Summary of Final Evaluation
１．Outline of the ProjectCountry: Pakistan

Project Title: Non-Formal Education Promotion Project

Issue/Sector: Education

Cooperation Scheme: Technical Cooperation

Division in charge: JICA Pakistan OfficeTotal Cost: 117 million Japanese Yen

Period ofCooperation

Partner Country’s Implementing Organization:
Literacy and Non-Formal Basic Education Department,Government of Punjab

July 2011 to June 2014

Supporting Organization in Japan:
Other related Cooperation:
Punjab Literacy Promotion Project
Punjab Literacy Promotion Project Phase 2
１－１．Background of the Project
In Pakistan, eradication of illiteracy is a priority issue. In Punjab Province, adult literacy rate (10 year oldor older) is only about 60% in 2011 (Pakistan Living Standard Measurement: PLSM). To improve thissituation, the Punjab Government has established the Literacy and Non-Formal Basic Education Department(LNFBED) in 2002. LNFBED has been providing non-formal education in two approaches, i.e., non-formal
basic education (NFBE) for children of the school age of 5 to 14 and adult literacy center for the target ageof 15 to 34. JICA implemented Punjab Literacy Promotion Project (PLPP) during the period of 2004 to 2007
and PLPP Phase II from 2007 to 2011 to assist LNFBED in promoting strategic data-oriented management
through non-formal education management information system (NFEMIS). NFEMIS has been operational at
LNFBED and contributing to improve its institutional capacity to manage the non-formal education services.
Meanwhile, in terms of quality, there were many challenges still remaining; NFBE has neither customized
curriculum nor standards. No assessment methods/tools to monitor the quality of education and thus no formal
accreditation system. Taking these situations into account, in 2010, LNFBED requested for further assistancein improving the quality of non-formal education, and based on mutual agreement between the government ofPakistan and Japan, Non-Formal Education Promotion Project (the Project) was started in 2011.
１－２．Project Overview（１）Overall Goal
Access and quality of Non Formal Education (NFE) are improved in Punjab.
（２）Project Purpose
System for Quality Non Formal Education delivery is strengthened in Punjab（３）Outputs
Output 1: Standards, curricula, teaching-learning materials and assessment methods/tools for Non Formal
Basic Education (NFBE) are developed.
Output 2: Standards, curricula, teaching-learning materials and assessment methods/tools for Adult Literacy
are developed.
Output 3: Provincial officers, District officers (Executive District Officers, District Literacy Officers, Literacyvii

Mobilizers, etc.) in Punjab Province and teachers in pilot projects are trained for newly developed outputs
above.
（４）Inputs
Japanese side:‐Long-term expert (Project Advisor)‐Study visit to third countries (Indonesia and the Philippines): 8 participants‐Training for counterpart personnel (Japan and Thailand): 3 participants‐Local costs: 71 million Japanese Yen１）Personnel assignment (3 technical staff and other supporting staff)
２）Development and printing of documents and materials３）Training４）Office equipment
Pakistani side:‐Counterpart personnel and the members of Steering Committee, Technical Advisory Group and WorkingGroups‐Office space for the project staff in the building of LNFBED‐Running expenses: 2.3 million Pakistan Rupees (as of December 2013) and monitoring and training costs
for the pilot activities from the budget of different projects‐Security arrangements
２．Evaluation TeamMembersTeam Leader: Shinichiro Tanaka (Senior Advisor, JICA)
Evaluation Planning: Yoshitaka Inagaki (Representative, JICA Pakistan Office)Evaluation and Analysis: Hiroshi Okukawa (Assistant General Manager, KRI InternationalCorporation)

Evaluation
PeriodJanuary 12 to January 24 2014

Type or Evaluation:
Terminal Evaluation

３．Result of Evaluation
３－１．Project Performance(１）Output 1
Standards, curricula and assessment methods/tools for NFBE have been developed. Teaching and learningmaterials (Package A) are being developed for sound implementation of the curricula. Development processesof Package B and C are behind schedule. Yet equivalency of Package A, B and C to formal education shall beassured by further approval of Punjab Curriculum Authority.
(２）Output 2Standards, curricula, teaching-learning materials and assessment methods/tools for adult literacy have beendeveloped. Bridging mechanism to further education for those who complete the basic literacy program isbeing discussed with relevant institutions.

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(３）Output 3A wide range of training programs have been provided for provincial and district officers and teachers for theproper implementation of the new standards, curricula and assessment methods/tools. Soon after lifting of ban
on recruitment, District Training Officers will be appointed and trained.
(４）Project Purpose
There is a high probability for the Project to achieve its Purpose if necessary measures are taken to provide
a sufficient project period. While results of pilot activities prove that the NFE delivery system is being
strengthened, as stated above, progress of material development of Package B and C are behind schedule. It
is indispensable for the Project to produce all the intended Outputs.
(４）Overall Goal
Overall Goal is likely to be achieved.
LNFBED continues to promote NFBE and Adult Literacy with its departmental budget, and there has been
six projects to cater to in total of 1,570 thousand school-aged and adult illiterate population during 2014-17,
utilizing the outputs of the Project. The Projcet has created favorable conditions for LNFBED to receive
approval for new projects and collaboration with different partners, to allow greater access to NFE.
Results of pilot activities indicate that NFBE and Adult Literacy program are improved quality-wise too; Adult
Literacy students of the pilot schools gained a better pass rate (89.4% to 97.1%) which indicates LNFBED
has been equipped with a capacity to deliver a better service in the future. Meanwhile, learning outcomes ofNFBE students (pilot) is yet to be verified during the remaining period of the Project.
３－２．Summary of Evaluation Results(１）Relevance: High
After the 18th amendment to the Constitution in 2010, the provincial government is given responsibility toprovide basic education and eradicate illiteracy by developing its own curricula. The State’s commitment tointernational initiatives including MDGs and EFA urges to address the issues of low enrolment and literacy
rates. The Project is also aligned with Japan’s Country Assistance Policy for Pakistan.
(２）Effectiveness: Promising
Effectiveness is promising while it is too early to judge because further verification is needed once all theOutputs are produced. While, standards, curricula, teaching-learning materials and assessment methods/tools,etc. developed through the Project are effective to provide quality NFE. Through numerous training at different
levels, teachers are well equipped to provide a better, more conducive learning environment for the learners.
According to a survey conducted by the Project, learning results of adult literacy learners at pilot centers are
better than those of non pilot. Meanwhile learning outcome of learners of Package A is yet to be measured
soon and learning materials of Package B and C are yet to be developed.
(３）Efficiency: Fair
Inputs have been appropriately provided by Japanese and Pakistani sides except for the appointment of
insufficient counterpart personnel such as Capacity Building Project staff and District Training Officers
crucial for proper technical transfer. A longer project period is required to accomplish all planned activities,
particularly teaching-learning material development added through the mid-term review (Package B and C).

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(４）Impact: HighStrengthened delivery system of LNFBED will certainly improve access to and quality of NFE in Punjab.
Moreover, the developed standards, curricula, teaching-learning materials and assessment methods/tools
attract different development partners, including national and international organizations and JICA's otherprojects, through which the project outcome may expand to other provinces and countries.
(５）Sustainability: HighLNFBED’s strong commitment to the full implementation of the project outcome allows positive expectation
for sustainability. Currently, LNFBED plans to utilize the project Outputs in six new and on-going projects,and further, is seeking a change of its operation mode from time-bound project to permanent program tocreate a stable infrastructure for education provision. Enhanced political support for and improved financial
circumstances of LNFBED are also a good sign for sustainability.
３－３．Factors that have promoted project
Understanding of the project purpose and approach has been deepened among counterpart personnel andother stakeholders through advocacy campaign, study visit to third countries and daily joint work. A good
rapport between project staff and their partners has contributed to the efficient implementation. A conductive
environment has been created based on the government’s commitment to international initiatives. Innovative
delivery models of LNFBED are highlighted as a mechanism to strengthen the system of quality non formal
education delivery.
３－４．Factors that have inhibited project
Vacancy of some counterpart personnel who are supposed to receive technical transfer has hindered smoothproject implementation and assurance of sustainability. Limited human resources specialized in NFE subsector
in Pakistan necessitated a certain length of time to reach them.
３－５．Conclusion
Overall, the Project has been successful and is expected to contribute to improving access and quality of NFE
in Punjab.
NFEPP has been developing standards, curricula, teaching-learning materials and assessment methods/tools
which are effective to provide quality NFBE and adult literacy services. It also has provided training forprovincial and district officers and teachers to be able to utilize the Outputs effectively through a varietyof NFBE and Adult Literacy projects that LNFBED carries out with a range of innovative delivery models(workplace, community, etc). It also has a great deal of relevancy to the policy and needs of Pakistan andto Japan’s ODA policy. Consequently, the project is likely to achieve its purpose and improve access to andquality of NFE in Punjab.
However, because of the prolonged absence of some counterpart personnel and the significant volumeof activities added by the mid-term review, a longer period of time than originally planned is required toaccomplish all activities. It is therefore suggested to extend NFEPP until March 2015. Once the project isthoroughly accomplished, a high level of sustainability will be ensured on the basis of the strong commitmentof LNFBEDx

３－６. Recommendations(１）For financial sustainability
・LNFBED and the Government of Punjab to‐Spare adequate budget for NFE even after completion of NFEPP‐Discuss appropriate mix of budget allocation (e.g. increase number of schools vs. provide better
textbooks, other materials, and teachers training)‐Shift NFE activities from project mode to permanent program mode(２）To foster readiness to take over the Project activities
・LNFBED to‐Fulfill the vacant posts of Capacity Building Project and District Training Officers to strengthen
capacity development system for teachers‐Take the lead in developing and piloting package B and C‐Develop the Operation Manual as soon as it can to guide its future timeline and demarcation ofstakeholders for their operation, including revision of NFE standards, curriculum, assessment andrelated materials‐Conduct a feasibility study on a permanent mechanism for teachers and staff training
・NFEPP and LNFBED to advocate various stakeholders for possible collaboration, including‐Department in charge of school education, health, agriculture, industry, environment, social welfare,woman development, disaster management, labor, etc.
‐Government of other provinces‐Civil society, private sector‐National organizations such as National Education Foundation, National Commission for HumanDevelopment, etc.
‐International development partners(３）Utilization of the Project Outputs
・NFEPP and LNFBED to ensure flexible and maneuverable application of the curriculum of NFBE andAdult Literacy according to requirement of target groups.
・LNFBED with support from NFEPP to conduct feasibility study for accreditation system for literacy
certification(４）Extension of the project period
・JICA to extend NFEPP’s period for nine months, to accommodate time required to develop materials
and carry out piloting related to Package B and C.
３－７. Lesson Learned(１）Hands-on and participatory capacity development for the counterpart personnel
The project has been implemented in a participatory manner with the counterpart personnel. For
example,・Pilot Project: Standards, Curricula, Learning materials, and Assessment have been piloted to examine
their appropriateness to meet the needs of learners and improve learning situation and outputs.
Counterparts have been involved in every step of the process of piloting and its OJT process to enhancexitheir capacities at provincial, district and center/school levels.
・Study Visit: Study visit to Indonesia and the Philippines was effective to stimulate motivation andfoster sense of ownership of the counterpart personnel. At the beginning of the Project, majority ofcounterpart personnel were uncertain if it is possible to materialize the concept of NFBE and Adult
Literacy Program that are equivalent to formal education. The visit dispelled the impression as it
demonstrated existing practices in developing countries with some commonalities, and boosted theircan-do spirits.
（２）Network and likage with various stakeholders
In this project, a lot of stakeholders have been involved such as former Curriculum Wing of theMinistry of Education, Planning and Development Department, School Education Department, Punjab
Examination Commission, Punjab Vocational Training Council, UNESCO, NGOs, etc. It is observedthat the utilization of local resources contributes to making more applicable output such as assessment
tool and learning materials at less cost, and that the involvement of counterparts contributes todeveloping their ownership. Collaboration with international organizations is promoting the expansionof project output. Thus, involving many stakeholders can make a potential to increase effectivenessand efficiency of projects.
（３）Policy dialogue facilitating conducive environment for project
The project personnel (counterpart and JICA expert) have been proactively involved in the development
process of the NFE Sectoral Plan and Compulsory Education Act, to provide technical input. It
eventually helped to reflect project activities to the policy and in turn the policy has become a powerfulsupporter of NFEPP contributing to generate a conducive environment.

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