Project Complition Report

EARTHQUAKE RESPONSE
PROGRAMME
Earthquake
Response
Programme

Project Completion
Report

i

PROJECT COMPLETION REPORT
Brief Presentation of the Project

490‐GLO‐1500 (Govt. of Japan) to close on 31st December 2009
st
545‐PAK‐1001 (DFID) closed on 31 March 2009
Project Codes: st
406‐PAK‐1000 (UNESCO) closed on 31 December 2008
21‐124‐106‐ISB (UNESCO) closed in 2006
Country/Region: Pakistan, South Asia
Total Project Budget: USD 3,163,607.00
Department for International Development (DFID) ‐ USD 1,453,441.00
Funding Sources: Government of Japan (GoJ) ‐ USD 1,432,101.00
UNESCO ‐ USD 278,065.00
Dates of Initiation and
November 2005 – 31 October 2009
Completion:
Implementing Sector/Field
Education/UNESCO Islamabad
Office:
Project Manager: Vickram Chhetri

II
EARTHQUAKE RESPONSE PROGRAMME
Table of Contents
Brief Presentation of the Project.............................................................................................................................. I
Table of Contents.......................................................................................................................................................... II
Acronyms .......................................................................................................................................................................IV
Executive Summary ..................................................................................................................................................... V
A. Background............................................................................................................................................................... 1
Development Problems ........................................................................................................................................................................................1
Objectives of the Earthquake Response Programme ..............................................................................................................................1
B. Results Produced & Problems Encountered .................................................................................................. 3
Programme Area 1: Education Planning and Management Training & Support for Education Officials.........................3
Programme Area 2: Teacher Training...........................................................................................................................................................6
Programme Area 3: Support to Secondary and Tertiary Education.................................................................................................8
Programme Area 4: Non‐Formal Education, Including Support to Technical & Vocational Education, Literacy
Classes, Life Skills Training, and Sports & Recreational Activities................................................................................................. 11
Programme Area 5: Promoting application of the Inter‐Agency Network for Education in Emergencies Minimum
Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction. ............................................................ 15
Other Achievements............................................................................................................................................................................................ 17
C. Objectives Achieved or to be Achieved in the Near Future......................................................................19
D. Findings & Lessons Learned ..............................................................................................................................23
Institutional Findings and Lessons: ............................................................................................................................................................. 23
Programmatic Findings and Lessons: ......................................................................................................................................................... 23
E. Budget and Expenditure .....................................................................................................................................25
F. Recommendations ................................................................................................................................................26
Project Related: ..................................................................................................................................................................................................... 26
General ...................................................................................................................................................................................................................... 26
Annexes
Annex I Training Material Developed Under Earthquake Response Programme................................................................... 28
Annex II List of Trainings Conducted for Education Managers ....................................................................................................... 29
Annex III Summary of Training of Teachers in Earthquake affected Areas and Teachers Trainings............................. 31
Annex IV Education Managers Training Data (Arranged by organizers).................................................................................... 33
Annex V List of Publications ............................................................................................................................................................................ 34
Annex VI Photo Dossier ..................................................................................................................................................................................... 35
Annex VII List of Technical and Vocational Instituions Supported by Project.......................................................................... 46
Annex VIII Financial Statement...................................................................................................................................................................... 47

III
Acronyms
BECS Basic Education Community Schools
CBT Community Based Training
CLC Community Learning Centre
DCTE Directorate of Curriculum and Teacher Education
DEE Directorate of Education Extension
DOE Department of Education
DFID Department for International Development
DSWWD Directorate of Social Welfare and Women’s Development
DTEMT Directorate of Technical Education and Manpower Training
EFA Education for All
EMIS Education Management Information System
ERP Earthquake Response Programme
ERRA Earthquake Reconstruction and Rehabilitation Authority
GoJ Government of Japan
GTVC Government Technical‐Vocational Center
ICT Information and Communication Technology
IIEP International Institute for Educational Planning
INEE Inter‐Agency Network for Education in Emergencies
MSEE Minimum Standards for Education in Emergencies
NAVTEC National Vocational and Technical Education Commission
NCHD National Commission for Human Development
NEF National Education Foundation
NFE Non‐Formal Education
NGO Non‐Governmental Organisation
NWFP North‐West Frontier Province
PADP Pakistan Association for Disabled People
PAK Pakistan‐Administered State of Kashmir
PITE Provincial Institute of Teacher Education
PTA Parent Teacher Association
SWLIS Social Welfare Ladies Industrial School
TEVTA Technical Education and Vocational Training Authority
TOT Training of Trainers
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
VTC Vocational Training Centre

IV
Executive Summary
1. The Earthquake Response Programme (ERP) started in November 2005, aimed at reactivating the
education system in earthquake affected areas of Pakistan‐Administered State of Kashmir (PAK)
and North West Frontier Province (NWFP). Funding from three sources Government of Japan
(GoJ), Department for International Development (DFID) and United Nations Educational Scientific
and Cultural Organisation (UNESCO), was pooled for better results.
2. ERP’s five components, which were designed as holistic and sustainable developmental initiatives,
included: training and support to teachers, education planners and managers; reactivation of
middle/secondary schools; reactivation of non‐formal and technical/vocational education and
application of the Minimum Standards for Education in Emergencies.
3. Teachers’ and Education Managers’ Training: In order to meet the educational needs that
emerged after the earthquake, the project adopted a needs‐based approach by identification of
training needs and development of training material for Education Managers of the earthquake
affected areas. Overall 769 managers, including 364 Senior and 405 Middle Managers, were
trained using five training modules developed under the project.
4. A strategic framework together with an action plan were developed for in‐service teacher training
in Pakistan‐Administered State of Kashmir (PAK). The training materials have been adopted by
government training institutes and are now being used in other relevant training programmes. A
database of trained officers, managers and master trainers (MTs) was developed and handed over
to Directorate of Education Extension (DEE), Directorate of Curriculum and Teacher Education
(DCTE) and Provincial Institute of Teacher Education (PITE) for data entry.
5. NonFormal Education: The project drew the attention of Government of Pakistan’s non‐formal
basic education programme to the dire situation of the non‐formal basic education in PAK. As a
result, the training of Master Trainers and Teachers was completed by the Basic Education
Community School (BECS). A Non‐Formal Education Management Information System (EMIS)
was developed and is currently being used at the main office in Islamabad. BECS Monitoring
Office building has also been completed in Pakistan‐Administered State of Kashmir.
6. Technical Education and Vocational Training: A total of 18 technical and vocational training
institutes, including three run by Non‐Governmental Organisations, in NWFP and PAK, have
received equipment and training support. A total of 420 people were trained in various skills, of
which 240 were women.

V
7. Technical assistance was provided to PAK Technical Education and Vocational Training Authority
(TEVTA) to develop a draft Vision, Mission Strategy, and Organisational Structure with the support
of ERP. In addition, assistance was provided to develop and launch an official website.
8. PAK TEVTA, National Vocational and Technical Education Commission (NAVTEC) and National
Institute of Science and Technical Education (NISTE) were provided with a comprehensive set of
skills standards developed in Sri Lanka for reference and adaptation.
9. Infrastructure: The Directorate of Education Extension (DEE) shifted to the new office/resource
centre building constructed under the programme. This building provides enhanced training and
working conditions for the teachers’ trainers at DEE.
10. Construction of Pulhot Girls Primary School is complete; construction of 2 high schools was also

started after modifications in the semi‐permanent design to make permanent structures at the
request of the Earthquake Rehabilitation and Reconstruction Authority (ERRA).
11. Construction of training workshop buildings has commenced, two TVET workshops are being
constructed at Bagh, and Hajira in PAK. Two light‐steel pre‐fabricated workshops have been
completed while construction work on the third was halted because of non availability of a stable
construction site.
12. Promotion of Minimum Standards for Education in Emergency: The training materials were
translated into Urdu and 2100 copies (1115 in Urdu and 985 in English) of the ‘Minimum
Standards for Education in Emergencies Chronic Crisis and Early Reconstruction Handbook’ were
distributed. Additionally, a Pakistan case study on the overall educational response was
published. The study highlighted the need to follow the standards and prioritised actions to
improve the application of the standards globally. An independent review of the application of the
‘Minimum Standards in Education in Emergencies’ was also completed and disseminated.
13. A total of 186 Government and I/NGO personnel were trained in the Minimum Standards. Inter‐
Agency Network for Education in Emergencies Minimum Standards material was distributed.
14. Challenges: The main challenges faced by the project include; short duration of the project and
slow pace of implementation; ineffective coordination mechanism among federal, provincial and
line departments, donors and NGOs; the need to involve multiple stakeholders in Technical and
Vocational Education and Training; the weak organizational capacity of TVET institutions;
difficulty in acquiring proper bids for construction; poor workmanship and lack of quality control
by the contractors in construction related work; the lack of a skilled labour force and unforeseen
price escalations.

VI
A. BACKGROUND

Development Problems
The 2005 earthquake in Pakistan left approximately 6,000 schools and educational institutions fully or
partially destroyed. More than 1,800 teachers and 18,000 school children in North West Frontier
Province (NWFP) and Pakistan Administered State of Kashmir (PAK) lost their lives. In the five most
affected districts of NWFP, 46% of schools and colleges were destroyed while in the three most affected
districts of PAK 96% schools and colleges were destroyed. The education officials responsible for
education planning and management were among the victims and suffered personal injuries, loss of
family members, colleagues, homes and offices. Most of the facilities and buildings of the Education
Departments of NWFP and PAK were also destroyed or damaged by the earthquake.
In PAK, 40% of the buildings of the Technical and Vocational Education Training (TVET) institutions
collapsed, while 36% suffered partial damage. Most of the machinery and equipment was damaged or
destroyed. Damage to TVET institutions in NWFP was relatively limited, with buildings of 8% of the
institutions totally destroyed and 25% partially damaged.
The Government of Pakistan and other partner organizations have continued their efforts to resume
educational services in the affected areas through provision of temporary learning spaces, however the
practical and emotional challenges faced by the affectees hampered the return to schooling. Addressing
the challenges required support for reconstruction of primary, secondary and technical schools and
colleges, administrative facilities and provision of essential teaching and learning materials. In addition,
teachers training and psycho‐social support were also required to enable students, parents, teachers and
educational administrators to resume and improve educational services.
Importantly, the return to schools, and improvement in the education sector was recognized as a
significant factor for recovery, reconstruction and wellbeing of the children and youth, and as a basis for
economic growth and social stability.
Objectives of the Earthquake Response Programme
In line with the Millennium Development Goals and Education for All targets, ERP adopted a holistic
approach to the revival of the education system, assisting the national and provincial governments to
build back an education system even better than before the earthquake. Five main areas were identified
for recovery and reconstruction, with each programme area having distinctly laid out objectives.

1
Programme Area 1: Education Planning And Programme Area 2: Teacher Training
Management Training and Support for Education

Officials
1.A. To build the capacity of education officials in the 2.A. To respond to the psychosocial needs of teachers and

affected areas to plan and manage educational students in dealing with the trauma caused by the
reconstruction and system improvement. earthquake and its aftermath.

1.B. To build the capacity of the federal and 2.B. To assist in the production of learning materials for,

provincial planning and training institutes to and educate teachers and education officials about
sustain the gains in capacity into the future. disasters, preparedness, earthquake‐related safety,
psychosocial support with learner‐centred
methodology and the role of youth and community in
disaster management.
1.C. To assist with setting up administrative and 2.C. To build the capacity of teachers in effectively

information systems for improved planning and managing the teaching‐learning process in changed
management. environments.
Programme Area 3: Support to Secondary and Tertiary Programme Area 4: Non‐formal Education, including
Education. Support to Technical and Vocational Education, Literacy
Classes, Life Skills Training, and Sports and Recreational
Activities
3.A. To reactivate and expand secondary schooling, 4.A. To extend educational services and literacy training to

and selected tertiary education facilities central children, youth and adults in the affected areas who
to the reconstruction. currently fall outside the formal education system,
especially to those who had no educational

opportunities before the earthquake.
3.B. To provide policy advice to government on the 4.B. To promote education for all and provide and promote

role of secondary and tertiary education in a variety of adaptable and sustainable non formal
Education for All (EFA) strategy. education programmes that complement formal
education.
4.C. To promote local and contextualized Technical and
Vocational Education that prepares children, youth
and adults for future employment
Programme Area 5: Promoting Application of the Inter‐Agency Network for Education in Emergencies (INEE) Minimum
Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction, as a cross cutting theme.

2
B. RESULTS PRODUCED & PROBLEMS ENCOUNTERED

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

1.A. To build the capacity of education officials in the affected areas to plan and manage
educational reconstruction and system improvement.
1. Capacity of senior and middle managers of 9 earthquake affected

districts (5 in NWFP and 4 in PAK) were developed in the following
areas:
a. Education planning and management,
b. Quality education response,
c. Management of recovery and reconstruction,
d. Monitoring and evaluation, and
e. Financial management.
Managers’ Training in NWFP

2. Five training modules were developed by engaging international experts and training institutions of
PAK and NWFP (See Annex I for details). 34 training workshops were organised in NWFP, PAK and in
Islamabad for senior level managers (Divisional Directors, Deputy Directors, District Education
officials, Subject Specialists, Principals and Assistant District officers) and middle level managers
(Head Teachers, Headmasters, Deputy District officers and officers of the Department of Schools and
Literacy), including females. As a result, the trained educational managers have improved their
educational management skills and level of confidence, including interaction with external agencies.
Module Module Name No. of Total Number of

no. Workshops Personnel Trained
1 Introduction to Education Project Planning & Management 12 271
2 Quality Education Response 3 83
3 Managing Recovery & Reconstruction 7 176
4 Monitoring & Evaluation 6 161
5 Introduction to Financial Management 6 149
Details of module pack, development dates and partner agencies are presented in Annex I.
1. B. To build the capacity of the federal and provincial planning and training institutes to sustain
the gains in capacity into the future.
1. Seven training modules (5 for Education Managers, 1 for Teachers’ Trainers and 1 for Teachers) were
developed. The manuals were later institutionalized by Provincial Institute of Teacher Education

3
(PITE), Directorate of Curriculum and Teacher Education (DCTE) of NWFP and Directorate of
Education Extension (DEE) of PAK. The modules were developed based on the training needs
identified in consultation with the government, other UN agencies and national institutions and were
to be used by training institutions for training of educational managers and teachers. The modules
were customized to meet the needs of both NWFP and PAK education and financial systems.
2. A new office and teacher training resource centre building was constructed and handed over to DEE.
The office facility enhanced the working conditions of Education Managers at DEE, who were running
offices from tents since the earthquake. With two training halls each with a capacity to train up to 30
trainees, the facility has strengthened the training delivery capacity of DEE.
DEE Office before DEE Office after
DCTE building suffered less damages in the earthquake and was therefore not provided similar
support. Support for the training resource centre at DCTE was provided by Canadian International
Development Agency (CIDA).
3. As part of the International Institution of Education Planning (IIEP) series on
Education in Emergencies and Reconstruction, a case study titled ‘Building Back
Better: postearthquake responses and educational challenges in Pakistan’ was
published. The study documented and shared the post earthquake rebuilding
challenges, processes and lessons learnt by the education sector. 350 copies of the
study have been disseminated to local, national stakeholders, and international
community. The case study is available at the UNESCO ISB website.
(http://www.un.org.pk/unesco/ERP/publications/building) Case Study:
Building Back Better
1. C. To assist with setting up administrative and information systems for improved planning and
management.
1. A comprehensive, web‐based, database of government approved Master Trainers (MTs) containing
detailed information about their credentials and qualifications’ (including the number of trainings
received) was prepared. The database was provided to PITE, DCTE and DEE for data entry. Trainings

4
for the IT staff of DCTE and PITE in the use of the database were arranged by UNESCO, while at DEE a
computer operator was trained as a stop‐gap measure until an IT officer was recruited.
The database of master trainers, trainees and teachers enabled training institutes to monitor MTs and
teachers in schools. It also helped to assign the role of master trainers to various NGOs for training
and capacity building of teachers in their respective project areas.
2. A computerised Education Management Information System (EMIS) was developed and made
operational at Basic Education Community Schools (BECS) Headquarters in Islamabad. IT staff
belonging to PAK and NWFP was trained by UNESCO. The system strengthened BECS capacity for
planning and monitoring of the education component of the programme.
3. Computerisation of operations for PAK TEVTA was initiated by facilitating recruitment of IT support
staff, acquisition of computer equipment and development of TVET institutional and staff profiling
formats. Work was also done for the promotion of institutional identity and visibility by developing
the official website: www.paktevta.org. The website was launched by the then Prime Minister Sardar
Attique Ahmed Khan on 28 April 2008. IT staff for website maintenance was to be trained by ERP but
due to delay in appointment by PAK TEVTA, the training will be provided under the follow up project.
Problems Encountered:
1. The overall coordination mechanism among federal, provincial and line departments, donors and
NGOs involved in reconstruction work was complex, affecting decision making and timely
implementation of activities. This has been a cross‐sectoral problem affecting all programme
components.
2. Competing demands from a large number of external agencies overstretched the management,
implementation and monitoring capacity of teacher training institutions. For example, the roll‐out of
Module1 (Quality Educational Response) for Middle Managers could not take place on time because
of DEE’s other commitments. Similarly, DCTE’s engagement in various other training activities of
UNICEF and Canadian International Development Agency (CIDA) affected the pace of
implementation.
3. Shortage of specialists in the Department of Education (DOE) affected its capacity to implement
training activities under the programme. Moreover the few specialists present were themselves
affectees of the earthquake, and therefore needed time to recuperate emotionally and physically.
4. The provision of a national teacher training expert to support DEE in overall coordination and
implementation of teacher training in PAK was dropped as a suitable and qualified candidate could
not be identified. This affected the pace of implementation.

5
Programme Area 2: Teacher Training
The three objectives of Programme component 2 (2.A, 2.B and 2.C) are intertwined. Hence they have
been addressed together in the following summary of results.
2.A. To respond to the psychosocial needs of teachers and students in dealing with the trauma
caused by the earthquake and its aftermath.
2.B. To assist in the production of learning materials for, and educate teachers and education
officials about disasters, preparedness, earthquakerelated safety, psychosocial support with
learnercentred methodology and the role of youth and community in disaster management.
2.C. To build the capacity of teachers in effectively managing the teachinglearning process in
changed environments.
1. Provided supplementary reading materials on life skills and disaster management to 13 Literacy
Centres in Balakot.
2. Developed a training module (Training of Teachers in Earthquake‐affected Areas) comprising of a
resource book, training guide and workbook focusing on earthquake disaster preparedness, effects of
disaster on human behaviour, psychosocial support with learner‐centred methodology, child rights
and education, conducive learning environment, multi‐grade teaching, health and hygiene and Parent
Teacher Associations (PTA). The training modules helped prepare teachers to better address
emotional and practical concerns of their students.
3. A generic Training of Trainers module was developed and a cadre of 49 MTs was prepared to build
training capacity of the government through roll‐out of training to government teachers. In teacher
trainings, UNICEF trained primary teachers and ERP supported the training of secondary teachers.
UNICEF produced 603 trainers and rolled‐out the training targeting 22,000 primary school teachers
using the training material developed by ERP. ERP trained 423 secondary school teachers, including
144 female teachers in (Module 7) Training of Teachers in Earthquake Affected‐areas. The trainings
opened new horizons for teachers most of whom had no prior pre‐service training or in‐service
refresher course.
4. Due to the diminishing relevance of the psycho‐social training in later part of 2007, the roll‐out of
Training of Teachers in Earthquake Affected Areas was not carried out.
5. 10 master trainers, 3 national project staff members and 1 international expert were contracted in
partnership with Norwegian Refugee Council (NRC) for in‐service teacher training and
monitoring/supervision of activities. Regular field visits were carried out for planning teachers’
trainings and to ensure that trainings were relevant to the teachers’ needs. Visits were also arranged
to Battagram district for supervision and provision of follow‐up assistance to 590 teachers trained in

6
ERP/DCTE teacher trainings to see how they used the methodologies from the trainings in their daily
work.
6. In order to improve the coordination and linkages of training programmes offered by different actors,
ERP collaborated with UNICEF to assist DEE in the development of a Strategic Framework for In
service Teacher Training. The draft of the strategic framework was shared with various stakeholders,
including donors and I/NGOs. The same intervention for NWFP was not carried out since GTZ
(German Agency for Technical Cooperation) was providing similar support to the NWFP Government.
Follow‐up work on the strategic framework is being carried out under a related project.
7. A total of 135 books and publications on teachers’ education and school management were
purchased from UNESCO IIEP for DEE library. These included books about professional development
of teachers, improving schools, better school/teacher management practices and case studies from
other developing countries. CIDA provided similar support to DCTE.
8. A follow‐up study was carried out in coordination with the Education Departments of PAK and NWFP
to document the effectiveness, appropriateness, and relevancy of training programmes conducted
during 2006 – 2008. The study highlighted the needs for further improvement of training
programmes including; restructuring of the training programme for senior managers, improving the
training curriculum for education managers and teachers, arranging content‐based training
programmes for teachers (including head teachers) in the teacher training programmes, and
development of a proper monitoring and follow‐up mechanism to support educational planners,
managers, and teachers.
9. A follow up study carried out by UNICEF in 2007, found that corporal punishment had decreased in
several primary schools, teachers were preparing lectures and becoming aware of the importance of
cleanliness and were more inclined to introduce new learning methods and group work while
children were more easily expressing themselves in the class and were sensitized to the importance
of using latrines.
Problems Encountered:
1. The lack of proper monitoring and follow‐up mechanism to support trained education managers and
teachers by the provincial governments. In part, this was due to financial constraints and the
overwhelming engagement of educational authorities in a range of reconstruction projects.
2. Due to short duration of the project and slow pace of educational reform, the strategic framework for
in‐service teacher training could not be finalized. The work is being followed up under 570‐PAK‐
1001.

7
3. As PAK and NWFP textbooks are different, training materials were adapted accordingly, stretching
implementation time and resulting in increased project expenditure on trainings.
Programme Area 3: Support to Secondary and Tertiary Education
3.A. To reactivate and expand secondary schooling, and selected tertiary education facilities
central to the reconstruction.
1. Construction work on two Government Boys High Schools is in progress and will be completed under
the follow‐up project 570‐PAK‐1001. Moolian Government Boys High School comprising of 10
classrooms and a total plinth area of 8,241.6 square feet is under construction in Abbottabad, NWFP
while Nakran Government Boys High School comprising of 11 classrooms and a total plinth area of
8715.8 Square feet is under construction in Muzaffarabad, PAK. The schools each have a head
teacher’s office, a staff room, store, admin office and 12 toilets. In addition, both schools have one
library and two laboratories being constructed as a single block (3 rooms in one block). In Nurpur
Nakran the block is being built under the ZBNF project. Once completed, the reconstruction will
increase the enrolment capacity of the schools by 15%, benefitting 29 teachers and 817 students
(288 boys and 104 girl students at Moolian GBHS and 285 boys and 140 girls at Nurpur Nakran
GBHS) by providing proper teaching and learning environment. Improved sanitation facility is also
expected to decrease the dropout rates of girls. Given that each school has an expected 50 year life
span, the two facilities will benefit at least 40,490 students (almost 50% of them being girls) during
the life span of the buildings.
A third school was also planned but was later selected for construction by the Government of PAK,

the cost savings were then used to increase the number of rooms, labs and latrines and construction
of ICT Teacher Training cum Student Learning Centre at Naluchi Girls High School. The construction
work was initially delayed due to various problems (described in the following section), however
they have been overcome and construction is now progressing. Work is being followed‐up under the
follow‐up project 570‐PAK‐1001 and work on the schools will be completed in September 2009.
2. In collaboration with district health officials and DOE, Body Measurement Index (BMI) data of
students from Moolian and Nurpur Nakran schools were obtained to determine the size of the school
furniture. Furniture was commonly provided without reference to student needs and the design was
not based on anthropometric data. Therefore, this first of its kind initiative in Pakistan will influence
government policy on design of school furniture. With an aim to provide policy guidance to the
government, further work is continuing under the follow‐up project 570‐PAK‐1001.

8
3. The government Girls Primary School Pulhot1 was completely damaged during the earthquake. With
partial funding from the National Federation of UNESCO Associations in Japan (NFUAJ) a primary
school building with a plinth area of 1271 square feet was reconstructed. The building consists of
two multi‐grade classrooms, one teachers’ room and two latrines. It provides a safe and appropriate
teaching and learning environment to 55 girls who previously used to seat in open space. With the
34% increase in the enrolment capacity 19 more girls can pursue education. With a 20‐year life, the
school building will benefit at least 1480 girls in the future contributing to educational development
of girls in this remote location.
Girls Primary School Pulhot – post earthquake Girls Primary School Pulhot – after reconstruction
3.B. To provide policy advice to government on the role of secondary and tertiary education in EFA
strategy.
1. During the reporting period, most agencies involved in recovery and reconstruction were building
permanent and transitional shelters to cater to the needs of primary schooling while middle and
secondary levels of education were being ignored. Highlighting the gaps in funding under ERRA‐UN
Early Recovery Plan, ERP advocated for a holistic response in the education sector and emphasized
upon the need to address the gaps in reconstruction of middle and secondary schools. The
construction of the two high schools by UNESCO added emphasis on the issue.
2. In late 2007, government of PAK requested UNESCO to build a number of computer laboratories in
high schools. In response, a diagnostic study of ICT in education was carried out by a team of national
and international experts under 570‐PAK‐1001. As part of its implementation, a model ICT Teacher
Training and Student Learning Centre was constructed at Girls High School Naluchi, near DEE in
Muzaffarabad reusing pre‐fabricated building materials from the discontinued CLC at Agrotech Tent
Village. Additionally, the two schools being constructed (Moolian Government Boys High School,
Abbottabad and Nakran Government Boys High School, Muzaffarabad) also have ICT centres which
will be developed as Centres of Excellence for ICT in Education under 570‐PAK‐1001.

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

9
Problems Encountered
A number of problems were encountered including:
1. Issues of land ownership, indefinite delays in rubble removal from construction site by the
Government and eventual shifting of responsibility to ERP, harsh winter weather and problems in
bids submitted by the contractor caused delay in construction work. Other challenging factors
include poor quality of workmanship, limited number of contractors prepared to work in earthquake
affected areas and price escalations of construction materials that resulted in delays in
implementation as well as reduction in the number of schools to be built.
2. Initially, the lack of an ERRA policy and approved low cost designs for transitional school buildings,
affected the construction of transitional school buildings. ERP had designed transitional school
buildings taking account of ERRA’s concern on the life of the structure, spending significant amount
of time in the process and facing considerable rise in the cost of the transitional structure. There was
hesitation on the part of ERRA for construction of temporary school structures, and their emphasis
was on permanent construction. Later, in mid 2008 ERRA advised ERP to build permanent schools
for sustainability of investment. This advice came in the middle of review of bids for transitional
buildings; therefore fresh bids from the previously short‐listed contractors had to be solicited. The
increase in cost from transitional to permanent structures resulted in reduction of number of schools
to be built. As a result, instead of the originally planned 28 low cost transitional school buildings (16
in PAK and 12 in NWFP) with an expected life of 10 years, 2 permanent school structures with 50
years of life span are being constructed.
3. Interventions for strengthening of School Management Committee (SMC) and PTAs were not
implemented to avoid duplication of efforts as National Rural Support Programme was covering
SMCs in PAK under a DFID funded project, while ADB and International NGOs were supporting PTAs
in NWFP.
4. Non availability of funds from Government of Pakistan to National Commission for Human
Development (NCHD) and scaling down of NCHD in 2008 forced cancellation of contract for the
establishment of ICT centres in 8 schools of NWFP and PAK, resulting in considerable loss of time and
effort.

10
Programme Area 4: Non‐Formal Education, Including Support to Technical &
Vocational Education, Literacy Classes, Life Skills Training, and Sports &
Recreational Activities
4.A. To extend educational services and literacy training to children, youth and adults in the
affected areas who currently fall outside the formal education system, especially to those who
had no educational opportunities before the earthquake.
1. Supported operation of 34 Literacy Centres in Mansehra through teachers’ salaries for three months
from January to March 2006 with the support of Elementary Education Foundation (EEF) providing
functional literacy training.
2. A total of 539 teachers, 15 supervisors and 23 community social motivators were trained in
functional literacy training programme. The skills of in service teachers were enhanced to deal with
their own and students' psychosocial needs. Trauma counselling services, provided by the teachers,
benefitted 939 individuals in Mansehra and Balakot districts of NWFP.
3. In 2005 and 2006, ERP supported the establishment of six Community Literacy Centres (CLCs) (four in

Muzaffarabad, and two in Bagh) for non-formal education (NFE), in partnership with PAK DOE under an
agreement with Projects Wing of the Ministry of Education Islamabad. The CLCs were built using pre-
fabricated materials and each consisted of one room (18`x15`) and one toilet (5`x4`). Each CLC was
provided with basic necessities including electricity, carpet, pedestal fan, water cooler, water bucket
and glasses. In addition, teacher training courses, salaries for teachers, and learning materials were
provided. Reading, writing, numeracy and functional literacy programmes were organized for adults
and children, with additional lectures on health education, religious education and sanitation. These
CLCs provided access to literacy and NFE learning opportunities for over 2000 earthquake‐affected
people living in temporary camps.
4. In 2008, after the CLCs had served their purpose at the tent villages, re‐use of the infrastructure in the
changed context was agreed with government of PAK. One CLC at Makri is now being used by local
community for non formal education. The CLC at the Agrotech tent village was demolished and the
construction materials were used for construction of ICT Teacher Training and Student Learning
Centre at Naluchi Girls High School. The CLC at GBHS Bagh was dismantled to make space for
permanent school building construction. While the CLC at the tent village near higher secondary
school Rehra is being used as school staff room. The remaining two CLC buildings, at tent village
Jinnah Pilot High School ground, and at Gojra High school, are being used by the respective high
schools as space for extra‐curricular activities.

11
4.B. To promote Education for All, and provide and promote a variety of adaptable and sustainable
non formal education programmes that complement formal education.
1. A total of 1,854 parents, village representatives and teachers were sensitized on EFA in August 2006,
through 93 community meetings held to advocate for EFA and reactivate Parent and Teacher
Associations (PTA) in Battagram District. Some of the
topics raised were Education for All, health and hygiene
promotion, human rights, child participation and teacher
support. More than 100 women and female teachers were
also involved in 11, less formal, support group meetings
held for women, to mobilise communities for the
formation of PTAs, support enrolment in schools and
continuation of formal schooling. The activity reinforced Community Meetings ‐ Battagram District
enrolment and the continuation of formal education services in schools in the areas of return. As a
result of these activities, carried out in partnership with Norwegian Refugee Council (NRC), 56
primary and 61 secondary schools were made functional with active PTAs.
2. Four PTA training programmes resulted in 100 trained members, including 25 women, from 47
schools in Battagram district. The trainings included teacher responsibilities, tent management and
hygiene promotion.
3. Strengthened the capacity of the National Education

Foundation (NEF) to effectively implement Basic Education
Community Schools project (BECS). ERP drew attention of
BECS to the neglect of the non‐formal basic education
project that targeted drop‐outs and out‐of‐school children,
and followed up with the Ministry of Education with
technical and infrastructural support. The capacity of 80
Workshop for BECS Master Trainers
Master Trainers were enhanced to deliver non formal
primary education in NWFPand PAK, as part of support for a teacher training roll out. 236 BECS
teachers were trained in Muzaffarabad (PAK), Battagram and Swat. In addition, a teacher resource
centre located at BECS Office in Islamabad was provided with relevant UNESCO IIEP publications to
enhance their reference library.
4. Construction of a permanent field monitoring BECS office was completed in PAK, to enhance the
effectiveness and efficiency of monitoring of BECS activities. Basic office equipment, including
furniture (tables, chairs, steel almirah, file cabinets), computers and printers, were provided. NEF
has provided additional resources to expand the facility and made it the first permanent provincial
office facility under BECS.

12
4.C. To promote local and contextualized Technical and Vocational Education that prepares
children, youth and adults for future employment.
1. The publication and dissemination of the ERP report, titled Post Earthquake Situation of Technical and
Vocational Education and Training in Pakistan, highlighted the damage caused by the earthquake and
the reconstruction needs for the post‐earthquake situation of TVET institutions in 9 earthquake
affected districts.
2. Successful advocacy for inclusion of TVET‐related reconstruction in the ERRA UN Recovery plan. ERP
was the only project that supported reactivation of a large number of public TVET services and
supported the reactivation of 18 existing government TVET institutions in NWFP and PAK by
providing equipment, furniture and training materials. Considering 10 years as the average life span of
the equipment, it is estimated that over 4000 men and women will benefit from the investments made in the
TVET institutions in PAK and NWFP.
3. Vocational skills of adults in affected communities were developed through 10 new Community
Based Training Centres (CBTCs) in PAK, 6 under PAK TEVTA, 2 under Directorate of Social Welfare
and Women Development (DSWWD) and 2 with Non‐Government Organisation ‐ Mashal. ERP
provided equipment, furniture and trainings at the centres. Training of skills in demand was
provided in Muzaffarabad and Neelum Districts of PAK and Kohistan and Shangla districts of NWFP.
Of the 420 beneficiaries, 240 were women trained in tailoring, embroidery and beadwork, while 180
men benefitted from training in electrical work, plumbing and carpentry trades. In NWFP (Shangla
and Kohistan) training on beadwork in two districts was implemented by Mashal, which also
provided marketing support for the products developed by women. The activity has become self
sustaining, resulting in gradual economic empowerment of female entrepreneurs in these relatively
poor and backward areas. In PAK, the Centres will continue under Skills Development Programme of
the Government of PAK.
4. The capacity of the computer training centre of Pakistan Association for Disabled People (PADP), in
Battagram, was enhanced through provision of furniture (11 tables and chairs), computers (11
Pentium IV systems with monitors), Printer/scanner along with a stabilizer and a heavy duty UPS to
ensure that the centre remains functional even in power breakdowns. A 15 day training course was
also initiated to introduce the 10 physically challenged students to Microsoft Office, Urdu typing,
Internet and computer hardware basics. PADP is now also able to cater to the computer training
demands of locals in addition to meeting the training needs of people with physical disabilities.
5. The capacity of Social Welfare Ladies Industrial Schools (SWLIS), of the Attarshisha Welfare Society
in Manshera district, was enhanced by providing funding for furniture (20 chairs, 3 DACORA Tables,
10 big stools) and 13 sewing, embroidery and knitting machines. Training material was provided for

13
30 trainees for four months. The training imparted livelihood skills to the women and enabled them
to earn a living. ERP support was instrumental in reactivating the affected services of the SWLIS.
6. The Child Welfare Organisation, Battagram, was also provided funding for training and training
equipment including embroidery, sewing and knitting machines.
7. In PAK, two permanent training workshop buildings for Industrial School for Women have been
reconstructed in districts Bagh and Hajira to reactivate TVET services that were completely disrupted
by the earthquake, while Industrial School Garthama was provided equipment, furniture and training.
Construction of similar workshop building for Government Technical and Vocational Training Centre
at Abbottabad in NWFP was cancelled as the training centre was shifted to rented premises on long‐
term agreement. These training workshops offering certificate level courses in tailoring, embroidery
and knitting will benefit 90 women every year for 50 years. The equipment required for the two
training centres will be provided under the follow‐up project 570‐PAK‐1001.
8. Reactivated five SWLIS in NWFP (Khalyala, Khawjgan, Tatar, Buffa and Dandie) with provision of
equipment, furniture and training.
9. Reactivated three Government Technical Vocational Centres (GTVCs). Equipment, furniture and
training support was provided to one GTVC for women and one for men in Mansehra. One GTVC for
women in Abbottabad was provided with equipment, furniture and training.
10. Reactivated two women development centres (Ali Sojal and Komikot) in PAK. Both the centres were
provided with equipment, furniture and training.
11. TEVTA staff was sensitized on key issues affecting TVET, and linkages between PAK TEVTA and
NAVTEC were strengthened to create a mutually beneficial relationship between the two. In order to
build the institutional capacity of PAK TEVTA, technical assistance was provided to help in the
development of the first draft of the TVET vision, mission, strategy and organisational structure.
12. Built capacity of TEVTA to undertake skills standards development work, by provision of 73 skills
standards in different trades, curricula and learning resources for reference and adaptation. These
materials were acquired from the National Institute of Technical Education of Sri Lanka. A set of the
standards was also provided to NAVTEC and National Institute of Science and Technical Education
(NISTE) each, for the same purpose in the context of national goals to promote competency‐based
technical and vocational training.
13. The training curricula of Social Welfare Ladies Industrial Schools (SWLIS) in NWFP was revised and a
draft training curricula was proposed to help change the prevalent unplanned training practices in
various schools and to provide structured training to women in tailoring, embroidery, knitting and
local handicrafts.
See Annex VII for the details of CBT and TVET reactivation in PAK and NWFP.

14
Problems Encountered
1. TVET institutions required a longer time for reconstruction and reactivation of institutions, due to
the low implementation capacity of the government. Similarly, the capacity of NGOs took time to
establish, although this process was relatively faster.
2. Problems and disputes in land acquisition caused significant delay in project implementation. For
example, construction of the BECS monitoring office in PAK was delayed due to problems in land
acquisition by NEF. Later, the contractor selected for the construction abandoned the project forcing
NEF to award the contract to another party. Similarly, reconstruction work for the TVET training
workshop buildings was affected by a land dispute at Hajira. Work for building of a technical and
vocational training building at Hattian Dopatta site was stopped at the last minute as PAK TEVTA
gave the site to Pakistan Red Crescent Society without informing ERP. It proved impossible to
successfully locate another suitable site, and the project had to be cancelled. The construction
materials were diverted to another school being reconstructed (under 570‐PAK‐1001).
3. Lack of suitably qualified personnel resulted in significant delays in implementation. For example,
the training of the IT staff, appointed by PAK TEVTA, is still pending due to delay in appointment of
the staff for vacant posts. The training will now be carried out under the follow‐up project: 570‐PAK‐
1001. In Shangla District of NWFP, one SWLIS could not become operational because the instructor
was transferred and no replacement was available. Arrangements have been made to transfer
equipment and inputs to another SWLIS.
4. PAK government’s decision to hand over CBT for women to DSWWD instead of PAK TEVTA, resulted
3 months delay involving rescheduling of trainings for 120 female students and transfer of the
equipment and funds from PAKTEVTA to DSWWD.
5. Changes in staff at the DSWWD have delayed the finalization of proposed draft training curricula,
developed for SWLIS.
Programme Area 5: Promoting application of the Inter‐Agency Network for
Education in Emergencies Minimum Standards for Education in Emergencies,
Chronic Crisis and Early Reconstruction.
The Minimum Standards for Education in Emergencies (MSEE), Chronic Crisis and Early Reconstruction
of Inter‐Agency Network for Education in Emergencies (INEE) defines the minimum levels of education
quality in emergencies and helps ensure the right to education for people affected by conflict, crisis and
natural disasters. At the time of the earthquake, the MSEE was known to very few in Pakistan.

15
1. ERP has advocated the use of the Minimum Standards for Education in
Emergencies, to improve the application of the standards by governments, non‐
governmental organizations as well as the UN. The MSEE handbook was
translated in to Urdu, printed and widely disseminated by ERP. The handbook
is designed to give governments and humanitarian workers tools that they need
to address Education for All and UN Millennium Development Goals while
ensuring that education initiatives in emergency situations provide a solid and
sound basis for recovery and reconstruction. The handbook is available for Urdu Translation of
download at http://www.un.org.pk/unesco/ERP/main.htm in both English and MSEE Handbook
Urdu. 2100 copies (1115 in Urdu and 985in English) have been distributed to institutions and
individuals including PAKTEVTA, DSWWD, ERRA, Provincial and State Earthquake Reconstruction
and Rehabilitation Authority, Academy of Education Planning and Management, Directorate of
Schools and Literacy NWFP, National Disaster Management Authority, DOE PAK, WFP, and UNICEF.
UNESCO continues its advocacy of the standards and dissemination of the handbook under various
projects dealing with emergencies in Pakistan.
2. A cadre of 186 people were trained for education in emergencies (Male 96 and Female 90) from
government, I/NGOs, and the UN agencies in the MSEE. The trainings, conducted in partnership with
national and international NGOs (BEFARe, ARC) were held in Islamabad, Mansehra, Bagh, Rawalakot,
Muzaffarabad and Lahore.
Training in Minimum Standards for Education in Emergencies
Organised By Location From To Males Females Total
Action for the Rights of Children (ARC) Islamabad 30/05/07 01/06/07 13 5 18
Rawalakot 22/10/07 24/10/07 13 12 25
Bagh 25/10/07 27/10/07 18 4 22
Muzaffarabad 01/11/07 03/11/07 4 20 24
Basic Education for Awareness Reforms Mansehra 14/11/07 16/11/07 21 1 22
& Empowerment (BEFARe) Mansehra 19/11/07 21/1107 0 25 25
Mansehra 22/11/07 24/11/07 25 0 25
Mansehra 28/11/07 30/11/07 2 23 25
Total (BEFARe) 83 85 168
Total 96 90 186

3. Lessons learnt in the field highlight the need to mainstream MSEE in the teachers and managers
trainings for effective implementation of the standards. Accordingly, UNESCO has planned
integration of MSEE in formal and pre/in‐service training programmes as part of the Disaster Risk
Management Programme under the One UN Reform.
4. An independent evaluation of the use of MSEE in the earthquake response in September 2007
considerably helped INEE in improving the application of MSEE globally. The evaluation report was
translated into Urdu and is being disseminated. The English version of the report can be downloaded
from www.ineesite.org/page.asp?pid=1426.

16
5. ERP investment has significantly contributed towards creating a group of humanitarian relief
workers and NGOs in Pakistan that are aware of INEE MSEE. This is a milestone, although more work
is needed to institutionalize use of the MSEE.
Other Achievements
1. ERP provided a platform for advocacy of a holistic approach towards education in emergencies at
national and global level. Nationally, this has been through advocacy of EFA goals, use of the MSEE as
a guiding framework for the educational response in the ERRA‐UN Early Recovery Plan and training
of government and NGO staff. Globally, UNESCO has been using its experience in Pakistan as a basis
to contribute to the formation of the Global Education Cluster.
2. UNESCO is represented in the Disaster Risk Management Thematic Working Group by the ERP team.
The team has contributed to designing of future interventions drawing upon the lessons learned from
earthquake and recent flood/cyclone emergencies as well as UNESCO’s work at the global level.
Some of the key interventions in which UNESCO will be working with UNICEF, UNHABITAT and other
UN agencies to strengthen disaster preparedness at federal and provincial levels under one UN
reform include; School Safety Programme, Integration of Disaster Risk Reduction and MSEE in
regular education and training, developing skill standards and certification system for construction
workers etc.
3. Teacher training material developed under ERP was adopted for Sindh and Baluchistan Flood and
Cyclone disaster in 2007.
4. ERP has played a significant role in building UNESCO’s institutional knowledge base and influencing
some of the key policy decisions. ‘Lessons Learned: UNESCO’s Experience in earthquake‐affected
areas’ were shared at the Education Staff Seminar (6‐8 June 2007) at the Headquarters during the
session on Post‐Conflict and Post‐Disaster Education, providing insights in to the complex working of
providing education in emergencies. One of the issues highlighted in the presentation was the need
to create a specialised unit at UNESCO headquarters to focus on education in emergencies2.
Documents and experiences from Pakistan were extensively shared for the emergencies caused by
Earthquake in Peru, Earthquake in Sichuan, China, and Cyclone Nargis in Myanmar. UNESCO Office in
Islamabad is now more prepared and capable to respond to educational needs in emergencies as
reflected by its level of response to various emergencies that have occurred after the 2005
earthquake.
5. ERP contributed to the successful organization of International Conference on School Safety,
organized by the Aga Khan Planning and Building Services in May 2008. A resource person was
identified to deliver the Key Note speech on seismic safety of school buildings and share lessons

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

17
learnt from other countries. The key note speech titled “Seismic Safety of School Buildings: A Call for
a Global ‘Field’ Act” is available online and can be downloaded at
http://www.schoolsafetyconference.org/ Speeches/Polat%20Gulkan%20‐%20Speech.pdf.
The outcome of the conference was Islamabad Declaration on School safety and action plan for
implementation of the declaration. UNESCO has ensured inclusion of school safety related work in
the one UN DRM Programme as recommended in the declaration and Action plan.

18
C. OBJECTIVES ACHIEVED OR TO BE ACHIEVED IN THE NEAR
FUTURE

Programme Area 1: Education Planning and Management training and support for education
officials
1.A. To build the capacity of education officials in the affected areas to plan and manage educational
reconstruction and system improvement.
9 Achieved:
Capacity of senior, middle managers and officials in earthquake affected districts developed.
1.B. To build the capacity of the federal and provincial planning and training institutes to sustain the
gains in capacity into the future.
9 Achieved:
Training modules for educational managers and teachers developed and institutionalized.
Constructed a new office and teacher training resource centre building to enhance training capacity
of DEE.
A study documenting education cluster experience ‘Building Back Better: postearthquake responses
and educational challenges in Pakistan’ published and disseminated for future reference.
Î To be achieved in the near future:
Following up with DEE PAK for allocation of sufficient funds for repair and maintenance of DEE
building and equipment continues under the project 570‐PAK‐1001.
The draft Strategic Framework for In‐service Teacher Training for PAK will be finalized under the
follow‐up project 570‐PAK‐1001 to strengthen the role of DEE in coordination of training
programmes of various agencies.
1.C. To assist with setting up administrative and information systems for improved planning and
management.
9 Achieved:
Prepared web based database of government approved MTs for PITE, DCTE and DEE.
Developed a computerised Education Management Information System at BECS Headquarters in
Islamabad.

19
Trained government staff in the use of these information systems.
Programme Area 2: Teacher training
2.A. To respond to the psychosocial needs of teachers and students in dealing with the trauma caused by
the earthquake and its aftermath.
2.B. To assist in the production of learning materials for, and educate teachers and education officials
about disasters, preparedness, earthquakerelated safety, psychosocial support with learnercentred
methodology and the role of youth and community in disaster management.
2.C. To build the capacity of teachers in effectively managing the teachinglearning process in changed
environments.
9 Achieved:
Supplementary reading materials and books provided for the established literacy and resource
centres.
Training modules developed and trainings conducted for teachers in functional literacy and
psychosocial needs.
Master Trainers for roll‐out of trainings and secondary school teachers were trained by ERP.
Primary school teachers trained by UNICEF using the training module developed by ERP.
Coordination and linkages of DEE on training programmes offered by different agencies improved
and development of the draft Strategic Framework for in‐service Teacher Training.
Programme Area 3: Support to secondary and tertiary education
3.A. To reactivate and expand secondary schooling, and selected tertiary education facilities central to the
reconstruction.
9 Achieved:
A girl’s primary school building constructed.
School furniture designed on the basis of student body mass index.
Î To be achieved in the near future:
Two seismic resistant high schools under construction to be completed by November 2009 under
supervision of staff of 570‐PAK‐1001.
3.B. To provide policy advice to government on the role of secondary and tertiary education in EFA
strategy.

20
9 Partially Achieved:
Highlighted gaps in funding under ERRA‐UN Early Recovery Plan, emphasizing upon the need to
address the gaps in reconstruction of middle and secondary schools through advocacy for a holistic
response in the education sector.
Model ICT Teacher Training and Student Learning Centre constructed in PAK and started
construction of Centres of Excellence for ICT in Education in PAK under 570‐PAK‐1001
Preparation of guidelines for the development of school furniture on the basis of students’ BMI data.
Programme Area 4: Nonformal education, including support to Technical and Vocational
education, literacy classes, life skills training, and sports and recreational activities
4.A. To extend educational services and literacy training to children, youth and adults in the affected areas
who currently fall outside the formal education system, especially to those who had no educational
opportunities before the earthquake.
9 Achieved:
Six CLCs provided functional literacy and non‐formal education soon after the earthquake.
Supported operation of 47 Literacy Centres.
4.B. To promote education for all, provide and promote variety of adaptable and sustainable non formal
education programmes that complement formal education.
9 Partially Achieved:
Advocated for EFA and reactivation of PTAs in partnership with NRC, through community meetings.
Successfully carried out PTA trainings to reactivate PTAs in earthquake affected‐areas.
Strengthened capacity of National Education Foundation for design and implementation of non‐
formal basic edcuation for out of school children.
4.C. To promote local and contextualized Technical and Vocational Education that prepares children,
youth and adults for future employment.
9 Achieved:
First ever permanent field monitoring office of BECS created in PAK.
Supported 10 Community Based Training Centres to develop vocational skills of affected
communities and provided training for skills in demand in affected districts.

21
Documented damages caused by the earthquake and reconstruction needs for the post‐earthquake
situation of TVET institutions in 9 earthquake affected districts.
18 existing government TVET institutions reactivated and capacity of the PADP computer training
centre, Social Welfare Ladies Industrial Schools (SWLIS) and Child Welfare Organisation enhanced,
with provision of funding for training and equipment.
Technical advice for development of institutional capacity of PAK TEVTA provided.
Skills standards made available to the government for development and adaptation.
Reconstructed Training Centres (Bagh and Hajira) for Social Welfare Ladies Industrial School to
benefit hundreds of women.
Reactivated Social Welfare Ladies Industrial School Garthama.
Reactivated five SWLIS in NWFP (Khalyala, Khawjgan, Tatar, Buffa and Dandie).
Reactivated three Government Technical Vocational Centres (GTVCs) in Mansehra and Abbottabad,
NWFP.
Reactivated two women development centres(Ali Sojal and Komikot) in PAK.
Programme Area 5: Promoting application of the InterAgency Network for Education in
Emergencies (INEE) Minimum Standards for Education in Emergencies, Chronic Crisis and Early
Reconstruction.
9 Achieved:
Successfully advocated the use of the MSEE in emergencies, to improve the application of the
standards by governments, NGOs and the UN.
Translated, published and widely disseminated INEE MSEE handbook in Urdu.
Provided training in MSEE to educational personnel from government, I/NGOs, and the UN agencies
for education in emergencies.

22
D. FINDINGS & LESSONS LEARNED

Following are the findings and lessons learned during the life of ERP.
Institutional Findings and Lessons:
1. UNESCO’s early presence in the field is critical in establishing credibility, visibility and resource
mobilization in emergencies. This early engagement helps build professional confidence and
relations with potential implementing partners’ e.g. national counterparts and other agencies.
2. UNESCO’s active participation in the Education Cluster and in the Early Recovery and Reconstruction
Cluster is important. It helps the promotion of education in Early Recovery and Reconstruction,
bridges some of the key gaps between relief and recovery, while linking recovery activities to long‐
term development and nation‐wide policy and reform. Such participation is highly time consuming
and requires additional human resources as well as immediate financial resources for initial technical
assistance.
3. Effective coordination, however challenging, must be maintained between government authorities as
well as the various agencies working in the field to avoid duplication of efforts. The challenge can be
addressed by federal, provincial and state authorities taking a stronger lead in the coordination
process.
Programmatic Findings and Lessons:
1. Disaster response must acknowledge, and understand at all times, the personal grief, challenging
living and working conditions, concerns and priorities of the actors involved, including teachers and
district education staff.
2. Reconstruction after a major disaster is a long process because of its complex nature. Human
resources and service providers become over‐stretched because of competing and excessive demand
on their time and services. For example, shortage of contractors prepared to work in earthquake
areas limited the available choices for selection of a contractor, while teacher‐training institutions
could not pay attention to further training programmes, or provide follow‐up trainings due to
competing demands.
3. Different approaches to design and construction, including indigenous techniques of schooling, have
to be followed in order to implement reconstruction quickly and at a lower cost. Community
participation and mobilisation in school construction, by creating local ownership and employment,
is a must. Likewise, planning for large scale permanent construction within a short time without

23
considering transitional arrangements in a major disaster situation has proven to be an unattainable
goal, as evident from the time taken for construction of schools by various organizations.
4. It is better to invest more time at the outset in the establishment of longer lasting temporary
structures rather than settling in for problematic process of acquiring tents, distribution and a
continual replacement. This does not mean that tents have no use in emergency response, but that
after the initial few months of emergency response in tents, low cost transitional structures made of
locally available materials should be used for construction of temporary schools.
5. Improving the education system should include qualitative improvements in all aspects, including
policy reforms and long term funding arrangements for sustainability. Bigger and better
infrastructure does not produce the qualitative changes in student’s level of achievement, if other
reforms are not put in place. Post‐disaster responses must include both infrastructure and soft
components as a package to bring about holistic and sustainable change in the system.
6. Advocacy of holistic approach to educational response in a post‐disaster situation must be in place
from the very first day, to ensure that the government, Donors, UN agencies and I/NGOs pay
sufficient attention to this principle. This can help reduce the skewed investment within the
education spectrum (e.g. Focus on primary at the expense of middle and secondary, non‐formal,
TVET, etc) and mitigate the problems arising from bifurcation of education services – general
education and technical/vocational education – among different ministries/departments.
7. In a post disaster situation it becomes extremely important to ensure that restoration and creation of
non‐formal technical and vocational programmes for vulnerable children, youth and adults is funded
and implemented as priority complimentary activities, since these help accelerate the process of
bringing their life back to normalcy.

24
E. BUDGET AND EXPENDITURE

The financial status as of the time of compilation of the report (13th August 2009) is as follows:
Revenue from
Funding Contribution Total Expenditure Balance Implementation
Interest
Source Rate %
USD USD USD USD USD
DFID 1,385,120 70,345 1,455,434.21 1,455,403.42 30.79 100%
GoJ 1,300,000 139,432 1,439,432.00 1,409,521.00 29,911.00 98%
UNESCO 278,065 ‐ 278,065.00 278,065.00 ‐ 100%
Total: 2,963,185 209,777 3,172,931.21 3,142,989.42 29,941.79 99.33%

A total amount of USD 209,777.00 was accrued as interest during the period of March 2007 to October
2009 and invested in programme components with the consent of respective donors. With this increase,
the revised total project contribution is USD 3,172,931.21.
DFID balance of USD30.79 has been transferred to UNESCO General Fund for the purpose of allocation to
new priority initiatives to be agreed upon by DFID.

25
F. RECOMMENDATIONS

Project Related:
1. DOE PAK has requested further technical support to finalize strategic framework for in‐service
teacher training and action plan. Likewise, the DSWWD has requested for additional support for
maintenance and replacement of worn out equipment and tools, adoption of curricula revised by
NWFP and training of instructors according to new curricula. UNESCO may consider responding to
the needs from the follow‐up project, where possible and when funding becomes available.
2. ERP drew the attention of the government and the international community to the gaps in
educational reconstruction and worked towards reducing them. However, significant gaps remain in
reactivation of non‐formal, middle, secondary, and TVET education. Follow up interventions to
address the access as well as quality of education in these areas is needed to successfully achieve the
goal of Building Back Better.
3. Given that the Government of PAK has very limited financial resources, there is a need for continued
external assistance especially to strengthen middle, secondary, non‐formal and technical and
vocational education and training. Continued as well as new interventions for strengthening of
teacher education and training, improvement of educational governance through training and
support for improvement of monitoring is needed.
4. Future training programme for teachers and managers should focus on restructuring of on‐going
training, training programme for senior managers, improving training curriculum for teachers and
education managers, content‐based training programmes for teachers, professional development of
master trainers, and development of a proper monitoring and follow‐up mechanism to support
educational planners, managers and teachers etc.
5. Technical and financial support will be required for further strengthening of DOE, DEE, PAK TEVTA
and BECS, for the development of databases and Management Information systems such as Non
Formal EMIS for BECS.
General
1. Any project aiming to respond to the needs of education in emergency holistically requires diverse
range of expertise and strong collaborations with government and non‐government stakeholders. It
is therefore important to have sufficient staff and strong field presence to interface more effectively
with the local government and organizations and create strong network of partners.

26
2. The short duration of post disaster projects do not allow for adequate follow‐up planning, in order to
achieve sustainable impact, especially to achieve the goal of building back better, projects should be
planned for a minimum duration of 5 years to allow time for impact and its measurement.
3. Emergency response projects such as ERP should be part of the regular work in education. The
increase in frequency of emergencies globally in general and Pakistan in particular warrants such
changes. Moreover, such integration will facilitate inter project linkages between the emergency
response projects and ‘regular’ projects of UNESCO.
*****

27
Annex I
Training Material Developed Under Earthquake Response Programme
Sr. Title of Module Date Target Developed
No. Developed Groups by
1 Introduction to Education Project Planning & Management March 06; Senior PITE
‐ Trainer's Notes revised June 06 Managers
‐ Workbook and Aug 06
2 Management of Recovery & Reconstruction Dec‐06 Senior UNESCO
‐ Trainer's Notes Revised on: Managers
‐ Workbook Aug‐07
3 Monitoring & Evaluation Oct‐07 Senior PITE
‐ Trainer's Notes Managers
‐ Workbook
4 Introduction to Financial Management Dec‐07 revised Senior PITE/DEE
‐ Trainer's Notes July 08 Managers
‐ Workbook
Quality Education Response May‐06 Middle DEE
5 ‐ Trainer's Notes Managers
‐ Workbook
Training of Trainers Oct‐07 Master DCTE
‐ Trainer's Notes Trainers
6 ‐ Workbook
Training of Trainers Sep‐06 Master DEE
‐ Trainer's Notes Revised on: Trainers
‐ Workbook Oct‐07
Training of Teachers in Earthquake Affected Areas Apr‐06 Teachers DCTE/DEE
‐ Training Guide
7
‐ Workbook
‐ Resource Book

28
Annex II
List of Trainings Conducted for Education Managers

Sr. Location Organizer Date NWFP PAK TOTAL
No.
From To Total Total Total
M F T
Introduction to Education Project Planning & Management
1 Abbottabad DCTE 3/13/2006 3/15/2006 14 6 14 6 20
2 Muzaffarabad UNESCO 3/27/2006 3/29/2006 11 10 15 6 21
3 Muzaffarabad DEE 5/23/2006 5/26/2006 0 25 17 8 25
4 Rawalakot DEE 6/5/2006 6/8/2006 0 26 16 10 26
5 Kotli DEE 6/19/2006 6/22/2006 0 29 16 13 29
8 Abbottabad UNESCO 8/15/2006 8/18/2006 13 0 11 2 13
9 NWFP PITE 10/17/2007 10/20/2007 21 3 15 9 24
10 NWFP PITE 11/5/2007 11/8/2007 26 3 13 16 29
11 NWFP PITE 11/12/2007 11/15/2007 29 0 20 9 29
12 NWFP PITE 11/21/2007 11/24/2007 21 0 8 13 21
Total 135 136 165 106 271
Quality Education Response
14 Islamabad UNESCO 8/21/2006 8/24/2006 21 0 18 3 21
Total 21 62 55 28 83
Managing Recovery & Reconstruction
16 Islamabad UNESCO 12/11/2006 12/14/2006 11 7 13 5 18
17 NWFP PITE 8/15/2007 8/18/2007 16 5 11 10 21
18 NWFP PITE 8/22/2007 8/25/2007 24 3 21 6 27
19 NWFP PITE 9/3/2007 9/6/2007 28 0 19 9 28
20 NWFP PITE 9/10/2007 9/13/2007 23 0 15 8 23
Total 102 74 115 61 176

29
Monitoring & Evaluation
23 NWFP PITE 10/22/2007 10/25/2007 19 4 13 10 23
24 NWFP PITE 10/29/2007 11/1/2007 27 2 18 11 29
25 NWFP PITE 11/27/2007 11/30/2007 25 0 13 12 25
26 NWFP PITE 12/3/2007 12/6/2007 25 0 13 12 25
Total 96 65 95 66 161
Introduction to Financial Management
29 NWFP PITE 12/11/2007 12/13/2007 28 3 22 9 31
30 NWFP PITE 12/17/2007 12/19/2007 20 0 7 13 20
31 NWFP PITE 1/14/2008 1/18/2008 20 0 8 12 20
32 NWFP PITE 1/21/2008 1/23/2008 26 0 10 16 26
Total 94 55 76 73 149
Note: A cumulative number of trained personnel cannot be provided as most managers took trainings
in more than one module.

30
Annex III
Summary of Training of Teachers in Earthquake affected Areas and Teachers
Trainings

Sr. Training
Module Name Training Dates Total Participants
No Location
From To M F T
UNESCO
1 Islamabad 20/04/06 21/04/06 10 5 15
2 Training of Teachers in Earthquake Islamabad 18/04/06 19/04/06 11 ‐ 11
affected Areas
3 Battagram 29/04/06 01/05/06 26 ‐ 26
Total (UNESCO) 47 5 52
DCTE
4 Training of Master Trainers for Training of Abbottabad 09/05/06 14/05/06 16 12 28

5 Teachers in Earthquake‐affected Areas Abbottabad 27/04/06 02/05/06 20 8 28
Sub Total 36 20 56
6 Balakot 18/05/06 20/05/06 ‐ 15 15
7 Mansehra 05/05/06 07/05/06 31 ‐ 31
8 Mansehra 05/05/06 07/05/06 36 ‐ 36
9 Mansehra 05/05/06 07/05/06 35 ‐ 35
10 Teachers Training Roll‐Out: Training of Mansehra 05/05/06 07/05/06 30 ‐ 30
11 Teachers in Earthquake‐affected Areas Battagram 04/05/06 06/05/06 40 ‐ 40
12 RITE 18/05/06 20/05/06 ‐ 41 41
13 Bher Kunal 18/05/06 20/05/06 ‐ 27 27
14 Balakot 05/05/06 07/05/06 27 27
15 RITE 18/05/06 20/05/06 ‐ 40 40
Sub Total 199 123 322
16 Abbottabad 10/18/07 10/20/07 12 13 25
17 ToT on Generic Teachers Training on Abbottabad 10/29/07 10/31/07 16 9 25
18 Educational Planning and Management Mansehra 11/05/07 11/07/07 16 8 24
19 Mansehra 12/14/07 12/16/07 13 12 25
Sub total 57 42 99
Total (DCTE) 235 143 378
DEE
20 Muzaffarabad 22/03/06 27/03/06 17 9 26
21 Training of Master Trainers for Training of Bagh 06/03/06 11/03/06 19 10 29
22 Teachers in Earthquake‐affected Areas Bagh 07/11/06 06/11/06 20 8 28
23 Bagh 07/11/06 06/11/06 16 8 24
24 Muzaffarabad 22/11/06 26/11/06 24 7 31
25 Muzaffarabad 22/11/06 26/11/06 21 10 31
Sub‐Total 117 52 169
26 Pilot Teachers Training Roll‐Out (Female & Muzaffarabad 14/03/06 16/03/06 ‐ 28 28
Male): Training of Teachers in
27 Earthquake‐affected Areas Muzaffarabad 20/03/06 22/03/06 30 ‐ 30
28 ToT on Generic Teachers Training on Muzaffarabad 25/09/06 28/09/06 15 11 26
29 Educational Planning and Management Muzaffarabad 19/09/06 22/09/06 18 5 23
Total (DEE) 180 96 276

31
BECS
Training of Master Trainers for BECS Islamabad 22/10/07 28/10/07 10 16 26
30 Teachers (sub total)
31 Mansehra 26/11/07 01/12/07 ‐ 53 53
32 Rawalakot 03/12/07 08/12/07 5 14 19
Training of BECS Teachers
33 Muzaffarabad 10/12/07 15/12/07 8 29 37
34 Mirpur 26/12/07 31/12/07 4 24 28
Total ( BECS ) 27 136 163

32
Annex IV
Education Managers Training Data (Arranged by organizers)
Organizer Senior education Middle level education Total Training title
Sr. managers’ training managers’ training
No. Targets Achieved Targets Achieved Targets Actual
* M F Total * M F Total
1 UNESCO 30 26 8 34 0 0 0 0 30 34 Introduction to
(Through Education Planning
Consultant) and Management
2 UNESCO 0 0 0 0 100 55 28 83 100 83 Quality Education
(Through Response
Consultant)
3 UNESCO 10 7 5 12 10 6 0 6 20 18 Management of
(Through Recovery and
Consultant) Reconstruction
Sub‐Total 40 33 13 46 110 61 28 89 150 135
1 PITE 30 19 16 35 70 37 31 68 100 103 Introduction to
Education Planning
and Management
2 PITE 30 34 7 41 70 32 26 58 100 99 Managing Recovery
& Reconstruction
3 PITE 30 22 8 30 70 35 37 72 100 102 Monitoring &
Evaluation
4 PITE 30 21 14 35 70 26 36 62 100 97 Introduction to
Financial
Management
Sub‐Total 120 96 45 141 280 130 130 260 400 401
5 DCTE 20 14 6 20 0 0 0 0 20 20 Introduction to
Education Planning
and Management
Sub‐Total 20 14 6 20 0 0 0 0 20 20
6 DEE 100 69 45 114 0 0 0 0 100 114 Introduction to
Education Planning
and Management
7 DEE 60 36 23 59 0 0 0 0 0 59 Managing Recovery

& Reconstruction
8 DEE 60 38 21 59 0 0 0 0 0 59 Monitoring &
Evaluation
9 DEE 60 30 22 52 0 0 0 0 0 52 Introduction to
Financial
Management
Sub‐Total 284
Senior Manager: Executive District Officer, District Officer, Subject Specialist, Principal (as defined in UNESCO Earthquake
Response Programme ‐ Achievements and Future Plans, February 2007)
Middle Manager: Head Teacher, Head Master, Head Mistress, Assistant District Officer, Deputy District officer (as defined in
UNESCO Earthquake Response Programme ‐ Achievements and Future Plans, February 2007)
* Note: Since no information on baseline data is available (especially in terms of gender break‐up), therefore, we consider the
actual information as proxy gender break‐up for targets.

33
Annex V
List of Publications

I. Building Back Better: postearthquake responses and educational challenges in Pakistan by Jackie
Kirk.
Available online at: http://www.unesco.org/iiep/PDF/pubs/2008/Pakistan.pdf
II. Urdu translation of INEE Minimum Standards for Education in emergencies
Available online at: http://un.org.pk/unesco/ERP/publications/INEE%20Urdu%20Version.pdf
III. Post Earthquake Situation of Technical and Vocational Education and Training in Pakistan
Not available online.

34
Annex VI
Photo Dossier

Programme Area 1: Education Planning and Management Training and Support for Education Officials
Training of Managers on Introduction to Education Planning and Training of Managers on Managing Recovery and Reconstruction
Management (Module 1) (Module 2)

Training of Managers on Managing Recovery and Reconstruction Training of Managers on Monitoring and Evaluation
(Module 3) (Module 4)
Training of Managers on Introduction to Financial Management
(Module 5)

35
Education Managers Training, PAK Female Managers Training at DEE, PAK
Construction of DEE Office & Resource Centre
Transitional DEE Office (post Earthquake) DEE site under construction (visit 3 )
Newly constructed DEE Building Newly constructed DEE Building
Newly constructed DEE Building (interiors) DEE Secretary Education Signing the Building Handover
Certificate and being presented with the building Keys

36
Programme Area 2: Teachers Trainings
Training of BECS Master Trainers
PITE‐ DCTE Joint Meeting on Teachers Training

37
Programme Area 3: Support to Secondary and Tertiary Education
Construction of Government Boys High School Nurpur Nakran
Damage & Destruction Nurpur Nakran ‐ Site
Resumption of education services at Nurpur Nakran – temporary School structures
Nurpur Nakran High School Under Construction

38
Construction of Government Boys High School Moolian
Damage and Destruction
Interim facility for resumption of school Moolian site visit
Moolian High School under construction

39
Construction of Pulhot Girls Primary School
Post earthquake transitional school situation
Pulhot Girls Primary School new building
Pulhot Girls Primary School new building Pulhot Girls Primary School new building (interior)
Development of school furniture on the basis of students Body Measurement Index data

School furniture – Pulhot Girls Primary School

40
Programme Area 4: Non formal education, including Support to technical and vocational education, Literacy
Classes, Life skills and sports and recreational activities
Community Learning Centres supported by ERP
CLC Tent Village High School, Gojra Muzaffarabd
CLC – Makri Tent Village, Makri Muzaffarabad
CLC Tent Village Jinnah Pilot High School , Muzaffarabad ICT Teacher Training and Student Learning Centre at Naluchi Girls
High School.

41
Construction of a Permanent Field office for BECS
Newly Constructed BECS Field office
Community Mobilization and Activation of PTAs
Community Meetings to advocate for EFA and reactivate Parent and Teacher Associations ‐ Battagram District
Support to Technical and Vocational Education
Women Development Centre Ali Sojal, Poonch (Post earthquake) Women Development Centre Ali Sojal, Poonch (After Support)
ERP Supported Equipment and Training at Dar‐ul‐Falah, Muzaffarabad (After Support)

42

SWLIS Hajira (Post earthquake) SWLIS Hajira (After Support)
SWLIS Hajira (Post earthquake) Under construction building for SWLIS Hajira, August 09
SWLIS Bagh Before Reconstruction SWLIS Bagh After Reconstruction

TEVT Workshop – PAK

43
PAK TVEVTA Website launch
PAK TEVTA website launched by the then PAK Prime Minister Sardar Attique Ahmed Khan (28 April 2008)
ICT Teacher Training and Student Learning Centre at Naluchi Girls High School.

44
Programme Area 5: Promoting application of INEE MSEE

UNESCO‐ARC MSEE Training BeFARE – INEE MSEE Training
BeFARE – INEE MSEE Training
G.

45
Annex VII
Type of TVET Support Provided by Project

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

PAK TEVTA
CBT (3 Trades/2 districts) ‐ 587,139 87,000 924,000 58,500 36,135 1,692,774
ITC Athmoqam ‐ 208,250 ‐ 45,000 25,000 2,100 280,350
Industrial School Garthama ‐ 112,950 20,000 30,000 ‐ 1,500 164,450
Industrial School Hatian ‐ 146,900 25,000 30,000 ‐ 1,650 1,323,550
Dopatta
Industrial School Bagh 4,076,328 139,800 25,000 30,000 ‐ 1,650 4,272,778
Industrial School Hajira 4,076,328 138,350 25,000 30,000 ‐ 1,650 4,271,328
Total Reactivation 8,152,656 746,250 95,000 165,000 25,000 8,550 10,885,230
(excluding CBT)
Total TEVTA 8,152,656 1,333,389 182,000 1,089,000 83,500 44,685 10,885,230
PAK DSWWD
CBT (1 Trade/2districts) ‐ 249,500 25,000 396,000 ‐ 12,630 683,130
Dar‐ul‐Falah (3) ‐ 220,890 40,000 45,000 ‐ 2,550 308,440
VTC, Ali Sojal ‐ 104,440 10,000 30,000 ‐ 1,200 145,640
VTC, Komikot ‐ 104,440 10,000 30,000 ‐ 1,200 145,640
Total Reactivation ‐ 429,770 60,000 105,000 ‐ 4,950 599,720
(excluding CBT)
Total PAK DSWWD ‐ 679,270 85,000 501,000 ‐ 17,580 1,282,850
NWFP DSWWD
Curriculum Development ‐ ‐ ‐ ‐ 200,000 6,000 206,000
SWLIS Khalyala ‐ 113,600 10,000 24,000 ‐ 1,020 148,620
SWLIS Khawjgan ‐ 119,650 10,000 24,000 ‐ 1,020 154,670
SWLIS Tatar ‐ 113,960 10,000 24,000 ‐ 1,020 148,980
SWLIS Buffa ‐ 68,450 10,000 24,000 ‐ 1,020 103,470
SWLIS Dandie ‐ 78,450 10,000 24,000 15,000 1,470 128,920
Total NWFP DSWWD ‐ 494,110 50,000 120,000 215,000 11,550 890,660
DTEMT
GTVC (B) Mansehra ‐ 459,700 ‐ ‐ 35,000 1,050 495,750
GTVC (W) Mansehra ‐ 129,060 20,000 56,000 ‐ 2,280 207,340
GTVC (W) Abottabad ‐ 306,050 50,000 56,000 ‐ 3,180 415,230
Total DTEMT ‐ 894,810 70,000 112,000 35,000 6,510 1,118,320
NGOs
Mashal(CBT 2 Districts) ‐ ‐ ‐ 808,000 ‐ 40,400 848,400
AtterShisha, Mansehra ‐ 115,000 10,000 24,000 ‐ 4,470 153,470
CWO, Battagram ‐ 200,000 15,000 24,000 ‐ 7,170 246,170
PADP, Battagram ‐ 350,000 6,000 ‐ 10,680 366,680
Total NGOs (excluding CBT) ‐ 665,000 25,000 54,000 ‐ 22,320 766,320
Total NGOs ‐ 665,000 25,000 862,000 ‐ 62,720 1,614,720

46
Annex VIII
Financial Statement

47


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

email: [email protected]
http://un.org.pk/unesco/

48

Project Complition Report

Uploaded by

Copyright:

Available Formats

Project Complition Report

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Project Complition Report

Uploaded by

Copyright:

Available Formats

EARTHQUAKE RESPONSE

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

1.A. To build the capacity of education officials in the 2.A. To respond to the psychosocial needs of teachers and

1.B. To build the capacity of the federal and 2.B. To assist in the production of learning materials for,

1.C. To assist with setting up administrative and 2.C. To build the capacity of teachers in effectively

3.A. To reactivate and expand secondary schooling, 4.A. To extend educational services and literacy training to

3.B. To provide policy advice to government on the 4.B. To promote education for all and provide and promote

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

Module Module Name No. of Total Number of

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

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

3. Strengthened the capacity of the National Education

4 Training of Master Trainers for Training of Abbottabad 09/05/06 14/05/06 16 12 28

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

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

You might also like