improvement Program FAO Food and Agriculture OrganisationGPE Program for Global Partnership for Education HRDB Human Resource Development BoardICT Information Communication TechnologyJICA Japan International Cooperation AgencyLCCs Local Community CouncilsLD Literacy DepartmentLIFE Literacy Initiative for EmpowermentLMIS Literacy Management Information SystemMT Master TrainerMDGs Millennium Development GoalsMAIL Ministry of Agriculture, Irrigation & LivestockMoE Ministry of EducationMoFA Ministry of Foreign AffairsMoJ Ministry of JusticeMOLSA Ministry of Labour, Social Affairs, Martyrs, and the DisabledMoPH Ministry of Public HealthMoRRD Ministry of Rehabilitation and Rural Development MoWA Ministry of Women’s AffairsNESP National Education Strategic PlanNAPWA National Action Plan for Women of AfghanistanNGO Non-Governmental OrganizationNHCL National High Commission for LiteracyNLAP National Literacy Action PlanNPPs National Priority ProgramsNSDP National Skill Development ProgrammeNSP National Solidarity ProgrammeNRVA National Risk and Vulnerability AssessmentPLDs Provincial Literacy DepartmentsTTCs Teacher Training Colleges TTIs Teacher Training Institutes USAID United States Agency for International DevelopmentWFP World Food Programme

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Executive SummaryThe benefits of a well-educated and well-trained population for a country’s economic, social and political development are well documented. Access to education and training is essential for developing the skills and competencies needed to manage in everyday life and to be able to effectively participate in the society. In addition to investment in formal education --covering primary through higher education-- extending provision of education opportunities for non-formal education and lifelong learning carry huge benefits in poverty reduction and national development. Experience has further shown that learning can be sustained and enhanced only if there is a solid base of linguistic and numerical proficiencies (including reading, writing and calculation skills) spread equitably among the population. In fact, increased literacy levels in countries emerging from low average literacy levels have been shown to have particularly strong impact on economic development. Failure to make substantial progress towards transforming Afghanistan into a literate society will pose a serious threat to security and political stability in the country; it will also undermine all other development efforts. Thus, affirming the strategic importance of literacy and lifelong learning in reaching national and global Education for All (EFA) targets, Literacy and Non-Formal Education has been identified as a core component of the National Education Strategic Plan (NESP).

The National Literacy Strategy is developed to operationalize and streamline the efforts made to advance the literacy agenda, captured to a large extent in the National Literacy Action Plan (NLAP) (2009-2015) and the revised NLAP (2012-2015). The NLAP has been developed with the support of UNESCO and in the framework of the Literacy Initiative for Empowerment (LIFE) through a consultative process with the government, UN Agencies, donors, NGOs and other partners.

The National Literacy Strategy takes into consideration the literacy goals set in NESP, the Education for All (EFA) Goals, particularly Goal 4: “Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults”, the Afghanistan Millennium Development Goals (MDG) Vision 2020, with targets set for achievement of universal primary education (MDG 2) and gender parity (MDG3) in primary and secondary education. The effects of improved literacy are also projected to help in achieving the MDG Goal 1 (Eradicate poverty and Hunger), Goal 4 (Reduce Child Mortality), Goal 5 (Improve Maternal Health) Goals 6 (Combat HIV/AIDS, Malaria, tuberculosis and other diseases) and Goal 7 (Ensure Environmental Sustainability).

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Specifically, the objectives of the National Literacy Strategy are to:

1. Increase national literacy rates from 36% (20% female, 50% male) in 1392/2013 to 60% (50% female and 70% male) by 1399/2020 across all groups of men and women aged 15 and above, targeting females, language minority groups, isolated communities, Kuchis and people with disabilities.

2. Enable more adults (15 and above) to gain access to continuing education and lifelong learning after completing literacy programs.

3. Increase the number of adults (15 and above) with skills for rural development and better livelihoods acquired through the process of embedded literacy.

Lessons learned from implementing literacy programs in Afghanistan have revealed that in order to make delivery of literacy more effective literacy programs need to be demand-driven, which requires: (1) that literacy education becomes more learner-centered and relevant for improving living conditions and opportunities for gainful employment; (2) integrated with life skills education and skills for development, so called embedded literacy; (3) greater community involvement to enhance local ownership; (4) linked with the formal education system through alternative pathways including accreditation and creation of equivalence status.

Thus, in order to realize the objectives stated above, the National Literacy Strategy is issue based with a focus on increasing both access and demand while improving the quality and relevance of literacy programs. It is further guided by the principles of equity and inclusiveness considering learners with disabilities and special learning needs. The Specific Objectives are operationalized through the following focal areas:

1. Equitable Access: Strategies for increasing demand including Awareness Raising and Advocacy will be developed and implemented. In the case of supply constraints, rather than investing in new infrastructure, efforts will be made to utilize existing resources including schools, mosques, community learning centers and guesthouses as venues for delivery of literacy programs. Teachers already employed in the formal education system will be given the opportunity to teach literacy classes and adult education outside the normal teaching hours.

To address the complexity of the Afghan society with layers of cultural practices, ethno-linguistic groups, areas hard to reach partly because of issues of security and a harsh climate, strategies will be adopted to fit particular circumstances. Equity will be achieved through targeting women and girls, ethno-linguistic minority groups, people with disabilities, and the Kuchi population.

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2. Quality and Relevance: The National Literacy Strategy will focus on curriculum reform to make literacy more relevant for the needs of the learners, improving teaching and learning by upgrading the qualifications of facilitators and literacy teachers, and introducing assessments of literacy achievements.

3. Management and Service Delivery: Effective management and service delivery will be achieved through mobilizing political and social support for literacy, encouraging greater community involvement, and strengthening management capacity in implementation, monitoring and evaluation. Coordination of literacy efforts amongst different providers will constitute an important part to ensure effective implementation of the strategy.

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1.1. Policy Context 1.2. Other influences on the National Literacy Strategy1.3. Sources 1.4. Situational Analysis 1.5. Challenges and lessons learned from delivering literacy training in Afghanistan

Introduction and Policy Framework

Chapter 1:

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Chapter 1: Introduction and Policy FrameworkThe National Literacy Strategy provides a road map on how to reach the Government of Afghanistan’s overall vision and objectives for the education sector and human capital development related to the creation of a literate society. It is designed to provide the government, donors and other stakeholders with a common vision, guiding principles, general strategy and detailed plans describing the necessary steps that should be taken in implementing literacy actions. The chapter begins with an overview of the policy basis for the National Literacy Strategy, including mission statement, and national education goals, followed by a situational analysis of (1) the national context and the current state of literacy; (2) challenges and lessons learned from ongoing efforts in literacy programming.

1.1. Policy Context

The National Literacy Strategy adheres to the broadly defined vision for education sector development, foremost articulated in the Afghan National Development Strategy (ANDS), the Constitution of the Islamic Republic of Afghanistan, and the Education Law. Aligned with the Education For All (EFA) principles and the Millennium Development Goals (MDGs) including universal primary education (MDG2) with gender parity (MDG3), a principal standpoint is the notion that education is a basic human right and access to quality of education should be available to all Afghans free of charge regardless of “gender, ethnicity, socio-economic status or religious affiliation”.

Recognizing the critical role of education both for the country as a whole in poverty reduction, and economic, social and political development, and for equipping individuals with skills and knowledge enabling them to take full advantage of their human potential, ANDS further states that a key objective for the education sector is to transform Afghan citizens into a “literate, numerate and technologically proficient” population. Afghan society is deeply religious; founded on the tenets of Islam in which ‘Knowledge’ (‘ilm) occupies a significant and frequently referenced position. Examples such as “Seek knowledge from the cradle to the grave”, “God will exalt those of you who believe and those who have knowledge to high degrees” (58:11), “O my Lord! Increase me in knowledge” (20:114), and “As God has taught him, so let him write” (2:282)” 1 , demonstrate the high premium the Islamic community puts on education and learning.

The National Education Strategy Plans (NESP1, NESP2, and the forthcoming NESP 3), and the streamlined Interim Plan provide the strategic direction for fulfilling the national vision of the education sector expressed in the mission statement for education.

1. History of Islamic Education, Aims and Objectives of Islamic Education, http://education.stateuniversity.com/pages/2133/Islam.html#ixzz2RjcHGNU6

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It is well documented that extending opportunities for non-formal education and lifelong learning besides formal education (primary through higher education) carry huge benefits in poverty reduction and the sustainable development of society.

Based on international experience, learning can be sustained and enhanced only if there is a solid base of linguistic and numerical proficiency spread equitably among the population including reading, writing and calculation skills2. In addition, failure to make substantial progress towards transforming Afghanistan into a literate society will pose a serious threat to security and political stability in the country; it will also undermine all other development efforts. Thus, affirming the strategic importance of literacy and lifelong learning in reaching national and global Education for All (EFA) targets, particularly Goal 4 relating to improvements in adult literacy, especially for women, and equitable access to basic and continuing education for all adults,3

literacy and non-formal education constitute a core component of the National Education Strategic Plan. The right to acquire necessary vocational skills and to qualify for continuing education for the illiterate and less literate is also protected in Chapter 10 of the Education Law.

2. In fact, investment in literacy will have even stronger impact on economic development in countries emerging from low average literacy levels, which is the case of Afghanistan.

3. The effects of improved literacy are also projected to help in achieving the MDG Goal 1 (Eradicate poverty and Hunger), Goal 4 (Reduce Child Mortality), Goal 5 (Improve Maternal Health) Goals 6 (Combat HIV/AIDS, Malaria, tuberculosis and other diseases) and Goal 7 (Ensure Environmental Sustainability).

The Ministry of Education is to “develop human capital based on Islamic principles, national and international commitments and respect for human rights by providing equitable access to quality education for all to enable all citizens to actively participate in sustainable development, economic growth, and stability and security of Afghanistan”(NESP 1389-1393, 2010-2014).

The National Literacy Strategy is to contribute to an increase in literacy rates across all groups of men and women aged 15 and above, enabling them to attain further education or to pursue technical and vocational skills, in order to contribute to their communities, society, and the economy.

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1.2. Other influences on the National Literacy Strategy

A Literacy Initiative for Empowerment (LIFE) Coordination Working Group was established under the Human Resource Development Board (HRDB) in October 2007, co-chaired by MoE and UNESCO and “with the objective of enhancing coordination and alignment of the activities and efforts of all the stakeholders working for literacy in Afghanistan, and thereby contributing to the attainment of national literacy goals set in the NESP” (EFA Country Report/Afghanistan).4 LIFE/Afghanistan has up to now been the framework for advancing the national literacy agenda in Afghanistan.

The National Literacy Action Plan (1388-1394, 2008-2013), and the revised and updated NLAP (2012-2015), informed by a needs assessment report “Where Literacy Stands” (2008) were developed with the support of UNESCO and in the framework of LIFE through a consultative process with the government, UN Agencies, donors, NGOs and other partners. 5 The National Literacy Strategy is designed to operationalize and streamline the content of NLAP and other efforts made in advancing the literacy agenda.

1.3. Sources

In addition to the main government policy documents such as ANDS, National Education Sector Plans, and the Afghan Education Law, the National Literacy Strategy reflects a number of key sub-subsector documents developed by the Literacy Department (LD) and Development Partners (DPs). The sources used include the following documents:

National Documents

1. The Constitution of the Islamic Republic of Afghanistan

4. LIFE/Afghanistan is part of the Global LIFE (2006-2015) initiative launched by UNESCO in order to accelerate the achievement of EFA (in particular Goals 3, 4 and 5), and the MDGs in countries lagging behind in achieving basic skills in reading, writing and numeracy.

5. The overall objective of the NLAP is to “reinforce the national commitment to literacy by making improvements in advocacy and communication, formulating policies for sustainable literacy, catalyze improvements in manage-ment systems and capacity at all levels and raise the overall quality of education”.

Literacy here is defined as “the ability to iden-tify, understand, interpret, create, communi-cate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve his or her goals, develop his or her knowledge and po-tential, and participate fully in community and wider society”. Adult literacy program refers to an organized and facilitated set of group activities for 15 - 45 age-group adults.

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2. Afghanistan National Development Strategy (ANDS)

3. Afghan Education Law

4. National Action Plan for Women of Afghanistan (NAPWA)

5. National Risk and Vulnerability Assessment (NRVA), 2008

Education Sector Documents

6. National Education Strategic Plan (NESP)

7. Education Interim Plan 2011-2013 (EIP)

8. Adult Basic Education Programme (ABEP)

9. Education Joint-Sector Review (EJSR) Report on Literacy, 2012

10. Afghanistan National Report

11. National Literacy Action Plan (NLAP) (2012-2015), (2008-2013)

12. LIFE Action Plan 2013 (draft)

13. Where Literacy Stands (ANAFAE)

14. Presentation/Charts by the DLOFEM

15. Education Joint-Sector Review: Literacy

International/Regional Documents

16. EFA Country Report (Afghanistan)

17. Global LIFE Midterm Draft Report

The National Literacy Strategy also reflects inputs from key stakeholders both within the Ministry of Education and the Literacy Department and members from the LIFE technical group.

1.4. Situational Analysis

Located at the heart of the historic Silk Route, Afghanistan has been blessed with a rich cultural heritage of art, music, poetry, and natural resources. Sadly, decades of war and internal conflicts have hampered the national development, and as a result, Afghanistan ranks among the lowest on key development indicators including poverty, general health, maternal, infant and child mortality rates, access to housing and basic facilities as well as educational services (EFA Global Monitoring Report 2011, and National Vulnerability Assessment, 2008).

Despite huge progress made in expanding access to basic education - which has increased from 2.3 million in 1381 (2002) to over 9 Million currently enrolled in formal education

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(5.6 million enrolled in grades 1-6) - according to the National Risk and Vulnerability Assessment (NRVA 2008) only 17 percent of the population aged 25 years and over had, by 2007, attended any type of formal education; the corresponding figure for women was 6 percent. Consequently, the youth and adult literacy rates in Afghanistan are among the lowest in the world. Until now there has been no national assessment carried out to measure actual literacy levels. The only reliable source cited in various reports refers to the National Risk and Vulnerability Assessment (NRVA 2008) which is based on declared literacy levels and depicts a rather bleak picture of the situation; only 26.2 % of the population 15 years and older was found literate based on a sampling survey of households.6 Based on UN population data of 2011, and using an estimated 3.1 percent annual growth rate, the current (2013) Afghan population is estimated to be at 34.4 million with approximately 17.2 million Afghans age 15 or older. Assuming that approximately one-third of the current population aged 15 and above are literate, there are at least 11.4 million Afghans age 15 and above who are now in need of opportunities to develop literacy and numeracy skills. This manifests the lack of human capital in the country, required for strong public administration and private economic sectors.

The pattern of literacy is further marked by large geographical variations (based on the 2008 NRVA figures) coupled with a huge gender gap. While the national average for literacy stands at 12.5% for women compared to 39.3% for men, as we move away from the main cities, particularly Kabul, Balkh, and Herat followed by Badakhshan, and into rural areas, in some provinces only 1% of women were found to be literate. The provinces with the lowest declared literacy rates are also among the 13 provinces with highest incidence of insurgencies7. The complexity of providing female literacy in insecure areas is also reflected in the high gender gap in several of the most insecure provinces.

6. Based on calculations made by the Ministry of Education taking into consideration that an increasing number of the school age population is completing primary and secondary education with literacy proficiency, the literacy rate for the adult population aged 15 and above has most likely improved and is estimated to be around 36% (20% female, 50% male).

7. The 13 most insecure provinces include Badghis, Daikundi, Farah, Ghor, Helmand, Kandhar, Khost, Nimroz, Nooristan, Paktika, Paktiya, Urozgan, Zabul.

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Province Name: % Male Literacy % Female Literacy Gender Parity Index (1= perfect equality)

High Male Literacy, Relatively High Female Literacy (relatively low gender gap)

Kabul 64 31 0.48Kapisa 55 13 0.25Parwan 46 11 0.24Badakhshan 42 15 0.36Baghlan 40 11 0.28Balkh 38 19 0.51Herat 38 19 0.50High Male Literacy, Very Low Female Literacy (high gender gap)

Wardak 59 1 0.02Paktika 48 5 0.10Ghazni 55 10 0.18Logar 54 11 0.20Ghor 45 7 0.16Zabul 32 1 0.03Low Male Literacy, Low Female Literacy, (relatively low gender gap)

Jawzjan 26 10 0.40Nirmroz 25 10 0.38Sar-e-Pol 17 4 0.24Badghis 15 4 0.27Low Male Literacy, Low Female Literacy, but still High Gender Gap

Paktiya 21 1 0.05Helmand 20 1 0.05Urozgan 19 1 0.05Kandahar 14 1 0.07

Data Source: NRVA (2008)

The literacy rate is particularly low in marginalized groups including the nomadic popula-tion group Kuchi. Out of an estimated 2.4 million Kuchis only 6% can read (4% for women and 8% for men). As the result of the past history of conflict, the number of illiterates among Afghans with physical disabilities is also high. Informed by the national survey con-ducted by the Ministry of Martyrs and Disabled (2003)8, in a sample of 13,000 disabled persons surveyed across the country, where men represented 78% of those with disabili-ties, “half of all men and almost all of the women with disabilities were reported as illiter-ate”.

8. Source: NLAP

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1.5. Challenges and lessons learned from delivering literacy training in Afghanistan

The diversity of the Afghan population, which is made up of many different ethnic and linguistic groups9, coupled with wide spread poverty and the current security situation, poses a unique set of challenges to development. These challenges have implications for any form of service delivery including literacy training. Moreover, as documented in NLAP, the concentration of 43% of the population within seven provinces, with the rest of the population dispersed across the remaining 27 provinces, makes it difficult to offer center-based program delivery due to large catchment areas.

Aid dependence and limited financial resources

Years of conflict have had a devastating effect on the economy, forcing Afghanistan to be highly dependent on foreign aid. As the macro economic conditions set the framework for the resources available for the whole public sector, education has to compete for scarce resources with other sectors in the economy.

Fragmented delivery of literacy training

Until now literacy training has been delivered by several agencies, with little consideration of synergies and comparative advantages. Currently, the majority of literacy learning is still organized and managed by the MoE, through its Literacy Department (LD) and the provincial and district Education Departments.

The Ministries of Interior Affairs (MoI), of Defense (MoD), of Labour, Social Affairs, Martyrs and the Disabled (MoLSAMD), Women’s Affairs (MoWA), and of Justice (MoJ) also implement literacy programs mostly for their own staff. MOLSAMD runs a small scale skills-based training with a literacy component integrated in a single learning package through the NPP-1 entitled ‘Sustainable Decent Work through Skills Development and Employment Policies for Job-Rich Growth’. The scope of this component is quite limited, aiming to reach around 58,000 learners in courses organized by MoLSAMD, with MoE providing technical support for the literacy dimension. Besides the training provided by the LD and other line ministries, external partners including UNESCO, UNICEF, UN Habitat, WFP, and FAO), USAID, and JICA have provided technical and financial support to MoE’s literacy programs.

9. The population of Afghanistan is spread across 34 provinces and is divided into four major ethnic groups - Pashtuns, Tajiks, Hazaras and Uzbeks with other minor ethnic groups such as Nuristanis, Baluchis, Turkmens, and Aimaks. Pashto and Dari are the main two official languages spoken, followed by the Turkic languages, primarily Uzbek and Turkmen, with a much smaller portion of the population speaking any of the 30 minor languages (primarily Baluchi and Pashai).

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Sustainability

There is a need to ensure the sustainability of literacy skills beyond the initial training as most of the efforts so far have focused on providing semi short term literacy courses (6 months) for the age-group 15-45 who are illiterate and have not been enrolled in any other educational programs before. After this initial period, participants take part in an additional three-month supplementary program, known as a post-literacy course. 10 In order to strengthen the sustainability of the literacy programmes, the courses should be connected with specific vocational and life skills. Doing so will provide greater practical application for the literacy skills being developed. Adult literacy will need to be seen in a wider context with opportunities both for literacy embedded with life skills and other skills necessary to improve living conditions, and as a pathway to further education and lifelong learning. Consequently, literacy training needs to be linked to the formal education system through the creation of recognized equivalent achievement levels, and integration with the National Qualification Framework, which will require a competency-based curriculum in literacy training.11

Relevance and Learner-centered Methods

In conjunction with the recent Education Sector Review on the performance of the Adult Literacy Sub-Sector it became evident that the purpose of acquisition of literacy will need to be expanded beyond simply acquiring a new skill. Many learners demand “recognition of their investment in learning” as part of making literacy relevant to their daily life (EJSR Report on Literacy, 2012, p.29). In addition, for some learners acquisition of literacy is also regarded as a stepping stone for continuing education. As mentioned above, connecting literacy with vocational skills will ensure that literacy is not an end in itself, but provides a connection to practical life skills which will make literacy courses more relevant to learner needs.

Community participation:

The involvement of communities has to be encouraged to enhance local ownership in order to make learning more relevant for the local context. 12 Ownership by the community means consulting leaders and learners on the purpose, value, outcomes and use of literacy. It may also include the involvement of communities in the selection of facilitators and in

10. The six month basic literacy course utilizes a common curriculum and textbook developed with support from UNESCO under the LAND Afghan project.

11. The ANQF is still under development and will, when finalised, provide a framework for the recognition of learn-ing levels which at the lower end of the framework will have a strong focus on literacy.

12. The principles of community engagement in education and local ownership of educational initiatives are well documented in plans and reports on literacy in Afghanistan. For instance, the study of literacy programs in five provinces by APPRO (2011) makes relevance and ownership at the community level the first recommendation of its research.

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The Strategic Frameworkdeveloping locally relevant and learner-centered educational materials.

Quality assurance:

A national assessment system needs to be implemented to (1) measure national level progress in literacy rates, and (2) to monitor the progress of individual learners.

Management and Accountability:

For effective program delivery of literacy training the management structure, roles and responsibilities of the central and local government authorities as well as the role of other actors will need to be defined and strengthened to ensure that all stakeholders take ownership and invest in the program. The M&E will have to be further developed and strengthened to allow for evidence-based decision making.

Capacity Development:

Attention will need to be given to develop both the institutional capacity of departments and organisations providing literacy and the individual capacity of those involved at different levels including facilitators, supervisors, and monitoring and administrative staff.

SWOT Analysis of the literacy sector, based on the issues identified above:

Strengths Opportunities• Strategic Direction (ANDS, NESP, EIP,)

• Accumulated Expertise (MoE, Civil Society, Communities)

• High number of female learners

• Endorsing environment (religious obligations, Constitutions, Education Law, MDGs, EFA)

• Community Support

• Active civil society

• Regional and International Cooperation

• Peace and reintegration process

Weaknesses Threats• Weak coordination and execution capacity

• Shortage of financial resources and qualified facilitators, especially female literacy trainers

• Curriculum and LM not relevant for the learner and society

• Systematic weaknesses: low quality standards and sustainability

• Weak Political Consensus (will), and stability

• Conflict and Insecurity

• Youth illiterate & unemployment-fertile ground for insurgency recruitment

• Donor fatigue and low predictability

• Ethnic and linguistic diversity

• Cultural barriers, especially against women and girls’ education

• Fiscal Sustainable-budget constraints

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2.1. Strategic Objectives and Focus2.2. Focal Area 1: Equitable Access2.3. Focal Area 2: Quality and Relevance2.4. Focus Area 3: Management and Service Delivery

The Strategic Framework

Chapter 2:

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Chapter 2: The Strategic Framework

2.1. Strategic Objectives and Focus

The strategic focus of the National Literacy Strategy is guided by the goals of the education sector - informed by the Constitution, ANDS, and by broader international commitments - and the situational analysis and the implementation constraints addressed above. The Strategy is issues-based with a focus on increasing both access and demand while improving the quality and relevance of literacy programs based on needs and priorities. It is further guided by the principles of equity and inclusiveness considering learners with disabilities and special learning needs.

Main Objectives:

1. Increase national literacy rates from 36% (20% of females literate, 50% of males literate) in 1392/2013 to 60% (50% female and 70% male) by 1399/2020 across all groups of men and women aged 15 and above, targeting females, language minority groups, isolated communities, Kuchis, people with disabilities, and Military, Police and Veterans

2. Enable more adults (15 and above) to gain access to continuing education and lifelong learning after completing literacy programs

3. Increase the number of adults (15 and above) with skills for rural development and better livelihoods acquired through the process of embedded literacy

Specific Objectives:

1. Increase the demand for literacy and enhance opportunities for equitable access to comprehensive literacy education, with special efforts to increase opportunities for the target groups mentioned

2. Implement learner-centered and competency-based curriculum reform linked to continuing education and lifelong learning through the accreditation and equivalency status of different types of programs (general, and skills-based/embedded)

3. Recruit and train an adequate number of facilitators in adult pedagogy and learner-centered approaches

4. Improve the publication and distribution of learning materials

5. Put proper mechanisms in place to monitor progress in literacy achievement through appropriate assessment tools

6. Mobilize political and social support for literacy

7. Strengthen local ownership and community participation

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8. Strengthen management capacity in implementation, monitoring and evaluation including putting in place a functioning Literacy and Non-Formal Education Management Information System

9. Strengthen co-ordination among different providers of literacy

10. Develop new opportunities and mechanisms for fundraising

Expected Outcomes: •More and better trained graduates from literacy programs that are relevant for the learner

The specific objectives are arranged within three focal areas.

Focal Area Specific Objectives

1. Equitable Access 1. Increase demand for literacy and enhance opportunities for equitable access to comprehensive literacy education, with special efforts to increase opportunities for the target groups

2. Quality and Relevance 2. Implement learner-centered and competency-based curriculum reform linked to continuing education and lifelong learning through accreditation and equivalency status for different types of programs (general, and skills-based/embedded)

3. Recruit and train adequate numbers of facilitators in adult pedagogy and learner-centered approaches

4. Improve the publication and distribution of learning materials

5. Put proper mechanisms in place to monitor progress in literacy achievement through appropriate assessment tools

3. Management and Service Delivery

6. Mobilize political and social support for literacy7. Strengthen local ownership and community participation8. Strengthen management capacity in implementation,

monitoring and evaluation including putting in place a functioning NF-EMIS

9. Strengthen co-ordination among different providers of literacy

10. Develop new opportunities and mechanisms for fundraising

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2.2. Focal Area 1: Equitable Access

Purpose: Establish broad based support for literacy and a foundation for increasing access to literacy training for all illiterate youth and adults across Afghanistan.

Awareness Raising

In order to make literacy more effective and sustainable, measures need to be taken to make literacy more demand-driven. As part of the demand-driven approach it will be necessary to raise awareness at all levels in the Afghan society about the benefits of literacy on improving the well-being of people, the communities, and the nation as a whole. In this capacity a nation-wide advocacy campaign utilizing different forms of media and technical platforms will be carried out and will target politicians, policy makers, intellectuals, opinion leaders, religious figures, facilitators and learners. Appropriate messages will be developed for each category. Special measures will be taken to mobilize mullahs, other religious leaders and conservative sections in society to ensure their support.

Provision of Adequate Supply

To address the needs of the adult learner, the complexity of the Afghan society with layers of cultural practices, ethno-linguistic patterns, and areas hard to reach because of issues of security and harsh climates, different strategies will be adopted to suit these particular contexts.

•Regular assessments will be carried out to ascertain whether low participation and completion rates are due to demand or supply constraints. Strategies to deal with demand constraints have been described above. In the case of supply constraint rather than investing in new infrastructure, efforts will be made to utilize existing resources including schools, community learning centers and guesthouses as venues for the delivery of literacy programs.

•The envisaged learner-centered approach will require flexibility in scheduling as adults have other commitments during the day, and therefore alternative ways of program delivery such as the use of distance education and open learning, which has been employed successfully in literacy programs in India, will be explored.

•Examination centers will be established throughout the country that will allow learners, both from literacy courses and for those learning independently, through peer-learning, and from volunteer teachers, to obtain a certificate as proof of acquired literacy.

•Other innovative approaches to delivering literacy to areas hard to reach and as a

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way of boosting and reinforcing literacy competency will be explored. These include the use of:

– mobile phones(particularly as a medium for the practice of post-literacy) where texting functions can be used to send small pieces of learning material which require a response from the learner, or be used to communicate information on relevant topics (e.g. health care for children);

– computer-assisted learning and online materials when appropriate, mostly in urban areas depending on cost, electricity, connectivity and maintenance.

In the most insecure areas efforts will be made to draw upon resources and experiences from programs concurrently being implemented by the MoE, which include, but are not limited to, the World Bank supported Education Quality Improvement Program (EQUIP), and the Global Partnership for Education (GPE).13

Special Strategies for Reaching the Target Population

Women: In order to encourage women’s participation and retention and ensure that the target of at least 60% coverage of females is reached, efforts will foremost be directed towards addressing the barriers that are keeping women from participating in literacy programs. Lack of availability of female teachers, cultural practices, and security reasons are some of the well-known factors baring women and girls from attending schools and literacy classes.14

13. GPE is targeting the 13 most insecure provinces in Afghanistan with a number of activities to boost equitable access to quality education, particularly for girls, in line with Education for All objectives. GPE has four components: (1) Recruitment of social mobilisers for awareness raising; (2) Special incentives to encourage female teachers to relocate to insecure areas, which includes a package deal for the female teacher and her male companion (mah-ram); (3) recruitment of local teachers and promoting Community Based Education and Mosque based education to accelerate access; (4) Institutional capacity building.

14. This is recognized in a number of reports including: (1) National Action Plan for Women of Afghanistan, which links the gender gap in literacy and education to the provision of female teachers in the Afghan cultural context given the social and cultural preference for women and

Widespread female illiteracy is affecting the health, well-being, productivity and overall societal prosperity in Afghanistan because many Afghan women carry the responsibility of providing for the entire family as a result of either having been widowed or living with husbands with disabilities caused by decades of conflict.

The Constitution of Afghanistan protects the right of women and girls to education (Article 44), and the explicit aim of reducing female illiteracy by 50% is listed in the National Action Plan for the Women of Afghanistan 2008-2018.

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•Efforts will be made to recruit female teachers in the formal education system to teach literacy classes. Communities will be asked to identify women with less than ideal credentials who could be trained. Another approach that will be considered is the provision of training targeting the household, or identifying a group of households which are closely connected, where it would be culturally acceptable for women to be taught by a male facilitator. Mullahs/Imams, aged persons, mahram (male family members like a father, brother or other relative) with required qualifications and positive attitudes may be selected to teach women or accompany them to work/class.

•Awareness raising and capacity building of facilitators and supervisors for the mobilization of women and girls and identification of their needs and problems

•Provision of literacy classes close to the homes will be part of this effort. Cooperation and involvement of various agencies and Ministries who support programs for women will be established.

Ethno-linguistic minority groups: Efforts will be made to provide literacy in the full range of Afghan languages including preparing materials and promoting local writing and publishing as literacy is a language-based process, and the question of the language of literacy instruction is always critical. The Constitution of Afghanistan (Article 22) affirms that “the state is also required to provide the opportunity to teach native languages in the areas where they are spoken”.

People with physical disabilities: Providing literacy for learners with physical disabilities and special needs will require additional attention in the areas of curriculum design and material support, facilitator training and the provision of a special learning environment.

Kuchi Population: Approaches will be developed based on the available experiences and emerging best practices for groups such as Kuchis and Nomads who constantly move from place to place and thereby create a challenge for the provision of fixed literacy programs. Culturally relevant material for Kuchis reflecting their needs and problems will be developed in consultation with Kuchi leaders and other experts in the field. Efforts will be made to draw literacy facilitators from the targeted Kuchi communities and to develop a monitoring mechanism within these groups to ensure the quality, continuity and sustainability of these efforts. Participatory action research will be undertaken for

girls to be taught by female teachers; (2) Data presented in the report on the performance of literacy prepared for the Joint Sector Review also indicates that female participation in learning is highly linked to the availability of female teachers: “the provinces with a high proportion of female learners have a correspondingly high proportion of female teachers – evidence that where there are sufficient numbers of female teachers, it is possible to reach higher numbers of learners”.

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deeper understanding of the movement, literacy needs and demands of the Kuchi people.

Military, Police, and Veterans: The Ministry of Interior and Ministry of Defence have specifically highlighted the need to develop the literacy skills of the Military, the Police force, and the Veteran population in order to strengthen the security situation in Afghanistan. In this way the standard of literacy is directly connected to the ability of Afghanistan to provide a safe and secure environment for development. There are a number of opportunities for the Ministry of Education, and specifically the Literacy Department, to support the MoI and MoD in this area:

•Provide technical support in the form of Master Training, sharing of educational materials, tailoring of curriculum, and the assessment of the learner needs and progress (in line with ALAS).

•Mobilization of funding through a range of potential interested parties, specifically NATO, towards the up-skilling of the current Afghan military forces. The increasingly technological nature of military and law enforcement necessitates continual in-service education and training. Through connecting the UN with existing programs and through the provision of specific educational content, literacy development will aid the creation of a modern, technically proficient, security force which will in turn assist in maintaining the size and improving the capability of the Afghan military.

•Reintegration into civilian life of army and wider security personnel is difficult and therefore an improved set of skills developed while serving will help with the process. After demobilization individuals will have received high quality training and accompanying accredited certificates. This will improve the options for peaceful reintegration of the ex-military and police personnel.

•Veterans represent an excellent opportunity in terms of literacy skills. Veterans who have received literacy training during their period of service can be a valuable training resource to help expand the skills of others. This will provide both a ready-made set of quality trainers as well as a productive and viable employment opportunity for ex-military personnel.

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2.3. Focal Area 2: Quality and Relevance

Purpose: Ensure that all literacy training is relevant to the needs of the learner and for society as a whole and that available resources are utilized more effectively in producing desired learning outcomes.

Positioning Adult Literacy within the Education Sector and Lifelong Learning: different pathways to literacy

Literacy is not an end in itself, but rather an effective tool for social change and economic development that will enable individuals collectively to better direct and manage their lives, actively participate in society as responsible citizens, and enhance their livelihood. Thus, an important aspect of the National Literacy Strategy is to ensure that all literacy programs are in line with general development goals and the needs of the learner.

•Most fundamentally, acquisition of literacy will be linked to the formal education system through equivalence and accreditation based on competency-based assessments. Efforts will be made to integrate all literacy training within the proposed framework for Adult Basic Education Program (ABEP).15

•Furthermore, as learners have different reasons to pursue literacy, different pathways to literacy with linkages to continuing education and lifelong learning will be encouraged, targeting the diversity of learners in question. As detailed in the ABEP proposal, one group of learners is the out-of-school population that never went to school or that dropped out before learning to read and write autonomously and/or before completing primary and lower secondary education. For those learners, literacy and ABEP will be a pathway to the formal education system. For those adults mainly concerned with literacy for empowerment or increased livelihood opportunities, literacy will be embeded with lifeskills and/or vocational training for the informal labor market. Most importantly, the intensions are to integrate literacy levels into the Afghan National Qualifications Framework (ANQF) and with the TVET program. The ANQF is still under development and will, when ready, provide a framework for the recognition of learning levels, which at the lower end of the framework will have a strong focus on literacy. The linkages to continuing education and the ABEP framework are depicted in the figure below. The left-right arrows indicate equivalency between the different parts of the education system. 16

15. ABEP intends to offer an outcome-based or competency-based curriculum that can be compared with the competencies developed through the curriculum in formal education. The learning materials will be organized in modular ways and combine compulsory or core learning modules with optional or differentiated modules that learners can select.

16. The ABEP proposed equivalency framework: Level 1 - equivalent to grade 1-3 of the formal systemLevel 2 - equivalent to grade 4-6 of the formal General Education system

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Different Pathways to Literacy and Continuing Education

*Programme providers: MoE, MoD, MoI, MoWA, MoLSA, MISA, UN Habitat, UNESCO, UNICEF, WFP, ANAFAE, AKF, CHA, NAC, NRC, JICA etc. Note: Adapted from ABEP

Enrollment in the existing 60 adult literacy schools that are run by the Literacy Department is currently the only way for adults to continue their education after 9 months of literacy training. These schools follow the same curriculum as used in the formal education system tailored for the school age population. In the initial phase these schools will be used as a pilot for introducing the reform efforts for literacy and continuing education before national level scale-up.

Embedded Literacy: To ensure that literacy training is in tune with national level priorities and corresponds to local conditions and the needs of different learners, measures will be taken to establish a mechanism for integrating literacy training into skills development programs that are implemented by other line ministries. These include but are not limited to the Ministry of Labor, Social Affairs, Martyrs and Disabled (MOLSAMD), the Ministry of Public Health (MoPH), the Ministry of Agriculture, Irrigation & Livestock (MAIL, the Ministry of Women’s Affairs (MoWA), and the Ministry of Rehabilitation and Rural Development (MRRD). The LD will assist the line ministries in developing appropriate

Level 3 - equivalent to grade 7-9 of the formal General Education systemLevel 4 - equivalent to grade 10-12 of the formal General Education system Level 5 - corresponding to higher education (tertiary) to give individuals opportunities to continue learning and upgrade their skills.

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curricula, provide learning materials and facilitators, and issue certificates signed by the Ministry of Education. Priority will be given to accommodate the demand for skills-based literacy training among the police, and the national security forces, which will be increasingly important after 2014 when the training provided by NATO will end and the current NATO programs will need to be absorbed by the Ministry of Interior Affairs (MoI), and the Ministry of Defense (MoD).

Community Learning Centers (CLCs) will be the basis for embedded learning; all embedded literacy programs will be coordinated through the CLCs. The CLCs will gradually be expanded throughout the country.

The proposed National High Commission for Literacy (under focus area 3: Management and Service Delivery) will serve as a coordinating body to ensure that MoE and LD can effectively respond to the needs of other line ministries.

Learner-Centered Curriculum: As a learner-centered approach to literacy requires the curriculum to be flexible, and adjusted to the needs of the learner, the existing curriculum, LAND Afghan, will be reviewed and modified to allow for greater recognition of the diversity of contextual needs such as those in rural environments.

Development of Teaching and Learning Materials: Following the development of the learner-centered curriculum framework, a decentralized approach to material development will be adopted so that various agencies will be able to develop educational materials appropriate to their specific context. However, all materials developed by various agencies will need to be consistent with the national literacy curriculum. The teachers and trainers will be trained to develop their own teaching learning aids and newsletters using simple materials available in each locality.

Distribution of Materials and Assurance of Utilization: To ensure the timely supply of learning/training books and materials a system for publication and distribution of learning materials to CLCs and other implementing bodies will be developed. Where possible, special arrangements will be made for the

The use of volunteers for social work has successfully been applied in many different contexts as it carries a host of benefits for the volunteers, such as opportunities to gain experience that can later lead into employ-ment, and the overall satisfaction of doing something useful that can make a difference for the other people in the village, town or community.

Volunteering is also highly respected in the Muslim community with several references in the teachings of the Holy Qur’an encour-aging Muslims to help each other.

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printing of books based on the LD prototype at the provincial level. Required permission will be obtained from LD for LD publications and other publishers for selected post-literacy, skill-based books.

Recruitment of Teachers and Other Literacy Personnel at Various Levels: The provision of teachers will primarily be done through using teachers currently employed in formal education as literacy education facilitators. These formal education teachers will receive practical training in adult education and literacy education methodology. Peer learning will also be explored. In addition, a plan for how to engage volunteers to teach literacy classes will be developed followed by the launching of a nation-wide campaign to recruit volunteers from a pool of university graduates and from local communities to assist the LD and ministries and government institutions for the enhancement of literacy.

Training and Professional Development: The current training of literacy facilitators consisting of five days is not sufficient to acquire the skills necessary for delivering effective literacy programs. Through classroom observations made by the literacy department it has become clear that teachers are not able to use the materials and apply the methods that they have learned. Different cost effective options will be explored to improve the quality of teaching. Adult Pedagogy will be part of the offerings at Teacher Training Colleges (TTCs) and Teacher Training Institutes (TTIs), as a mandatory course for primary education trainee-teachers. In addition, a three-stage cascade system of training is envisaged with a group of Core Trainers (CT) who will be trained at the national level, Master Trainers (MT) trained at the provincial level, and literacy facilitators who will be trained at the district level. National Core Trainers will be the key resource persons to develop the capacity of the MTs, who in turn will serve as the immediate guides and coaches for the facilitators. An experienced NGO, private training provider, or similar such institutions will be identified as a facilitating partner in each province to provide training to the coordinators, supervisors and literacy center facilitators. Other cost effective methods to be promoted include the development of manuals for self-learning that will be distributed to the facilitators in the field.

Assessment and Accreditation: In order to monitor progress and for quality assurance purposes a standardized assessment system will be developed that will be competency based. Certificates that are currently awarded after completion will require a passing rate demonstrating a certain level of attained proficiency. Two kinds of assessment will be carried out and developed:

•A comprehensive survey of literacy standards will be conducted to provide detailed data on the current reality of literacy in Afghanistan and on the success of on-going programs. The data will provide a baseline for project implementation and will allow for the systematic selection of priority areas. This baseline survey of literacy levels

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among the population will use standardized assessment instruments which will be developed within the framework of the Afghanistan Literacy Assessment Survey (ALAS). This process is currently being undertaken.

•To give learners both a sense of progress and to validate the outcomes of the programs themselves participants’ level of achievement will be assessed. Such assessment is implicit in the proposed occupational literacy of NPP-1 since literacy learning is embedded as part of acquiring the respective technical and vocational skill.

•Based on the national curriculum framework, the possibility of organizing courses on a modular basis will be explored, so that the trainees can progress gradually and acquire accreditation at the appropriate level. LD will be responsible for providing certificates to adult learners graduating from literacy courses. Learners who complete the basic literacy education program will have the opportunity to continue their education and to pursue various career pathways. To this end, the development of a National Qualification Framework and alignment between the National Qualification Framework and the adult literacy education system will be essential.

2.4. Focus Area 3: Management and Service Delivery

Purpose: The Government (the Ministry of Education, other line Ministries) at different levels, implementing partners, and local communities will make best use of resources within clearly defined roles that will promote mutual understanding, trust and support.

Management Structure:

•The Department of Literacy, headed by the Deputy Minister for Literacy, is responsible for developing the national literacy program, as well as implementation and subsequent mon-itoring, evaluation, and coordination of litera-cy activities throughout the country through provincial and district education offices. The Literacy Department at the national level has departments of teacher training, program-ming, and curriculum (and a general management unit), while provincial and dis-trict offices have a literacy manager, monitoring officers and master trainers. The current organizational structure is depicted in the organogram (Annex 1).

The demand-driven approach will encourage individual and household decision making, per-sonal responsibility and com-munity, civil society and private sector involvement.

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Shared Accountability:

When shifting to a more demand driven approach the responsibility and accountability will be shared with different actors and stakeholders including the central and local government, UN agencies, local communities, the private sector, NGOs and other service providers. While the local communities and the beneficiaries will take an increasingly active role in management and implementation of the provision of literacy training, the Central and local government will take on the role of facilitators through capacity building and raising community awareness in how to express and stimulate demand for literacy.

•With a view to shifting to a more decentralized and community based governance model, regional hubs and learning centers will be developed and strengthened.

•The possibility of creating a system for partially outsourcing the delivery of literacy programs to NGOs and the private sector will be considered for implementing literacy programmes.

Community Mobilization: As the demand for literacy is closely linked with the purpose for acquiring literacy, the content and structure of literacy needs to be adjusted to the local context which is best done when decisions are made close to the realities of individual learners. In addition, when shifting to a more demand driven approach the responsibility and accountability will be shared with different actors and stakeholders including the central and local government, local communities, the private sector, NGOs and other service providers.

The local communities and the beneficiaries will take an increasingly active role in management and implementation of provision of literacy training. Thus, broad community participation will be essential for the realization of a demand driven approach.

•The already established Local Community Councils (LCCs) through the National Solidary Program (NSP) will be given additional support by the LD through literacy facilitators to make sure that literacy programs correspond to the needs of the community and individual learners. Measures to build on the Ministry of Education’s ongoing support to strengthening school management committees, Shuras, and social mobilisers will be explored to be able to create synergies with other MoE activities.

Monitoring and Evaluation: Qualitative and quantitative achievements of literacy targets will be emphasized equally under the National Literacy Strategy. To that end, there will be two types of monitoring – progress monitoring and performance monitoring. The progress monitoring will cover operational progress with respect to activities planned and will be done through progress reporting. Performance monitoring, on the other

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hand, will cover performance of the literacy learners in terms of attendance, drop out and achievement levels in reading, writing, numeracy, and life skills, etc. All monitoring efforts will be done jointly with LIFE working group. The Monitoring Manual including monitoring form, the Learner Assessment Tools and Guidelines, and the Guidelines for Data Collection, which have been developed by LD with the support of JICA/LEAF2, will be considered as standardized and effective tools for monitoring and evaluation of literacy activities nationwide.

•In skill training programs, the focus of quality assurance will be efficiency and effectiveness of the courses – efficiency to measure performance in terms of input, process, and output, where the effectiveness parameter will be employability of skills-training graduates. Institutional performance of skills-training centers will be monitored at regular intervals by LD monitoring teams in collaboration with management of the institutions/centers. The performance parameters presently used by the NSDP will also be consulted when developing monitoring indicators for the skills-training courses.

•A research unit will be established to carry out regular assessments and studies supporting the operation of literacy programming. There will be provisions made for both internal and external evaluations of literacy programs. Periodic evaluation of program operations will be done every 2 years by an internal team formed with representatives of key stakeholders. Impact evaluations will be outsourced to professional study and research agencies.

•Literacy and Non-Formal Education Management Information System (L/NF-EMIS) software based on a central monitoring database will be maintained at the LD with a built-in network with organizations implementing literacy programs for updating information at regular intervals. It will be used to guide effective planning, management, coordination and delivery of literacy programs at national and provincial levels. The NF-EMIS will be designed to store a wide range of data covering, among other materials, learner and facilitator profiles and socio-economic demographics.

Capacity Building: The adjustments to the delivery of literacy programs to fit local circumstances and the transition to greater local ownership will require the establishment of a system to monitor the operation of decentralized management processes and assurance of equity and access so that the disadvantaged can obtain access. Thus, efforts will be taken to build capacity at the central government to be able to effectively monitor and regulate service provision so that the objective of ensuring equal access to quality training is not being compromised as a result of the shift to greater local autonomy.

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Coordination

Measures will be taken to deal with the fragmented nature of literacy training with disparate efforts by various ministries, aid agencies, civil society organizations and individuals. To strengthen national leadership and coordination of literacy provision and adult education, three possible scenarios will be explored at three levels; 1) Political, 2) Executive and 3) Technical.

At the Political level, and in reference to the SWOT analysis which highlights the lack of political consensus, efforts will be made to materialize the National Literacy High Commission which, though being established, has yet to have initiated any meetings. The High Commission will be chaired by the Vice President and will be responsible for providing oversight to all aspects of adult learning and education including adult literacy (Ref. No. 1102 - 15/02/1388).

At the Executive level, a meeting will be conducted on a quarterly basis. This committee will involve representatives of all stakeholders of literacy at the decision making level. The meetings will be chaired either by the Minister of Education or the Deputy Minister for Literacy.

At the Technical level, in an effort to improve coordination mechanisms and processes, the LIFE meeting will continue to take place on a monthly basis. In these meetings all institutions engaged in literacy and adult learning and education will participate and through which they will communicate plans, progress, problems and results.

Efforts will be made to resolve arising problems and/or issues at the lowest (technical) level first before being taken, if necessary, to a higher level of authority.

Furthermore, an effective literacy program can only be implemented with the active, sustained participation of people from all levels of Afghan society. The roles and functions include supervision at the central, provincial, district, and community levels which will be specified in the implementation guidelines of the literacy programs. Necessary orientation and training will be provided to stakeholders to ensure their active and beneficial participation. Provincial level LIFE Coordination will contiue to provide a mechanism for coopertaion among literacy partners at the regional level, offering support to local communities across Afghanistan.

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Implementation

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3.1. Managing Literacy Programs: The Roles of Stakeholders at Different Levels 3.2. M&E Framework

Implementation

Chapter 3:

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Chapter 3: Implementation

3.1 Managing Literacy Programs: The Roles of Stakeholders at Different Levels

Role of the National High Commission for Literacy

•The National High Commission for Literacy will :

– Provide Strategic Direction for all literacy development efforts

– Ensure high level coordination and communication amongst the different line ministries and national level stakeholders, and take a lead on issues regarding the financing of literacy efforts to ensure adequate funding is obtained.

Role(s) of other ministries

•In addition to the Ministry of Education, a large number of national Ministries have a history of supporting literacy and have an important technical role in the development of thematic literacy courses that provide productive skills. The National High Commission for Literacy, which was created by Presidential decree, states that the following Ministries and national bodies will be directly involved in the development of literacy in Afghanistan: Ministry of Defense, Ministry of Interior Affairs, Ministry for Information and Culture, Ministry of Finance, Ministry of Border and Tribal Peoples, Ministry for Women’s’ Affairs, Ministry for Public Health, Ministry of Rehabilitation and Rural Development, Ministry of Agriculture, Irrigation & Livestock, Ministry for Returning Refugees, Independent Commission for Human Rights

•These ministries will also help to adapt literacy courses in different regions of Afghanistan. All ministries will implement their literacy activities in coordination with the LD of MoE. They will enact policies and procedures to improve the literacy of their own workforces at the national, provincial and district levels. Moreover, they will help in organizing youth, provide extension facilities, and help in establishing linkages between adult learners and ongoing development activities.

•Participation in the National High Commission for Literacy (by Ministers) and in LIFE for technical Staff.

Role of the Literacy Department

•Overall supervision of literacy implementation

•Set and monitor standards of learners’ assessment; certify facilitators; train and support trainers and teachers down to the village level; identify, support and dis-seminate best practices; develop and produce materials and curricula that are ap-

37

propriate to the life of each learner; establish NF-EMIS - collect, analyze and dis-seminate information - and coordinate donors and facilitating partners to ensure national coverage.

•Assess the learners according to government standards and provide certificates acknowledging achievement of standards. LD will approve curricula and materials developed by any other agencies outside of the MoE at the central level in an effort to standardize and harmonize literacy efforts. Therefore a system to apply for and be granted MoE approval for outside curricula must be established.

•Decentralized management and capacity development of literacy personnel includ-ing building decentralized monitoring and evaluation capacity

•Implement literacy courses when appropriate

•The Literacy Department will function as the focal point for other ministries, all Facilitating Partners, donors, and NGOs at the national level. The LD will be the point for assimilation and transfer of standards and best practices, training of Mas-ter Trainers and provincial and district trainers. It has the core role of overseeing all literacy activities in the country, initiating required policies, setting standards for learner assessment and certificating, training facilitators, and development of curricula and materials. Mapping of existing literacy programs and an assessment of best practices and lessons learned nationwide will also be part of the strategic function of LD.

•Facilitating integration of literacy in ANQF.

•Coordinate the out-sourcing of certain activities to national and international NGOs as and when appropriate. The out-sourcing of tasks and activities will be in accor-dance with the needs of the Literacy Department and the Ministry of Education and the LD will supervise and oversee all such out-sourced contracts.

Role of the Provincial Literacy Department (PLDs)

•Coordinate literacy efforts at the provincial level

•Supervise and monitor implementation of literacy

•Provincial and District Offices will facilitate coordination and linkages with other government departments and agencies, particularly with the NSDP regional teams of MOLSAMD.

Role of the District Literacy Department (DLDs)

•Coordinate literacy efforts at the district level

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•Supervise and monitor the implementation of literacy, conduct regular Monitoring and Evaluation (M&E) and facilitate data collection

•Provincial and District Offices will facilitate coordination and linkages with other government departments and agencies, particularly with the NSDP regional teams of MOLSAMD.

Role of Communities

•Literacy program implementing organizations will work directly with community groups and institutions to build their capacities to manage their own community based interventions. These organizations will function as facilitating partners and among their key roles will be responding to the particular needs of local communities. Building on local structures, such as the Local Community Councils constructed through the National Solidarity Program (NSP), communities will be supported as needed in the following areas:

– Mobilizing social and material support for literacy and productive skills;

– Identifying, supporting and monitoring teachers and learners;

– Developing, managing and maintaining community learning facilities; and,

– Managing, monitoring and evaluating their own programs

Role of UN Agencies and donors

•UN Agencies and donors will provide technical assistance to build capacities of both government and communities. They will continue their support through implementation of literacy programs in a coordinated manner, such as through ongoing initiatives under the LIFE Group. The support of donors will be used largely for establishing the LD structure, its capacity building at central, provincial and district levels and for implementation of effective literacy programs across the country.

•Engage in fundraising

Role of NGOs

•Given the present multiple roles played by NGOs in Afghanistan such as implementing literacy programs, providing training to the literacy personnel, offering various forms of skills training and mobilizing local communities for social development activities, the roles of NGOs will be multi-dimensional. Depending on the capacity of the NGOs, roles will vary at the national, provincial, district, and village level. At the field level, the basic roles of NGOs will be facilitating the mobilization of communities and also implementing literacy and skills training courses in coordination with LD. At the provincial and national levels, in addition to technical services, major roles will be

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advocacy for policy change, participation in the LIFE Group, resource allocation, and adjustment according to changing circumstances and contextual realities.

Role of the Private Sector and Voluntary Organizations •The leaders of Afghanistan’s major private businesses have a natural incentive

to improve the literacy levels of their employees as well as a responsibility to participate in the national literacy initiatives for the benefit of the country at large. The private sector can play a role both in creating demand for literacy programs and in providing a supply of literacy venues, instructors and materials. The private sector is a natural partner in linking local market demand for particular productive skills with curriculum development for literacy courses that will supply literate labor. In much the same way, Afghanistan’s voluntary sector is also envisaged as an important partner, helping to raise awareness on the importance of literacy and encouraging volunteer literacy facilitators.

Role of the Media

•The media in Afghanistan has a significant potential to assist in the expansion of literacy across the country. Through television, radio, and print, the media has access to a vast number of people. This provides the opportunity both for awareness raising of issues related to literacy as well as a direct medium for the delivery of literacy education.

•The media has the potential to act as a tool for the promotion of literacy in a range of contexts and environments, particularly in areas that are not reached by standard education programs. Television and radio offer the possibility of delivering regular, quality literacy education content to a broad range of target audiences.

•Potential options for harnessing the power of the media for the expansion of literacy in Afghanistan include:

– Creating a specific mechanism for the involvement and promotion of the media in the development of literacy in Afghanistan;

– The creation of an action plan to coordinate the activities of television, radio, print and wider digital media in promoting and expanding literacy;

– The development of literacy targeted media content that corresponds to the national and local literacy curricula;

– A commitment by the significant media outlets to allocating a fixed amount of content for educational and literacy programming;

– The inclusion of media related components, both for awareness raising and for content delivery, in the literacy projects of the LD and their national and international partners;

– The utilization of various modern technologies for the dissemination of literacy education content.

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olat

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omm

uniti

es,

Kuch

is an

d pe

ople

with

disa

biliti

es, a

nd M

ilita

ry, P

olic

e an

d Ve

tera

ns2.

Ena

ble

mor

e ad

ults

(15

and

abov

e) to

gai

n ac

cess

to co

ntinu

ing

educ

ation

and

life

long

lear

ning

afte

r com

pleti

ng li

tera

cy p

rogr

ams

3. In

crea

se th

e nu

mbe

r of a

dults

(15

and

abov

e) w

ith sk

ills f

or ru

ral d

evel

opm

ent a

nd b

etter

live

lihoo

ds a

cqui

red

thro

ugh

the

pro-

cess

of e

mbe

dded

lite

racy

OU

TCO

ME:

•M

ore

and

bett

er tr

aine

d gr

adua

tes f

rom

lite

racy

pro

gram

s tha

t are

rele

vant

for t

he le

arne

r

OU

TPU

TS:

1.1-

1.6

Incr

ease

d de

man

d fo

r lite

racy

and

enh

ance

d op

port

uniti

es fo

r equ

itabl

e ac

cess

to c

ompr

ehen

sive

liter

acy

educ

ation

, w

ith sp

ecia

l effo

rts t

o in

crea

se o

ppor

tuni

ties f

or th

e ta

rget

gro

ups

2.1

Lea

rner

-cen

tere

d an

d co

mpe

tenc

y-ba

sed

curr

icul

um re

form

link

ed to

con

tinui

ng e

duca

tion

and

lifel

ong

lear

ning

thro

ugh

accr

edita

tion

and

equi

vale

nce

stat

us im

plem

ente

d fo

r diff

eren

t typ

es o

f pro

gram

s (ge

nera

l, an

d sk

ills-

base

d/em

bedd

ed)

2.2

Ad

equa

te n

umbe

r of t

each

ers r

ecru

ited

and

trai

ned

in a

dult

peda

gogy

and

lear

ner-c

ente

red

appr

oach

es2.

3

Impr

oved

pub

licati

on a

nd d

istrib

ution

of l

earn

ing

mat

eria

ls2.

4

Prop

er m

echa

nism

s in

plac

e to

mon

itor p

rogr

ess i

n lit

erac

y ac

hiev

emen

t thr

ough

app

ropr

iate

ass

essm

ent t

ools

3.1

Po

litica

l and

soci

al su

ppor

t for

lite

racy

mob

ilize

d3.

2

Loca

l ow

ners

hip

and

com

mun

ity p

artic

ipati

on st

reng

then

ed3.

3

Man

agem

ent c

apac

ity st

reng

then

ed

3.4

Co

ordi

natio

n st

reng

then

ed

41

3.2.

M&

E Fr

amew

ork

The

M&

E fr

amew

ork

repr

esen

ted

by t

he lo

g fr

ame

belo

w p

rovi

des

an o

verv

iew

of

the

over

all g

oal,

expe

cted

out

com

es, a

ctivi

ties,

in

dica

tors

, and

mea

ns o

f ver

ifica

tion

asso

ciat

ed w

ith th

e st

rate

gic

obje

ctive

s and

foca

l are

a.

Log

Fram

e

Impa

ct:

High

er in

com

e le

vels

and

redu

ced

pove

rty;

impr

oved

livi

ng c

ondi

tions

(MDG

s)

GO

AL:

1. In

crea

se n

ation

al li

tera

cy ra

tes f

rom

36%

(20%

fem

ale,

50%

mal

e) in

139

2/20

13 to

60%

(50%

fem

ale

and

70%

mal

e) b

y 13

99/2

020

acro

ss a

ll gr

oups

of m

en a

nd w

omen

age

d 15

and

abo

ve, t

arge

ting

fem

ales

, lan

guag

e m

inor

ity g

roup

s, is

olat

ed c

omm

uniti

es,

Kuch

is an

d pe

ople

with

disa

biliti

es, a

nd M

ilita

ry, P

olic

e an

d Ve

tera

ns2.

Ena

ble

mor

e ad

ults

(15

and

abov

e) to

gai

n ac

cess

to co

ntinu

ing

educ

ation

and

life

long

lear

ning

afte

r com

pleti

ng li

tera

cy p

rogr

ams

3. In

crea

se th

e nu

mbe

r of a

dults

(15

and

abov

e) w

ith sk

ills f

or ru

ral d

evel

opm

ent a

nd b

etter

live

lihoo

ds a

cqui

red

thro

ugh

the

pro-

cess

of e

mbe

dded

lite

racy

OU

TCO

ME:

•M

ore

and

bett

er tr

aine

d gr

adua

tes f

rom

lite

racy

pro

gram

s tha

t are

rele

vant

for t

he le

arne

r

OU

TPU

TS:

1.1-

1.6

Incr

ease

d de

man

d fo

r lite

racy

and

enh

ance

d op

port

uniti

es fo

r equ

itabl

e ac

cess

to c

ompr

ehen

sive

liter

acy

educ

ation

, w

ith sp

ecia

l effo

rts t

o in

crea

se o

ppor

tuni

ties f

or th

e ta

rget

gro

ups

2.1

Lea

rner

-cen

tere

d an

d co

mpe

tenc

y-ba

sed

curr

icul

um re

form

link

ed to

con

tinui

ng e

duca

tion

and

lifel

ong

lear

ning

thro

ugh

accr

edita

tion

and

equi

vale

nce

stat

us im

plem

ente

d fo

r diff

eren

t typ

es o

f pro

gram

s (ge

nera

l, an

d sk

ills-

base

d/em

bedd

ed)

2.2

Ad

equa

te n

umbe

r of t

each

ers r

ecru

ited

and

trai

ned

in a

dult

peda

gogy

and

lear

ner-c

ente

red

appr

oach

es2.

3

Impr

oved

pub

licati

on a

nd d

istrib

ution

of l

earn

ing

mat

eria

ls2.

4

Prop

er m

echa

nism

s in

plac

e to

mon

itor p

rogr

ess i

n lit

erac

y ac

hiev

emen

t thr

ough

app

ropr

iate

ass

essm

ent t

ools

3.1

Po

litica

l and

soci

al su

ppor

t for

lite

racy

mob

ilize

d3.

2

Loca

l ow

ners

hip

and

com

mun

ity p

artic

ipati

on st

reng

then

ed3.

3

Man

agem

ent c

apac

ity st

reng

then

ed

3.4

Co

ordi

natio

n st

reng

then

ed

Out

puts

:

Out

com

es :

Mor

e an

d be

tter

trai

ned

grad

uate

s fr

om li

tera

cy p

rogr

ams

that

are

rele

vant

for t

he le

arne

r

Goa

l: En

able

mor

e ad

ults

(15

and

abov

e) to

gai

n ac

cess

to

cont

inui

ng e

duca

tion

Incr

ease

the

num

ber o

f ad

ults

( 15

and

abo

ve) w

ith

skill

s fo

r bet

ter l

ivel

ihoo

ds

Incr

ease

N

atio

nal L

iter

acy

Rate

Equi

tabl

e A

cces

sQ

ualit

y an

d Re

leva

nce

Incr

ease

de

man

d an

d op

port

unit

ies

for e

quit

able

ac

cess

to

com

preh

ensi

ve

liter

acy

deve

lopm

ent

Curr

icul

um

refo

rm li

nked

to

cont

inui

ng

educ

atio

n an

d lif

elon

g le

arni

ng

Ade

quat

e nu

mbe

r of

teac

hers

and

tr

aine

d

Impr

oved

pu

blic

atio

n an

d di

stri

buti

on o

f TL

M

Syst

em fo

r m

onit

orin

g pr

ogre

ss in

pl

ace

Man

agem

ent a

nd S

ervi

ces

deliv

ery

Impr

oved

co

ordi

nati

on

Man

agem

ent

capa

city

st

reng

then

ed

Enha

nced

co

mm

unit

y pa

rtic

ipat

ion

Polit

ical

and

so

cial

sup

port

m

obili

zed

42

Impa

ct:

High

er in

com

e le

vels

and

redu

ced

pove

rty;

impr

oved

livi

ng c

ondi

tions

(MDG

s)

Goa

lO

bjec

tivel

y Ve

rifiab

le In

dica

tors

(OVI

s)Ba

selin

eTa

rget

13

99/2

020

Mea

ns o

f Ver

ifica

tion

Assu

mpti

ons

Obj

ectiv

e 1:

Incr

ease

na

tiona

l lite

racy

rate

s fro

m

36%

(20%

fem

ale,

50%

m

ale)

in 1

392/

2013

to

60 (5

0% fe

mal

e an

d 70

%

mal

e) b

y 13

99/2

020

acro

ss

all g

roup

s of m

en a

nd

wom

en a

ged

15 a

nd a

bove

, ta

rgeti

ng fe

mal

es, l

angu

age

min

ority

gro

ups,

isol

ated

co

mm

uniti

es, K

uchi

s and

pe

ople

with

disa

biliti

es

Obj

ectiv

e 2:

Ena

ble

mor

e ad

ults

(15

and

abov

e) to

ga

in a

cces

s to

conti

nuin

g ed

ucati

on a

nd li

felo

ng

lear

ning

afte

r com

pleti

ng

liter

acy

prog

ram

s

Obj

ectiv

e 3:

Incr

ease

the

num

ber o

f adu

lts (1

5 an

d ab

ove)

with

skill

s for

be

tter l

ivel

ihoo

ds a

cqui

red

thro

ugh

attai

nmen

t of

liter

acy

1a)

(%) o

f adu

lt lit

erat

es n

ation

wid

e by

ge

nder

1b)

Ratio

: Lite

racy

Rat

e Ku

chi t

o N

ation

al

Lite

racy

Rat

e

1c)

Ratio

: Lite

racy

Rat

e Di

sabl

ed p

eopl

e to

Nati

onal

Lite

racy

Rat

e

1d)

Ratio

: Lite

racy

Rat

e Et

hnic

-ling

uisti

c m

inor

ity g

roup

s to

Nati

onal

Lite

racy

Ra

te

1e)

Disp

ersio

n ra

tio: 1

0 pr

ovin

ces w

ith

the

low

est l

itera

cy ra

te to

the

10

prov

ince

s with

the

high

est l

itera

cy

rate

s

2a)

% o

f lit

erac

y gr

adua

tes w

ho c

ontin

ue

thei

r edu

catio

n a

fter c

ompl

eting

ba

sic li

tera

cy tr

aini

ng b

y ge

nder

, et

hnic

ity, a

nd g

eogr

aphi

cal l

ocati

on

2b)

% o

f lit

erac

y gr

adua

tes w

ith

qual

ifica

tions

for c

ontin

uing

ed

ucati

on a

fter c

ompl

eting

bas

ic

liter

acy

trai

ning

by

gend

er, e

thni

city

, an

d ge

ogra

phic

al lo

catio

n

3a)

% o

f lite

racy

gra

duat

es w

ith im

prov

ed

livin

g co

nditi

ons u

pon

com

pleti

on o

f a

liter

acy

prog

ram

by

prog

ram

type

, ge

nder

, eth

nici

ty, a

nd g

eogr

aphi

cal

loca

tion

36%

(20%

fe

mal

e, 5

0%

mal

e) in

13

92/2

013N

.A

N.A

N.A

N.A

N.A

N.A

N.A

NA

60 (5

0% fe

mal

e an

d 70

% m

ale)

by

139

9/20

20

N.A

N.A

N.A

N.A

N.A

N.A

N.A

Nati

onal

Risk

and

Vu

lner

abili

ty A

sses

smen

t Su

rvey

Afgh

anist

an L

itera

cy

Asse

ssm

ent S

urve

y (A

LAS)

or

oth

er n

ation

al li

tera

cy

asse

ssm

ent s

urve

y (to

be

deve

lope

d)

Surv

eys a

nd tr

acer

stud

ies

carr

ied

out r

egul

arly

Surv

eys a

nd tr

acer

stud

ies

carr

ied

out r

egul

arly

Politi

cal s

tabi

lity

Abse

nce

of n

atur

al d

isast

ers

and

othe

r con

ditio

ns

impa

cting

on

livel

ihoo

ds a

nd

wel

l-bei

ng

Lite

racy

trai

ning

link

ed to

co

ntinu

ing

educ

ation

and

lif

elon

g le

arni

ng th

roug

h ac

cred

itatio

n an

d eq

uiva

lenc

e st

atus

Educ

ation

al in

stitu

tions

hav

e

capa

city

to a

bsor

b an

incr

easin

g nu

mbe

r of

grad

uate

s fro

m li

tera

cy

prog

ram

s

Out

com

esO

bjec

tivel

y Ve

rifiab

le In

dica

tors

(OVI

s)Ba

selin

eTa

rget

13

99/2

020

Mea

ns o

f Ver

ifica

tion

Assu

mpti

ons

1.

Mor

e an

d be

tter

tr

aine

d gr

adua

tes

from

lit

erac

y pr

ogra

ms

1a) N

umbe

r of

illit

erat

e po

pula

tion

age

15 a

nd a

bove

atte

ndin

g lit

erac

y pr

ogra

ms b

y ge

nder

, eth

nici

ty, a

nd

geog

raph

ical

loca

tion

(pro

vinc

e)

2a)%

of l

itera

cy le

arne

rs su

cces

sful

ly

pass

ing

the

stan

dard

lite

racy

exa

m b

y pr

ogra

m ty

pe, a

nd g

ende

r, et

hnic

ity,

and

geog

raph

ical

loca

tion

(pro

vinc

e)

Num

ber o

f lit

erac

y le

arne

rs

in 1

392/

2013

N.A

Num

ber

of li

tera

cy

lear

ners

in

1399

/202

0

70%

Politi

cal s

tabi

lity

Abse

nce

of n

atur

al d

isast

ers

and

othe

r con

ditio

ns

impa

cting

on

atten

ding

lit

erac

y cl

asse

s

43

Impa

ct:

High

er in

com

e le

vels

and

redu

ced

pove

rty;

impr

oved

livi

ng c

ondi

tions

(MDG

s)

Goa

lO

bjec

tivel

y Ve

rifiab

le In

dica

tors

(OVI

s)Ba

selin

eTa

rget

13

99/2

020

Mea

ns o

f Ver

ifica

tion

Assu

mpti

ons

Obj

ectiv

e 1:

Incr

ease

na

tiona

l lite

racy

rate

s fro

m

36%

(20%

fem

ale,

50%

m

ale)

in 1

392/

2013

to

60 (5

0% fe

mal

e an

d 70

%

mal

e) b

y 13

99/2

020

acro

ss

all g

roup

s of m

en a

nd

wom

en a

ged

15 a

nd a

bove

, ta

rgeti

ng fe

mal

es, l

angu

age

min

ority

gro

ups,

isol

ated

co

mm

uniti

es, K

uchi

s and

pe

ople

with

disa

biliti

es

Obj

ectiv

e 2:

Ena

ble

mor

e ad

ults

(15

and

abov

e) to

ga

in a

cces

s to

conti

nuin

g ed

ucati

on a

nd li

felo

ng

lear

ning

afte

r com

pleti

ng

liter

acy

prog

ram

s

Obj

ectiv

e 3:

Incr

ease

the

num

ber o

f adu

lts (1

5 an

d ab

ove)

with

skill

s for

be

tter l

ivel

ihoo

ds a

cqui

red

thro

ugh

attai

nmen

t of

liter

acy

1a)

(%) o

f adu

lt lit

erat

es n

ation

wid

e by

ge

nder

1b)

Ratio

: Lite

racy

Rat

e Ku

chi t

o N

ation

al

Lite

racy

Rat

e

1c)

Ratio

: Lite

racy

Rat

e Di

sabl

ed p

eopl

e to

Nati

onal

Lite

racy

Rat

e

1d)

Ratio

: Lite

racy

Rat

e Et

hnic

-ling

uisti

c m

inor

ity g

roup

s to

Nati

onal

Lite

racy

Ra

te

1e)

Disp

ersio

n ra

tio: 1

0 pr

ovin

ces w

ith

the

low

est l

itera

cy ra

te to

the

10

prov

ince

s with

the

high

est l

itera

cy

rate

s

2a)

% o

f lit

erac

y gr

adua

tes w

ho c

ontin

ue

thei

r edu

catio

n a

fter c

ompl

eting

ba

sic li

tera

cy tr

aini

ng b

y ge

nder

, et

hnic

ity, a

nd g

eogr

aphi

cal l

ocati

on

2b)

% o

f lit

erac

y gr

adua

tes w

ith

qual

ifica

tions

for c

ontin

uing

ed

ucati

on a

fter c

ompl

eting

bas

ic

liter

acy

trai

ning

by

gend

er, e

thni

city

, an

d ge

ogra

phic

al lo

catio

n

3a)

% o

f lite

racy

gra

duat

es w

ith im

prov

ed

livin

g co

nditi

ons u

pon

com

pleti

on o

f a

liter

acy

prog

ram

by

prog

ram

type

, ge

nder

, eth

nici

ty, a

nd g

eogr

aphi

cal

loca

tion

36%

(20%

fe

mal

e, 5

0%

mal

e) in

13

92/2

013N

.A

N.A

N.A

N.A

N.A

N.A

N.A

NA

60 (5

0% fe

mal

e an

d 70

% m

ale)

by

139

9/20

20

N.A

N.A

N.A

N.A

N.A

N.A

N.A

Nati

onal

Risk

and

Vu

lner

abili

ty A

sses

smen

t Su

rvey

Afgh

anist

an L

itera

cy

Asse

ssm

ent S

urve

y (A

LAS)

or

oth

er n

ation

al li

tera

cy

asse

ssm

ent s

urve

y (to

be

deve

lope

d)

Surv

eys a

nd tr

acer

stud

ies

carr

ied

out r

egul

arly

Surv

eys a

nd tr

acer

stud

ies

carr

ied

out r

egul

arly

Politi

cal s

tabi

lity

Abse

nce

of n

atur

al d

isast

ers

and

othe

r con

ditio

ns

impa

cting

on

livel

ihoo

ds a

nd

wel

l-bei

ng

Lite

racy

trai

ning

link

ed to

co

ntinu

ing

educ

ation

and

lif

elon

g le

arni

ng th

roug

h ac

cred

itatio

n an

d eq

uiva

lenc

e st

atus

Educ

ation

al in

stitu

tions

hav

e

capa

city

to a

bsor

b an

incr

easin

g nu

mbe

r of

grad

uate

s fro

m li

tera

cy

prog

ram

s

Out

com

esO

bjec

tivel

y Ve

rifiab

le In

dica

tors

(OVI

s)Ba

selin

eTa

rget

13

99/2

020

Mea

ns o

f Ver

ifica

tion

Assu

mpti

ons

1.

Mor

e an

d be

tter

tr

aine

d gr

adua

tes

from

lit

erac

y pr

ogra

ms

1a) N

umbe

r of

illit

erat

e po

pula

tion

age

15 a

nd a

bove

atte

ndin

g lit

erac

y pr

ogra

ms b

y ge

nder

, eth

nici

ty, a

nd

geog

raph

ical

loca

tion

(pro

vinc

e)

2a)%

of l

itera

cy le

arne

rs su

cces

sful

ly

pass

ing

the

stan

dard

lite

racy

exa

m b

y pr

ogra

m ty

pe, a

nd g

ende

r, et

hnic

ity,

and

geog

raph

ical

loca

tion

(pro

vinc

e)

Num

ber o

f lit

erac

y le

arne

rs

in 1

392/

2013

N.A

Num

ber

of li

tera

cy

lear

ners

in

1399

/202

0

70%

Politi

cal s

tabi

lity

Abse

nce

of n

atur

al d

isast

ers

and

othe

r con

ditio

ns

impa

cting

on

atten

ding

lit

erac

y cl

asse

s

44Fo

cus A

rea

1: E

quita

ble

Acce

ss

Purp

ose:

Esta

blis

h a

foun

datio

n fo

r inc

reas

ing

acce

ss to

lite

racy

trai

ning

for a

ll ill

itera

te y

outh

and

adu

lts a

cros

s Afg

hani

stan

Out

puts

Perfo

rman

ce In

dica

tors

Mea

ns o

f Ve

rifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 1

.1.

Incr

ease

d de

man

d fo

r lite

racy

and

en-

hanc

ed o

ppor

tuni

ties f

or e

quita

ble

acce

ss

to :

1.

Basic

and

pos

t bas

ic g

ener

al li

tera

cy;

2.

Com

preh

ensiv

e lit

erac

y de

velo

pmen

t in

tegr

ating

life

skill

s(in

clud

ing

agri-

cultu

re a

nd h

ealth

com

pone

nts)

, and

vo

catio

nal s

kills

for i

ncom

e ge

nera

-tio

n, a

nd b

etter

live

lihoo

ds

3.

Conti

nuin

g ed

ucati

on a

nd li

felo

ng

lear

ning

for i

llite

rate

you

th a

nd a

dults

(15-

45 y

ears

) ac

ross

all

34 p

rovi

nces

, tar

getin

g fe

mal

es,

lang

uage

min

ority

gro

ups,

isol

ated

com

-m

uniti

es, K

uchi

s and

peo

ple

with

disa

bili-

ties

•Th

e nu

mbe

r of

lite

racy

stu-

dent

s tr

aine

d by

13

99/2

020

•Em

bedd

ed a

nd

skill

s-ba

sed

liter

acy

avai

labl

e fo

r 25

perc

ent o

f lite

racy

le

arne

rs

•Li

tera

cy p

rogr

ams

avai

labl

e in

all

prov

ince

s in

prop

or-

tion

to th

e ill

itera

te

adul

t pop

ulati

on

•Te

ache

r / L

earn

er

ratio

is n

o m

ore

than

30

in a

ll ar

eas

Annu

al

prog

ress

re

port

s,

1.

Carr

y ou

t reg

ular

ass

essm

ents

to a

scer

tain

whe

ther

low

pa

rtici

patio

n an

d co

mpl

etion

rate

s are

due

to d

eman

d or

su

pply

con

stra

ints

To

incr

ease

dem

and:

2.

Deve

lop

an a

dvoc

acy

and

com

mun

icati

on st

rate

gy fo

r aw

aren

ess r

aisin

g3.

Fo

rm a

dvoc

acy

team

s with

repr

esen

tativ

es fr

om G

over

n-m

ent,

NGO

s, p

rivat

e se

ctor

, etc

.4.

La

unch

adv

ocac

y ca

mpa

igns

supp

orte

d by

the

med

ia5.

Se

nsiti

ze M

ulla

hs a

nd o

ther

relig

ious

lead

ers,

and

resp

ect-

able

com

mun

ity m

embe

rsTo

incr

ease

supp

ly:

6.

Util

ize e

xisti

ng re

sour

ces i

nclu

ding

scho

ols,

com

mun

ity

lear

ning

cen

ters

(CLC

s), a

nd m

osqu

es/T

akay

a bo

th fo

r mal

e an

d fe

mal

e an

d m

osqu

es fo

r mal

e as

ven

ues

7.

Stre

ngth

en a

nd e

xpan

d lit

erac

y sc

hool

s, li

tera

cy v

ocati

onal

sc

hool

s and

com

mun

ity le

arni

ng c

ente

rs fo

r adu

lts l

itera

cy

lear

ners

8.

Adop

t alte

rnati

ve m

odes

of d

eliv

ery

to in

crea

se fl

exib

ility

: di

stan

ce e

duca

tion,

ope

n le

arni

ng, w

eeke

nd c

lass

es,

nigh

t sh

ifts(

men

)9.

Ad

opt a

fam

ily li

tera

cy m

odel

10.

Expl

ore

setti

ng u

p IC

T ce

nter

s, a

nd c

arry

out

pilo

ts u

sing

mob

ile, m

edia

(rad

io a

nd T

V)11

. Pr

ovid

e lit

erac

y tr

aini

ng w

here

the

dem

and

is hi

gh

Politi

cal s

tabi

lity

Abse

nce

of n

atu-

ral d

isast

ers a

nd

othe

r con

ditio

ns

impa

cting

on

at-

tend

ing

liter

acy

clas

ses

Out

put 1

.2.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: W

omen

•%

lear

ners

that

are

w

omen

(at l

east

60

% sh

ould

be

wom

en)

Annu

al

prog

ress

re

port

s

1.

Use

fem

ale

teac

hers

from

form

al sy

stem

s and

less

qua

lified

w

omen

from

the

com

mun

ities

who

can

be

trai

ned

abou

t ad

ult e

duca

tion

at T

TC/T

TI2.

U

tilize

Mul

lahs

, eld

ers o

r mah

ram

as f

acili

tato

rs (w

here

th

ere

is no

wom

en a

vaila

ble)

3.

Build

cap

acity

of f

acili

tato

rs a

nd su

perv

isors

for t

he m

obili

-za

tion

of w

omen

and

girl

s and

iden

tifica

tion

of th

eir n

eeds

an

d pr

oble

ms

4.

Raise

aw

aren

ess o

n th

e va

lue

of w

omen

lite

racy

to

mob

i-liz

e w

omen

and

girl

s to

stud

y an

d im

prov

e th

eir l

ives

5.

Esta

blish

coo

pera

tion

with

var

ious

age

ncie

s and

Min

istrie

s w

ho su

ppor

t pro

gram

s for

wom

en

Out

put 1

.3.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: L

ingu

istic

Min

oriti

es

•%

lite

racy

cou

rses

pr

ovid

ed in

mot

her-

tong

ue o

f min

ority

gr

oups

•%

of l

earn

ers f

rom

et

hno-

lingu

istic

min

ority

gro

ups

Annu

al

prog

ress

re

port

s

1.

Prov

ide

liter

acy

to m

inor

ities

in th

eir l

angu

age

capi

taliz

ing

on M

oE’s

effor

t in

deve

lopi

ng c

urric

ulum

for

min

ority

lan-

guag

es (e

thno

-ling

uisti

c m

inor

ities

)

2.

Prov

ide

trai

ning

for t

each

ers t

o te

ach

liter

acy

in n

ative

la

ngua

ges

Out

put 1

.4.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: P

eopl

e w

ith D

isabi

lities

•%

lear

ners

that

are

di

sabl

e

Annu

al

prog

ress

re

port

1.

Iden

tify

spec

ial r

esou

rce

teac

hers

at t

he lo

cal l

evel

to d

eal

with

par

ticul

ar ty

pes o

f disa

biliti

es

2.

Trai

n lit

erac

y fa

cilit

ator

s on

how

to w

ork

with

disa

bled

le

arne

rs w

ithou

t est

ablis

hing

sepa

rate

cla

sses

for d

isabl

ed

to a

void

stigm

atiza

tion

3.

Trai

n co

re fa

cilit

ator

s in

met

hodo

logy

han

dlin

g vi

sual

ly a

nd

hear

ing

impa

ired

lear

ners

4.

Deve

lop

mat

eria

ls fo

r dea

f and

blin

d le

arne

rs (M

OE

with

he

lp o

f spe

cial

ists)

con

sulti

ng w

ith st

akeh

olde

rs w

hich

hav

e ex

perie

nces

in th

e fie

ld o

f disa

biliti

es

Out

put 1

.5.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: K

uchi

s

•%

lear

ners

that

ar

e fr

om th

e Ku

chi

popu

latio

n

Annu

al p

rog-

ress

repo

rt1.

Ca

rry

out a

nee

ds a

sses

smen

t to

gaug

e th

e Ku

chi p

eopl

e’s

need

s

2.

Deve

lop

tem

pora

ry p

rogr

ams f

or th

e Ku

chi p

opul

ation

for

the

win

ter s

easo

n ex

plor

ing

a m

odul

ar a

ppro

ach

whi

ch h

as

Kuch

i rel

evan

t con

tent

Out

put 1

.6.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess i

n in

secu

re a

reas

•%

lear

ners

livi

ng in

th

e 13

mos

t ins

e-cu

re p

rovi

nces

by

gend

er

Annu

al p

rog-

ress

repo

rt1.

Es

tabl

ish m

echa

nism

s to

draw

upo

n re

sour

ces a

nd e

xper

i-en

ces f

rom

pro

gram

s con

curr

ently

bei

ng im

plem

ente

d by

M

oE, e

.g.,

the

prog

ram

for G

loba

l Par

tner

ship

for E

duca

tion

(GPE

45

Focu

s Are

a 1:

Equ

itabl

e Ac

cess

Purp

ose:

Esta

blis

h a

foun

datio

n fo

r inc

reas

ing

acce

ss to

lite

racy

trai

ning

for a

ll ill

itera

te y

outh

and

adu

lts a

cros

s Afg

hani

stan

Out

puts

Perfo

rman

ce In

dica

tors

Mea

ns o

f Ve

rifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 1

.1.

Incr

ease

d de

man

d fo

r lite

racy

and

en-

hanc

ed o

ppor

tuni

ties f

or e

quita

ble

acce

ss

to :

1.

Basic

and

pos

t bas

ic g

ener

al li

tera

cy;

2.

Com

preh

ensiv

e lit

erac

y de

velo

pmen

t in

tegr

ating

life

skill

s(in

clud

ing

agri-

cultu

re a

nd h

ealth

com

pone

nts)

, and

vo

catio

nal s

kills

for i

ncom

e ge

nera

-tio

n, a

nd b

etter

live

lihoo

ds

3.

Conti

nuin

g ed

ucati

on a

nd li

felo

ng

lear

ning

for i

llite

rate

you

th a

nd a

dults

(15-

45 y

ears

) ac

ross

all

34 p

rovi

nces

, tar

getin

g fe

mal

es,

lang

uage

min

ority

gro

ups,

isol

ated

com

-m

uniti

es, K

uchi

s and

peo

ple

with

disa

bili-

ties

•Th

e nu

mbe

r of

lite

racy

stu-

dent

s tr

aine

d by

13

99/2

020

•Em

bedd

ed a

nd

skill

s-ba

sed

liter

acy

avai

labl

e fo

r 25

perc

ent o

f lite

racy

le

arne

rs

•Li

tera

cy p

rogr

ams

avai

labl

e in

all

prov

ince

s in

prop

or-

tion

to th

e ill

itera

te

adul

t pop

ulati

on

•Te

ache

r / L

earn

er

ratio

is n

o m

ore

than

30

in a

ll ar

eas

Annu

al

prog

ress

re

port

s,

1.

Carr

y ou

t reg

ular

ass

essm

ents

to a

scer

tain

whe

ther

low

pa

rtici

patio

n an

d co

mpl

etion

rate

s are

due

to d

eman

d or

su

pply

con

stra

ints

To

incr

ease

dem

and:

2.

Deve

lop

an a

dvoc

acy

and

com

mun

icati

on st

rate

gy fo

r aw

aren

ess r

aisin

g3.

Fo

rm a

dvoc

acy

team

s with

repr

esen

tativ

es fr

om G

over

n-m

ent,

NGO

s, p

rivat

e se

ctor

, etc

.4.

La

unch

adv

ocac

y ca

mpa

igns

supp

orte

d by

the

med

ia5.

Se

nsiti

ze M

ulla

hs a

nd o

ther

relig

ious

lead

ers,

and

resp

ect-

able

com

mun

ity m

embe

rsTo

incr

ease

supp

ly:

6.

Util

ize e

xisti

ng re

sour

ces i

nclu

ding

scho

ols,

com

mun

ity

lear

ning

cen

ters

(CLC

s), a

nd m

osqu

es/T

akay

a bo

th fo

r mal

e an

d fe

mal

e an

d m

osqu

es fo

r mal

e as

ven

ues

7.

Stre

ngth

en a

nd e

xpan

d lit

erac

y sc

hool

s, li

tera

cy v

ocati

onal

sc

hool

s and

com

mun

ity le

arni

ng c

ente

rs fo

r adu

lts l

itera

cy

lear

ners

8.

Adop

t alte

rnati

ve m

odes

of d

eliv

ery

to in

crea

se fl

exib

ility

: di

stan

ce e

duca

tion,

ope

n le

arni

ng, w

eeke

nd c

lass

es,

nigh

t sh

ifts(

men

)9.

Ad

opt a

fam

ily li

tera

cy m

odel

10.

Expl

ore

setti

ng u

p IC

T ce

nter

s, a

nd c

arry

out

pilo

ts u

sing

mob

ile, m

edia

(rad

io a

nd T

V)11

. Pr

ovid

e lit

erac

y tr

aini

ng w

here

the

dem

and

is hi

gh

Politi

cal s

tabi

lity

Abse

nce

of n

atu-

ral d

isast

ers a

nd

othe

r con

ditio

ns

impa

cting

on

at-

tend

ing

liter

acy

clas

ses

Out

put 1

.2.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: W

omen

•%

lear

ners

that

are

w

omen

(at l

east

60

% sh

ould

be

wom

en)

Annu

al

prog

ress

re

port

s

1.

Use

fem

ale

teac

hers

from

form

al sy

stem

s and

less

qua

lified

w

omen

from

the

com

mun

ities

who

can

be

trai

ned

abou

t ad

ult e

duca

tion

at T

TC/T

TI2.

U

tilize

Mul

lahs

, eld

ers o

r mah

ram

as f

acili

tato

rs (w

here

th

ere

is no

wom

en a

vaila

ble)

3.

Build

cap

acity

of f

acili

tato

rs a

nd su

perv

isors

for t

he m

obili

-za

tion

of w

omen

and

girl

s and

iden

tifica

tion

of th

eir n

eeds

an

d pr

oble

ms

4.

Raise

aw

aren

ess o

n th

e va

lue

of w

omen

lite

racy

to

mob

i-liz

e w

omen

and

girl

s to

stud

y an

d im

prov

e th

eir l

ives

5.

Esta

blish

coo

pera

tion

with

var

ious

age

ncie

s and

Min

istrie

s w

ho su

ppor

t pro

gram

s for

wom

en

Out

put 1

.3.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: L

ingu

istic

Min

oriti

es

•%

lite

racy

cou

rses

pr

ovid

ed in

mot

her-

tong

ue o

f min

ority

gr

oups

•%

of l

earn

ers f

rom

et

hno-

lingu

istic

min

ority

gro

ups

Annu

al

prog

ress

re

port

s

1.

Prov

ide

liter

acy

to m

inor

ities

in th

eir l

angu

age

capi

taliz

ing

on M

oE’s

effor

t in

deve

lopi

ng c

urric

ulum

for

min

ority

lan-

guag

es (e

thno

-ling

uisti

c m

inor

ities

)

2.

Prov

ide

trai

ning

for t

each

ers t

o te

ach

liter

acy

in n

ative

la

ngua

ges

Out

put 1

.4.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: P

eopl

e w

ith D

isabi

lities

•%

lear

ners

that

are

di

sabl

e

Annu

al

prog

ress

re

port

1.

Iden

tify

spec

ial r

esou

rce

teac

hers

at t

he lo

cal l

evel

to d

eal

with

par

ticul

ar ty

pes o

f disa

biliti

es

2.

Trai

n lit

erac

y fa

cilit

ator

s on

how

to w

ork

with

disa

bled

le

arne

rs w

ithou

t est

ablis

hing

sepa

rate

cla

sses

for d

isabl

ed

to a

void

stigm

atiza

tion

3.

Trai

n co

re fa

cilit

ator

s in

met

hodo

logy

han

dlin

g vi

sual

ly a

nd

hear

ing

impa

ired

lear

ners

4.

Deve

lop

mat

eria

ls fo

r dea

f and

blin

d le

arne

rs (M

OE

with

he

lp o

f spe

cial

ists)

con

sulti

ng w

ith st

akeh

olde

rs w

hich

hav

e ex

perie

nces

in th

e fie

ld o

f disa

biliti

es

Out

put 1

.5.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess t

o ta

rget

gro

up: K

uchi

s

•%

lear

ners

that

ar

e fr

om th

e Ku

chi

popu

latio

n

Annu

al p

rog-

ress

repo

rt1.

Ca

rry

out a

nee

ds a

sses

smen

t to

gaug

e th

e Ku

chi p

eopl

e’s

need

s

2.

Deve

lop

tem

pora

ry p

rogr

ams f

or th

e Ku

chi p

opul

ation

for

the

win

ter s

easo

n ex

plor

ing

a m

odul

ar a

ppro

ach

whi

ch h

as

Kuch

i rel

evan

t con

tent

Out

put 1

.6.

Spec

ial e

ffort

s mad

e to

pro

vide

acc

ess i

n in

secu

re a

reas

•%

lear

ners

livi

ng in

th

e 13

mos

t ins

e-cu

re p

rovi

nces

by

gend

er

Annu

al p

rog-

ress

repo

rt1.

Es

tabl

ish m

echa

nism

s to

draw

upo

n re

sour

ces a

nd e

xper

i-en

ces f

rom

pro

gram

s con

curr

ently

bei

ng im

plem

ente

d by

M

oE, e

.g.,

the

prog

ram

for G

loba

l Par

tner

ship

for E

duca

tion

(GPE

46Fo

cus A

rea

2: Q

ualit

y, a

nd R

elev

ance

Purp

ose:

Mak

e al

l ava

ilabl

e re

sour

ces m

ore

effec

tive

in p

rodu

cing

des

ired

lear

ning

out

com

es a

nd e

nsur

e th

at a

ll lit

erac

y tr

aini

ng is

rele

vant

fo

r the

nee

d of

the

lear

ner a

nd fo

r soc

iety

as a

who

le

Out

puts

Perfo

rman

ce Q

uesti

ons &

Per

form

ance

In

dica

tors

Mea

ns o

f Ve

rifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 2

.1

Lear

ner-c

ente

red

and

com

pete

ncy-

base

d re

form

link

ed

to c

ontin

uing

edu

catio

n an

d lif

elon

g le

arni

ng fo

r diff

eren

t ty

pes o

f pro

gram

s (ge

nera

l, an

d sk

ills-

base

d/em

bedd

ed)

•%

of l

itera

cy p

rogr

ams/

cent

ers h

avin

g ad

opte

d a

lear

ner-c

ente

red

and

com

pete

ncy-

bas

ed c

urric

ulum

•Li

tera

cy li

nked

to fo

rmal

edu

catio

n th

roug

h ac

cred

itatio

n an

d eq

uiva

lenc

e st

atus

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Defin

e co

mpe

tenc

y le

vels

for l

itera

cy a

nd

deve

lop

com

pete

ncy

base

d cu

rric

ulum

lin

ked

to A

NQ

F

2.

Revi

ew a

nd m

ap th

e ne

eds o

f div

erse

loca

l co

ntex

ts a

nd d

iffer

ent t

ypes

of l

earn

ers b

y co

nsul

ting

with

loca

l com

mun

ity le

ader

s,

othe

r lin

e m

inist

ries a

nd N

SP in

par

ticul

ar

3.

Deve

lop

curr

icul

um f

or g

ener

al b

asic

lit

erac

y

4.

Deve

lop

curr

icul

um f

or sk

ills b

ased

/ em

bedd

ed li

tera

cy w

ith a

pplic

ation

s to

loca

l co

ntex

t

5.

Deve

lop

teac

hing

and

lear

ning

mat

eria

ls fo

r di

ffere

nt c

urric

ulum

Secu

rity

and

politi

cal s

tabi

lity

Out

put 2

.2 A

dequ

ate

num

ber o

f te

ache

rs re

crui

ted

and

trai

ned

in a

dult

peda

gogy

and

lear

ner-

cent

ered

app

roac

hes

•Le

arne

r- fa

cilit

ator

ratio

by

prog

ram

ty

pe, a

nd b

y ge

ogra

phic

al a

reas

and

ge

nder

% o

f fac

ilita

tors

that

hav

e re

ceiv

ed

a m

inim

um o

f 6 d

ays o

f pre

-ser

vice

tr

aini

ng a

nd a

min

imum

of 5

day

s of

in-s

ervi

ce tr

aini

ng

•%

of t

rain

ers t

hat h

ave

rece

ived

a

min

imum

of 8

day

s of p

re-s

ervi

ce

trai

ning

and

a m

inim

um o

f 10

days

of

in-s

ervi

ce tr

aini

ng

•%

of f

acili

tato

rs u

sing

lear

ner-

cent

ered

teac

hing

met

hods

ap

prop

riate

for a

dults

afte

r 4 m

onth

s of

rece

ived

trai

ning

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Esta

blish

an

adul

t edu

catio

n de

part

men

t in

each

TTC

2.

Impl

emen

t a sy

stem

for t

rain

ing

of C

ore

and

Mas

ter T

rain

ers

3.

Recr

uit f

acili

tato

rs fr

om th

e cu

rren

t cad

re

of q

ualifi

ed g

ener

al e

duca

tion

teac

hers

to

rece

ive

pre-

serv

ice

trai

ning

for 1

0 da

ys

with

ext

ende

d op

port

uniti

es fo

r in-

serv

ice

trai

ning

4.

Recr

uit a

nd tr

ain

volu

ntee

rs fo

r pre

-se

rvic

e tr

aini

ng fo

r 10

days

with

ext

ende

d op

port

uniti

es fo

r in-

serv

ice

trai

ning

Teac

hers

hav

e th

e re

quire

d ca

paci

ty

to a

dopt

and

in

corp

orat

e ne

w

appr

oach

es

Out

put 2

.3

Impr

oved

pub

licati

on a

nd

dist

ributi

on o

f lea

rnin

g m

ater

ials

•%

of l

earn

ing

cent

ers r

ecei

ving

new

te

xtbo

oks a

nd m

ater

ials

that

are

in

use

with

in 2

mon

ths a

fter d

eliv

ery

•%

of l

earn

ers w

ho h

ave

acce

ss to

le

arni

ng m

ater

ials

at th

e be

ginn

ing

and

thro

ugho

ut th

e l

itera

cy c

ours

es

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Esta

blish

a sy

stem

for p

ublic

ation

and

di

strib

ution

of l

earn

ing

mat

eria

ls to

CLC

s an

d ot

her i

mpl

emen

ting

bodi

es

Secu

rity

and

politi

cal s

tabi

lity

Out

put 2

.4

Prop

er m

echa

nism

s are

in p

lace

to

mon

itor p

rogr

ess i

n lit

erac

y ac

hiev

emen

t

•As

sess

men

t ins

trum

ents

dev

elop

ed

for b

oth

basic

gen

eral

lite

racy

and

sk

ills-

base

d lit

erac

y

•As

sess

men

t exe

cute

d fo

r all

lear

ners

•%

of d

istric

ts w

ith e

xam

inati

on

cent

ers

•%

of l

itera

cy c

lass

es th

at h

ave

rece

ived

at l

east

mon

thly

supe

rvisi

on

by tr

aine

rs

•%

of d

istric

ts th

at h

ave

relia

ble

mon

itorin

g re

port

s

Mon

itorin

g re

port

s1.

Im

plem

ent a

sses

smen

t too

ls to

mon

itor

indi

vidu

al le

arne

r’s p

erfo

rman

ce a

nd a

s a

requ

irem

ent f

or o

btai

ning

cer

tifica

te

2.

Esta

blish

exa

min

ation

cen

ters

in e

ach

prov

ince

3.

Recr

uit a

nd tr

ain

mon

itors

/sup

ervi

sors

4.

Util

ise a

sses

smen

ts a

nd re

sults

from

ex

amin

ation

cen

tres

to m

onito

r lea

rner

pr

ogre

ss.

Secu

rity

and

politi

cal s

tabi

lity

47

Focu

s Are

a 2:

Qua

lity,

and

Rel

evan

ce

Purp

ose:

Mak

e al

l ava

ilabl

e re

sour

ces m

ore

effec

tive

in p

rodu

cing

des

ired

lear

ning

out

com

es a

nd e

nsur

e th

at a

ll lit

erac

y tr

aini

ng is

rele

vant

fo

r the

nee

d of

the

lear

ner a

nd fo

r soc

iety

as a

who

le

Out

puts

Perfo

rman

ce Q

uesti

ons &

Per

form

ance

In

dica

tors

Mea

ns o

f Ve

rifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 2

.1

Lear

ner-c

ente

red

and

com

pete

ncy-

base

d re

form

link

ed

to c

ontin

uing

edu

catio

n an

d lif

elon

g le

arni

ng fo

r diff

eren

t ty

pes o

f pro

gram

s (ge

nera

l, an

d sk

ills-

base

d/em

bedd

ed)

•%

of l

itera

cy p

rogr

ams/

cent

ers h

avin

g ad

opte

d a

lear

ner-c

ente

red

and

com

pete

ncy-

bas

ed c

urric

ulum

•Li

tera

cy li

nked

to fo

rmal

edu

catio

n th

roug

h ac

cred

itatio

n an

d eq

uiva

lenc

e st

atus

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Defin

e co

mpe

tenc

y le

vels

for l

itera

cy a

nd

deve

lop

com

pete

ncy

base

d cu

rric

ulum

lin

ked

to A

NQ

F

2.

Revi

ew a

nd m

ap th

e ne

eds o

f div

erse

loca

l co

ntex

ts a

nd d

iffer

ent t

ypes

of l

earn

ers b

y co

nsul

ting

with

loca

l com

mun

ity le

ader

s,

othe

r lin

e m

inist

ries a

nd N

SP in

par

ticul

ar

3.

Deve

lop

curr

icul

um f

or g

ener

al b

asic

lit

erac

y

4.

Deve

lop

curr

icul

um f

or sk

ills b

ased

/ em

bedd

ed li

tera

cy w

ith a

pplic

ation

s to

loca

l co

ntex

t

5.

Deve

lop

teac

hing

and

lear

ning

mat

eria

ls fo

r di

ffere

nt c

urric

ulum

Secu

rity

and

politi

cal s

tabi

lity

Out

put 2

.2 A

dequ

ate

num

ber o

f te

ache

rs re

crui

ted

and

trai

ned

in a

dult

peda

gogy

and

lear

ner-

cent

ered

app

roac

hes

•Le

arne

r- fa

cilit

ator

ratio

by

prog

ram

ty

pe, a

nd b

y ge

ogra

phic

al a

reas

and

ge

nder

% o

f fac

ilita

tors

that

hav

e re

ceiv

ed

a m

inim

um o

f 6 d

ays o

f pre

-ser

vice

tr

aini

ng a

nd a

min

imum

of 5

day

s of

in-s

ervi

ce tr

aini

ng

•%

of t

rain

ers t

hat h

ave

rece

ived

a

min

imum

of 8

day

s of p

re-s

ervi

ce

trai

ning

and

a m

inim

um o

f 10

days

of

in-s

ervi

ce tr

aini

ng

•%

of f

acili

tato

rs u

sing

lear

ner-

cent

ered

teac

hing

met

hods

ap

prop

riate

for a

dults

afte

r 4 m

onth

s of

rece

ived

trai

ning

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Esta

blish

an

adul

t edu

catio

n de

part

men

t in

each

TTC

2.

Impl

emen

t a sy

stem

for t

rain

ing

of C

ore

and

Mas

ter T

rain

ers

3.

Recr

uit f

acili

tato

rs fr

om th

e cu

rren

t cad

re

of q

ualifi

ed g

ener

al e

duca

tion

teac

hers

to

rece

ive

pre-

serv

ice

trai

ning

for 1

0 da

ys

with

ext

ende

d op

port

uniti

es fo

r in-

serv

ice

trai

ning

4.

Recr

uit a

nd tr

ain

volu

ntee

rs fo

r pre

-se

rvic

e tr

aini

ng fo

r 10

days

with

ext

ende

d op

port

uniti

es fo

r in-

serv

ice

trai

ning

Teac

hers

hav

e th

e re

quire

d ca

paci

ty

to a

dopt

and

in

corp

orat

e ne

w

appr

oach

es

Out

put 2

.3

Impr

oved

pub

licati

on a

nd

dist

ributi

on o

f lea

rnin

g m

ater

ials

•%

of l

earn

ing

cent

ers r

ecei

ving

new

te

xtbo

oks a

nd m

ater

ials

that

are

in

use

with

in 2

mon

ths a

fter d

eliv

ery

•%

of l

earn

ers w

ho h

ave

acce

ss to

le

arni

ng m

ater

ials

at th

e be

ginn

ing

and

thro

ugho

ut th

e l

itera

cy c

ours

es

Prog

ress

repo

rts/

Q

uart

erly

m

onito

ring

repo

rts

1.

Esta

blish

a sy

stem

for p

ublic

ation

and

di

strib

ution

of l

earn

ing

mat

eria

ls to

CLC

s an

d ot

her i

mpl

emen

ting

bodi

es

Secu

rity

and

politi

cal s

tabi

lity

Out

put 2

.4

Prop

er m

echa

nism

s are

in p

lace

to

mon

itor p

rogr

ess i

n lit

erac

y ac

hiev

emen

t

•As

sess

men

t ins

trum

ents

dev

elop

ed

for b

oth

basic

gen

eral

lite

racy

and

sk

ills-

base

d lit

erac

y

•As

sess

men

t exe

cute

d fo

r all

lear

ners

•%

of d

istric

ts w

ith e

xam

inati

on

cent

ers

•%

of l

itera

cy c

lass

es th

at h

ave

rece

ived

at l

east

mon

thly

supe

rvisi

on

by tr

aine

rs

•%

of d

istric

ts th

at h

ave

relia

ble

mon

itorin

g re

port

s

Mon

itorin

g re

port

s1.

Im

plem

ent a

sses

smen

t too

ls to

mon

itor

indi

vidu

al le

arne

r’s p

erfo

rman

ce a

nd a

s a

requ

irem

ent f

or o

btai

ning

cer

tifica

te

2.

Esta

blish

exa

min

ation

cen

ters

in e

ach

prov

ince

3.

Recr

uit a

nd tr

ain

mon

itors

/sup

ervi

sors

4.

Util

ise a

sses

smen

ts a

nd re

sults

from

ex

amin

ation

cen

tres

to m

onito

r lea

rner

pr

ogre

ss.

Secu

rity

and

politi

cal s

tabi

lity

48Fo

cus A

rea

3: M

anag

emen

t and

Ser

vice

Del

iver

y

Purp

ose:

The

Gov

ernm

ent (

the

Min

istr

y of

Edu

catio

n, o

ther

line

Min

istrie

s) a

t diff

eren

t lev

els,

impl

emen

ting

part

ners

, and

loca

l com

mun

ities

will

mak

e be

st u

se

of re

sour

ces w

ithin

cle

arly

defi

ned

role

s tha

t will

pro

mot

e m

utua

l und

erst

andi

ng tr

ust a

nd su

ppor

t

Out

puts

Perfo

rman

ce In

dica

tors

Mea

ns o

f Ver

ifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 3

.1.

Politi

cal

and

soci

al

supp

ort

for l

itera

cy

mob

ilize

d

•N

umbe

r of

eve

nts,

and

spe

eche

s w

here

lit

erac

y is

on th

e ag

enda

•%

Incr

ease

of c

urre

nt fu

nds f

or li

tera

cy

Regu

lar r

epor

ts o

f ev

ents

, spe

eche

s an

d ca

mpa

igns

Ev

alua

tions

and

co

mm

issio

ned

stud

ies

1. Re

sum

e th

e Hi

gh C

omm

issio

n fo

r Li

tera

cy c

haire

d by

the

Vice

Pr

esid

ent

2. U

nder

take

lobb

ying

acti

vitie

s tar

getin

g th

e pa

rliam

ent,

natio

nal

cabi

net,

and

natio

nal c

erem

onie

s and

eve

nts

Secu

rity

and

politi

cal

stab

ility

Conti

nued

do

nor

supp

ort

Out

put 3

.2.

Loca

l ow

ners

hip

and

com

mun

ity

parti

cipa

tion

stre

ngth

ened

•Th

e nu

mbe

r of

mee

tings

hel

d an

nual

ly

with

in th

e co

mm

unity

on

liter

acy

•%

of n

ew li

tera

cy c

lass

es e

stab

lishe

d up

on

requ

est

by t

he L

CCs

or o

ther

com

mun

ity

repr

esen

tativ

es

•De

gree

of

varia

tion

of c

urric

ulum

use

d ac

ross

the

coun

try

Mon

itorin

g an

d ev

alua

tion

repo

rts

1. Es

tabl

ish c

omm

unic

ation

s w

ith t

he M

oRD

and

the

Nati

onal

So

lidar

y Pr

ogra

m (N

SP)

2. Pr

ovid

e su

ppor

t in

lite

racy

tra

inin

g to

the

Loc

al C

omm

unity

Co

unci

ls (L

CCs)

thr

ough

clo

se c

olla

bora

tion

with

NSP

, EQ

UIP

, an

d GP

E3.

Bui

ld o

n/cr

eate

syn

ergi

es w

ith M

oE’s

wor

k on

str

engt

heni

ng

scho

ol m

anag

emen

t com

mitt

ees,

shur

as, a

nd so

cial

mob

ilise

rs

Politi

cal

Stab

ility

Out

put 3

.3.

Man

agem

ent

capa

city

st

reng

then

ed

•%

of

ce

ntra

l/pro

vinc

ial/d

istric

t-lev

el

staff

th

at

has

rece

ived

tr

aini

ng

in

man

agem

ent,

mon

itorin

g, e

valu

ation

, an

d qu

ality

ass

uran

ce

at le

ast o

nce

a ye

ar•

Mon

itorin

g an

d ev

alua

tion

rein

forc

ed

with

ac

cura

te

and

timel

y da

ta

colle

cted

an

d ev

alua

tions

car

ried

out

and

used

for

dec

ision

m

akin

g pu

rpos

e•

Cent

ral/p

rovi

ncia

l/dist

rict-l

evel

sta

ff pr

oces

sing

requ

ests

/tra

nsfe

rs/d

ocum

ents

on

-tim

e (in

clud

ing

finan

cial

disb

urse

men

ts)

•%

of

gove

rnm

ent

staff

tha

t ar

e “s

atisf

acto

rily

perf

orm

ing

thei

r du

ties”

, “

% o

f go

vern

men

t st

aff th

at u

nder

per

form

ing

thei

r duti

es”

and

“%

of g

over

nmen

t st

aff t

hat

over

-per

form

ing

thei

r du

ties”

acc

ordi

ng T

oRs

Annu

al e

valu

ation

re

port

s

Annu

l sta

ff re

view

s

1. Re

view

and

rein

forc

e th

e ce

ntra

l, an

d lo

cal g

over

nmen

t’s ro

le

as i

mpl

emen

ters

and

in

mon

itorin

g, e

valu

ation

, an

d qu

ality

as

sura

nce

2. Ex

plor

e ou

tsou

rcin

g de

liver

y of

lite

racy

pro

gram

s to

NGO

s an

d ci

vil s

ocie

ty a

nd d

evel

op th

eir c

apac

ity fo

r ove

rsig

ht3.

Esta

blish

a fu

nctio

ning

NF-

EMIS

to t

rack

pro

gres

s in

pro

visio

n of

lite

racy

4. Es

tabl

ish a

res

earc

h U

nit

to c

arry

out

reg

ular

ass

essm

ents

in

clud

ing

trac

er st

udie

s of l

earn

ers

5. Ca

rry

out a

n as

sess

men

t of c

apac

ity b

uild

ing

need

s6.

Impl

emen

t a c

apac

ity b

uild

ing

prog

ram

Out

put 3

.4.

Coor

dina

tion

stre

ngth

ened

•Le

ss

frag

men

ted

liter

acy

prov

ision

: im

prov

ed c

over

age

of li

tera

cy p

rogr

ams

•Ha

rmon

ized

curr

icul

um,

trai

ning

of

fa

cilit

ator

s, a

nd re

mun

erati

on o

f fac

ilita

tors

•Be

st p

racti

ce m

odel

s mor

e w

ides

prea

d

Mon

itorin

g an

d ev

alua

tion

repo

rts

1. Es

tabl

ish a

Hig

h Co

mm

issio

n fo

r Li

tera

cy c

haire

d by

the

Vic

e Pr

esid

ent

2. Re

info

rce

the

role

of L

IFE

in e

nsur

ing s

yner

gies

and

coor

dina

tion

amon

gst l

itera

cy p

rovi

ders

3. Es

tabl

ish c

olla

bora

tions

with

oth

er li

ne m

inist

ries

(Mol

SaM

D,

MoI

, MoD

, MRR

D, M

oWA

etc.

, as

stat

ed in

Pre

siden

tial d

ecre

e on

Nati

onal

Hig

h Co

mm

issio

n fo

r Lite

racy

) to

inte

grat

e lit

erac

y as

par

t of s

kills

dev

elop

men

t pro

gram

s

Anne

x 1:

Org

aniza

tiona

l Str

uctu

re o

f the

Lite

racy

Dep

artm

ent17

17.

The

Lite

racy

dep

artm

ent i

s in

the

proc

ess

of re

stru

ctur

ing,

and

thus

the

abov

e or

gano

gram

is li

kely

to c

hang

e as

a re

sult.

49

Focu

s Are

a 3:

Man

agem

ent a

nd S

ervi

ce D

eliv

ery

Purp

ose:

The

Gov

ernm

ent (

the

Min

istr

y of

Edu

catio

n, o

ther

line

Min

istrie

s) a

t diff

eren

t lev

els,

impl

emen

ting

part

ners

, and

loca

l com

mun

ities

will

mak

e be

st u

se

of re

sour

ces w

ithin

cle

arly

defi

ned

role

s tha

t will

pro

mot

e m

utua

l und

erst

andi

ng tr

ust a

nd su

ppor

t

Out

puts

Perfo

rman

ce In

dica

tors

Mea

ns o

f Ver

ifica

tion

Activ

ities

/Str

ateg

ies

Assu

mpti

ons

Out

put 3

.1.

Politi

cal

and

soci

al

supp

ort

for l

itera

cy

mob

ilize

d

•N

umbe

r of

eve

nts,

and

spe

eche

s w

here

lit

erac

y is

on th

e ag

enda

•%

Incr

ease

of c

urre

nt fu

nds f

or li

tera

cy

Regu

lar r

epor

ts o

f ev

ents

, spe

eche

s an

d ca

mpa

igns

Ev

alua

tions

and

co

mm

issio

ned

stud

ies

1. Re

sum

e th

e Hi

gh C

omm

issio

n fo

r Li

tera

cy c

haire

d by

the

Vice

Pr

esid

ent

2. U

nder

take

lobb

ying

acti

vitie

s tar

getin

g th

e pa

rliam

ent,

natio

nal

cabi

net,

and

natio

nal c

erem

onie

s and

eve

nts

Secu

rity

and

politi

cal

stab

ility

Conti

nued

do

nor

supp

ort

Out

put 3

.2.

Loca

l ow

ners

hip

and

com

mun

ity

parti

cipa

tion

stre

ngth

ened

•Th

e nu

mbe

r of

mee

tings

hel

d an

nual

ly

with

in th

e co

mm

unity

on

liter

acy

•%

of n

ew li

tera

cy c

lass

es e

stab

lishe

d up

on

requ

est

by t

he L

CCs

or o

ther

com

mun

ity

repr

esen

tativ

es

•De

gree

of

varia

tion

of c

urric

ulum

use

d ac

ross

the

coun

try

Mon

itorin

g an

d ev

alua

tion

repo

rts

1. Es

tabl

ish c

omm

unic

ation

s w

ith t

he M

oRD

and

the

Nati

onal

So

lidar

y Pr

ogra

m (N

SP)

2. Pr

ovid

e su

ppor

t in

lite

racy

tra

inin

g to

the

Loc

al C

omm

unity

Co

unci

ls (L

CCs)

thr

ough

clo

se c

olla

bora

tion

with

NSP

, EQ

UIP

, an

d GP

E3.

Bui

ld o

n/cr

eate

syn

ergi

es w

ith M

oE’s

wor

k on

str

engt

heni

ng

scho

ol m

anag

emen

t com

mitt

ees,

shur

as, a

nd so

cial

mob

ilise

rs

Politi

cal

Stab

ility

Out

put 3

.3.

Man

agem

ent

capa

city

st

reng

then

ed

•%

of

ce

ntra

l/pro

vinc

ial/d

istric

t-lev

el

staff

th

at

has

rece

ived

tr

aini

ng

in

man

agem

ent,

mon

itorin

g, e

valu

ation

, an

d qu

ality

ass

uran

ce

at le

ast o

nce

a ye

ar•

Mon

itorin

g an

d ev

alua

tion

rein

forc

ed

with

ac

cura

te

and

timel

y da

ta

colle

cted

an

d ev

alua

tions

car

ried

out

and

used

for

dec

ision

m

akin

g pu

rpos

e•

Cent

ral/p

rovi

ncia

l/dist

rict-l

evel

sta

ff pr

oces

sing

requ

ests

/tra

nsfe

rs/d

ocum

ents

on

-tim

e (in

clud

ing

finan

cial

disb

urse

men

ts)

•%

of

gove

rnm

ent

staff

tha

t ar

e “s

atisf

acto

rily

perf

orm

ing

thei

r du

ties”

, “

% o

f go

vern

men

t st

aff th

at u

nder

per

form

ing

thei

r duti

es”

and

“%

of g

over

nmen

t st

aff t

hat

over

-per

form

ing

thei

r du

ties”

acc

ordi

ng T

oRs

Annu

al e

valu

ation

re

port

s

Annu

l sta

ff re

view

s

1. Re

view

and

rein

forc

e th

e ce

ntra

l, an

d lo

cal g

over

nmen

t’s ro

le

as i

mpl

emen

ters

and

in

mon

itorin

g, e

valu

ation

, an

d qu

ality

as

sura

nce

2. Ex

plor

e ou

tsou

rcin

g de

liver

y of

lite

racy

pro

gram

s to

NGO

s an

d ci

vil s

ocie

ty a

nd d

evel

op th

eir c

apac

ity fo

r ove

rsig

ht3.

Esta

blish

a fu

nctio

ning

NF-

EMIS

to t

rack

pro

gres

s in

pro

visio

n of

lite

racy

4. Es

tabl

ish a

res

earc

h U

nit

to c

arry

out

reg

ular

ass

essm

ents

in

clud

ing

trac

er st

udie

s of l

earn

ers

5. Ca

rry

out a

n as

sess

men

t of c

apac

ity b

uild

ing

need

s6.

Impl

emen

t a c

apac

ity b

uild

ing

prog

ram

Out

put 3

.4.

Coor

dina

tion

stre

ngth

ened

•Le

ss

frag

men

ted

liter

acy

prov

ision

: im

prov

ed c

over

age

of li

tera

cy p

rogr

ams

•Ha

rmon

ized

curr

icul

um,

trai

ning

of

fa

cilit

ator

s, a

nd re

mun

erati

on o

f fac

ilita

tors

•Be

st p

racti

ce m

odel

s mor

e w

ides

prea

d

Mon

itorin

g an

d ev

alua

tion

repo

rts

1. Es

tabl

ish a

Hig

h Co

mm

issio

n fo

r Li

tera

cy c

haire

d by

the

Vic

e Pr

esid

ent

2. Re

info

rce

the

role

of L

IFE

in e

nsur

ing s

yner

gies

and

coor

dina

tion

amon

gst l

itera

cy p

rovi

ders

3. Es

tabl

ish c

olla

bora

tions

with

oth

er li

ne m

inist

ries

(Mol

SaM

D,

MoI

, MoD

, MRR

D, M

oWA

etc.

, as

stat

ed in

Pre

siden

tial d

ecre

e on

Nati

onal

Hig

h Co

mm

issio

n fo

r Lite

racy

) to

inte

grat

e lit

erac

y as

par

t of s

kills

dev

elop

men

t pro

gram

s

Anne

x 1:

Org

aniza

tiona

l Str

uctu

re o

f the

Lite

racy

Dep

artm

ent17

17.

The

Lite

racy

dep

artm

ent i

s in

the

proc

ess

of re

stru

ctur

ing,

and

thus

the

abov

e or

gano

gram

is li

kely

to c

hang

e as

a re

sult.

-Di

stan

ce L

earn

ing

Uni

t -

Teac

hing

Aid

s & M

ater

ials

Uni

t -

Rese

arch

Uni

t -

Teac

hing

& T

rain

ing

Uni

t

-M

onito

ring

& E

valu

atio

n U

nit

-Pl

anni

ng &

Pro

ject

s Uni

t -

Lear

ner &

Gra

duat

e Af

fairs

Uni

t -

Skill

s Dev

elop

men

t and

CLC

Uni

t

-Cu

rric

ulum

Uni

t -

Rese

arch

and

Life

Ski

lls U

nit

-Li

tera

cy M

agaz

ine

Uni

t -

Editi

ng a

nd R

evis

ion

Uni

t

Teac

her T

rain

ing

Uni

t Pr

ogra

mm

ing

Uni

t Cu

rric

ulum

Uni

t Di

stric

t Lite

racy

De

part

men

t

-M

onito

ring

Uni

t -

Plan

ning

Uni

t

Prov

inci

al L

itera

cy

Depa

rtm

ent

Rule

s, P

roce

dure

s &

Acad

emic

Affa

irs

Depa

rtm

ent

Plan

ning

and

Re

port

ing

Depa

rtm

ent

Adm

in a

nd

Fina

nce

Depa

rtm

ent

Depu

ty M

inis

ter f

or

Lite

racy

50

Anne

x 2:

Ann

ual T

arge

ts a

nd C

ostin

gAs

par

t of t

he im

plem

enta

tion

of th

e N

ation

al L

itera

cy S

trat

egy

the

tabl

es b

elow

con

tain

the

prop

osed

ann

ual t

arge

ts, a

nd th

e co

st

asso

ciat

ed w

ith th

e pl

anne

d ac

tiviti

es to

ach

ieve

the

stat

ed o

bjec

tives

.

The

targ

ets

are

desig

ned

to e

xist

as

a po

licy

plan

ning

tool

with

Obj

ectiv

es a

nd In

dica

tors

defi

ned

to a

ssist

in th

e fo

rmati

on o

f fut

ure

liter

acy

prog

ram

min

g. T

he d

ata

incl

uded

is t

here

fore

for

guid

elin

e pu

rpos

es o

nly.

The

cos

ting

tabl

e is

simila

rly d

esig

ned

to p

rovi

de in

put

for

polic

y de

velo

pmen

t and

offe

r a g

uide

for l

itera

cy p

rogr

amm

ing.

Item

s with

a ‘*

’ den

ote

area

s whe

re fi

xed

targ

ets a

re n

ot in

clud

ed b

ut w

here

indi

cato

rs

are

pres

ent f

or p

lann

ing

purp

oses

.

TABL

E W

ITH

TARG

ETS

Obj

ectiv

esIn

dica

tor

Base

line

Annu

al T

arge

ts

1391

1392

1393

1394

1395

1396

1397

1398

1399

GOALS

Incr

ease

Nati

onal

lite

racy

rate

-15

year

s old

and

abo

ve, t

arge

ting

fem

ales

, lan

guag

e m

inor

ity g

roup

s,

isola

ted

com

mun

ities

, Kuc

his a

nd

peop

le w

ith d

isabi

lities

Nati

onal

Lite

racy

Rat

e (F

emal

e)18

%20

%23

%26

%30

%34

%38

%44

%50

%N

ation

al L

itera

cy R

ate

(Mal

e)48

%50

%52

%55

%58

%61

%64

%67

%70

%N

ation

al L

itera

cy R

ate

(Tot

al)

33%

36%

38%

41%

44%

48%

52%

56%

60%

*Rati

o: L

itera

cy R

ate

Kuch

i to

Nati

onal

Li

tera

cy R

ate

N.A

*Rati

o: L

itera

cy R

ate

Disa

bled

peo

ple

to

Nati

onal

Lite

racy

Rat

eN

.A*R

atio:

Lite

racy

Rat

e Et

hnic

-ling

uisti

c m

inor

ity g

roup

s to

Nati

onal

Lite

racy

Rat

eN

.A*D

ispe

rsio

n ra

tio: 1

0 pr

ovin

ces w

ith th

e lo

wes

t lite

racy

rate

to th

e 10

pro

vinc

es w

ith

the

high

est l

itera

cy ra

tes

Enab

le m

ore

adul

ts (1

5 an

d ab

ove)

to

gain

acc

ess t

o co

ntinu

ing

educ

ation

an

d lif

elon

g le

arni

ng a

fter c

ompl

eting

lit

erac

y pr

ogra

ms

*% o

f lit

erac

y gr

adua

tes w

ho c

ontin

ue

thei

r stu

dies

thro

ugh

the

form

al e

duca

tion

syst

em

N.A

OUTCOMES

Num

ber o

f gra

duat

es fr

om d

iffer

ent

liter

acy

prog

ram

s by

gend

er, e

thni

city

, an

d ge

ogra

phic

al lo

catio

n (p

rovi

nce)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Tota

l)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Fem

ale)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Mal

e)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Kuch

i pop

ulati

on)

* N

umbe

r of g

radu

ates

from

all

liter

acy

prog

ram

s (Et

hno-

lingu

istic

min

oriti

es)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms f

rom

the

10 p

rovi

nces

with

the

high

est c

urre

nt li

tera

cy ra

te

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms f

rom

the

10 p

rovi

nces

with

the

low

est

curr

ent l

itera

cy ra

te

Impr

oved

qua

lity

and

liter

acy

mor

e re

leva

nt fo

r the

lear

ner

*Pas

sing

rate

(Tot

al)

N.A

*Pas

sing

rate

(Fem

ale)

N.A

*Pas

sing

rate

(Mal

e)N

.A*P

assin

g ra

te K

uchi

pop

ulati

onN

.A*P

assin

g ra

te (E

thni

c-lin

guisti

c M

inor

ities

)N

.A*P

assin

g ra

te (t

he 1

0 pr

ovin

ces w

ith th

e hi

ghes

t cur

rent

lite

racy

rate

)N

.A*P

assin

g ra

te (t

he 1

0 pr

ovin

ces w

ith th

e lo

wes

t cur

rent

lite

racy

rate

)N

.A

51

Anne

x 2:

Ann

ual T

arge

ts a

nd C

ostin

gAs

par

t of t

he im

plem

enta

tion

of th

e N

ation

al L

itera

cy S

trat

egy

the

tabl

es b

elow

con

tain

the

prop

osed

ann

ual t

arge

ts, a

nd th

e co

st

asso

ciat

ed w

ith th

e pl

anne

d ac

tiviti

es to

ach

ieve

the

stat

ed o

bjec

tives

.

The

targ

ets

are

desig

ned

to e

xist

as

a po

licy

plan

ning

tool

with

Obj

ectiv

es a

nd In

dica

tors

defi

ned

to a

ssist

in th

e fo

rmati

on o

f fut

ure

liter

acy

prog

ram

min

g. T

he d

ata

incl

uded

is t

here

fore

for

guid

elin

e pu

rpos

es o

nly.

The

cos

ting

tabl

e is

simila

rly d

esig

ned

to p

rovi

de in

put

for

polic

y de

velo

pmen

t and

offe

r a g

uide

for l

itera

cy p

rogr

amm

ing.

Item

s with

a ‘*

’ den

ote

area

s whe

re fi

xed

targ

ets a

re n

ot in

clud

ed b

ut w

here

indi

cato

rs

are

pres

ent f

or p

lann

ing

purp

oses

.

TABL

E W

ITH

TARG

ETS

Obj

ectiv

esIn

dica

tor

Base

line

Annu

al T

arge

ts

1391

1392

1393

1394

1395

1396

1397

1398

1399

GOALS

Incr

ease

Nati

onal

lite

racy

rate

-15

year

s old

and

abo

ve, t

arge

ting

fem

ales

, lan

guag

e m

inor

ity g

roup

s,

isola

ted

com

mun

ities

, Kuc

his a

nd

peop

le w

ith d

isabi

lities

Nati

onal

Lite

racy

Rat

e (F

emal

e)18

%20

%23

%26

%30

%34

%38

%44

%50

%N

ation

al L

itera

cy R

ate

(Mal

e)48

%50

%52

%55

%58

%61

%64

%67

%70

%N

ation

al L

itera

cy R

ate

(Tot

al)

33%

36%

38%

41%

44%

48%

52%

56%

60%

*Rati

o: L

itera

cy R

ate

Kuch

i to

Nati

onal

Li

tera

cy R

ate

N.A

*Rati

o: L

itera

cy R

ate

Disa

bled

peo

ple

to

Nati

onal

Lite

racy

Rat

eN

.A*R

atio:

Lite

racy

Rat

e Et

hnic

-ling

uisti

c m

inor

ity g

roup

s to

Nati

onal

Lite

racy

Rat

eN

.A*D

ispe

rsio

n ra

tio: 1

0 pr

ovin

ces w

ith th

e lo

wes

t lite

racy

rate

to th

e 10

pro

vinc

es w

ith

the

high

est l

itera

cy ra

tes

Enab

le m

ore

adul

ts (1

5 an

d ab

ove)

to

gain

acc

ess t

o co

ntinu

ing

educ

ation

an

d lif

elon

g le

arni

ng a

fter c

ompl

eting

lit

erac

y pr

ogra

ms

*% o

f lit

erac

y gr

adua

tes w

ho c

ontin

ue

thei

r stu

dies

thro

ugh

the

form

al e

duca

tion

syst

em

N.A

OUTCOMES

Num

ber o

f gra

duat

es fr

om d

iffer

ent

liter

acy

prog

ram

s by

gend

er, e

thni

city

, an

d ge

ogra

phic

al lo

catio

n (p

rovi

nce)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Tota

l)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Fem

ale)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Mal

e)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms (

Kuch

i pop

ulati

on)

* N

umbe

r of g

radu

ates

from

all

liter

acy

prog

ram

s (Et

hno-

lingu

istic

min

oriti

es)

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms f

rom

the

10 p

rovi

nces

with

the

high

est c

urre

nt li

tera

cy ra

te

*Num

ber o

f gra

duat

es fr

om a

ll lit

erac

y pr

ogra

ms f

rom

the

10 p

rovi

nces

with

the

low

est

curr

ent l

itera

cy ra

te

Impr

oved

qua

lity

and

liter

acy

mor

e re

leva

nt fo

r the

lear

ner

*Pas

sing

rate

(Tot

al)

N.A

*Pas

sing

rate

(Fem

ale)

N.A

*Pas

sing

rate

(Mal

e)N

.A*P

assin

g ra

te K

uchi

pop

ulati

onN

.A*P

assin

g ra

te (E

thni

c-lin

guisti

c M

inor

ities

)N

.A*P

assin

g ra

te (t

he 1

0 pr

ovin

ces w

ith th

e hi

ghes

t cur

rent

lite

racy

rate

)N

.A*P

assin

g ra

te (t

he 1

0 pr

ovin

ces w

ith th

e lo

wes

t cur

rent

lite

racy

rate

)N

.A

52

TABL

E W

ITH

TARG

ETS

conti

nued

Focal Area

Out

puts

/Acti

vitie

sIn

dica

tor

Base

-lin

eAn

nual

Tar

gets

1391

1392

1393

1394

1395

1396

1397

1398

1399

Equitable Access

Carr

y ou

t reg

ular

ass

essm

ents

to a

scer

tain

w

heth

er lo

w p

artic

ipati

on a

nd c

ompl

e-tio

n ra

tes a

re d

ue to

dem

and

or su

pply

co

nstr

aint

s

Num

ber o

f ass

essm

ents

car

ried

out

11

11

11

1

Deve

lop

an a

dvoc

acy

and

com

mun

icati

on

stra

tegy

for a

war

enes

s rai

sing

incl

udin

g an

em

phas

is on

the

impo

rtan

ce o

f lite

racy

for

wom

en

*Adv

ocac

y st

rate

gy d

evel

oped

Laun

ch a

dvoc

acy

cam

paig

ns su

ppor

ted

by

the

med

ia*N

umbe

r of a

dvoc

acy

cam

paig

ns c

arrie

d ou

t tar

getin

g th

e w

hole

pop

ulati

on a

nd w

omen

Sens

itize

Mul

lahs

and

oth

er re

ligio

us le

ad-

ers,

and

resp

ecta

ble

com

mun

ity m

embe

rs*N

umbe

r of M

ulla

hs, a

nd o

ther

relig

ious

, re

spec

tabl

e co

mm

unity

mem

bers

trai

ned

on th

e im

port

ance

of

liter

acy

Esta

blish

Lite

racy

cla

sses

Num

ber o

f lite

racy

cla

sses

est

ablis

hed:

Gen

eral

(Fem

ale)

8966

1074

012

982

1539

618

040

2076

424

524

Num

ber o

f lite

racy

cla

sses

est

ablis

hed:

Gen

eral

(Mal

e)73

9076

9485

5692

0495

5496

2295

22Re

crui

t Fac

ilita

tors

Num

ber o

f tea

cher

s rec

ruite

d: G

ener

al (F

emal

e)4,

483

5,37

06,

491

7,69

89,

020

10,3

8212

,262

Num

ber o

f tea

cher

s rec

ruite

d: G

ener

al (M

ale)

3,69

53,

847

4,27

84,

602

4,77

74,

811

4,76

1N

umbe

r of t

each

ers r

ecru

ited:

Ski

lls-b

ased

(Fem

ale)

9,34

011

,187

13,5

2216

,038

18,7

9221

,628

25,5

47N

umbe

r of t

each

ers r

ecru

ited:

Ski

lls-b

ased

(Mal

e)7,

698

8,01

58,

912

9,58

89,

951

10,0

239,

919

Esta

blish

or r

einf

orce

exi

sting

Com

mun

ity

Lear

ning

Cen

ters

Num

ber o

f Com

mun

ity L

earn

ing

Cent

ers E

stab

lishe

d13

1722

2732

3742

47Ca

rry

out p

ilots

usin

g m

obile

, med

ia (r

adio

an

d TV

)*N

umbe

r of p

ilots

car

ried

out/

num

ber o

f pro

vinc

es/

dist

ricts

cov

ered

Build

cap

acity

of f

acili

tato

rs a

nd

supe

rviso

rs fo

r the

mob

iliza

tion

of w

omen

an

d gi

rls a

nd id

entifi

catio

n of

thei

r nee

ds

and

prob

lem

s

*Num

ber o

f fac

ilita

tors

/ sup

ervi

sors

trai

ned

on w

omen

’s ne

eds a

nd is

sues

Prov

ide

liter

acy

to m

inor

ities

in th

eir

lang

uage

cap

italiz

ing

on M

oE’s

effor

t in

dev

elop

ing

curr

icul

um fo

r 8 e

thno

-lin

guisti

c m

inor

ities

*Num

ber o

f eth

nic-

lingu

istic

grou

ps fo

r whi

ch

curr

icul

um h

as b

een

deve

lope

d

Prov

ide

trai

ning

for f

acili

tato

rs to

teac

h lit

erac

y in

nati

ve la

ngua

ges

*Num

ber o

f fac

ilita

tors

trai

ned

to te

ach

in n

ative

la

ngua

ges

Trai

n lit

erac

y fa

cilit

ator

s on

how

to w

ork

with

disa

bled

lear

ners

*Num

ber o

f lite

racy

faci

litat

ors t

rain

ed to

wor

k w

ith

disa

biliti

es

Trai

n co

re fa

cilit

ator

s in

met

hodo

logy

han

-dl

ing

visu

ally

and

hea

ring

impa

ired

lear

ners

*N

umbe

r of c

ore

faci

litat

ors t

rain

ed in

met

hodo

logy

for

visu

ally

and

hea

ring

impa

ired

lear

ners

Deve

lop

mat

eria

ls fo

r dea

f and

blin

d le

arne

rs (M

OE

with

hel

p of

spec

ialis

ts)

cons

ultin

g w

ith st

akeh

olde

rs w

hich

hav

e ex

perie

nces

in th

e fie

ld o

f disa

biliti

es

*Mat

eria

ls de

velo

ped

for d

eaf a

nd b

lind

lear

ners

Carr

y ou

t a n

eeds

ass

essm

ent t

o ga

uge

the

Kuch

i peo

ple’

s nee

ds*N

eeds

ass

essm

ent c

arrie

d ou

t to

gaug

e Ku

chi p

eopl

e’s

need

s

Deve

lop

tem

pora

ry p

rogr

ams f

or th

e Ku

chi

popu

latio

n fo

r the

win

ter s

easo

n ex

plor

-in

g a

mod

ular

app

roac

h w

hich

has

Kuc

hi

rele

vant

con

tent

*Mod

ular

cur

ricul

um d

evel

oped

for t

he K

uchi

peo

ple

Incr

ease

d #

of li

tera

cy le

arne

rs e

nrol

led

Num

ber o

f lite

racy

lear

ners

in g

ener

al p

rogr

ams (

Fe-

mal

es)

224,

151

268,

489

324,

529

384,

911

451,

007

519,

076

613,

120

Num

ber o

f lite

racy

lear

ners

in g

ener

al p

rogr

ams (

Mal

es)

184,

748

192,

351

213,

898

230,

121

238,

830

240,

553

238,

053

Tota

l num

ber o

f lite

racy

lear

ners

in g

ener

al p

rogr

ams

408,

899

460,

840

538,

427

615,

033

689,

838

759,

630

851,

172

Num

ber o

f voc

ation

al (e

mbe

dded

or s

kills

-bas

ed)

liter

acy

lear

ners

(Fem

ales

)74

,717

89,4

9610

8,17

612

8,30

415

0,33

617

3,02

520

4,37

3N

umbe

r of v

ocati

onal

(em

bedd

ed o

r ski

lls-b

ased

) lit

erac

y le

arne

rs (M

ales

) 61

,583

64,1

1771

,299

76,7

0779

,610

80,1

8479

,351

Tota

l num

ber o

f voc

ation

al (e

mbe

dded

or s

kills

-bas

ed)

liter

acy

lear

ners

136,

300

153,

613

179,

476

205,

011

229,

946

253,

210

283,

724

Tota

l num

ber o

f lite

racy

lear

ners

(All

Prog

ram

s)54

5,19

961

4,45

471

7,90

382

0,04

491

9,78

41,

012,

839

1,13

4,89

6

*% l

itera

cy le

arne

rs

from

Kuc

hi p

opul

ation

*% o

f lite

racy

lear

ners

th

at a

re d

isabl

ed

*% o

f lite

racy

lear

ners

from

eth

nic-

lingu

istic

min

ority

gr

oups

*% o

f lite

racy

lear

ners

from

the

10 p

rovi

nces

with

the

high

est c

urre

nt li

tera

cy ra

te

*% o

f lite

racy

lear

ners

from

the

10 p

rovi

nces

with

the

low

est c

urre

nt li

tera

cy ra

te

53

TABL

E W

ITH

TARG

ETS

conti

nued

Focal Area

Out

puts

/Acti

vitie

sIn

dica

tor

Base

-lin

eAn

nual

Tar

gets

1391

1392

1393

1394

1395

1396

1397

1398

1399

Equitable Access

Carr

y ou

t reg

ular

ass

essm

ents

to a

scer

tain

w

heth

er lo

w p

artic

ipati

on a

nd c

ompl

e-tio

n ra

tes a

re d

ue to

dem

and

or su

pply

co

nstr

aint

s

Num

ber o

f ass

essm

ents

car

ried

out

11

11

11

1

Deve

lop

an a

dvoc

acy

and

com

mun

icati

on

stra

tegy

for a

war

enes

s rai

sing

incl

udin

g an

em

phas

is on

the

impo

rtan

ce o

f lite

racy

for

wom

en

*Adv

ocac

y st

rate

gy d

evel

oped

Laun

ch a

dvoc

acy

cam

paig

ns su

ppor

ted

by

the

med

ia*N

umbe

r of a

dvoc

acy

cam

paig

ns c

arrie

d ou

t tar

getin

g th

e w

hole

pop

ulati

on a

nd w

omen

Sens

itize

Mul

lahs

and

oth

er re

ligio

us le

ad-

ers,

and

resp

ecta

ble

com

mun

ity m

embe

rs*N

umbe

r of M

ulla

hs, a

nd o

ther

relig

ious

, re

spec

tabl

e co

mm

unity

mem

bers

trai

ned

on th

e im

port

ance

of

liter

acy

Esta

blish

Lite

racy

cla

sses

Num

ber o

f lite

racy

cla

sses

est

ablis

hed:

Gen

eral

(Fem

ale)

8966

1074

012

982

1539

618

040

2076

424

524

Num

ber o

f lite

racy

cla

sses

est

ablis

hed:

Gen

eral

(Mal

e)73

9076

9485

5692

0495

5496

2295

22Re

crui

t Fac

ilita

tors

Num

ber o

f tea

cher

s rec

ruite

d: G

ener

al (F

emal

e)4,

483

5,37

06,

491

7,69

89,

020

10,3

8212

,262

Num

ber o

f tea

cher

s rec

ruite

d: G

ener

al (M

ale)

3,69

53,

847

4,27

84,

602

4,77

74,

811

4,76

1N

umbe

r of t

each

ers r

ecru

ited:

Ski

lls-b

ased

(Fem

ale)

9,34

011

,187

13,5

2216

,038

18,7

9221

,628

25,5

47N

umbe

r of t

each

ers r

ecru

ited:

Ski

lls-b

ased

(Mal

e)7,

698

8,01

58,

912

9,58

89,

951

10,0

239,

919

Esta

blish

or r

einf

orce

exi

sting

Com

mun

ity

Lear

ning

Cen

ters

Num

ber o

f Com

mun

ity L

earn

ing

Cent

ers E

stab

lishe

d13

1722

2732

3742

47Ca

rry

out p

ilots

usin

g m

obile

, med

ia (r

adio

an

d TV

)*N

umbe

r of p

ilots

car

ried

out/

num

ber o

f pro

vinc

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Build

cap

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ilita

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trai

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on w

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Prov

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cap

italiz

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thno

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as b

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Prov

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trai

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acili

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teac

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ngua

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trai

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to te

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in n

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la

ngua

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Trai

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how

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with

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lear

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*Num

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litat

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disa

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Trai

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hodo

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visu

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and

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ass

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519,

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613,

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Num

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lear

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184,

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192,

351

213,

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230,

121

238,

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553

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408,

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460,

840

538,

427

615,

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689,

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759,

630

851,

172

Num

ber o

f voc

ation

al (e

mbe

dded

or s

kills

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liter

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lear

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89,4

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8,17

612

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415

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617

3,02

520

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r of v

ocati

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bedd

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ales

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64,1

1771

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76,7

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8479

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liter

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lear

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136,

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153,

613

179,

476

205,

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229,

946

253,

210

283,

724

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l num

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lear

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Prog

ram

s)54

5,19

961

4,45

471

7,90

382

0,04

491

9,78

41,

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839

1,13

4,89

6

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Quality

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oved

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ater

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se w

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Prop

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thly

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Eval

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MIS

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func

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IS to

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pro

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100%

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Focal Area

Out

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vitie

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1393

1394

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1397

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Quality

Lear

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Management of Literacy Programs

Politi

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Prov

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ms t

o N

GOs a

nd c

ivil

soci

ety

*Out

sour

cing

del

iver

y of

lite

racy

pro

gram

s to

NGO

s and

ci

vil s

ocie

ty e

valu

ated

Esta

blish

a fu

nctio

ning

NF-

MIS

to tr

ack

prog

ress

in p

rovi

sion

of li

tera

cy*A

func

tioni

ng N

F-M

IS to

trac

k pr

ogre

ss in

pro

visio

n of

lit

erac

y es

tabl

ished

Tech

nica

l Ass

istan

ce to

: Est

ablis

h a

rese

arch

Uni

t to

carr

y ou

t reg

ular

as

sess

men

ts in

clud

ing

trac

er st

udie

s of

lear

ners

*Tec

hnic

al A

ssist

ance

pro

vide

d in

ass

essm

ents

and

tr

acer

stud

ies

Carr

y ou

t an

asse

ssm

ent o

f cap

acity

bu

ildin

g ne

eds

*Tec

hnic

al A

ssist

ance

pro

vide

d in

ass

essm

ent o

f ca

paci

ty b

uild

ing

need

s

Loca

l ow

ners

hip

and

com

mun

ity p

ar-

ticip

ation

stre

ngth

ened

*% o

f new

lite

racy

cla

ssed

est

ablis

hed

upon

requ

est b

y th

e LC

Cs o

r oth

er c

omm

unity

repr

esen

tativ

es

50%

Man

agem

ent c

apac

ity

stre

ngth

ened

*Num

ber o

f cen

tral

/pro

vinc

ial/d

istric

t-lev

el st

aff th

at

has r

ecei

ved

trai

ning

in m

anag

emen

t, m

onito

ring,

ev

alua

tion,

and

qua

lity

assu

ranc

e

*% o

f cen

tral

/pro

vinc

ial/d

istric

t-lev

el st

aff th

at

has r

ecei

ved

trai

ning

in m

anag

emen

t, m

onito

ring,

ev

alua

tion,

and

qua

lity

assu

ranc

e at

leas

t onc

e a

year

100%

*% o

f gov

ernm

ent s

taff

that

are

“sati

sfac

toril

y pe

rfor

min

g th

eir d

uties

” , “

% o

f gov

ernm

ent s

taff

that

un

der p

erfo

rmin

g th

eir d

uties

” an

d “%

of g

over

nmen

t st

aff th

at o

ver-p

erfo

rmin

g th

eir d

uties

” ac

cord

ing

ToRs

100%

56CO

STIN

G T

ABLE

Item

s

2013

/201

4 (B

asel

ine)

2014

/201

520

15/2

016

2016

/201

720

17/2

018

2018

/201

920

19/2

020

2020

/202

1Re

mar

ks

1392

1393

1394

1395

1396

1397

1398

1399

To

tal p

opul

ation

Fe

mal

e16

,600

,028

17,1

14,6

2917

,645

,182

18,1

92,1

8318

,756

,140

19,3

37,5

8119

,937

,046

20,5

55,0

94So

urce

: Und

ata*

, 20

11 p

opul

ation

dat

e pr

ojec

ted

at a

vera

ge 3

.1

annu

al g

row

th ra

te a

nd

Sex

ratio

(mal

es p

er 1

00

fem

ales

) = 1

07.2

.

Mal

e17

,795

,264

18,3

46,9

1718

,915

,672

19,5

02,0

5820

,106

,621

20,7

29,9

2721

,372

,554

22,0

35,1

04

Tota

l34

,395

,292

35,4

61,5

4636

,560

,854

37,6

94,2

4038

,862

,762

40,0

67,5

0841

,309

,600

42,5

90,1

98

15 y

ears

and

abo

veFe

mal

e8,

300,

014

8,55

7,31

48,

822,

591

9,09

6,09

19,

378,

070

9,66

8,79

09,

968,

523

10,2

77,5

47

Mal

e8,

897,

632

9,17

3,45

99,

457,

836

9,75

1,02

910

,053

,311

10,3

64,9

6310

,686

,277

11,0

17,5

52

Tota

l

17,7

30,7

7318

,280

,427

18,8

47,1

2019

,431

,381

20,0

33,7

5420

,654

,800

21,2

95,0

99

Nati

onal

lite

racy

rate

Fem

ale

20%

23%

26%

30%

34%

38%

44%

50%

Mal

e50

%52

%55

%58

%61

%64

%67

%70

%

Tota

l36

%38

%41

%44

%48

%52

%56

%60

%

Lite

rate

Adu

lt Po

pula

tion

Fem

ale

1,76

3,37

91,

984,

274

2,32

1,96

82,

717,

132

3,17

9,54

73,

720,

659

4,35

3,85

95,

094,

820

Mal

e4,

524,

193

4,80

8,36

05,

205,

290

5,63

4,98

76,

100,

155

6,60

3,72

37,

148,

860

7,73

8,99

9

Tota

l6,

287,

572

6,79

2,63

47,

527,

258

8,35

2,11

99,

279,

702

10,3

24,3

8211

,502

,719

12,8

33,8

19

Enro

lled

Grad

e 8

stud

ents

in sc

hool

sFe

mal

e19

6,11

920

8,56

823

0,33

224

9,99

927

3,71

730

1,54

833

8,17

438

9,50

6 M

oE D

ata

Mal

e32

4,43

033

4,92

436

1,19

337

8,98

240

2,49

443

4,38

047

5,31

352

3,89

1

Tota

l52

0,54

954

3,49

159

1,52

562

8,98

267

6,21

173

5,92

881

3,48

791

3,39

7

Com

pleti

on R

ate

for

Lite

racy

Pro

gram

me

Fem

ale

50%

53%

55%

58%

61%

64%

67%

70%

50%

lite

racy

com

pleti

on

rate

bas

ed o

n (A

badz

i, 19

94))

Mal

e50

%53

%55

%58

%61

%64

%67

%70

%

Tota

l50

%53

%55

%58

%61

%64

%67

%70

%

Lite

racy

Gra

duat

esFe

mal

e

156,

906

197,

340

250,

456

311,

908

383,

741

463,

741

575,

147

Mor

talit

y ra

te=1

.4

Mal

e

129,

324

141,

378

165,

076

186,

476

203,

210

214,

910

223,

309

Tota

l

286,

230

338,

718

415,

531

498,

384

586,

951

678,

651

798,

457

Tota

l Enr

olle

d Le

arne

rs

Fem

ale

29

8,86

935

7,98

643

2,70

651

3,21

560

1,34

369

2,10

181

7,49

3

Mal

e

246,

331

256,

468

285,

197

306,

828

318,

441

320,

738

317,

403

Tota

l

545,

199

614,

454

717,

903

820,

044

919,

784

1,01

2,83

91,

134,

896

Enro

lled

Lear

ners

for

Gene

ral B

asic

Lite

racy

Fem

ale

22

4,15

126

8,48

932

4,52

938

4,91

145

1,00

751

9,07

661

3,12

075

% a

ll le

arne

rs w

ill b

e in

Gen

eral

Bas

ic li

tera

cy

Mal

e

184,

748

192,

351

213,

898

230,

121

238,

830

240,

553

238,

053

Tota

l

408,

899

460,

840

538,

427

615,

033

689,

838

759,

630

851,

172

Enro

lled

Lear

ners

for

Skill

Bas

ed L

itera

cyFe

mal

e

74,7

1789

,496

108,

176

128,

304

150,

336

173,

025

204,

373

and

25%

in sk

ill b

ased

lit

erac

yM

ale

61

,583

64,1

1771

,299

76,7

0779

,610

80,1

8479

,351

Tota

l

136,

300

153,

613

179,

476

205,

011

229,

946

253,

210

283,

724

Tota

l Fac

ilita

tors

/ Te

ache

rsFe

mal

e

9,15

310

,963

13,2

5215

,717

18,4

1621

,196

25,0

36

Mal

e

7,54

47,

854

8,73

49,

397

9,75

29,

823

9,72

0

Tota

l

16,6

9718

,818

21,9

8625

,114

28,1

6831

,018

34,7

56

Faci

litat

ors/

teac

her f

or

Gene

ral B

asic

Lite

racy

Fem

ale

4,

483

5,37

06,

491

7,69

89,

020

10,3

8212

,262

One

faci

litat

or w

ill

teac

h 50

lear

ners

in tw

o se

para

te g

roup

s of 2

5 le

arne

rsM

ale

3,

695

3,84

74,

278

4,60

24,

777

4,81

14,

761

Tota

l

8,17

89,

217

10,7

6912

,301

13,7

9715

,193

17,0

23

Faci

litat

ors/

teac

hers

for

Sk

ill B

ased

Lite

racy

Fe

mal

e

9,34

011

,187

13,5

2216

,038

18,7

9221

,628

25,5

47O

ne fa

cilit

ator

will

teac

h 16

lear

ners

in tw

o se

pa-

rate

gro

ups o

f 8 le

arne

rsM

ale

7,

698

8,01

58,

912

9,58

89,

951

10,0

239,

919

Tota

l

17,0

3719

,202

22,4

3425

,626

28,7

4331

,651

35,4

66

Tota

l Tra

iner

s Fe

mal

e

463

555

671

795

932

1,07

31,

267

One

Tra

iner

will

be

resp

onsib

le fo

r pre

serv

ice,

in

serv

ice

and

on jo

b tr

aini

ng o

f 50

faci

litat

ors i

n ge

nera

l bas

ic li

tera

cy a

nd 2

5 fa

cilit

ator

s in

skill

ed b

ased

lit

erac

y an

d ev

ery

40 tr

aine

r w

ill b

e su

perv

ise b

y on

e M

aste

r Tra

iner

Mal

e

382

398

442

476

494

497

492

Tota

l

845

952

1,11

31,

271

1,42

61,

570

1,75

9

Mas

ter T

rain

ers

Fem

ale

12

1417

2023

2732

Mal

e

1010

1112

1212

12

Tota

l

2124

2832

3639

44

Trai

ners

for G

ener

al

Basic

Lite

racy

Fem

ale

90

107

130

154

180

208

245

Mal

e

7477

8692

9696

95

Tota

l

164

184

215

246

276

304

340

Trai

ners

for S

kill

Base

d Li

tera

cyFe

mal

e

374

447

541

642

752

865

1,02

2

Mal

e

308

321

356

384

398

401

397

Tota

l

681

768

897

1,02

51,

150

1,26

61,

419

57

COST

ING

TAB

LEIte

ms

20

13/2

014

(Bas

elin

e)20

14/2

015

2015

/201

620

16/2

017

2017

/201

820

18/2

019

2019

/202

020

20/2

021

Rem

arks

1392

1393

1394

1395

1396

1397

1398

1399

To

tal p

opul

ation

Fe

mal

e16

,600

,028

17,1

14,6

2917

,645

,182

18,1

92,1

8318

,756

,140

19,3

37,5

8119

,937

,046

20,5

55,0

94So

urce

: Und

ata*

, 20

11 p

opul

ation

dat

e pr

ojec

ted

at a

vera

ge 3

.1

annu

al g

row

th ra

te a

nd

Sex

ratio

(mal

es p

er 1

00

fem

ales

) = 1

07.2

.

Mal

e17

,795

,264

18,3

46,9

1718

,915

,672

19,5

02,0

5820

,106

,621

20,7

29,9

2721

,372

,554

22,0

35,1

04

Tota

l34

,395

,292

35,4

61,5

4636

,560

,854

37,6

94,2

4038

,862

,762

40,0

67,5

0841

,309

,600

42,5

90,1

98

15 y

ears

and

abo

veFe

mal

e8,

300,

014

8,55

7,31

48,

822,

591

9,09

6,09

19,

378,

070

9,66

8,79

09,

968,

523

10,2

77,5

47

Mal

e8,

897,

632

9,17

3,45

99,

457,

836

9,75

1,02

910

,053

,311

10,3

64,9

6310

,686

,277

11,0

17,5

52

Tota

l

17,7

30,7

7318

,280

,427

18,8

47,1

2019

,431

,381

20,0

33,7

5420

,654

,800

21,2

95,0

99

Nati

onal

lite

racy

rate

Fem

ale

20%

23%

26%

30%

34%

38%

44%

50%

Mal

e50

%52

%55

%58

%61

%64

%67

%70

%

Tota

l36

%38

%41

%44

%48

%52

%56

%60

%

Lite

rate

Adu

lt Po

pula

tion

Fem

ale

1,76

3,37

91,

984,

274

2,32

1,96

82,

717,

132

3,17

9,54

73,

720,

659

4,35

3,85

95,

094,

820

Mal

e4,

524,

193

4,80

8,36

05,

205,

290

5,63

4,98

76,

100,

155

6,60

3,72

37,

148,

860

7,73

8,99

9

Tota

l6,

287,

572

6,79

2,63

47,

527,

258

8,35

2,11

99,

279,

702

10,3

24,3

8211

,502

,719

12,8

33,8

19

Enro

lled

Grad

e 8

stud

ents

in sc

hool

sFe

mal

e19

6,11

920

8,56

823

0,33

224

9,99

927

3,71

730

1,54

833

8,17

438

9,50

6 M

oE D

ata

Mal

e32

4,43

033

4,92

436

1,19

337

8,98

240

2,49

443

4,38

047

5,31

352

3,89

1

Tota

l52

0,54

954

3,49

159

1,52

562

8,98

267

6,21

173

5,92

881

3,48

791

3,39

7

Com

pleti

on R

ate

for

Lite

racy

Pro

gram

me

Fem

ale

50%

53%

55%

58%

61%

64%

67%

70%

50%

lite

racy

com

pleti

on

rate

bas

ed o

n (A

badz

i, 19

94))

Mal

e50

%53

%55

%58

%61

%64

%67

%70

%

Tota

l50

%53

%55

%58

%61

%64

%67

%70

%

Lite

racy

Gra

duat

esFe

mal

e

156,

906

197,

340

250,

456

311,

908

383,

741

463,

741

575,

147

Mor

talit

y ra

te=1

.4

Mal

e

129,

324

141,

378

165,

076

186,

476

203,

210

214,

910

223,

309

Tota

l

286,

230

338,

718

415,

531

498,

384

586,

951

678,

651

798,

457

Tota

l Enr

olle

d Le

arne

rs

Fem

ale

29

8,86

935

7,98

643

2,70

651

3,21

560

1,34

369

2,10

181

7,49

3

Mal

e

246,

331

256,

468

285,

197

306,

828

318,

441

320,

738

317,

403

Tota

l

545,

199

614,

454

717,

903

820,

044

919,

784

1,01

2,83

91,

134,

896

Enro

lled

Lear

ners

for

Gene

ral B

asic

Lite

racy

Fem

ale

22

4,15

126

8,48

932

4,52

938

4,91

145

1,00

751

9,07

661

3,12

075

% a

ll le

arne

rs w

ill b

e in

Gen

eral

Bas

ic li

tera

cy

Mal

e

184,

748

192,

351

213,

898

230,

121

238,

830

240,

553

238,

053

Tota

l

408,

899

460,

840

538,

427

615,

033

689,

838

759,

630

851,

172

Enro

lled

Lear

ners

for

Skill

Bas

ed L

itera

cyFe

mal

e

74,7

1789

,496

108,

176

128,

304

150,

336

173,

025

204,

373

and

25%

in sk

ill b

ased

lit

erac

yM

ale

61

,583

64,1

1771

,299

76,7

0779

,610

80,1

8479

,351

Tota

l

136,

300

153,

613

179,

476

205,

011

229,

946

253,

210

283,

724

Tota

l Fac

ilita

tors

/ Te

ache

rsFe

mal

e

9,15

310

,963

13,2

5215

,717

18,4

1621

,196

25,0

36

Mal

e

7,54

47,

854

8,73

49,

397

9,75

29,

823

9,72

0

Tota

l

16,6

9718

,818

21,9

8625

,114

28,1

6831

,018

34,7

56

Faci

litat

ors/

teac

her f

or

Gene

ral B

asic

Lite

racy

Fem

ale

4,

483

5,37

06,

491

7,69

89,

020

10,3

8212

,262

One

faci

litat

or w

ill

teac

h 50

lear

ners

in tw

o se

para

te g

roup

s of 2

5 le

arne

rsM

ale

3,

695

3,84

74,

278

4,60

24,

777

4,81

14,

761

Tota

l

8,17

89,

217

10,7

6912

,301

13,7

9715

,193

17,0

23

Faci

litat

ors/

teac

hers

for

Sk

ill B

ased

Lite

racy

Fe

mal

e

9,34

011

,187

13,5

2216

,038

18,7

9221

,628

25,5

47O

ne fa

cilit

ator

will

teac

h 16

lear

ners

in tw

o se

pa-

rate

gro

ups o

f 8 le

arne

rsM

ale

7,

698

8,01

58,

912

9,58

89,

951

10,0

239,

919

Tota

l

17,0

3719

,202

22,4

3425

,626

28,7

4331

,651

35,4

66

Tota

l Tra

iner

s Fe

mal

e

463

555

671

795

932

1,07

31,

267

One

Tra

iner

will

be

resp

onsib

le fo

r pre

serv

ice,

in

serv

ice

and

on jo

b tr

aini

ng o

f 50

faci

litat

ors i

n ge

nera

l bas

ic li

tera

cy a

nd 2

5 fa

cilit

ator

s in

skill

ed b

ased

lit

erac

y an

d ev

ery

40 tr

aine

r w

ill b

e su

perv

ise b

y on

e M

aste

r Tra

iner

Mal

e

382

398

442

476

494

497

492

Tota

l

845

952

1,11

31,

271

1,42

61,

570

1,75

9

Mas

ter T

rain

ers

Fem

ale

12

1417

2023

2732

Mal

e

1010

1112

1212

12

Tota

l

2124

2832

3639

44

Trai

ners

for G

ener

al

Basic

Lite

racy

Fem

ale

90

107

130

154

180

208

245

Mal

e

7477

8692

9696

95

Tota

l

164

184

215

246

276

304

340

Trai

ners

for S

kill

Base

d Li

tera

cyFe

mal

e

374

447

541

642

752

865

1,02

2

Mal

e

308

321

356

384

398

401

397

Tota

l

681

768

897

1,02

51,

150

1,26

61,

419

58

Item

s

Uni

t Cos

t13

9313

9413

9513

9613

9713

9813

99Re

mar

ksSt

ation

ery

for l

earn

ers

$7

$2,3

44,4

65$2

,528

,349

$2,6

52,8

75$2

,817

,458

$3,0

40,6

57$3

,327

,189

$3,6

67,2

37De

velo

pmen

t of M

ate-

rial T

hrou

gh W

orks

hops

is

Not

Incl

uded

In th

is Co

stTe

xtbo

oks f

or S

BL

$7$9

05,2

65$9

89,6

47$1

,155

,531

$1,3

05,3

32$1

,422

,469

$1,5

04,3

68$1

,563

,165

Text

book

s for

GBL

$7

$2,8

62,2

96$3

,225

,883

$3,7

68,9

92$4

,305

,229

$4,8

28,8

64$5

,317

,407

$5,9

58,2

06

Teac

her g

uide

and

st

ation

ery

for G

BL

$6$1

,108

,488

$1,1

54,1

07$1

,283

,388

$1,3

80,7

28$1

,432

,982

$1,4

43,3

21$1

,428

,316

Teac

her g

uide

and

st

ation

ery

for S

BL

$6$2

,586

,471

$2,6

92,9

16$2

,994

,572

$3,2

21,6

98$3

,343

,626

$3,3

67,7

48$3

,332

,737

Equi

pmen

t for

SBL

$5

0$8

51,8

74$9

60,0

84$1

,121

,724

$1,2

81,3

18$1

,437

,162

$1,5

82,5

62$1

,773

,276

Blac

k/w

hite

boa

rd a

nd

Carp

et fo

r bot

h SB

L an

d GB

L

$7

0$1

,168

,771

$1,3

17,2

36$1

,539

,005

$1,7

57,9

69$1

,971

,786

$2,1

71,2

74$2

,432

,934

Cost

for T

rain

ing

of

Trai

ners

(fo

r 20

days

)

$1,4

00$1

,183

,082

$1,3

33,3

65$1

,557

,850

$1,7

79,4

95$1

,995

,930

$2,1

97,8

61$2

,462

,725

One

day

trai

ning

cos

t pe

r tra

inee

=70

USD

in

clud

ing

trav

el c

ost

Cost

for T

rain

ing

of

Trai

ners

(fo

r 11

days

)

$770

$69,

039

$82,

695

$99,

955

$118

,553

$138

,910

$159

,875

$188

,841

Faci

litat

ors T

rain

ing

Cost

(fo

r 20

days

)

$200

$3,3

39,3

45$3

,763

,530

$4,3

97,1

57$5

,022

,768

$5,6

33,6

74$6

,203

,641

$6,9

51,2

40O

ne d

ay tr

aini

ng c

ost

per t

rain

ee =

10

USD

Faci

litat

ors T

rain

ing

Cost

(fo

r 11

days

)

$110

$1,8

36,6

40$2

,069

,942

$2,4

18,4

36$2

,762

,522

$3,0

98,5

21$3

,412

,003

$3,8

23,1

82

Trai

ner/

supe

rviso

r sa

lary

$1,9

20$1

,622

,513

$1,8

28,6

15$2

,136

,480

$2,4

40,4

50$2

,737

,276

$3,0

14,2

10$3

,377

,452

Trai

ner/

Supe

rvi-

sor S

alar

y=12

(m

onth

s)*$

160:

00

Faci

litat

or/t

each

er

sala

ry

$9

00$1

3,52

4,34

8$1

5,24

2,29

7$1

7,80

8,48

6$2

0,34

2,20

9$2

2,81

6,38

0$2

5,12

4,74

7$2

8,15

2,52

3sa

lary

=90

$*10

Mon

ths

and

10 %

of f

acili

tato

rs

will

be

volu

ntee

r

Tota

l Cos

t with

20

days

of t

rain

ing

$3

1,49

6,91

7$3

5,03

6,02

7$4

0,41

6,06

0$4

5,65

4,65

3$5

0,66

0,80

6$5

5,25

4,32

8$6

1,09

9,80

9

Tota

l Cos

t with

11

days

of t

rain

ing

$2

8,88

0,16

8$3

2,09

1,76

9$3

6,97

9,44

4$4

1,73

3,46

6$4

6,26

8,63

2$5

0,42

4,70

3$5

5,69

7,86

7

59An

nex

3: R

isks

and

Ris

k M

itiga

tion

Mea

sure

sSe

curit

y in

som

e of

the

pro

vinc

es w

ill n

egati

vely

affe

ct i

mpl

emen

tatio

n of

the

pro

gram

and

adu

lt le

arne

rs’

acce

ss t

o le

arni

ng

oppo

rtun

ities

. The

Lite

racy

Dep

artm

ent w

ill w

ork

with

loca

l com

mun

ities

thro

ugh

colla

bora

tions

with

MRR

D an

d N

SP, a

nd c

apita

lize

ongo

ing

effor

ts b

y th

e M

oE in

str

engt

heni

ng a

nd s

uppo

rting

sch

ool s

hura

s, a

s w

ell a

s dr

awin

g on

the

expe

rienc

e by

EQ

UIP

and

the

Glob

al P

artn

ersh

ip fo

r Edu

catio

n’s o

pera

tion

in th

e 13

mos

t ins

ecur

e pr

ovin

ces,

in o

rder

to e

ngag

e co

mm

uniti

es in

find

ing

appr

opria

te

solu

tions

.

Politi

cal i

nsta

bilit

y in

gen

eral

and

freq

uent

cha

nges

in th

e le

ader

ship

of t

he m

inist

ry m

ay h

ave

nega

tive

effec

ts o

n go

vern

ance

and

on

the

impl

emen

tatio

n of

the

plan

. Str

engt

heni

ng th

e m

inist

ry’s

syst

ems a

nd c

apac

ities

will

hel

p m

itiga

te th

e ne

gativ

e eff

ects

ass

ocia

ted

with

thes

e ris

ks.

The

soci

al c

onte

xt in

som

e co

mm

uniti

es, p

artic

ular

ly in

the

sout

h, m

ay u

nder

min

e w

omen

’s en

rollm

ent a

nd re

tenti

on m

ainl

y du

e to

th

e la

ck o

f fem

ale

faci

litat

ors.

Cam

paig

ns fo

r wom

en’s

parti

cipa

tion,

aw

aren

ess-

raisi

ng th

roug

h lo

cal a

nd re

ligio

us le

ader

s ab

out t

he

impo

rtan

ce o

f lite

racy

for w

omen

are

som

e st

rate

gies

that

will

be

cons

ider

ed to

miti

gate

thes

e ris

ks. T

he M

oE w

ill re

gula

rly c

onsu

lt w

ith c

ivil

soci

ety

orga

niza

tions

, par

ents

, and

loca

l com

mun

ity c

ounc

ils o

n de

liver

y of

lite

racy

tra

inin

g to

insti

ll a

sens

e of

tru

st a

nd

confi

denc

e in

the

gove

rnm

ent’s

abi

lity

to d

eliv

er.

Fisc

al S

usta

inab

ility

and

bud

get c

onst

rain

ts w

ill h

ave

a ne

gativ

e im

pact

on

acce

ss to

and

qua

lity

of li

tera

cy tr

aini

ng. P

rovi

ded

that

the

High

Com

miss

ion

for L

itera

cy is

est

ablis

hed,

the

Lite

racy

Dep

artm

ent w

ill lo

bby

with

in P

arlia

men

t and

will

enc

oura

ge d

onor

s and

the

MoF

to p

rovi

de a

dequ

ate

reso

urce

s to

liter

acy

and

prio

ritize

d ac

tiviti

es.

60

Risk

s, L

evel

s and

Miti

gatio

n M

easu

res

Risk

sRi

sk F

acto

rsLe

vel

Miti

gatio

n M

easu

res

Politi

cal

Politi

cal i

nsta

bilit

y, e

lect

oral

unc

erta

inty

, riv

alry

High

/ Med

ium

Polic

y an

d sy

stem

stre

ngth

enin

g

Inse

curit

yIn

secu

rity

and

inst

abili

ty u

nder

min

es se

rvic

e

deliv

ery

outr

each

and

qua

lity

deliv

ery.

High

Clos

e co

ordi

natio

n w

ith se

curit

y fo

rces

(nati

onal

and

inte

rnati

onal

) to

coor

dina

te g

ains

in st

abili

zatio

n

with

serv

ice

prov

ision

. Inv

olve

com

mun

ity in

man

agem

ent o

f lite

racy

pro

gram

s and

pro

tecti

on,

deve

lop

and

impl

emen

t sec

urity

aw

aren

ess

mea

sure

s, a

nd re

port

inci

dent

s.

Fina

ncia

l Sus

tain

abili

tyLi

mite

d re

sour

ces t

o im

plem

ent d

ue to

the

low

profi

le a

nd li

mite

d do

nor c

omm

itmen

t to

liter

acy

High

Scen

ario

-bas

ed re

sour

cing

pla

nnin

g an

d

prio

ritiza

tion

and

resu

lts fr

amew

ork

to ju

stify

spen

ding

on

core

acti

vitie

s

Und

erta

king

of l

obby

ing

activ

ities

Fidu

ciar

yW

eak

finan

ce a

nd p

rocu

rem

ent s

yste

ms

Med

ium

Focu

s on

stre

ngth

enin

g pr

ocur

emen

t

Acco

unta

bilit

y an

d

Corr

uptio

n

Risk

of p

etty

corr

uptio

n, p

artic

ular

ly a

t the

sub-

natio

nal l

evel

s and

in in

secu

re p

rovi

nces

Stro

ng d

rive

on c

ivil

serv

ant e

thic

s, P

FM re

form

s,

LMIS

, AFM

IS a

nd p

rogr

essiv

e au

tom

ation

(inc

ludi

ng

back

tran

sfer

s) a

nd e

xpen

ditu

re tr

acki

ng, c

ount

er

corr

uptio

n m

easu

res.

Impl

emen

tatio

n/

dem

and

driv

en

appr

oach

Dece

ntra

lized

dec

ision

-mak

ing

does

not

refle

ct

actu

al p

rovi

ncia

l and

dist

rict c

apac

ities

Med

ium

Capa

city

bui

ldin

g ba

sed

on n

eeds

ass

essm

ent

Func

tiona

l ref

orm

and

rest

ruct

urin

g to

dec

ision

-

mak

ing

units

Plan

ning

Man

ipul

ation

of d

ata

conc

erni

ng n

umbe

r of

stud

ents

, whe

re a

lloca

tion

of fu

nds i

s bas

ed o

n

num

ber o

f stu

dent

s, w

hich

dist

orts

reso

urce

allo

catio

ns

High

Trai

ning

and

recr

uitm

ent o

f mon

itors

and

incr

ease

reso

urce

allo

catio

n fo

r mon

itorin

g pu

rpos

es

Coor

dina

tion

Frag

men

ted

deliv

ery

of li

tera

cy tr

aini

ng a

nd

lack

of

inte

r-gov

ernm

enta

l/int

er-m

inist

eria

l

coor

dina

tion

Med

ium

High

Com

miss

ion

for L

itera

cy a

nd st

reng

then

LIF

E

Resu

lts E

valu

ation

Out

put t

o pu

rpos

e le

vel p

erfo

rman

ce w

eak,

M&

E

capa

citie

s nee

d st

reng

then

ing

Low

Resu

lts a

nd p

erfo

rman

ce b

ased

mon

itorin

g sy

stem

s

base

d on

resu

lts fr

amew

ork

Cultu

ral b

arrie

rsSi

gnifi

cant

gen

der d

ispar

ity in

acc

ess a

nd

rete

ntion

High

Gend

er fr

iend

ly m

odes

of s

ervi

ce d

eliv

ery

Indi

cato

rs/b

ench

mar

ks d

evel

oped

to b

e m

onito

red

Certi

ficati

on a

nd

Exam

inati

ons

Teac

hing

Sta

ff an

d ex

amin

ers s

ell e

xam

inati

on

ques

tions

, can

com

prom

ise th

e qu

ality

and

relia

bilit

y.

Requ

ired

signa

ture

s are

with

held

, unl

ess

brib

es fo

r ser

vice

s, e

xam

inati

on re

sults

, and

/or

certi

ficat

es a

re p

aid

High

Exam

inati

on c

ente

rs a

nd th

e us

e of

que

stion

dat

a

bank

and

onl

ine

testi

ng

Curr

icul

um

Deve

lopm

ent

Lack

of c

apac

ity to

mak

e cu

rric

ulum

resp

onsiv

e to

loca

l nee

ds a

nd to

the

need

of t

he e

cono

my

med

ium

High

Com

miss

ion

for L

itera

cy &

Est

ablis

h

colla

bora

tions

with

oth

er li

ne m

inist

ries,

enh

ance

com

mun

ity p

artic

ipati

on

61

Risk

s, L

evel

s and

Miti

gatio

n M

easu

res

Risk

sRi

sk F

acto

rsLe

vel

Miti

gatio

n M

easu

res

Politi

cal

Politi

cal i

nsta

bilit

y, e

lect

oral

unc

erta

inty

, riv

alry

High

/ Med

ium

Polic

y an

d sy

stem

stre

ngth

enin

g

Inse

curit

yIn

secu

rity

and

inst

abili

ty u

nder

min

es se

rvic

e

deliv

ery

outr

each

and

qua

lity

deliv

ery.

High

Clos

e co

ordi

natio

n w

ith se

curit

y fo

rces

(nati

onal

and

inte

rnati

onal

) to

coor

dina

te g

ains

in st

abili

zatio

n

with

serv

ice

prov

ision

. Inv

olve

com

mun

ity in

man

agem

ent o

f lite

racy

pro

gram

s and

pro

tecti

on,

deve

lop

and

impl

emen

t sec

urity

aw

aren

ess

mea

sure

s, a

nd re

port

inci

dent

s.

Fina

ncia

l Sus

tain

abili

tyLi

mite

d re

sour

ces t

o im

plem

ent d

ue to

the

low

profi

le a

nd li

mite

d do

nor c

omm

itmen

t to

liter

acy

High

Scen

ario

-bas

ed re

sour

cing

pla

nnin

g an

d

prio

ritiza

tion

and

resu

lts fr

amew

ork

to ju

stify

spen

ding

on

core

acti

vitie

s

Und

erta

king

of l

obby

ing

activ

ities

Fidu

ciar

yW

eak

finan

ce a

nd p

rocu

rem

ent s

yste

ms

Med

ium

Focu

s on

stre

ngth

enin

g pr

ocur

emen

t

Acco

unta

bilit

y an

d

Corr

uptio

n

Risk

of p

etty

corr

uptio

n, p

artic

ular

ly a

t the

sub-

natio

nal l

evel

s and

in in

secu

re p

rovi

nces

Stro

ng d

rive

on c

ivil

serv

ant e

thic

s, P

FM re

form

s,

LMIS

, AFM

IS a

nd p

rogr

essiv

e au

tom

ation

(inc

ludi

ng

back

tran

sfer

s) a

nd e

xpen

ditu

re tr

acki

ng, c

ount

er

corr

uptio

n m

easu

res.

Impl

emen

tatio

n/

dem

and

driv

en

appr

oach

Dece

ntra

lized

dec

ision

-mak

ing

does

not

refle

ct

actu

al p

rovi

ncia

l and

dist

rict c

apac

ities

Med

ium

Capa

city

bui

ldin

g ba

sed

on n

eeds

ass

essm

ent

Func

tiona

l ref

orm

and

rest

ruct

urin

g to

dec

ision

-

mak

ing

units

Plan

ning

Man

ipul

ation

of d

ata

conc

erni

ng n

umbe

r of

stud

ents

, whe

re a

lloca

tion

of fu

nds i

s bas

ed o

n

num

ber o

f stu

dent

s, w

hich

dist

orts

reso

urce

allo

catio

ns

High

Trai

ning

and

recr

uitm

ent o

f mon

itors

and

incr

ease

reso

urce

allo

catio

n fo

r mon

itorin

g pu

rpos

es

Coor

dina

tion

Frag

men

ted

deliv

ery

of li

tera

cy tr

aini

ng a

nd

lack

of

inte

r-gov

ernm

enta

l/int

er-m

inist

eria

l

coor

dina

tion

Med

ium

High

Com

miss

ion

for L

itera

cy a

nd st

reng

then

LIF

E

Resu

lts E

valu

ation

Out

put t

o pu

rpos

e le

vel p

erfo

rman

ce w

eak,

M&

E

capa

citie

s nee

d st

reng

then

ing

Low

Resu

lts a

nd p

erfo

rman

ce b

ased

mon

itorin

g sy

stem

s

base

d on

resu

lts fr

amew

ork

Cultu

ral b

arrie

rsSi

gnifi

cant

gen

der d

ispar

ity in

acc

ess a

nd

rete

ntion

High

Gend

er fr

iend

ly m

odes

of s

ervi

ce d

eliv

ery

Indi

cato

rs/b

ench

mar

ks d

evel

oped

to b

e m

onito

red

Certi

ficati

on a

nd

Exam

inati

ons

Teac

hing

Sta

ff an

d ex

amin

ers s

ell e

xam

inati

on

ques

tions

, can

com

prom

ise th

e qu

ality

and

relia

bilit

y.

Requ

ired

signa

ture

s are

with

held

, unl

ess

brib

es fo

r ser

vice

s, e

xam

inati

on re

sults

, and

/or

certi

ficat

es a

re p

aid

High

Exam

inati

on c

ente

rs a

nd th

e us

e of

que

stion

dat

a

bank

and

onl

ine

testi

ng

Curr

icul

um

Deve

lopm

ent

Lack

of c

apac

ity to

mak

e cu

rric

ulum

resp

onsiv

e to

loca

l nee

ds a

nd to

the

need

of t

he e

cono

my

med

ium

High

Com

miss

ion

for L

itera

cy &

Est

ablis

h

colla

bora

tions

with

oth

er li

ne m

inist

ries,

enh

ance

com

mun

ity p

artic

ipati

on

62

Anne

x 4:

Dra

ft P

ropo

sed

Adul

t Bas

ic E

duca

tion

Prog

ram

(ABE

P) in

Afg

hani

stan

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mic

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hool

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3

L-2

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mic

Sc

hool

4-

6

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mic

Sc

hool

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9

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mic

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hool

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-12

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Sch

ool

L-5A

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mic

Te

rtia

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duca

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er

Prim

ary

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ary

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er

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ndar

y 7-

9

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er

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ndar

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Ter

tiary

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ucat

ion

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4

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mic

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ucat

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M

oE

MO

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c to

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her

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Gove

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ent,

Non

-gov

ern.

, Pr

ivat

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1-3

ABEP

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6

ABEP

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t Edu

catio

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gh S

choo

ls

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tiary

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du.

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nica

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catio

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Tr

aini

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VET)

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tiary

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ch E

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tiary

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ucat

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ith

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racy

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s

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upat

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l Tr

aini

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ith

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-2

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upat

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l Tr

aini

ng w

ith

Lite

racy

-3

Occ

upat

iona

l Tr

aini

ng

Diffe

rent

pr

ogra

mm

es

such

as*

: ELA

LCEP

-2

LEAP

W

omen

’s

prog

ram

me

Basic

Edu

catio

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Fun

ctio

nal

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ht

Sch

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L-1

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her T

rain

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tiary

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ache

r Tra

inin

g 13

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her

Trai

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10

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Trai

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7-

9 (s

ome

prov

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s)

L-5A

Ter

tiary

Te

ache

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inin

g 13

-14

Cont

inui

ng E

duca

tion

and

Trai

ning

Basic Education

Lifelong Learning

Lege

nd: P

ropo

sal

*P

rogr

amm

e Pr

ovid

ers:

M

oE, M

oD, M

oI, M

oWA,

MoL

SA, M

ISA

etc.

U

N H

abita

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CO, U

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FP, A

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NER