Monday Telephone interview with TUN Meeting with TSC and DOE officials , Preparation and Communication: Review documents - work plan and request for research activities in - email communication Tuesday Meeting with MOE official Wednesday Meeting with DEO, Lalitpur officials Thursday Meeting with NGO and visit to Adarsha Shaula school, Friday Meeting with NCED officials Saturday Sunday Draft Writing Monday Tuesday Wednesday Travel Thursday and data analysis in transit Meeting with ADB MTR Coordinator and SSP staff Friday and data analysis Saturday Preliminary review of work plan - reading and analysis represent
Tuesday Meeting at ADB to discuss work plan and alternatives; Inception Report presented and discussed at meeting and revised description of additional outputs prepared after meeting Document Study Wednesday Meetings at MOE Document Study Thursday Team Meeting Team Meeting at ADB; Draft outline for Economic and Financial Analysis Annex Meeting with MTR team Team Meeting Friday Document Review Desk work at the Meeting with MOE MTR team Finance mtg / meeting at MOE Saturday Meeting with Team Leader Sunday Document Review Meeting at MOE Doc Monday Meeting at MOE; Revised outline for Annex Document Collection/ Doc Tuesday Team Meeting End-of-mission meeting at ADB; Situational analysis of models and preliminary findings Document Collection/ Meeting at Bank, team meeting Wednesday FIELD VISIT (Dang and Banke) Meeting at MOE; Documentation and submission of final models and plans for follow-on work; Depart Meeting at UNICEF; Report Writing Prep of presentation to DPs Thursday Travel Mtg with DPs
Friday Doc study Saturday Rest Day Sunday Meeting with Team Leader Mtg on Equity Monday Document Review Meeting at DOE and CDC Doc study Tuesday Team meeting Meeting with the team; work on MTR report Mgt with DOE Staff Wednesday Meeting with Dr. Lava dev Awasthi Meeting at UNESCO; Report Writing Mtg with MOE JS, EC Delegation Thursday Writing of Final Draft Document to NCED Friday Document Prep of Report outline Mtg with UNICEF Saturday Final Draft Team meeting for presentation to be held at MOE next day; further work on report Team Mtg to plan Report conclusions Sunday Presentation at MOE; report writing Mtg with MTR coodinating committee Monday mtgs with Bank and MOE (PSC) Tuesday Team Meeting; report writing team mtg to plan report writing Wednesday Team meeting and Meeting at NFEC and CDC, Sanothimi team mtg to plan report writing, visits to NFEC, CDC. Thursday Report writing; Team meeting and presentation at ADB team mtg, Presentation to DPs Friday Report Writing travel
stats. Included in part in Annex III. 9 Continuous assessment system Not explicit in TORs Requires a study of how it works in practice Medium/High 10 Improvements for EMIS Not in TORs Hari and Sambedan are preparing specific proposals High 11 Assessment of private sector provisioning of education at various levels Not explicit in TORs Requires a study on governance systems, teacher management and quality assurance mechanisms in private schools High 12 Assessment of Innovations in Public and Private Sector for Education Not in TORs Requires a study on use of ICT, Voucher schemes etc. Medium 13 Financial Management and Fiduciary Risk Management Not in TORs Position of national consultant on financial management removed from MTR team the World Bank is conducting a fiduciary risk assessment High 14 Performance benchmarking of regions and districts Not in TORs Strong need for establishing a performance benchmark and to out regular evaluation on multiple criteria and standards. High 15 Recruitment analysis of candidates Not in TORs To confirm whether teacher candidates have “quality”, given high no. of enrolment Medium 16 Detail study of teacher license system Not in TORs License system is blamed of not selecting appropriate candidates Medium 17 Effective deployment mapping/ projection Not explicit in TORs Due to lack of data, TMD and Education Economist specialist could not provide detail projection or costing model of teacher deployment in effective way. However, for further improvement in High
teacher management it will be must. 18 Profile of RPs and SSs and their capacity development needs Not in TORs RPs and SSs who are responsible for monitoring and pedagogical support to teachers are themselves not monitored and evaluated properly, Medium 19 Assessment of private sector provisioning of education at various levels Not explicit in TORs Requires a study on governance systems, teacher management and quality assurance mechanisms in private schools High Appendix VI: Comments Grid Comments made by stakeholders on the draft of the MTR Evaluation Report No. Comments Response Whether incorporated and where NORAD 1 underscores the importance of capacity development throughout the system, as without the necessary level of capacity; the system will not be able to deliver on other agendas such as teacher management, quality and inclusion/equity. Adequate financial resources must be prioritized for capacity development purposes. with this observation. These issues have been highlighted in Annex 1 on Governance and specific recommendations made for reorienting the capacity development efforts and for revising the existing capacity development plan to address the issues highlighted Annex 1, Section V, subsections a-c and g and Section VII (iii) 2 also seems to be a need to redefine and/or clarify the categories recurrent/development budgets in order to better understand their content. MOE and DPs to consider what is required and incorporate in coding system. No action in Report. 3 Recommendations should be provided in a prioritized order, within components and between components. We left that to the MTR since many recommendations, we knew, would be rejected. The 20 recommendations are already a distillation of those made in the main text and Annexes. No action
agencies and INGOs outside of the SSRP 46 Revision on pay roll of primary teachers required, so that there is dignity of primary teachers. As SSRP has changed the category of teachers, there is need to revise their pay roll as well. This is also suggested in study. No action Embassy of Finland 47 The report is critical but not creative. Where is move ahead? There are proposals in all areas of the Report within the competence of the team where there are novel suggestions. No action 48 More analysis required in TM and TVET. Time did not allow study of TVET. Some more analysis has been done within About TM, Teacher Management and Development Specialist did cover the key issues in Teacher Management in limited timeframe and generated issues to be discussed in the group work. As this is not an academic study, there will always be place for further analysis No Action 49 Isn’t involving political parties and TUs, not politicizing further? See comment 35 No action 50 In equity issues, disparity between private and public also need to be included. Not in TOR No action 51 Is teacher salary really high in Asia, comparing to civil servant salary? quoted secondary data about high salary in SA and have some analysis of relatively high salary in terms of international norms in Annex2.Data of civil servant salary of SA are not available. Analysis in government level recommended. Footnote added on page xiv on Exec Sum. 52 Does report on TM and Dev has ownership from TUs? Shared with them? is based on interviews with TUN representatives. Presentation to TUN was also conducted during MTR. No action 53 Could the study show pupil teacher ration relation with school teacher ratio, as deployment is also related to min. teachers to be provided? TMD specialist together with education economist did try to show this from current TMIS data, but were unable to clarify this relation with current TMIS data available. Analysis in government level recommended. No action 54 Need to clarify pre-service condition. Some points of teaching in pre-service like crowded classrooms, absenteeism of No action
students and teachers etc.; and low pass rates are raised in the review of pre-service, As the TOR only suggest to review the progress by SSRP. Detail on pre-service is recommended. 55 Competency and commitment from professional unions need to be revised. Not in TOR. No action 56 Global out of school definition Researched, but couldn't find any definite classification within the given time to complete the report. 57 Verify increased enrolment of boys in private school Both NLSS III and Flash Report I, 2011 show it. No action 58 Equity analysis against resource allocation Not in TOR. Data not available for such an analysis. No action 59 Poverty analysis of SLC pass No such data available No action 60 Impact of different interventions Not possible in the given time. Need separate studies No action JICA 61 Delink between planning and financing. How can this be improved? The Report also points out this issue and recommends a review of the PCF arrangement Executive Summary, Chapter V, recommendation 16 World Bank (additional comments) 62 Some progress has been made on Financial Management through FMAP, revised budget calls and some improvement in reconciliation issues are relevant but since the Report did not cover financial management, these were not discussed, However, the annex on Governance has been amended to mention these achievements. 1 63 Issues of governance and accountability are at the core of the SSRP implementation issues and some of these continue to be unresolved Agreed No action. 63 Social Audits: 85% schools do it, so is this not a sufficient measure of its success? The fact that 85% schools carry out Social Audits carries little weight unless its content is reviewed and its linkage with planning and budgeting established. The Report makes this point without detracting from the merit of introducing Social Audits No action MOE/DOE (Additional Comments) 64 The assertion that governance is weak needs to be substantiated The Report provides several examples of where and how weakness exist No action 65 Public grievance redress mechanisms do exist at various tiers. The basic principle of any effective public grievance redress mechanism is that it is Chapter V, recommendation 22 and I