Summary of 1st Evaluation Results
I. Outline of the ProjectCountry: Islamic Republic of Afghanistan

Project Title: Project on Improvement of Literacy
Education Management in Afghanistan (LEAF 2)

Issue/ Sector: Basic Education

Cooperation Scheme: Technical Cooperation
Project

Division in Charge: Human Development

Total Cost: 468 million yen (as the end of 2013

Department

JFY)

Period ofApril 2010- March 2014

Partner Country’s Implementation

Cooperation(4 years)

Organization: Ministry of Education, Literacy※ According to this evaluation

Department

results, the project period was

Cooperation Organization (Japanese side): n/a

extended by January 2015
1-1 Background of the Project
The adult literacy rate of Afghanistan is estimated as low as 34% with a huge gap between male (50%) andfemale (18%)（Afghanistan MDGs Report 2005）. Such a gap can be observed between rural and urban
areas. To address this inequity, a number of projects/programs on literacy education have been implemented
by the Literacy Department (LD) of the Ministry of Education (MoE), development partners,
Non-Governmental Organizations (NGO), and other stakeholders. Currently, the Literacy Initiative for
Empowerment (LIFE) has been led by LD and the United Nations Educational, Scientific and Cultural
Organization (UNESCO) to orchestrate the activities among all the organizations working on literacy
education for the achievement of the national goal mentioned in the National Education Strategic Plan(NESP). In 2011, a total of 574,433 learners (278,801 males and 295,632 females) were taught by 15,450
facilitators (7,663males and 7,787females) in 22,660 courses run by various stakeholders around the nation.
The Project on Support for Expansion and Improvement of Literacy Education in Afghanistan (LEAF1) was
implemented from March 2006 to July 2008 under the cooperation between LD and the Japan International
Cooperation Agency (JICA). Through the LEAF 1, knowledge and management skills of LD on data,
literacy courses, relevant materials, and training for supervisors (currently called as “monitors”) wereenhanced. Also, 10,347 learners received literacy education provided by LEAF1 in Kabul, Balkh andBamiyan Provinces. LEAF1 was evaluated that it achieved its Project Purpose with positive outcomes but
had weaknesses in its sustainability. Therefore, continuous support was necessary to strengthen LD’s
capacity of literacy education management.
The Government of Afghanistan (GOA) then requested technical cooperation for the Government of Japan(GOJ) on capacity development of supervisors who play a central role in implementing literacy courses. In
response to the request, the Project on Improvement of Literacy Education Management in Afghanistan
Phase 2 (LEAF2, hereinafter referred to as “the Project”) was designed, and the Record of Discussions(R/D) was signed on February 18, 2010 accordingly.

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The Project started from April 2010. As the Project will end in March 2014, the Japanese Terminal
Evaluation Team (the Team), headed by Mr. Satoru Takahashi, conducted the Terminal Evaluation together
with the Afghan Evaluation Team to ascertain the progress and outcomes of the Project from the fiveevaluation perspectives and to provide recommendations on the remaining period of the Project.
1-2 Project Overview(1) Overall GoalManagement and quality of literacy education in Afghanistan will be improved.
(2) Project Purpose
Monitoring and technical support capacity of literacy administration is enhanced for quality improvement ofliteracy education.
(3) Output
Output 1

Framework of monitoring and technical support covering all literacy courses is developed

Output 2

Measures for assessing learning achievement of learners after completion of course aredeveloped.

Output 3

Measures for reporting and information sharing are developed and implemented.

Output 4

Measures for technical support are developed.

(4) Inputs【Japanese side】
Personnel : A total of 14 experts in eight areas 104.5m/m (75.50 m/m in Afghanistan and Third
Country, 28.80 m/m in Japan)

Equipment: Computers, printer, projector, copy machine, video camera, air condition and generator for
Project activities.



Local cost: Cost of training, material production and pilot activities. Contract with NGO (Shanti
Volunteer Association :SVA) to implement Nationwide Training.

Training in Japan: n/a

Training in Third Country: A total of two trainings in Bangladesh and India.

【Afghanistan side】
Personnel: A total of 61 officials were assigned as main C/P personnel of the Project.

Local cost: Office space in Kabul and Balkh and all utility charges.

II．Evaluation Team
Members

Leader: Mr. Satoru Takahashi (Visiting Senior Advisor, JICA)
Education Planning: Ms. Mayo Nakamura (Human Development Dept.)
Evaluation and Analysis: Ms. Hana Kobayashi (Consultant, IC Net)
Planning Management (1): Ms. Ayako Matsuoka (JICA Afghanistan Office)xiii

Planning Management (2): Mr. Najibullah Kohistani (JICA Afghanistan Office)Information Collection: Mr. Sayed Zuhoor Sadaat (Local Consultant)
Period of

13th December, 2013 to 31st

Evaluation

January, 2014.

Type of Evaluation: Terminal Evaluation

III．Results of Evaluation
3-1 Achievement of Outputs
3-1-1 Output 1: Framework of monitoring and technical support covering all literacy courses isdeveloped.
Achievement level of Output 1: In progress.
Indicator 1-1: Monitoring manual is developed with the consensus of stakeholders.
Prospect of achievement: In progress.
The Monitoring Manual was developed in 2012 and have been used since then. The Monitoring Manual was
revised and will be finalized by the end of February 2014. Initially, the Monitoring Manual and Monitoring
Training Manual were supposed to be drafted by LD before the commencement of the Project but it was notavailable. Due to this unavailability, the Project had to spend some time in developing the Monitoring
Manual and Monitoring Training Manual in the initial stage of the Project. However, it turned out that better
manuals were developed, which serve monitors. This is because they were developed under the strong
initiative of the Monitoring TWG in collaboration with the Japanese experts. The manuals have been revised
through continuous piloting in provinces, reflecting feedback from the Nationwide Monitoring Training(NMT), and discussing with development partners.
On the other hand, more profoundly data collection formats need to be harmonized among LD, development
partners and NGOs to functionalize monitoring. In fact, discrepancies exist between the formats developedby the Project and those of Non-Formal Education-Management Information System (NFE-MIS) which LD
is revising with technical assistance supported by UNESCO. They have caused incoherent data collection
integrated into the database of NFE-MIS. This would be due partly to insufficient communication among
stakeholders.
Indicator 1-2: Trainings for DLCs are conducted by PLC trainers at least twice during the project
period with 60% of DLC monitors in attendance.
Prospect of achievement: In progress.
The first round of NMT covering nationwide DLCs was conducted in 2012. Out of estimated 880 monitors(two monitors from each DLC), 670 monitors participated in the training with the coverage rate of 76.1%.
The second round of NMT started from December 2013 and is supposed to be completed by the middle ofFebruary 2014. However, the second round targeted only half a number (one monitor from each DLC) due
to security reasons that affected the Project activities.

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3-1-2 Output 2: Measures for assessing learning achievement of learners after completion of course
are developed.
Achievement level of Output 2: To be achieved.
Indicator 2-1: Assessment tools are approved by LD by the end of the project.
Prospects of achievement: To be achieved.
The Assessment Tools and Guidelines (ATG) were developed by the Assessment TWG. The tools consist of
Pre-assessment (before starting a literacy class), the First Assessment (Level One: after three months oflearning basic literacy), the Second Assessment (Level Two and Three: after six months), and the Third
Assessment (after nine months: at the completion of post-literacy courses). The Dari version of ATG wasapproved by the former Deputy Minister of MoE in November 2013. The Pashto version is expected to be
finalized by the end of February 2014.
3-1-3 Output 3: Measures for reporting and information sharing are developed and implemented.
Achievement level of Output 3: Achieved.
Indicator 3-1: At least 65% of PLCs report data on all literacy courses of all districts to LD quarterly.
Prospects of achievement: Achieved.
In 2010, before the commencement of the Project, only 2 out of 35PLCs (5.7%) submitted data on all
literacy courses of all districts to LD quarterly. The submission rate improved from 51.4% (18 out of
35PLCs) in 2011 to 82.9% (29 out of 35PLCs) in 2012. This significant improvement in reporting was madethrough the efforts of officers at PLCs/DLCs.
Indicator 3-2: 85% of DLCs report data on all literacy courses to PLCs quarterly.
Prospects of achievement: Achieved.
In 2010, before the commencement of the Project, LD was not collecting data from DLC. In 2011, thesubmission rate of all literacy courses from DLCs to PLCs was 64.8% (267 out of 412 DLCs). In 2012, itreached 90.9% (351 out of 386 DLCs) through the efforts of officers at PLCs/DLCs.
Indicator 3-3: Annual status reports on literacy activities with analysis and recommendation aredeveloped and published at least twice during the project period.
Prospects of achievement: Achieved.
The annual status report titled “The Statistic Report of Literacy Activities” (Statistic Report) was developedby the Status Report TWG in 2010 and 2011. The report of 2010 includes mainly statistical data without any
analysis. Then more detail analysis with suggestions was incorporated in the report of 2011. Based on

xvexperiences gained through the Third Country Training in India, the Status Report TWG decided to simplify
the existing data collection forms. The revised forms were shared with the NFE-MIS development team.
Currently, the TWG is developing the Statistic Report 2012 along with the Data Collection Guidelines(DCG) that stipulates the procedures of data collection.
3-1-4 Output 4: Measures for technical support are developed.
Achievement level of Output 4: To be achieved.
Indicator 4-1: At least three technical support tools are experimented in the pilot areas.
Prospects of achievement: Achieved.
A total of seven technical support tools were developed and experimented by the Technical Support Tools
TWG. In addition, the Teaching Method Manual is being developed. It will be helpful for DLC monitors toprovide better guidance to facilitators.
Indicator 4-2: At least two measures of technical support are included in monitoring manual.
Prospects of achievement: In progress.
Among seven technical support tools mentioned above, the Guideline for Lesson Plan developed in Kabul,
is included in Chapter 5 of the Monitoring Manual as first measures of technical support. LD is planning toinclude part of the Teaching Method Manual as a second measure in the final Monitoring Manual.
3-1-5 Achievement of the Project Purpose
Project Purpose: Monitoring and technical support capacity of literacy administration is enhanced for
quality improvement of literacy education.
Prospect for achievement of Project Purpose: In Progress.
Indicator 1: Utilization of Monitoring manual by PLC/DLC and other stakeholders is increased.
Prospects of achievement: Achieved in the Pilot areas, but not confirmed at the national level.
The nationwide utilization of the Monitoring Manual has yet to be confirmed. However, in the Pilot areas,
its utilization rate increased from 44.7% at the time of the Baseline Survey to 87.9% at the time of theEnd-line Survey. The drastic improvement was observed in Nangarhar, that is, from 25.0% to 100.0%
followed by Balkh, that is, from 79.0% to 86.0%. The main users of the Monitoring Manual are DLC
monitors, and all (100.0%) monitors in both Balkh and Nangarhar interviewed at the time of the End-line
Survey were utilizing them. The Manual was distributed to 84.5% of nationwide DLCs and to major
stakeholders working in the literacy sector such as UNESCO (Program for Enhancement of Literacy in
Afghanistan 2: ELA 2), Afghan National Association for Adult Education (ANAFAE), National Federationof UNESCO Associations in Japan (NFUAJ). Major stakeholders are actually utilizing the various forms in
the Monitoring Manual. As the National Literacy Strategy launched in December 2013 regarded thexvi

Monitoring Manual as a standardized tool to be mainstreamed throughout the nation.
Indicator 2: Facilitators’ satisfaction with technical support is improved. (ex. Increment of technicalsupports)
Prospects of achievement: In progress but needs some follow-up.
The average of facilitators’ satisfaction rate in the Pilot areas decreased from 70.3% at the time of theBaseline Survey to 64.3% at the time of the End-line Survey. While it decreased from 90.0% to 47.0% in
Balkh, it increased from 47.0% to 85.0% in Nangarhar. The latter case suggests that technical transfer from
DLC officers to facilitators was properly conducted. The End-line Survey Report analyzed that decrease in
Balkh is because; 1) there was frequent transfer of PLC/DLC officers in Balkh, 2) facilitators are elder thanmonitors in Balkh so it is culturally difficult for young monitors to give advice to the elderly, and 3) there
was budgetary constraint of DLC. In order to overcome the current situation, the Project is conducting thesecond round of NMT covering DLC officers, which will certainly upgrade their monitoring skills. In
addition, the Teaching Method Manual is in preparation and it is expected to be supporting tool that will
enhance the technical capacity of DLC monitors, which may lead to the increased satisfaction of facilitators.
Indicator 3: 70% of stakeholders are aware of the status report and their satisfaction with the reportis rated at least 3.0 on the scale of 1 to 5.
Prospects of achievement: Achieved.
The End-line Survey revealed that 82.4% of stakeholders are aware of the Statistic Report as the status
report. It increased from 23.3% at the time of the Baseline Survey. Concerning, stakeholders’ satisfaction,
the Project changed a Likert scale method to percentage measurement. The target figure was 3.0 on the scaleof 1 to 5 in the former, and it is 60.0% in the latter. The End-line Survey showed that the figure was 84.9%.
3-1-6 Achievement of the Overall Goal
Overall Goal: Management and quality of literacy education in Afghanistan will be improved.
Prospect for achievement of Overall Goal: In progress.
Indicator 1: Completion rates are improved. (NESP: at least 70% of learners complete one round ofliteracy training)
Indicator 2: Learning achievement of learners is improved. (NESP: Enhance learning achievement ofgraduates from 50% to 80%)
Prospects of achievement: In progress.
Overall Goal is considered to be attained in three to five years after completion of the Project. However,according to the Statistic Report, some favorable signs are observed. The number of graduates has increasedby 43,514 from 169,025 in 2010 to 227,539 in 2011. Through the Project, LD had developed their capacityxvii

to manage literacy education. The capacity of PLC/DLC is also expected to be strengthened through NMT
and materials developed by the Project. Furthermore, the Monitoring Manual developed by the Project has
been flexibly adopted by UNESCO (ELA 2), ANAFAE and NFUAJ, and is expected to be utilized in thepipeline project of UNESCO (ELA 3). Most importantly, the National Literacy Strategy launched in
December 2013 regarded the Monitoring Manual, ATG, and DCG as standardized tools for monitoring andevaluation of literacy activities. All these things are good signs of achieving the Overall Goal.
3-2 Evaluation Results by Five Perspectives(1) Relevance (High)
Literacy education helps people develop their knowledge and potential and participate fully in theircommunity and society. The Project is addressing the issue of strengthening its management capacity that isprioritized by MoE. The Project Purpose and Overall Goal remain relevant to the education policies of
Afghanistan and aid policies of Japan. Also, the Project fits into the needs of LD, PLC/DLC officers who
faced difficulties in administrating literacy education. To respond to their needs, the Project developed theMonitoring Manual, Monitoring Training Manual, ATG, Statistic Reports and various technical support tools
through field testing in Pilot provinces. These materials were developed mainly by TWGs with technicaladvice from Japanese experts and consensus of stakeholders. The cascade approach (LD-PLC-DLCfacilitators) was also appropriate to cover the whole nation during the limited period of the Project.
(2) Effectiveness (Moderately High)
Under difficult circumstances, the Project tried to take all possible measures to achieve the Outputs andProject Purpose by working together with TWG members to develop better materials. Concretely, theMonitoring Manual, Monitoring Training Manual, ATG, Statistic Reports, and seven technical support tools
were developed through field testing and receiving feedback from stakeholders. While the Dari version of
ATG has already been approved by LD, its Pashto version is scheduled to be approved shortly. Then the
Monitoring Manual will be finalized by the end of the Project period. 85% of PLC/DLC officers and major
stakeholders such as UNESCO, ANAFAE and NFUAJ are flexibly utilizing the Monitoring Manual.
However, there is still some room for improving the capacity of PLC/DLC officers and promote nationwide
utilization of the Monitoring Manual. To this end, the Project is currently developing the Teaching Method
Manual that will help them provide proper technical advice to facilitators. In the second round of NMT,
PLC/DLC officers will deepen their understanding about how they can make maximum use of all thematerials developed the Project.
(3) Efficiency (Moderately High)The inputs were duly given with the continuous efforts of Afghan and Japanese sides. The assignments of
Afghan C/Ps, Japanese experts and provision of equipment have been adequate in general. However, due tosecurity reasons, the frequency of Japanese experts visiting Afghanistan reduced. This resulted in the delayof project activities due to the additional procedures for the remote operation, the difficulties in timely
communication with Afghan C/Ps, the increased cost of remote instruction from Japan, gathering in India,

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and outsourcing for the task of implementing the second round of NMT. Despite of such circumstances,sound relationship was maintained among Afghan C/Ps, Japanese experts and national staff. On the other
hand, there were several factors that affected the efficiency of the Project. The initiation of the first round of
NMT was largely delayed due to the unavailability of monitoring-related materials. Also the frequenttransfer of PLC/DLC officers in Balkh caused lower recognition and utilization of those materials.
(4) Impact (Emerging)Some positive impacts have been observed beyond the scope of the Project. For example, according to theStatistic Report, some favorable signs are observed. The number of graduates has increased by 43,514 from
169,025 in 2010 to 227,539 in 2011. Although the impacts are assumed to remain in a modest scale in the
Pilot provinces, the completion rate would be increased further at the national level if the second round of
NMT is duly conducted and the approved materials are distributed to PLCs/DLCs for more attentive
technical support to facilitators. In addition, the Monitoring Manual, ATG and DCG developed by the
Project were clearly mentioned as standardized tools for monitoring and evaluation in the National Literacy
Strategy. These facts above are good signs of impact realization.
(5) Sustainability (Moderately High)The Afghan government regards literacy as a cornerstone of peace and development of the country in
National Priority Programmes and NESP. MoE also places great value on literacy education, which is one ofpriority areas mentioned in the National Literacy Strategy. The organizational sustainability of LD isreinforced by this strategy. LD came to possess a certain level of management capacity of literacy education.
Furthermore, the Monitoring Manual developed by the Project has been flexibly adopted by otherdevelopment partners. However, the financial sustainability of LD remains a challenge. The sustainability of
the Project will be enhanced if LD can rigidly instruct PLCs/DLCs to use a series of materials by exploring
every possible financial resource for implementing training and monitoring.
3-3 Conclusion
The Project aims to strengthen literacy education management through the use of standardized materials
such as Monitoring Manual, Monitoring Training Manual, ATG, Statistic Reports, and various technicalsupport tools by enhancing the capacity of LD and PLC/DLC officers. In this process, four TWGs
established under the Project were actively involved in all the stages of developing, piloting, revisingmaterials and conducting training/workshops.
The security situation affected the implementation of the Project. Despite the difficulties, a strong teamspirit and trust were nurtured among Afghan C/Ps, Japanese experts and national staff to work toward a
common goal, and each and every member implemented his/her task collaboratively and systematically. As
a result, first, the Monitoring Manual and Monitoring Training Manual were developed and are now utilized
by 87.9% of stakeholders. Second, the Statistic Report was published twice in 2010 and 2011. The Report isrecognized by 82.4% of stakeholders of which 84.9% were satisfied with it. Third, assessing learningxixachievements was quite a challenge for LD but the Project developed ATG. Fourth, a total of seven technicalsupport tools were developed and experimented. In addition, the National Literacy Strategy launched in
December 2013 articulated that the Monitoring Manual, ATG, and the Data Collection Guidelines, whichhave been developed by the Project, were considered as standardized tools for monitoring and evaluation ofliteracy activities nationwide. Besides, the Monitoring Manual developed by the Project has been flexibly
adopted by UNESCO (ELA 2), ANAFAE and NFUAJ, and is expected to be utilized in the pipeline projectof UNESCO (ELA 3).
The stronger commitment of MoE will accelerate the use of the materials in nationwide activities andimprove literacy education management in Afghanistan.
Five evaluation perspectives are summarized below.
Perceptive

Evaluation

Note

RelevanceHigh

The Project is consistent with policies and needs of Afghanistan.

EffectivenessModerately

Outputs and Project Purpose have been achieved to some extent. It is inHighprogress to be fully achieved.

Moderately

Despite of difficulties, the Project produced various materials.

Efficiency

High
ImpactEmerging

Some positive signs have been observed towards further impacts.

Sustainability

Moderately

Sustainability from the policy, organizational and technical aspects isHighsecured while the financial sustainability seems challenging.

In general, the Project has been implemented successfully. However, due to security reasons and restrictionof Japanese experts to work in Afghanistan, there are some remaining activities that need to be covered
toward achieving the Project Purpose. Conducting the second round of NMT and finalizing all the materials
may require additional time beyond the Project period.
3-4 Recommendations(1) Finalization of All Materials
All materials should be finalized as tangible outputs, which include the Monitoring Manual, ATG, DCG,
Monitoring Training Manual, and technical support tools(including Teaching Method Manual) developed by
the Project. Finalization is essential to enhance extensive use of them in real settings.

(2) Approval of Core Three Materials
Core three materials such as the Monitoring Manual, ATG and DCG should be approved by LD as early as
possible or at least by the end of the Project period. Currently, only the Monitoring Manual in Dari and
Pashto, and ATG in Dari have been approved by LD as shown below.

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Dari

PashtoMonitoring Manual

Approved

Approved

ATG

Approved

Yet to be approved

DCG

Yet to be approved

Yet to be approved(3) Distribution of Main Materials
Main materials including core three materials, the Teaching Method Manual and Monitoring Training
Manual should be distributed by LD. First, adequate volume of materials in accordance with the number of
PLC/DLC officers should be printed. Second, its delivery from LD to PLCs should be proceeded by LD.
After acceptance of core three materials at PLCs, DLCs officers are encouraged to come to PLCs andreceive them.
Materials to be Distributed

Final Recipients

Monitoring Manual

DLCs

ATG

DLCs

DCG

DLCs

Monitoring Training Manual

PLCs

Teaching Method Manual

PLCs(4) Completion of Nationwide Training for PLC/DLC Monitors
The second round of NMT should be completed to functionalize the literacy education management systemthroughout the nation. The number of participants (PLC/DLC monitors) targeted by the second round
conducted currently has reduced to half compared to the originally planned number. Consequently, the halfof them remain untrained. Therefore, additional NMT needs to be implemented for those untrained.

(5) Enhancement of Stakeholders’ Recognition and Understanding
Development partners and NGOs working in the field of literacy education are all stakeholders to theProject. Their recognition and understanding about the materials, especially the Monitoring Manual and
ATG, developed by the Project should be enhanced. This will contribute to improving the quality of theiractivities, thereby leading to the betterment of the literacy education management as a whole in Afghanistan.

(6) Closer Communication for Systemized Monitoring Aligned with NFE-MIS
While LD and UNESCO are responsible for uniforming the data collection formats for the database of
NFE-MIS, the Project is in charge of disseminating them for PLC/DLC monitors through the nationwide
training. However, there are some discrepancies between the formats of NFE-MIS and those of the Project.
This is because the former formats are yet to be finalized, and LD and UNESCO keep revising them. As
data collection formats need to be harmonized among LD, development partners and NGOs, closer
communication and frequent contact are strongly recommended to functionalize monitoring, that is anxxiintegral part of literacy education management system in Afghanistan.

(7) Extension of the Project
For the reasons above, the Project period should be extended for several months. PDM and PO should be
revised and signed accordingly by both Afghan and Japanese sides.
3-5 Lessons Learned(1) Combination of Remote Operation from Japan and Third Country Meetings
Security deterioration largely restricted the Japanese experts to provide direct instruction to the Afghan C/Ps
and national staff in their homeland, and Japanese experts were forced to operate the Project remotely fromJapan. To compensate such inconvenience, they started to have regular face-to-face meetings in the third
country (India). These meetings prompted smooth communication among stakeholders in the Project.
Although such ingenious operation is a last resort, it would be effective and efficient to implement technicalcooperation in recipient countries which suffer from insecurity if mutual trusts between C/Ps of recipient
countries and Japanese experts have been established beforehand.

(2) Flexible Outsourcing for Implementing Wide-Area Training
Due to the same reasons above, only a minimum number of the Japanese experts were allowed to visit
Afghanistan. This unavoidable constraint jeopardized the smooth implementation of nationwide training for
PLCs/DLCs. To overcome this impasse, JICA decided to outsource a part of its operation. Specifically, JICA
made a contract with an Afghanistan-based NGO, and this NGO became responsible for operating thiswide-area training with technical advice and support from the Project team. As such, in the case of repetitive
operations or training covering vast areas of a recipient country, outsourcing to a local entity can be flexibly
considered.

(3) Earlier Approval of Developed Materials within the Project Period
In the Project, three materials are designed to be approved by LD. Yet, only a part of them (the Monitoring
Manual in Dari and Pashto, and ATG in Dari) have been approved by LD at the moment. In fact, thosematerials were developed, field tested, and revised on a frequent basis. While this process is indispensable tostrengthen the Afghan C/Ps’ capacity, the timing of final approval should be set earlier so that printing anddelivery could be completed within the Project period if security reason and other conditions allow. Whilethe cost demarcation is another issue, JICA may provide direct or indirect support to an implementing
organization when they try to print and deliver the materials developed by the Project.

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