Summary of the Evaluation
I. Outline of the Project
Project Title：
Country：Afghanistan

Strengthening of Teacher Education Program
Phase 2

Sector：Basic Education

Cooperation Scheme：
Technical Cooperation Project
Total cost (as of the time of evaluation)：

Division in
Charge：Basic Education Team I, GroupI (Basic Education), Human
Development Department

551,079 thousand yen
Implementing organization in Afghanistan：
Teacher Education Department (TED) andCompilation and Translation Department (CTD),
Ministry of Education (MOE), Afghanistan

Cooperation
Period(R/D) July 29, 2007

Organization in Japan：JICA

Three years

Related Cooperation：Expert (Educational(Sep 20, 2007- Aug 31, 2010)

Cooperation Planning)

1. Background of the ProjectIn the process of reconstruction in Afghanistan, improving the education sector is a foremost
priority for development of social and economic activities. As the reconstruction progresses,
explosive number of children enrolled in schools. In the meanwhile, a new curriculum is being
introduced at the primary school level and new textbooks based on the new curriculum have beendeveloped. On the other hand, most of the teachers have insufficient capacity of teaching skills due
to unavailability of adequate pre-service/in-service teacher training as well as Teacher’s Guides. In
order to enhance teachers’ capacities with subject-specific teaching methods, it is urgently needed todevelop Teacher’s Guides and to assist in the area of teacher training in which teachers can acquire
skills to practically apply the Teacher’s Guides. Under such a situation, ‘The Strengthening of
Teacher Education Program (STEP)’ was implemented from June 2005 to August 2007, in which
Teacher’s Guides on Grade 1 to 3 at primary level were developed and in-service teacher training to
introduce Teacher’s Guides was conducted. Continuous assistance on teacher education is stillneeded to fulfill the needs of teachers, especially in the area of development of Teacher’s Guides on
up to Grade 6 at primary level as well as the pre-service teacher training at Teacher Training
Collages (TTCs).
The counterpart (C/P) of this project is MOE (TED and CTD). 12 short-term Japanese experts havebeen engaged in the area of Project Manager/Teacher Training, Pedagogy, Science education,
Mathematics education ， Biology, Chemistry, Physics, Mathematics Problem Solving, TG
development and Training managementxiii

2. Project Overview(1) Overall Goal
Primary school teachers are able to teach in compliance with the new primary school curriculum
using Teacher’s Guides.
(2) Project Purpose
Developed Teacher’s Guides are utilized at primary schools and lessons of teaching methodology
using the concept of Teacher’s Guides are conducted at TTC.
(3) Outputs of the Project (modified)
Output 1：
G4-6 Teacher’s Guides for 7 subjects (Islamic Studies, Dari, Pashto, English, Mathematics, Science,and Social Studies) and G3 Teacher’s Guides for Islamic Studies are developed and distributed
nationwide.
Output 2：
Concerning the subjects of Joint Teaching Science (teaching method of physics, chemistry andbiology), Teaching Method of Math, and Solving Math Problems, the syllabi are completed and theteaching resources, lesson plans and student resource books are developed and shared among TTCs.
(4) Inputs (As of the time of evaluation, including some fixed plans)
Japanese side：
Short-term experts

12 people

93.47M/M

Accepted trainees

9 people

Operation cost

158.33million yen

Afghan Side：C/P staff

164 people in total (including the authors of Teacher’s Guides)

Provision of project office with utilities
II．Evaluation Team
Leader：Mr. Hideo Eguchi

Team Leader, Basic Education Group,
Human Development Dep., JICA

Members of

Evaluation Planning：Ms. Chie Ezaki Basic Education Division I,
Basic Education Group,

the evaluation team

Human Development Dep., JICA
Evaluation Analysis：Ms. Miho Ito
Evaluation Period

19 May 2010 – 27 May 2010
(Consultant：15 May – 27 May 2010)xiv

Consultant, INTEM Consulting, Inc.
Evaluation type：Terminal Evaluation

III. Overview of Evaluation Results
1. Current achievements of the Project(1) Outputs

1) Output 1：G4-6 Teacher’s Guides for 7 subjects (Islamic Studies, Dari, Pashto, English,
Mathematics, Science, and Social Studies) and G3 Teacher’s Guides for Islamic
Studies are developed and distributed nationwide.
< The current status of developing Teacher’s Guides (TGs)>
As of the time of terminal evaluation, May 2010, although G3-6 Pashto TGs for Shiah of Islamic
Studies are only being revised, all of other TGs have completed to develop and gained CTD’s
approval.
Grade
Subject

Grade 3
PashtoGrade 5

Grade 6

Dari

PashtoDari

PashtoDari

Pashto1 Math

●

○

○

○

○

○

2 Science

●

○

○

○

○

○

3 Social Studies

○

○

○

○

○

○

4 English

●

○

○

○

○

○

5 Dari

Dari

Grade 4

1st Darind

2 Dari6 Pashto

●

○

○

○

○

○

st

○

○

○

nd

○

○

○

1 Pashto
2 Pashto

7 Islamic

Sunni

○

○

○

○

○

○

○

○

Studies

Shiah

○

△

●

△

○

△

○

△

Note： ● stands for the status of having been already developed, approved and submitted to printing press.
○ stands for the status of having been already developed and approved by CTD.
△ stands for the status under revision by CTD.

< The timing of TG printing and distribution>
As of the time of terminal evaluation, all TGs have not been printed and distributed. It resultsfrom serious delay of TG approval. The reasons of delay of TG approval are that it took lots oftime to reedit after the agreement was made at the third JCC (Joint Coordination Committee) on
February 24, 2009 that printing could be commenced upon the final review and correction doneby MOE, and that coordination inside MOE prolonged about the logo on the cover of TGs.

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The timing of TG printing and distribution is planned below. (as of May, 2010)

Timing of submission to
printing press

G3 for Islamic Studies andG3 for Islamic Studies andG4-6 Dari TGs for 7 subjects

G4-6 Pashto TGs for 7 subjects

By the end of May 2010

By the middle of June 2010

Timing of Printing andBy the end of July 2010

Packing
Timing of Distribution

From August 2010

Completion of distribution

By the end of August 2010

to PED

Based on the R/D (Record of Discussion) signed by the Government of Japan and the Governmentof Afghanistan in July 2007, Japan was initially born the cost of printing and packing whereas
Afghanistan was assigned to take full responsibility for distribution. However, the comment given
by Deputy Minister, at the fourth JCC on January 25, 2010 made it clear that it was fairly difficultfor Afghanistan side to allocate sufficient budget for distribution. Therefore, Japanese side agreed
to bear not only the cost of printing and packing but also the transportation cost up to PED(Provincial Education Department) in each province from warehouse of MOE whereas
Afghanistan side takes responsibility for distribution from PED to schools.
<Number of schools by language and number of TGs to be printed>
It is planned that in accordance with increment of the number of schools, number of TGs to beprinted increases, and three sets of TG per school in capital cities where there are more teachers
and two sets per school in other areas are distributed. Moreover, the distribution is planned
through the master trainer trainings of INSET2 by WB and NGO, and the In-service training at
TTC.

TGs in Dari
TGs in Pashto

Capital city

Other area

3 sets2 sets

1,351 schools×3=

5,565 schools×2=

4,053 sets

11,130 sets

439 schools×3=

2,859 schools×2=

1,317 sets

5,718 sets

TTC G14 teachers

Sub-total
15,183 sets
7,035 sets
5,454 sets

Master trainings through2,328 sets

WB/NGO
Total

30,000 setsxvi

< The result of response by sample primary teachers who utilize TGs regarding the qualityof TG>TGs have already distributed for the monitoring in 32 monitoring schools. In the 5 monitoring
primary schools each in Kabul city, Nangarhar and Balkh province, the questionnaire survey was
conducted by the Project to G4-6 primary school teachers in March and April 2010. The survey
for other provinces is planned as well. The average responses of the questions regarding thequality of TG such as whether TG contains necessary knowledge for the lesson, whether lesson
flow suits students' level, and whether the amount and level of end-of-chapter are adequate,
exceed 3 that is the target indicator in PDM.
The average of response by sample primary teachers who utilize TGs regarding the quality of TG(N=The number of respondent teachers, the valuation of 1-4：1.Strongly disagree – 4.Strongly
agree)
Quality of TG

Kabul city (N=44)

Nangarhar (N=57)

Balkh (N=68)

3.46

3.74

3.68

Source：The monitoring report by the Project

Many teachers who have utilized TG appreciated for its sufficient knowledge and backgroundinformation and the simple words which enhance the better understanding of the contents.
< The result of response by sample primary teachers who utilize TGs regarding usability ofTG>
In the above questionnaire survey, The average responses of the questions regarding the usabilityof TG such as whether TG is useful to prepare and teach lessons, whether lesson flow help tomanage the lesson time, and whether assignment is helpful when giving homework to students,
exceed 3 that is the target indicator in PDM.
The average of response by sample primary teachers who utilize TGs regarding the usability ofTG (N=The number of respondent teachers, the valuation of 1-4：1.Strongly disagree – 4.Strongly
agree)
Usability of TG

Kabul city (N=44)

Nangarhar (N=57)

Balkh (N=46)

3.57

3.83

3.73

Source：The monitoring report by the Project

Many teachers who have utilized TG also highly recognize for the lesson flow which helps
teacher for better time management of lessons, usability for making a lesson plan and backgroundinformation.

xvii2) Output 2：Concerning the subjects of Joint Teaching Science (teaching method ofphysics, chemistry and biology), Teaching Method of Math, and Solving Math
Problems, the syllabi are completed and the teaching resources, lesson plans andstudent resource books are developed and shared among TTCs.
<The current status of developing TTC materials>
Regarding Syllabi, based on the agreement made with TED director in July 2008, syllabi forpre-service teacher education at TTC which had been developed in India were examined by
Japanese expert. Based on the established syllabi, TTC materials are being developed, however,the final version of TTC materials have not been completed as of the terminal evaluation. As of
May 2010, the current status of developing TTC materials is shown below.
Teaching

Subject
ScienceMathResources
Joint Teaching Science (48hrs)

Developed in-teaching method of physics (16hrs)

English-teaching method of chemistry (16hrs)

Under way to-teaching method of biology (16hrs)

translate in Dari

Teaching Method of Math (32 hrs)
Solving Math Problems (32hrs)

Timing of Completion

Lesson PlanStudent
Resource Book

Developed in Dari Developed in Dari
Under way to edit

Under way to edit

discussing

discussing

between experts

between experts

and CP

and CPSame as above

Same as above

Same as above

Same as above

Same as above

Same as above

By the end of June 2010

Source：Interview with STEP2

The reasons of delay in developing TTC materials are that the approval of TTC new curriculum
was delayed (approved at the first quarter of 2008), TTC materials that initially had not beentargeted were decided to be developed which brought the change of the output 2 at the JCC heldon July 2008, and Japanese expert couldn't be dispatched due to the security reasons from July to
October 2009.
<Sharing TTC materials>
Regarding the indicator 2-2 “70% lecturers of STTC and TTCs in monitored provinces utilize
developed teaching resources and lesson plans.” and the indicator 2-3 “Average score inquestionnaire regarding the quality of teaching resources, lesson plans and student resource books
responded by lectures of STTC and TTCs in monitored provinces becomes more than 3.”, TTC
materials have not been approved and distributed so that these indicators couldn’t be verified.
However, the Project plans the workshop to introduce TTC materials at the end of June 2010. 42
TTC×5 people (Director, lecturers in charge of Math, Physics, Chemistry and Biology) 210 people
in total are planned to participate. The work has been processing to introduce the final version of
TTC materials approved by TED at this workshop.

xviii

(2) Project Purpose
Developed Teacher’s Guides are utilized at primary schools and lessons of teaching methodology
using the concept of Teacher’s Guides are conducted at TTC.
<Teacher’s Guides>
As Output 1 is produced, the results that exceeded the target indicators have come out about thequality and usability of TG. As a result, it is confirmed that more than 70% of teachers in averageutilize TG in the 5 monitoring primary schools each in Kabul city, Nangarhar and Balkh province.
Also improvement of lesson by the teachers who utilize TG, and improvement of the exam results oflearners can be partly seen. Therefore utilization of TG is expected after distribution of TG.
However considering the situation that TGs are printed from now on and distribution of TG isdelayed, it seems difficult to achieve the project purpose within the remaining project period. To
achieve the project purpose, it is necessary to distribute TGs nationwide as soon as possible, and topromote utilization of TG at primary schools in various occasions such as incorporating into
in-service training organized by TED and also through cooperation with other development
partners.
<TTC Materials>
At present, syllabi and three TTC materials have been developed, but it is still in the stage ofapproval and TTC materials are planned to be shared in the near future. Therefore the project
purpose has not yet come out. However, some lecturers start to understand teaching methodology
using the concept of TG through developing lecture notes, the counterpart training in Japan anddistance TV lectures. When TTC materials are approved and shared as scheduled, it is expected toachieve the project purpose.
(3) Overall Goal
Primary school teachers are able to teach in compliance with the new primary school curriculum
using Teacher’s Guides.
The overall goal is considered to be achieved in 5 years after the completion of the Project.
At this moment, TGs are not distributed yet so that it will take some more time for the achievementof the overall goal. However, some encouraging points which will contribute to the achievement of
the overall goal are as follow：
MoE regards TGs as highly valuable materials for teachers and understands the importance ofmonitoring and evaluation after the distribution of TGs, which will contribute to the change of teaching
and learning of primary schools, andIn collaboration within MoE and other stakeholders, utilization of TG is expected to be promoted invarious occasions such as the training combined with TG distribution.

xix

2. Evaluation by Five Criteria(1) Relevance：Very high

The needs are high because TGs in line with new education curriculum are indispensable tomaintain the quality of education and TTCs face the lack of teaching and learning materials
especially in the area of pedagogy. Therefore, the needs of CTD and TED in MoE and thebeneficiaries who are primary school teachers and TTC lectures were met by the Project.

The National Education Strategic Plan for Afghanistan (NESP) places importance on
development of TGs and teaching materials for pre-service teacher education which are in needof the beneficiaries, primary school teachers and TTC lecturers, due to lack of good materials
for conducting the lessons in line with the new curriculum. Also, Japanese Government as well
as JICA emphasizes the importance of teacher education for quality education. In this regard,
the project has been consistent with the development policy of both the Government of
Afghanistan and the Government of Japan.



The target of the Project for distribution of TGs and TTC materials is nationwide, while themonitoring areas were set up and regular monitoring was conducted for accommodating thereal needs and feedback from the beneficiaries, which was appropriate as an approach of the
Project to address to the development issue.

(2) Effectiveness：Fair

Two outputs are gradually produced as mentioned in the current achievements of the Project.
However, it seems difficult to achieve the project purpose during the remaining period of time,
because of the delay of producing the outputs.



While two outputs are sufficient to achieve the project purpose, some factors such as adifficulty in collaboration with other stakeholders for enhancement of TG utilization affects
effectiveness of the Project.

Some promoting factors are that regular monitoring visits to sample schools kept motivation
among teachers to utilize TGs and teachers who utilized TG 1-3 developed by STEP1 promoteusage of TGs 4-6 because they know the effectiveness of the products.

(3) Efficiency：Fair
The inputs from both Afghanistan and Japanese side and all activities are contributing to producing
the outputs. However, following factors are affecting the efficiency of the Project.
Since the work processed with the lack of revision standard for developed material, reediting of
TGs has taken long time.

The approval of TTC new curriculum was delayed and the Project started to develop TTC
materials when it has already passed one year after the Project commenced. Due to the security
measures, Japanese experts could not be dispatched in a timely manner. These two factors
affected serious delay on the development of TTC materials.



Assets from STEP 1, namely CTD’s capacity to develop TGs were fully utilized and regularxxmonitoring to get comments from primary school teachers contributed to develop TGs withgood quality.


By the Utilization of local personnel, appropriate monitoring and the project management at thetime of the absence of Japanese experts were conducted efficiently. By the effective utilizationof JICA-Net, the Japanese experts having necessary expertise were able to be inputted inaccordance with the needs of the field. The cooperation with other JICA training program leads
to more effective utilization of TG. These three factors contributed to improve the efficiency ofoutput production.

(4) Impact：Positive impact is expected.
Overall Goal is expected to be achieved if the activities for promoting utilization of TGs and
TTC materials are smoothly continued with the initiative of MoE through wider coordination
with other stakeholders.



There are some good signs observed such as some school has spontaneously started lesson
study utilizing TGs among teachers to improve their teaching. And most of the test users of
TGs responded favourable to the quality and the usability of TGs, which indicates that there aregood possibility that teachers would utilize TGs once they are distributed with TG User’s
Manual and/or appropriate supports from MoE.



TED is now working on to include TGs utilization in other development partners’ activities andsome NGOs shows interests to utilize TGs in their own activities from the good experience ofutilization of TG 1-3 developed by STEP1. In this regard, involving other stakeholders tomaximize the result of the Project is the promoting factor to achieve the Overall Goal.

A positive impact was found that TG development members were revising TG 7-9 which weredeveloped by the other development partner applying the knowledge and skills gained from theProject.

(5) Sustainability：
Sustainability can be expected, if institutional capacity is further strengthened, including budget
allocation and personnel.


At Policy level, the draft NESP 1389-1393/2010-2014 clearly mentions about importance ofteacher training for improvement of teaching and learners’ achievements and development andrevision of Teachers Guides based on the needs on the ground. In this regard, continuity inpolicy levels will be maintained after the Project period.

Regarding the capacity of TG development members, their capacity has been steadily enhanced
through STEP 1 and STEP 2 and now they’re able to develop and revise TGs by themselves,
which results from the sense of ownership strengthened through the Project. In this sense, it canbe said that sustainability in terms of technical aspect is promising in CTD.

Regarding the capacity of TTC lectures, as a result of practical activities through the Project,
STTC lecturers are gradually improving their capacity to develop materials and it can be saidxxithat they’re equipped with basic capacity, however, their capacity and other TTC lecturers’
capacity to conduct practical lessons need to be further strengthened with full utilization ofdeveloped materials.
In financial aspect, considering the fact that Afghanistan is in the process of its reconstruction
and it heavily relies on the financial support from the international communities, it still needs
time to be self sustainable.

3. Factors Contributing in the Production of Effect(1) Planning
The contents of the project’s planning are in line with the needs of beneficiaries and consistent withthe development policy and development plans of both countries.
(2) Implementation Process
The following factors contributed to produce outputs.
1. Strong ownership of MoE and CTD for the TG development
2. The approach of the Project to respect ownership of CP
3. The regular monitoring to contribute to develop TG with high quality and to improve utilizationof TG
4. Utilization of asset from STEP 1 -Utilization of knowledge and skills to develop TG that are
accumulated from STEP 1, and promotion of TG utilization by the teachers who utilize TG of
G1-3
4. Problems and Factors that Raised Problems(1) Planning
Inhibiting factors are especially not found.
(2) Implementation Process
The following factors inhibited to produce outputs.
1. The lack of cooperation and coordination among related departments inside MoE
2. Editing TG without standard
3. The delay of TTC new curriculum
4. Due to the security measures, Japanese experts could not be dispatched in a timely manner.
5. Conclusion
In spite of the constraints due to the security situation and others, tireless efforts both fromAfghanistan and Japanese side have brought the achievements of the Project Purpose to a certain
extent.
As regards tangible results, development of TGs have finished and followed by the approval by
MoE, TGs have been printing at this very moment. High ownership of TG development members
mainly consisted of CTD staff made it possible to develop all target TGs and their efforts arexxii

worthy to get high appreciation from the teachers who used the TGs. In this regard, printing needs
to be completed as earlier as possible, however, in fact, a delay of printing caused a delay of
distribution nationwide. Due to this situation, the mission members found out that this wholeprocess could not be achieved in the remaining period of the project. Therefore, the mission
member concluded that the project period should be extended by December, 2010 in order tocomplete the distribution through efforts from Afghanistan side and the Project side.
Regarding TTC materials, some more process are necessary such as harmonization of developedmaterials among the Project staff and approval by TED so that continuous actions should be taken
by concerned people. On the other hand, in the process of developing TTC materials, STTC
lecturers have generated confidence and they are expecting devoutly that those materials developedby themselves with support from Japanese experts should be shared among other TTCs, which
would promote positive actions among the project staff in the rest of the project period.
Fruits of the Project, TGs and TTC materials will have values when the teachers and the lectures
have them and utilize them. Furthermore, the improvement of learning of school students andstudent teachers is essential as a result of improvement of teaching among teachers and lecturers
Through this terminal evaluation exercise, the mission members confirm that all the concerned
parties had this same recognition and expect that their endeavors would be continuous for thisultimate purpose.
IV Recommendations(1) Prompt distribution of TGs (during the Project period)
The Project has got a final approval of TGs printing after the tremendous works for revision of TGs.
After the completion of the printing, it is necessary to pack the TGs smoothly and to be ready for
distribution. Regarding the cost of distribution of TGs, it was a responsibility for Afghanistan sideat the beginning of the Project. However, the terminal evaluation mission found out through thediscussion with the counterparts that it could not be born by Afghanistan side due to lack of budget
and most of their development budget relies on the assistance from other development partners at
the stage of reconstruction of the country, which needs to get special attention. The mission
members and the Project members as well as Afghanistan sides share the common view that TGs aremeaningful to be handed to teachers and be utilized by teachers. In this regard, the mission
members suggest JICA to bear the cost for distributing TGs to District level for schools to be moreaccessible to TGs. Even in this case, there should be a solid condition that MoE should take athorough responsibility for distribution up to schools. Therefore, the Workshop for Provincial
Education Department staff planned by the Project should be effectively utilized for this purposeand both the Project and the Afghanistan sides monitor this whole process carefully.

xxiii

(2) Effective utilization of TGs(During and after the Project period)1) Collaboration with various stakeholders
The Project has been making efforts to work with various stakeholders in order that TGs would be
widely utilized. Currently, distribution through TTC and provision of master trainer training for
INSET to be held by MoE with support of the other development partners are planned. In order tomaterialize these measures, a strong initiative of MoE especially, CTD and TED is indispensable.
Therefore, concerned departments and the Project should consider the various ways to widely
familiarize teachers with TGs and it is also suggested that, under the strong commitment of MoE,
TG be institutionalized in teacher education to be fully utilized.
2) Necessity of Monitoring by the Afghanistan side
In order to develop useful and effective TGs, the Project actively engaged in monitoring activities.
Now that the TGs are ready to be utilized by teachers, monitoring for effective utilization of TGs
is important as well. While the Project developed the TG User’s Manual for better use of TGs to
be distributed together with TGs, more involvement of both CTD staff who developed TGs and
TED who has a responsibility in teacher education is necessary for better use as well as Provincial
and District Education Officers.
At present, monitoring has been conducted mainly by the Project staff, though, participation fromthe Afghanistan side in this exercise is also essential to grasp how far TGs are utilized and tosupport teachers for more effective utilization of TGs by themselves.
In this regard, during the remaining period of time, it is suggested that the Afghanistancounterparts to participate in monitoring activities and this activity should be continued even after
the Project period.
(3) Approval of TTC Materials and Necessity for Workshop and Monitoring for Its Utilization(During the remaining project period)
Development of TTC materials has been almost finished and now they are waiting for the approval
from TED. Because of the various change and progress regarding teacher education such as new
curriculum development, development of TTC texts which could not be considered at the beginningof this project, it needs to be examined that how TTC materials developed by this Project could be
utilizedin this on-going efforts for teacher education program in a harmonized manner. In thisregard, it is expected that TED would take lead to clarify it and approve TTC materials at an earlydate. After the approval by TED, a workshop to share these materials with other TTCs should be
conducted as planned. After the workshop, it is also recommended that the Project should
accumulate the achievements through monitoring on how these materials are utilized by TTC
lectures and how these materials should be effectively utilized.
(4) Clarification of Revision Standard for Developed Materials (After the project period)
It had taken more than one year for the approval of TGs, while tremendous efforts had been madeby staff concerned and currently at final stage of printing. It could be worthy of respect for a strongxxiv

commitment by the Afghanistan side for better quality materials, however, it could not be denied
that sometimes almost same procedures had been taken repeatedly due to the absence of thestandard for revision of developed materials . It is for sure that developed materials should meet acertain quality, at the same time, it should be considered that those materials would have a meaning
to be utilized by the beneficiaries. In this regard, it is suggested to the Afghanistan side to set out aclear standard procedure for revision of development materials to be widely and promptly benefit
the teachers in the future.
V Lesson Learned(1) TG Development introducing multiple aspects
In the process of TG development, the Project introduced multiple aspects such as classobservation, video-shooting, interviews with teachers and assessment of students, which make itpossible to develop effective TGs. This approach could have a good implication to other similar
projects.
(2) Promotion of Utilization of TG
The Project developed the TG User’s Manual as well because the training component for promotionof TG utilization was not included in the Project framework. At this moment, the effect of thismanual cannot be observed, though, its potential can be expected to substitute intensive trainings tosome extent. Even this case, it should be considered that at least, minimum monitoring need to be
combined for promotion of usage of TGs and TG manual.
(3) Utilization of Distance Education
Not only to overcome the constraints such as security issue, a distance education can be a useful tool torespond to the needs in a timely manner.

(4) Collaboration with various stakeholders
In the absence of a framework for aid coordination, to extend the project results from the difficulty thatentails, with a broad and continuous range of stakeholders, is necessary to establish adequate
communication.

xxv