Final report September 2014 (Linkedin)

1
Consultancy service for the Inception Phase of Malala FIT on
Support to National Capacity Building to Realize Girls’ Right to Education in Pakistan
Final Report
Background
This report documents services extended to UNESCO Islamabad office by the consultant towards
implementing the inception phase of the Malala Fund-in-Trust programme entitled “Support to National
Capacity Building to Realize Girls’ Right to Education in Pakistan.” The report concludes by outlining
some key challenges and proposed way forward. Relevant programme documents were reviewed to
appropriate the consultancy service and remain guided while preparing the consultancy outputs as per
the deliverables.
The documentary archival suggests that the framework agreement for Malala FIT programme was
signed by UNESCO DG Irina Bokova and Pakistan’s Education State Minister Baligh ur Rehman in
February this year. Article IV of the Framework Agreement stipulates the requirement for the
programme implementation and monitoring to be overseen by the Programme Steering Committee
(PSC) to ensure a strong national ownership and harmonization with other on-going national and sub-
national initiatives. Therefore, as an immediate step after the signing of the Agreement, UNESCO
started coordinating with the Ministry of Federal Education and Professional Training to establish the
PSC and have its membership formally nominated. The functioning of the PSC is guided by the agreed
“operational procedure.” The first meeting of the PSC was held on 9th
April 2014 that approved, among
others, the project and budget for the inception phase of the overall programme.
The 1st
PSC meeting also endorsed the formation of the National Programme Coordination Committee
(NPCC) and Federal/Provincial Programme Monitoring Committees (F/PPMC) with the membership in
the same pattern as in the PSC. The NPCC will be co-chaired by the Additional Secretary of Ministry of
Federal Education and Professional Training and Director UNESCO Islamabad. The Secretaries of
Education all 4 provinces, Gilgit Baltistan and Azad Jammu and Kashmir, Additional Chief Secretary of
FATA, Joint Secretary of Capital Administration and Development Division and the Deputy Secretary UN
Affairs of Ministry of Finance Economic Affairs Division will be members of the committee. The F/PPMC
will be formed as soon as the provincial/federal area projects are finalized and approved by the PSC.
The PSC meeting also approved the proposal for carrying out the needs assessment survey during the
inception phase of the programme. According to the minutes of the PSC meeting:
the surveys will identify the immediate as well as emerging challenges, issues and needs to
expand access and improve the quality of education for adolescent girls in the target provincial/
federal areas. The surveys will be carried out by 5/6 reputable consulting firms selected as per
UNESCO rules and regulations. The selected firms will be guided by a clearly defined terms of
reference developed by UNESCO in consultation with the MET&SHE and provincial/federal area
departments of education.
The minutes also clearly mentions that based on the findings of the needs assessment conducted in
each province/federal area, a set of five project documents will be developed for approval of the PSC.

2
As per the terms of reference,1
the consultancy involves providing support for and overseeing the
activities related to the inception phase of the programme, particularly to ensure that necessary ground
work is done towards developing the 5 project documents and obtaining the PSC approval. It has been
emphasized that these projects would be developed in close consultation with provincial and federal
area stakeholders and on the basis of the findings and recommendations of the situation analysis and
needs assessment studies to be carried out in most deprived communities of the provinces/federal
areas. Two Pakistan based consulting firms have been selected to carry out the situation analysis and
needs assessment studies.
In the light of supporting the decisions made by the PSC and operationalize the stipulated activities, the
service of the consultant was sought who was tasked to deliver following:
a) Mid-term progress report
b) Final consultancy report comprising of i) project monitoring template, ii) template for project
document to be formulated for each province/area, and iii) presentations/background
documents for National Programme Coordination Committee and Project Steering Committee
The consultancy is due to conclude on 30th
September 2014.
The Inception Phase—tasks accomplished
According to the programme description that was annexed to the Framework Agreement, the first six
months of the 3-year programme period would be dedicated to this phase during which a feasibility
study analyzing the overall situation of the project sites would be undertaken.2
Following the
organization of the first PSC meeting and approval of the project proposal and budget for the inception
phase, UNESCO Islamabad obtained the budget code on 9th
May 2014 to start implementing the
inception phase activities. The 6-month inception phase is due to expire on 8th
November 2014. Due to
the on-going and protracted political crisis in the country which caused considerable disruption to the
work of the federal government and UN agencies, some critical activities of the inception phase have
not moved forward for more than a month. This problem was communicated to the headquarters and a
no-cost extension until 31st
December 2014 was obtained, which was notified to the Ministry of Federal
Education and Professional Training.
The main purpose of the inception phase is to establish and agree with the National Programme
Coordination Committee to implement the planned activities, initiate a consultative process with the
1
The terms of reference was revised based on the new requirements evolved in the course of taking the inception
phase activities forward.
2
The programme description is explicit that the programme will be implemented in hardest-to-reach areas of all
the provinces and federal areas. Given the availability of a total programme budget of USD 7 million (of which
about 2 million will be absorbed by inception and evaluation phases and programme operational costs) for the
entire country, it was understood and accepted that only a limited communities/districts would be covered by
each of the 5 projects which, on the basis of the inception phase recommendations, would be developed for the
provinces and the federal areas. The projects targeted only to limited but hardest-to-reach sites are expected to
yield high impact particularly in terms of institutional capacity building and potential for mainstreaming and scaling
up the project approach.

3
provincial and federal area stakeholders to carry out a comprehensive situation analysis and needs
assessment studies in all the potential project sites and develop a set of five projects (one each for the
four provinces and one for all of the federal areas) under the overall umbrella of the Malala FIT
programme. UNESCO Islamabad completed the process of selecting two consulting firms to carry out
the needs assessment survey. It waited for more than a month to obtain the concurrence from the
National Programme Coordination Committee, the first meeting of which was scheduled for 12th
August
2014, but could not be held due to the political crisis that arose from the freedom and revolutionary
marches and sit-in protests of the Pakistan Tahreek-e-Insaf and Pakistan Awami Tarheek led by Mr.
Imran Khan and Dr. Tahirul Qadri respectively. After the long wait, finally the first NPCC meeting was
held on 23rd
September in Islamabad and the selection of the consulting firms was concurred by the
NPCC.
In order to prepare for the planned NPCC meeting the consultant worked closely with concerned
UNESCO staff to organize series of meetings with the Additional Secretary of Ministry of Federal
Education and Professional Trainings. The Additional Secretary was informed of the selection process
and the recommended firms for the needs assessment survey. He was also briefed about the two
options to allocate project funds to provinces and federal areas. It was suggested that equal allocation
would be the best option as the modest fund available for the projects could be best utilized if project
interventions were concentrated in limited but hardest-to-reach areas of the provinces and the federal
areas, which also was emphasized in the programme description of the Malala FIT programme.
On the basis of the series of meeting with the Additional Secretary, a comprehensive background paper
outlining the key points discussed was prepared for the NPCC meeting along with a separate Power
Point presentation to be delivered during the meeting.
The first meeting of the NPCC held on 23rd
September 2014 discussed the proposed options and
approved the option of equal division of the programme funds to all provinces and federal areas. The
NPCC disapproved the engagement of the two firms selected by UNESCO for carrying out the needs
assessment survey. It was decided that the relevant authorities of the provinces and federal areas
would determine the project intervention needs for their respective provinces and areas. The NPCC was
appraised of the expected outcomes of the needs assessment studies and the draft monitoring
framework and results matrix.
Template of the project document and the results matrix
The other tasks accomplished by the consultant include the preparation of a prototype project
document in the standard UNESCO template and a tentative project budget to facilitate a speedy
preparation of actual project documents and budget without losing much time after the inception phase
would be completed. The results matrix and monitoring scheme developed by the consultant is
expected to guide the implementation of the projects in provinces and federal areas. The matrix has
outlined potential indicators which will be given a final shape on the basis of the recommendations of
the needs assessment survey. The results matrix will also be furnished with baseline information and
targets which will have been determined through the local level consultative process during the needs

4
assessment survey. The prototype project proposal template with full description of the project for
Baluchistan, proposed budget, and the results matrix are in Annexes 4, 5 and 6 respectively. A separate
tentative operational plan matrix is also attached as Annex 7.
Orientation on needs assessment survey
Following the discussion during the 1st
NPCC meeting on 23rd
September on not involving the two
consulting firms selected by UNESCO for the needs assessment survey, it was proposed that the
provincial departments themselves determine the project intervention needs. Based on such needs the
provincial/federal area authorities with the technical support of UNESCO would develop the Malala FIT
projects to be implemented in all provinces and federal areas. This decision led to the cancellation of
the proposed orientation for the consulting firms on 24-25 September 2014. Instead, the UNESCO field
coordinators from Khyber Pakhtunkhwa, Sindh and Balochistan were given a thorough orientation on
the way forward and how to engage with the local stakeholders and prepare the project document.
They were briefed specifically about the need to work closely with the provincial counterparts in
selecting the project site (keeping in view the resource availability for the project) and helping the
counterparts develop a clear understanding of the project approach, the results it seeks to produce and
the indicators against which the achievements of the results are measured. They were asked to review
the tentative outline of the results matrix of the projects which would be finalized in consultation with
and on the basis of the needs identified by the provinces/areas. The UNESCO field coordinators were
also briefed on the need for the provincial counterparts to provide the information/data on baseline and
target in the revised results matrix along with key issues and suggested strategies against each of the
indicators outlined.
Challenges and proposed way forward
The NPCC decision to do away with the hiring of the selected consulting firms to carry out the needs
assessment survey poses a challenge to timely collect and analyze necessary information and data in
order to draft and finalize the province and federal area specific projects and obtain the PSC approval. It
will also be challenging to ensure the quality of the needs assessment report which would be developed
by the local authorities instead of the consulting firms.
The consultative process with the government counterpart had been much more time consuming than
was expected. Due to the unforeseen political events the meetings planned (e.g. NPCC meeting planned
for 12th
August) needed to be postponed delaying the more critical process of developing the five
provincial and federal area projects.
UNESCO Islamabad office will need to ensure that necessary project staff will be on board latest by mid
October 2014 in order to supervise the needs assessment work that the provincial and federal area
authorities will undertake and ensure that both the process and the final outcomes of the needs
assessment study are essentially owned by the stakeholders, accurate, comprehensive and relevant and
also contribute effectively to developing the project proposals.

5
The realistic time frame to complete the inception phase will be December 2014, by which time the
projects of all the provinces and Federal Areas should have been approved by the Project Steering
Committee for them to be rolled out early next year. As well, the communication strategy and
monitoring system (with clear identification of indicators, baseline and targets) would/should be in
place.

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Annex 1. Working Paper for National Programme Coordination Committee (NPCC) Meeting
Malala Fund -in-Trust: Support to National Capacity Building to Realize Girls’
Right to Education in Pakistan
Background
The Malala Fund for Girls’ Right to Education was established under the MOU signed by the Government
of Pakistan and the UNESCO headquarters on 10 December 2012. A Framework Funds-in-Trust
Agreement was signed on 6 February 2014 establishing the overarching programme “Support to
national capacity building to realize girls’ right to education in Pakistan”. The Programme focuses on
developing and strengthening the local institutional and organizational capacities in designing,
implementing, and monitoring interventions for promoting girls’ education in both formal and non-
formal education sub-sectors.
The overall framework has three distinct phases over the period of 36 months: inception (phase 1),
implementation (phase 2) and documentation and scaling up (phase 3). The inception phase is currently
being underway with the objective to develop a set of specific projects under the overall umbrella of the
programme together with national counterparts. The immediate main outcome of this phase is the
creation of a favorable institutional and political context for implementing the project with high degree
of effectiveness and efficiency.
Progress update on Malala FIT progarmme
The inception phase of the project was formally endorsed by the Steering Committee in its meeting
of 29th
April 2014 for implementation of activities (Annex- A). Following the Steering Committee
decision, technical and financial proposals were solicited from reputable firms, civil society
organizations, universities, and research institutions through print and electronic media to undertake
nation-wide needs assessment surveys each in four provinces and federal areas comprising of Azad
Jammu and Kashmir (AJK), Federally Administered Tribal Area (FATA), Islamabad Capital Territory (ICT)
and Gilgit-Baltistan. The needs assessment will provide empirical evidence on specific indicators related
to status of girls’ education and lay the foundation for designing and developing five projects for the
aforementioned provinces/areas. In response to the advertisement that UNESCO put out in its website
and print media, technical and financial proposals were received from some 40 consulting firms, which
were reviewed and evaluated by UNESCO Islamabad Office. The outcome of the evaluation process will
be presented to the National Programme Coordination Committee (NPCC) and the qualified firms will be
advised to initiate the needs assessment survey.
Selection of firms for needs assessment survey
In collaboration with the Ministry of Federal Education and Professional Training, the UNESCO
Islamabad Office advertized the invitation for Expression of Interest from potential consulting firms to
carry out the needs assessment survey in the Federal Areas and Provinces. Because of receipt of
insufficient number of submissions, UNESCO re-advertized the Request for Proposal in both print and

7
electronic media to carry out the survey (Annex-B). A total of 40 firms submitted their technical and
financial proposals. UNESCO followed its administrative process to shortlist and evaluate the consulting
firms that had submitted proposals and financial bidding for the needs assessment.
The evaluation resulted in the technical eligibility of 11 firms (Annex C) and their financial bids were
opened for evaluation (Annex D). Considering that 3 technically qualified firms quoted their prices
without geographical allocation, it was agreed by the Committee to approach them for resubmission of
their revised financial proposals with geographical distribution. Based on the revised financial proposals
received, the bids were reassessed (Annex E).
In conclusion, the bids submitted by ANN Associates were found most competitive making them the
most eligible firm to carry out the needs assessment survey in all provinces and the federal areas.
However, considering their lack of presence in Balochistan, it was decided to consider them only for the
rest of the provinces and the federal areas namely, Khyber PakhtunKhwa, Punjab, Sindh and Federal
Area. For Balochistan, BTK Associates was evaluated to be the next best eligible firm as the second
highest scoring firm SoSec also did not have the ground presence in Balochistan.
Approach to and expected outcome of the needs assessment surveys
The approach to the needs assessment is a blend of desk review of existing education sector literatures
and databases, particularly with reference to girls’ education together with mapping of key education
sector development partners and assessment of public sector (education) institutional capacities in the
provinces/ areas. Field visits will be commissioned to gather qualitative and quantitative information
needed for project preparation. Focus group discussions (FGDs) will be organized with adolescent girls,
parents, community members, teachers, facilitators and local development workers to gather their
perceptions, perspectives and feedback on possible education interventions for promoting girls’
education.
The needs assessment involves three main tasks, i.e. (a) undertaking an assessment of the situation of
and critical needs in girls’ education, (b) facilitating a stakeholders’ consultation to validate the findings
of the assessment and (c) identify possible strategies for improving the opportunities to and quality of
education for girls which will form the basis for project intervention. The main outcome of the needs
assessment will be the formulation of provincial/area projects which will be implemented over the
period of 2 years during phase-2 of the Malala FIT programme.
Criteria for distribution of funds among provinces and areas
The following two options have been proposed to the NPCC to decide on the distribution of the Malala
FIT programme fund of about 6 million USD for projects implementation in provinces and administrative
areas:
Option 1: Each of the provinces and areas gets equal share
Option 2: Divide the fund proportionately among areas and provinces on the basis of a set of criteria
(e.g. National Finance Commission - NFC) or formula agreed by NPCC.
Option 1 may be preferred because Malala FIT programme will have to be implemented in hardest to
reach pockets of communities only (see Appendix D, the scope and coverage of the programme outlined
from the Programme Description document). Also from the point of view of the availability of only a

8
limited funds for the programme, meaningful outputs and high impact can be seen only if each
province/area focuses on limited geographic area for the programme intervention.
Therefore, it will be prudent to divide the funds equally to all. Option 2, on the other hand, will invite a
lot of debates and controversies and achieving a consensus on any formula will not only be difficult but
also time taking.

9
Annex 2. Presentation to NPCC on the inception phase progress

14
National Programme Coordination
Committee (NPCC) Meeting
Tuesday 23th September 2014
Support to National Capacity Building to Realize Girls’
Right to Education in Pakistan – Malala FIT
Annex 3. Proposed outline of the needs assessment survey report
Support to National Capacity Building to Realize Girls’ Right to Education in Pakistan
Needs Assessment Survey Report
Proposed Chapter Outline
I. Background
a. Purpose of the needs assessment survey
b. Objectives/expected outcomes
c. Scope
d. Methodology (consultative meeting, criteria and selection of survey site, information
source, FGD/KII/observations/PRA/mapping)
II. Educational access, quality and policy environment: Status, issues, targets and support needs
a. Girls’ Access to Basic Education
i. Access to ECE/Kachi classes
ii. Access to primary education
iii. Transition from primary to lower secondary education
iv. Completion of lower secondary education
v. Availability and role of PTAs
vi. Community awareness on importance of girls’ education
vii. Girls’ groups for community development
viii. Access to NFBE
ix. Access to NFE programme and transition to secondary education
x. Access to vocational skills training
b. Summary of status of girls’ access to education
c. Quality of Education
i. Training opportunity for female teacher in primary level
ii. Training opportunity for female teacher in lower secondary level
iii. Access to TEIs for training
iv. Gender and TEI curricula
v. Teacher educator’s understanding of gender mainstreaming
vi. Vocational training and employment
vii. Teachers’ understanding of gender responsive vocational training at lower
secondary level

15
viii. Training of NEF teachers on gender mainstreaming and gender responsive teaching
d. Summary of status of quality of education
e. Policy Implementation
i. Gender responsive budgeting training of education officers
ii. Education offices adopting institutionalized gender responsive budgeting for
education
iii. Budgetary allocation to expand girls’ education
iv. State of school-related gender based violence
v. Establishment and functioning of girls’ clubs
vi. Community awareness on GBV
vii. School sanitary/toilet facility for girls and boys
viii. Training of teachers on peace education, and conflict management and resolution
ix. Use of community radios for advocacy against GBV
x. TEIs’ integration of peace education and conflict management and resolution in
their curricula
f. Summary of status of policy environment and implementation
III. Issues and challenges
a. Improving access
i. Formal education
ii. Non-formal education
iii. Skills training
b. Improving quality
i. Formal education
c. Improving policy support and implementation
IV. Strategies, targets and recommendations for programme intervention (structured as a specific
project)
a. Access
i. Formal education
b. Quality
i. Formal education
c. Policy implementation
V. Annexes
a. Profile of stakeholders
b. Minutes of consultative meetings
c. FGD/interview/PRA notes
d. Map of survey areas
e. Results matrix with indicators, baseline, targets, issues, strategies and proposed
programme intervention
f. Relevant photographs
VI. References

Annex 4: Prototype project template with full project details
Support to national capacity building to promote girls’ right to
UNESCO Contact:
Office Address:
Website address:
Geographical scope/benefitting
country(ies):
Duration (in months):
Total funding requested:
Partner(s) institutions:
Executive Summary:
Girls in Balochistan continue to seriously lag behind boys in terms of access
from education. The persisting disparities in girls’ education are not only in terms of access, but also of
retention and completion in primary and secondary education. The province has only 62
Pakistan EFA Review Report 2015) of girls
primary cycle and transition to secondary education.
grades in primary and secondary education while girls out number boys when it comes to rep
or dropping out of school.
The Malala Fund for Girls’ Right to Education was established under the MOU signed by Government of
Pakistan and UNESCO on 10 December 2012. A Framework Funds
parties on 6 February 2014 establishing the overarching programme “Support to national capacity building
to realize girls’ right to education in Pakistan”.
capacity in various areas of educational development espe
on developing and strengthening the local institutional and organizational capacities in designing,
3
This can be added at a later date when a spe
Annex 4: Prototype project template with full project details for Baluchistan province
Support to national capacity building to promote girls’ right to
Pakistan
Responsible Officer: Beverly Jones, Islamabad Office
Deputy: Maki Katsuno-Hayashikawa, ED/BLS/BAS
BSP/CFS Contact3
:
Jessica Jeavons, Chief, BSP/CFS/BLT
UNESCO Islamabad
7th floor, Serena Business Complex
G-5, Islamabad
Pakistan
http://www.unesco.org.pk/
Pakistan
24 months
$750,000 (incl. 9% PSC)
Ministry of Federal Education and Professional
Trainings; and Department of Education, Balochistan
continue to seriously lag behind boys in terms of access to, completion in and benefit
and secondary education. The province has only 62 per cent (Source:
) of girls, compared to 74 per cent of boys, who managed to complete the
secondary education. Also fewer girls than boys are promoted to higher
grades in primary and secondary education while girls out number boys when it comes to rep
Pakistan and UNESCO on 10 December 2012. A Framework Funds-in-Trust Agreement was signed by the
ry 2014 establishing the overarching programme “Support to national capacity building
to realize girls’ right to education in Pakistan”. In the likelihood of a chronic lack of adequate resources and
capacity in various areas of educational development especially at the local level, the Programme will focus
This can be added at a later date when a specific donor has been identified.
Support to national capacity building to promote girls’ right to education in
: Beverly Jones, Islamabad Office
Hayashikawa, ED/BLS/BAS
Federal Education and Professional
Department of Education, Balochistan
to, completion in and benefit
per cent (Source:
who managed to complete the
Also fewer girls than boys are promoted to higher
grades in primary and secondary education while girls out number boys when it comes to repeating grades
Trust Agreement was signed by the
ry 2014 establishing the overarching programme “Support to national capacity building
In the likelihood of a chronic lack of adequate resources and
cially at the local level, the Programme will focus

17
implementing, and monitoring interventions for promoting girls’ education that are well focussed and
targeted, but also creative and innovative, in both formal and non-formal education sub-sectors.
The overall framework programme is structured to evolve through three distinct phases over the period of
36 months: inception (phase 1), implementation (phase 2) and documentation and scaling up (phase 3). The
implementation phase will further consist of three components by different intervention sectors,
objectives/expected results, with specific activity areas that aim to widen access to education and improve
the retention and completion rates of girls through improved quality of education.
This proposal specifically refers to part of the phase 2 or the implementation phase. The implementation of
the programme takes place in all four provinces and federal areas of Pakistan for which separate projects
are developed (4 provincial and 1 federal covering all 4 areas). This proposal pertains to the project in
Balochistan province which is prepared, like the projects in other provinces and federal areas, on the basis
of the findings and recommendations of the situation analysis and needs assessment survey of the target
districts of the province.
1. RATIONALE AND BACKGROUND
Outline the overall purpose of the project, the target beneficiaries and the expected outcomes
1.1 Overall Purpose
1.2 Relevance
The overall framework programme “Support to national capacity building to
realize girls’ right to education in Pakistan” is structured to evolve through
three distinct phases over the period of 36 months: inception (phase 1),
implementation (phase 2) and documentation and scaling up (phase 3). The
implementation phase consists of three components by different intervention
sectors, objectives/expected results, with specific activity areas that aim to
widen access to education and improve the retention and completion rates of
girls through improved quality of education.
The project that this proposals outlines is tailored to meet specific education
development needs of girls in the target districts of the province,
contextualizing the overall programme strategies to the local situation and
needs, but contributing towards the programme’s overarching objectives,
expected results and outcomes as follows (as provided in the programme
document):
• Development goal: It is expected that at the highest level, the
Programme will contribute to advancing gender equality through
education by ensuring the right to free and compulsory education
• Programme objectives: The overall purpose of the programme is to
support the government’s efforts in increasing access and improving
the quality of education through capacity building and targeted
interventions at both institutional and community level. Specifically the
programme will aim to reach three overarching objectives as follows:
(1) expand access for girls to education at primary and secondary
levels through policies that target girls who are hardest to
reach;
(2) improve the quality and relevance of basic education to ensure

18
that educational contents, teaching practices and learning
environments are gender-sensitive; and,
(3) strengthen policy implementation at national, provincial and
community levels to ensure the right to quality basic education
and to safe learning environments for all children, especially
girls and women
The project proposed in this document is prepared on the basis of the
implementation mechanism consulted, discussed and agreed with the relevant
provincial stakeholders. The proposal outlines the activities and expected
outputs each accompanied by the indicators and targets, which too were
consulted, discussed and agreed with the stakeholders.
1.2 Beneficiaries and
other Stakeholders
Main and direct beneficiaries of the project are the Ministry of Federal
Education and Professional Training, the Provincial Departments of Education,
teachers, parents and girls. The secondary beneficiaries are Parent-Teacher
Associations, NGOs, CBOs, community members, and national policy makers.
The project will ultimately benefit girls at pre-primary, primary and lower
secondary education levels (aged between 4 to 18 years)
Since the success of the overall programme is dependent on a strong national
and local ownerships and harmonization of the project activities with on-going
initiatives within the country (and National/Provincial Action Plans), the
implementation of the project in Balochistan province will ensure identification
and involvement of all stakeholders and partners both at federal and provincial
levels in the series of consultations to monitor the progress and provide
necessary feedback to address any issues confronting the implementation
process.
1.3 Overall and specific
objectives
The overall objective of the project is to support the provincial government’s
efforts in increasing access and improving the quality of education through
capacity building and targeted interventions at both institutional and
community levels. Specifically, the project will aim to:
(1) expand access for girls residing in target communities to education
at primary and secondary levels through provincial educational
policies that target girls who are hardest to reach;
(2) improve the quality and relevance of basic education in the target
communities to ensure that educational contents, teaching
practices and learning environments are gender-sensitive; and,
(3) strengthen policy implementation at the provincial and community
levels to ensure the right to quality basic education and to safe
learning environments for all children, especially girls and women
in the target communities
1.4 Expected results and outputs/deliverables

19
Performance
indicator (PI) (a
maximum of three):
Means of verification
(M) (data source):
Quantitative and/or
qualitative Target (T) (on
the basis of baseline
data (b)):
Expected Result N°1
Girls are better prepared
and supported to access
primary education and
transit to and complete
lower secondary education
PI 1: % of girls’
enrolment in ECE/pre-
primary programmes
PI 2: % of girls’
enrolment in primary
education
PI 3: % of girls’ rate of
transition from primary
to lower secondary
education
PI 4: % of girls
completing lower
secondary education
M 1: Project report, EMIS
T 1 and (b 1): TBD after the
needs assessment survey
Activity 1
Output/deliverable N°1.1
Capacity of pre-service and
in-service teachers
strengthened in ECE and
gender issues (build/adapt
mobile ECE teacher training
course)
PI 1: % of teachers
trained in ECE and
gender issues
PI 2: % of ECE
teachers
demonstrating
improved
performance and
gender sensitivity
M 1: Project progress
Report
M 2: Project progress
Report
T 1 and (b 1): TBD after
the needs assessment survey
Early primary grade
curriculum reviewed and
suitable teaching/learning
materials developed
PI 1: Number of
workshops organized
to discuss and review
ECE and primary
education curricula
PI 2: Number of ECE
and primary teachers
using the
teaching/learning
materials in their
teaching
M 1: Workshop reports
M 2: Monitoring reports
T 1 and (b 1): TBD
T 2 and (b 2): TBD
Regular monitoring and
tracking system related to
girls’ enrolment and
transition to lower
secondary education
established.
PI 1: Number of
community meeting
conducted to engage
in PRA to assess the
progress in
enrolment per cent
PI 2: Number of
M 1: Monitoring reports,
Social maps, minutes of
the meetings
T 1 and (b 1): TBD
T 2 and (b 2): TBD

20
school keeping and
using girls’ grade-
promotion records to
discuss and devise
strategies to improve
girls’ learning
achievements
school records, PTA
meeting minutes
Integrated family support
system (e.g., stipend, take-
home food ration, school
meals, etc.) instituted to
facilitate the timely access
and retention of girls in
primary schools
PI 1: Number of
families receiving
conditional cash
transfers
PI 2: Number of
families benefiting
from food for girls’
education scheme
PI 3: Number of girls
receiving stipends
benefiting from day
meal at the school
school records, PTA
meeting minutes
school records, PTA
meeting minutes
school records
school records
T 1 and (b 1): TBD
T 2 and (b 2): TBD
T 3 and (b 1): TBD
T 4 and (b 2): TBD
Community stakeholders
fully engaged in the
promotion of girls’
education
PI 1: Number of
functional PTAs
PI 2: Level of
awareness among
parents
PI 3: Number of girls’
group formed that
are engaged in social
and/or educational
activities
M 1: Project reports,
minutes of PTA meetings
M 2: Project reports
Activity 2
Community-based school
management strengthened
through the activation of
PTAs
PI 1: Number of PTAs
activated
PI 2: Number of PTA
meeting organized
per year
M 1: Quarterly reports,
photographs
photographs
Awareness of parents
(specially fathers) and
community members
raised on education,
particularly girls’
PI 1: Number of
parents/community
members completing
gender sensitive
literacy or non-formal
education
programme
M 1: List of
parents/community
members

21
education PI 2: Number of
gender sensitive
literacy or NFE
programme
M 2: Workshop reports the needs assessment survey
Support for girls’
education increased
through alliance with
religious leaders and
politico-religious parties
PI 1: Number of
religious leaders
attending PTA
meetings
PI 2: Number of
gender sensitive
workshop for
religious leaders and
members of politico-
religious parties
M 1: List of religious
leaders and member of
politico-religious parties
M 2: Workshop reports
Girls’ group established
and supported to engage
in social and/or
educational activities
outside classroom or in
the community
group established
engaging in activities
photographs
photographs
Diverse and flexible basic
education opportunities
(primary and secondary)
accessed by adolescent girls
PI 1: % of adolescent
girls’ enrolment in
NFBE
PI 2: % of girls
participating in NFE
EP for secondary
education
PI 3: % of girls
transitioning to
secondary education
from NFE
programmes
PI 4: % of adolescent
girls enrolled in
vocational training
programmes by
public private
disaggregation
Activity 3
Output/deliverable N°3.1:
Non-formal basic education
PI 1: % of school
dropout girls enrolled
in NFBE bridging
M 1: Quarterly reports T 1 and (b 1): TBD after

22
bridging programme
accessed by girls who
dropped out from school
programme
PI 2: % of girls
completing NFBE
bridging programme
M 2: Quarterly reports
Flexible non-formal
secondary education
equivalency programme
(e.g. home based, school-in-
a mobile phone, etc.)
accessed by out-of-school
adolescent girls
PI 1: % of out-of-
school girls enrolled
in equivalency
programmes
PI 2: % of girls
completing
equivalency
programmes
Flexible basic education
programme accessed by
nomadic and street children
PI 1: % of nomadic
children enrolled in
flexible BE
programme
PI 2: % of nomadic
children completing
flexible BE
programme
Parental education and
family literacy programmes
emphasizing the importance
of girls’ right to education
attended by semi and non
literate parents through
CLCs
PI 1: Number of
parents attending
parental education
and family literacy
programmes
PI 2: % of parents
completing the
programme with the
required level of
competency
Vocational and skill training
programmes linked with and
supported by local business
attended by adolescent girls
PI 1: Number of
adolescent girls
attending the
vocational training
programmes
PI 2: % of girls
completing the
programme with the
required level of
competency
Improved girls’ performance
in primary and secondary
PI 1: % of primary
level girls scoring at
least 50% marks in
literacy and
school records

23
education mathematics
PI 2: % of lower
secondary level girls
scoring at least 50%
marks in language,
science and
mathematics
PI 3: % of secondary
least 50%marks in 4
key subjects
school records
school records
Activity 4
Locally relevant gender
sensitive teaching learning
materials used in schools
PI 1: Number of
teaching learning
materials developed
that are gender
sensitive and locally
relevant
PI 2: Number of
schools using
supplementary
teaching learning
materials that are
gender sensitive and
locally relevant
Digital library established in
schools for Primary and
secondary students
PI 1: Number of
primary school
having digital library
facility
PI 2: Number of
secondary school
having digital library
facility
Learning outcome
assessment tools that are
locally relevant and gender
sensitive administered by
schools
PI 1: Number of
primary schools
administering the
learning outcome
tool
PI 2: Number of
secondary schools
administering the
learning outcome
tool

24
Gender sensitive/responsive
teaching materials and
methodologies applied by
teachers
PI 1: % of primary
least the pass mark
(33%) in literacy and
mathematics
achievement tests
PI 2: % of lower
secondary level girls
scoring at least the
pass mark (33%) in
language, science and
mathematics
achievement tests
PI 3: % of secondary
least the pass mark
(33%) in the
achievement tests of
4 key subjects
school records
school records
school records
Activity 5
Capacities of in-service and
pre-service teacher training
institutions developed in
integrating gender training
PI 1: Number of
teacher training
institutions
integrating gender
training
PI 2: Number of
trainers trained in
integrating gender
training in the
teacher training
curriculum
Teacher training institutes
equipped with gender-
responsive digital resource
library and mobile phone
based teaching/learning
resources
PI 1: Number of
teacher training
institutions equipped
with gender
responsive digital
resource library and
mobile phone based
teaching/learning
resources
PI 2: Number of
trainers trained in
developing mobile
phone base teacher

25
training
Community of practitioners
on innovative teaching for
girls to support female
teachers formed and
functioning
PI 1: Number of
schools establishing
the community of
practitioners
PI 2: Number of
members in the
community of
practitioners
PI 3: Number of
discussion sessions
held by the
community of
practitioners
Employability/entrepreneur
ship of adolescent girls
completing lower and
secondary education is
enhanced
PI 1: % of girls
enrolled in vocational
training programmes
PI 2: % of school-to-
work transition rate
for adolescent girls
PI 3: number of
teachers trained in
gender-responsive
vocational training at
lower secondary level
school records
school records
school records
Activity 6
Content and delivery mode
of lower secondary
education diversified to
increase relevance and
interest for adolescent girls
PI 1: Number of
curriculum
developers and
textbook writers
trained in developing
supplementary
materials
PI 2: Number of
teachers trained in
the use of the
supplementary
materials and
improved pedagogy
Digital literacy and
vocational training offered
to girls in lower secondary
PI 1: Number of
lower secondary
school introducing
digital literacy and

26
schools vocational training
taking digital literacy
and vocational
training
programmes for girls made
gender sensitive and
responsive
PI 1: % of NFE
teachers trained in
gender
mainstreaming and
gender-responsive
teaching
school records
Activity 7
Gender-responsive training
programmes attended by
NFE teachers
PI 1: Number of
training modules with
learning resources
developed on
gender-responsive
teaching-learning
PI 2: Number of NFE
trainers trained in
gender-responsive
teaching-learning
PI 3: Number of
teachers trained in
gender-responsive
teaching-learning
curriculum reviewed and
supplementary materials
developed to ensure gender
sensitivity
PI 1: Number of
trainers trained in
reviewing the
curriculum and
developing
supplementary
materials
PI 2: Number of
supplementary
materials developed
PI 3: Number of NFBE
teachers trained in
reviewing the
curriculum and
adapting the
supplementary
materials in their
teaching context

27
Gender sensitive
teaching/learning materials
developed for secondary
equivalency NFE
programmes
PI 1: Number of
trainers trained in the
development of
supplementary
teaching/learning
materials
PI 2: Number of
supplementary
materials developed
PI 3: Number of
teachers trained in
adapting the
supplementary
materials in their
teaching context
Capacity of relevant
provincial education officials
enhanced to improve
educational policy
environment and budgetary
allocation supporting
gender equality in education
PI 1: Number of
officials trained in
gender –responsive
budgeting
PI 2: Number of
education offices
adopting and
institutionalizing
gender responsive
budgeting for
education
PI 3: % of budgetary
allocation for
expanding girls’
education
Activity 8
Advocacy
meeting/workshops
organized for making
available the bills,
legislations and laws related
to Article 25-A of the
Constitution
PI 1: Number of
education officials
participated in
workshops to review
or draft bills,
legislations and laws
for the enforcement
of Article 25-A
PI 2: Number of
education officials
trained in drafting
strategies and
budgetary proposals

28
to implement the bill,
legislation and laws
related to Article 25-
A
Gender vis-a-vis budgetary
allocation issues associated
with the enforcement and
implementation of the bills,
legislations and laws
analyzed.
PI 1: Number of
education officials
trained to analyze the
budgetary allocation
issues
PI 2: A
comprehensive
report drafted by or
in consultation with
education officials
based on the analysis
of the budgetary
allocation issues
Policies, strategies and
guidelines developed to
respond to gender issues
(including gender
responsive budgeting and
SRGBV) and the
implementation of Article
25-A developed
PI 1: Number of
education officials
and civil society
representatives
attended workshops
to review existing
policies and
strategies and draft
new policies and
strategies
PI 2: A set of new
policies and
strategies drafted,
discussed and
adopted to respond
to gender issues
Incidence of school-related
gender-based violence is
better reported and
reduced through the
effective implementation of
provincial policies and
strategies at the local level
PI 1: Number of
reported SRGBV
PI 2: Number of
school having girls’
club established and
functioning
PI 3: Awareness level
of community on
GBV
school records
Activity 9

29
Policies, strategies and
guidelines on the
elimination of SRGBV
disseminated, implemented
and monitored in school
PI 1: Number of head
teachers, teacher
trainers and PTA
members attended
workshops organized
to disseminate
SRGBV related
policies and
strategies
PI 2: Number of
school where training
of teachers on GBV
and gender-friendly
schools organized
PI 3: % of school
keeping records of
SRGBV and
monitoring GBV in
the school
PI 4: % of PTAs
discussing and taking
action on reported
cases of SRGBV
School networks and girls’
club established in schools
for peer support and
mentoring
PI 1: Number of
schools converting
girls’ group into girls’
club for girls to
support each other
club affiliated with
district and/or
provincial network of
girls’ clubs working
towards putting
pressure to end
SRGBV
Advocacy messages on
elimination of GBV launched
through local media and/or
community radios
PI 1: Number of
messages developed
and disseminated
through local media
PI 2: Number of
media debates
broadcasted
Output/deliverable N°9.4: PI 1: Number of
multi-stakeholders

30
Alliance with religious
leaders, politico-religious
parties, local police and
community leaders, family
heads/fathers established
meetings organized
PI 2: Number of
issues related to girls’
education and SBGBV
resolved
School environment is felt
safe by girls and parents
PI 1: Number of
school with separate
functioning toilets for
girls and boys
PI 2: Number of
teachers trained in
peace education and
conflict management
and resolution
PI 3: Number of
community radio
broadcasting
advocacy
programmes for
eliminating GBV
PI 4: Number of
teacher training
institutions
integrating peace
education and
conflict management
and resolution in the
TE curriculum
school records
Activity 10
School sanitation,
infrastructure and
transportation facilities
improved
PI 1: Number of PTA
meetings organized
that focussed on
improving school
sanitation,
infrastructure or
transportation
facilities
PI 2: Number of
school having
improved sanitation,
infrastructure or
transportation
facilities

31
Curricula and teaching-
learning (including digital)
materials on peace
education and conflict
management and resolution
developed
PI 1: Number of
workshops organized
to review curriculum
and teaching learning
materials to integrate
peace education and
conflict resolution
PI 2: Number of
school integrating
peace education and
conflict management
and resolution in
teaching and learning
process
Teacher training on the use
of teaching-learning
materials on peace
education (PE) and conflict
management and resolution
organized (CM&R)
PI 1: Number of
teaching-training
materials and
teachers’ guide on PE
and CE&R adapted or
developed
PI 2: Number of
workshop on PE,
CM& R organized for
teachers
PI 3: Number of
teachers trained on
PE and CM&R
Guidance and counselling
(G&E) facilities established
in school for girls
PI 1: Number of PTA
discussed the issue of
G&E facilities in the
school
PI 2: Number of
school established
G&E facilities
Awareness raised among
community members and
parents on eliminating GBV
in schools through adult
literacy and NFE
programmes
PI 1: Number of
awareness GBV
raising materials
developed for
community members
and parents
PI 2: Number of
awareness
workshops organized
for community
members and

32
parents
PI 3: Number of
community members
and parents attended
awareness raising
workshops
2. APPROACH AND METHODOLOGY
2.1 Implementation
strategy
Overall Strategic Approach
The implementation of the Malala FIT programme in Baluchistan will be
guided by the three cross-cutting strategies outlined in Annex 1: Project
Description of the Framework Agreement signed by the UNESCO DG and
Pakistan State Minister of Education. The purpose is to ensure that a holistic
but targeted approach to programme intervention is taken at the
community, district and province levels which also will influence the national
level policy formulation and implementation in favour of girls’ right to
education.
Strategy 1: Ensure a multi-sectoral approach to lay a strong foundation for
girls’ education at all levels—national, provincial and community
Since girls face multiple barriers and are subject to layers of disadvantage
that manifest in various ways depending on the different junctures of their
lives, efforts to promote access to education of girls must be complemented
by interventions to reduce the risk of their economic and social exclusion
during and beyond education. A multi-sectoral approach is thus required at
all levels of the governance structure, bringing the different actors and
partners to the table, representing both education and non-education
sectors, such as health, social welfare and labour sectors, etc., to ensure an
integrated response to the challenges of improving girls’ access to and
quality of education. Therefore, the programme will attempt to clearly
identify and analyse the multi-layered barriers to girls’ education at the onset
through a situation analysis/feasibility study, especially at the
provincial/regional (local) level to ensure a multi-sectoral approach to
addressing girls’ education.
Guided by the principle of a holistic life-cycle approach to girls’ education,
interventions should also strategically target those stages in life that could
lay a strong foundation and make a lasting impact in reversing the negative
effects of discrimination against girls in education and beyond. For example,
available data continue to reveal that in many countries (and notably in
Pakistan), the highest incidence of drop-out of girls in education frequently
occurs in the early grades of primary education and during the transition
period from primary to lower secondary education. While, the high level of
drop-out in the early primary grades and the barriers to girls’ transition to
lower secondary education may have their own root causes, it is also clear

33
4
A study could be considered to learn how Qoranic schools in Pakistan are integrating ‘academic’ curriculum equivalent to the
formal schools, and how they can support the continuation of girls’ education.
5
A model to be explored is the open school provision at secondary education level in India.
that focussing interventions on these two particular stages of girls’ lives
would hold potentials in laying the foundation for improving and sustaining
access to, performance in and completion of education by girls.
Strategy 2: Explore effective use of non-formal and flexible delivery of
gender-sensitive education and training.
Given the limited government resources, schools may not always be
physically available within the village where girls are living. Even when
schools are available, with growing security concerns for girls’ and for female
teachers, especially in the remote rural areas, walking long distance to
primary or secondary schools may not be an option for many families. Due to
religious and cultural practices, families may also demand for separate
schools for girl. However, single sex schools can result in increased resource
burden on the government. The physical lack of girls’ school should not at
any circumstance become an excuse for not being able to provide for and
ensure girls’ right to continue their education.
In order to reach all girls, and especially the adolescent girls, in diverse
environments, the delivery of education and training must be innovative,
flexible and adaptable to the girls’ real life context as much as possible.
Learning and teaching materials and resources also need to be accessible,
easy to produce, revise, and reproduce in a cost-effective manner.
Alternative delivery modes of formal education4
should be made available
for those who are unable to commute to school due to various reasons, but
are able to continue their education at home by distance. Availability of
equivalency programmes, or open school provisions5
, for example, could
facilitate the continuation of education by girls who had dropped out from
primary or lower secondary schools.
The use of technology (such as computers, mobile phones, etc), both basic
and advanced, should be explored fully in order to identify the best modality
and tools to reach the girls as well as teachers, who could otherwise be
learning in isolation from the wider world. The use of ICTs will be considered
both as delivery of education and as forming skills and knowledge in ICTs, so
as to increase the employability of adolescent girls after lower secondary
education.
Strategy 3: Fully engage community-level stakeholders in the promotion of
girls’ education.
Girls’ education cannot be treated in isolation from other developmental
efforts, particularly at the community level, and those related to community
empowerment and gender equality, as effects of political and religious
leaders’ influence as well as those related to inter-generational factors such

34
How is gender equality addressed in the approach?
The project is fundamentally designed and developed to address the
persisting issue of gender inequality in education. Every activity is, therefore,
focused on promoting education of girls (young and adolescent) and women,
especially belonging to hard-to-reach areas in the province. The results that
the project aims to achieve have categorically considered indicators that are
clearly gender disaggregated. Therefore, gender analysis will be an in-built
feature of the project that will ensure all its interventions to be strictly
gender responsive. The project will also ensure that due consideration will
be given to gender balance in identifying the secondary and/or indirect
beneficiaries of the project, e.g., PTA representatives, community members,
teachers, head teachers, trainers, education officials, and CSO
representatives.
Description and sequence of activities6
(Details will be provided after the needs assessment report becomes
available)
1. Project launching meeting with provincial stakeholders
A meeting of all relevant stakeholders will be organized to formally launch
the project in the province and establish the provincial project monitoring
committee (PPMC). The work plan will be shared and relevant focal points
will be identified for carrying out the activities as per the plan.
2. Organization of the first PPMC meeting to agree on the M&E process and
template.
3. Workshops of ECE teacher trainers to review early primary grade
curriculum and development of suitable training and TL materials
A provincial workshop will be organized jointly by UNESCO and the Provincial
Department of Education for 20 ECE trainers to review the curriculum and
6
In the event that it is necessary to undertake a needs assessment to complete project design and /or to be able to present a
detailed budget, use the following formula “(X) months after the start of project activities, when the situation is well assessed, a
revised log frame and more detailed budget will be submitted to the donor for approval”.
as mother’s/parents’ educational background, fathers’ and community
leaders’ awareness and support to their daughter’s education, etc., have
direct impact on the chances of making girls education a success.
Partnerships with various stakeholders, especially at the local level,
therefore, will need to be encouraged, including with civil society
organizations, religious leaders, and mass media that are particularly
successful in reaching targeted and marginalized groups, including girls and
women in remote areas.

35
the UNESCO-promoted mobile phone based training module. Proposal for
improving the curriculum, particularly to reflect gender equality perspective,
will be developed. The mobile training package will be updated specifically to
appropriate it to be gender responsive. A detailed plan of ECE training of
trainers and the training guide will be finalized. The 20 trainers will be
identified and selected using the criteria agreed by the provincial department
of education. The ToR of the trainers will be developed jointly by UNESCO
and the department.
4. Training of trainers on ECE and gender issues
A two-day training of trainers on ECE and gender issues will be organized at
the province level. There will be 20 trainers taking part in this training
programme. The ToT will be organized jointly by UNESCO and the Provincial
Department of Education.
5. ECE teachers’ workshops on mobile phone based ECE training
The 20 trainers will be organizing the two-day parallel workshops for 20 ECE
teachers each. The trainees will be followed up by their respective trainer
through the mobile phone based training module. A local implementing
partner will be selected to monitor the impact of training on classroom
practice and student learning (need to reflect on this).
6. Stakeholders’ meeting to devise the mechanism to initiate integrated
family support system in the communities and decide on criteria of
selecting the Beneficiaries
7. Organization of head teachers’ meeting to discuss:
a. the PTAs status, their availability, revitalization or formation,
agree on school level PTA formation, if needed, and the agenda
and organization of the next PTA meeting;
b. building alliance with religious and politico-religious parties;
c. formation of girls’ group/club;
d. integrating gender perspective in teaching learning;
e. potential of initiating digital library;
f. issues related to student learning outcome;
g. teacher training needs to promote gender equality and girls’
education;
h. issues related to SRGBV;
i. issues peace education and conflict management and resolution
in teaching and learning; and
j. issues related to guidance and counselling cell for girls in school
8. Selection of the implementation partners to;
a. organize PTA strengthening workshops;
b. organize parental awareness raising workshops;
c. build alliance with religious and politico-religious parties;
d. establishment of and support to girls’ groups/clubs and their

36
network at district/province level
e. implement NFBE bridging programme for school dropout girls
f. implement non formal secondary education equivalency
programme;
g. deliver flexible basic education to nomadic and street children;
h. implement parental education and family literacy programme;
i. work with private sector to implement vocational and skills
training programme for adolescent girls;
j. organize gender training to build capacities of teachers;
k. assist schools to initiate and strengthen digital library facilities
l. pre-test, analyse and implement learning assessment tools
m. build capacities of in-service and pre-service teacher training
institutions for the integration of gender responsive content and
methods in TT programmes, and the development of mobile
phone based teaching/learning resources;
n. establish community of practitioners to support female teachers
on innovative teaching for girls
o. review the content and delivery method of lower secondary
education to propose and implement more diversified content
and method thereby increasing relevance and interest of
adolescent girl learners;
p. deliver digital literacy and vocational skills training to girls
attending lower secondary schools;
q. organize gender-responsive training programmes for NFE
teachers;
r. review NFBE curriculum from the point of view of gender
sensitivity and develop supplementary materials to fill up any
observed gaps;
s. develop gender-responsive teaching/learning materials for
secondary equivalency NFE programmes;
t. develop advocacy materials and organize workshops for strong
legislative or legal support to and enforcement of the
implementation of Article 25-A;
u. organize training of educational officials to build capacity to
analyze the budgetary allocation issues and prepare a provincial
white paper proposing a more gender-responsive budgetary
allocation scheme for education;
v. organize workshops of education officials and civil society
representatives to review existing educational policies and
strategies and propose more gender-responsive policies and
strategies that would response to the issues of SRGBV and
implementation of Article 25-A;
w. organize workshops for head teachers, teacher trainers and PTA
members to disseminate SRGBV related policies and strategies
and monitor the progress at the school level in terms of training
of teachers, registration and record on SRGBV, the actions taken
by the PTA;
x. develop and launch advocacy message through local media on
GBV
y. assist schools in improving sanitation, infrastructure and
transportation facilities;
z. develop curricular materials on peace education and conflict
management and resolution and organize training of teachers on
these; and
aa. assist schools to establish guidance and counselling facilities for

37
girls.
9. Organization of quarterly meeting of the PPMC and consolidate quarterly
reports for submission to the NPCC and PSC
10. Organize the bi-yearly meeting of NPCC to review the progress
11. Organization of the PSC meeting for necessary strategic guidance and
approval.
2.2 Risk analysis and
mitigation
The level of risk to the successful implementation and delivery of results
within the specific duration of the project implementation phase of 2 years is
medium to low. The main risks anticipated are the sudden political changes
and instability in the province with the potential to hinder the timely delivery
of the project outputs. Although the political factor may be outside the
control of the project, given the strong commitment of the government to
the overall programme, other potential risk factors associated more directly
with the project's implementations are expected to be well addressed and
mitigated through the close cooperation and coordination with the Ministry
of Education, the provincial department of education and UNESCO.
2.3 Sustainability and exit
strategy
The project implementation will be overseen by a locally formed provincial
project monitoring committee (PPMC) consisting of members representing
the department of education, civil society and UNESCO. The PPMC is
accountable to the national programme coordination committee (NPCC) and
the project steering committee (PSC) at the federal and global levels
respectively. Overall the project is supported by the following structure
which is expected to ensure a strong provincial and national ownership of the
project and eventually be up scaled, in the case of Baluchistan, through the
regular education budget of the project.
• Programme Steering Committee
• Programme management mechanism at national level
• Project teams at provincial and federal area levels.
• Project team within UNESCO Islamabad
• Programme monitoring and evaluation mechanism
The province is a recipient of the GPE fund to implement its education sector
plan which will be well informed by the project’s good practices. The project
activities will complement the implementation of the provincial education
sector plan, particularly in promoting girls’ education. There will be strategic
recommendations on how the project activities can be integrated in the
education sector plan and continued through the GPE fund.
3. PROJECT MANAGEMENT AND IMPLEMENTATION
• Who will be carrying out the different project activities? (Outline the project implementation and
management arrangements including a clear description of the roles and responsibilities of UNESCO and
each of the partners).

38
The project activities will be jointly carried out by UNESCO and the provincial counterparts, but under the
overall management of UNESCO Islamabad. UNESCO HQ and Bangkok Office will provide technical and
administrative backstopping throughout the implementation phase. The Federal Ministry of Education and
Baluchistan Department of Education will be the main counterparts of UNESCO and will be responsible for
coordinating the plans and delivery of the project activities. UNESCO will enter into implementation
partnership agreement or service contracts with appropriate NGOs, training institutions and/or individual
consultants to deliver specific activities of the project.
4. MONITORING, EVALUATION, LESSON LEARNING
4.1 How will the performance of the project be monitored and evaluated?78
The implementation of the project will be overseen by the programme steering
committee (PSC), national programme coordination committee (NPCC) and the
provincial programme monitoring committee (PPMC). The PPMC will ensure
quarterly review and monitoring of the progress against each of the indicators,
baselines and targets that are clearly defined in the results matrix. There will
be an independent evaluation of the project towards the end of its
implementation.
4.2 How will you involve beneficiaries and other stakeholders in monitoring and
evaluation?
The PPMC will be represented by the provincial department of education, local
religious leader, schools from the project site, girls’ club/network, PTAs, local
civil society organizations and UNESCO. The PPMC with support from UNESCO
field coordinator prepares the quarterly progress report by collecting the
indicator specific data. The PPMC will collect reports of each project activity,
progress data collected and collated by UNESCO, engage itself in direct
interactions with the beneficiaries, schools, institutions and relevant
stakeholders to prepare case studies and stories of good practices along with
any challenges and issues facing the implementation. There will be quarterly
review meeting organized to share the progress, issues and challenges and
provide feedback to the implementing partners, training institutions and/or
consultants, all of which will lead to the development of specific action points
to address the issues and challenges.
7
Monitoring, reporting and evaluation processes and tools should be designed to capture information on activities,
outputs/deliverables and expected results. At the output/deliverable and expected results levels adequate provisions for data
collection should be made covering all performance indicators (with associated quantitative and/or qualitative targets), starting
with a baseline for each performance indicator. Information on key performance indicators should be collected periodically in order
to track progress towards project implementation, output/deliverable delivery and achievement of the expected results. Please
refer to a) the monitoring and reporting guidelines and b) the Guidance Note on Evaluation of 07.11.12
8
If appropriate, indicate the specific reporting requirements established by the donor and consistent with the provisions in the
funding agreement.

39
5. VISIBILITY
5.1 The communication and media strategy of the project will guide the project’s
visibility initiatives. Fundamentally, the project will ensure a systematic
documentation of the implementation process and the progress made through
print and electronic media. Every important activity and action will be captured
in photographs and video clips, which will feed footage to video documentaries
of the project and promote the visibility of the project. The progress reports
and key project events accompanied by success stories and/or case studies
captured in prints, photographs or electronic media will be made available for
public consumption through UNESCO’s website and through local media. All
publications and documents produced during the project implementation will
also bear the logos of the government and UNESCO as a way to highlight the
joint initiative/collaboration.
Annex A: Project Logical framework (Logframe) – If required by the Donor
Annex B: Work plan
Annex C: Budget (by UNESCO Budget Line or by Activity)

40
Workplan
SN Activity Year 1 Year 2
1 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
2
3
4
5
6
7
8
9
10
11

41
Annex 5: Proposed project budget for one province/area
Category of expenses Year 1 Year 2 Total
10 - Personnel costs, consultants and missions 57898 37508 95406
International & National Staff 30170 2730 32900
Temporary Staff 15000 15000 30000
10' - Staff Mission Costs 5128 5128 10256
11 - Consultants 3850 10900 14750
National Professionals 1250 1250 2500
Delegates & External Individuals Missions 1250 1250 2500
11 - Other Contracts 1250 1250 2500
20 - Contracted Services 277750 277750 555500
Contracted Research 2500 2500 5000
Contracted seminars and meetings 2000 2000 4000
Contracted document production 1250 1250 2500
Subcontracts 135000 135000 270000
Implementation Partners Agreements (IPAs) 135000 135000 270000
Security costs 2000 2000 4000
30 - External Training and Grants 3750 3750 7500
Grants and Fellowships 1875 1875 3750
External Training and Seminars 1875 1875 3750
40 - Equipment and Maintenance 9102 8698 17800

42
Equipment 2250 2250 4500
Leases 4276 4024 8300
Maintenance & Repairs 2576 2424 5000
50 - Other Expenses 18691 17809 36500
Publications 1250 1250 2500
UN Joint activities (security costs) 4585 4315 8900
Conferences & Meetings 1250 1250 2500
Programme activities 1250 1250 2500
Communications 2112 1988 4100
Utilities 1443 1357 2800
Other supplies 6492 6108 12600
Finance Costs 309 291 600
SubTotal - direct costs 367191 345515 712706
80 - Support costs 33047 31096 64144
TOTAL 400238 376611 776850

43
Annex 6. Monitoring framework and results matrix
Main expected outputs expressed by targets per
each expected result
Theme
Braod
programme
outcomes
Programme
Component
Expected
results
Indicator Baseline MoV
2016
Target
Issues/
challenges
Needs
Expand
access
Outcome 1 :
Education
opportunities
expanded for
girls and
women
through
provisions of
formal and
non-formal
education
and increased
public
awareness
and
behavioural
change
towards girls
and women’s
education
Component 1.
Support
through
strengthening
of formal
education
delivery
1.1.1 Girls are
better prepared
and supported
to access
primary
education and
transition and
complete
secondary
education
% of girls' (boys') enrolment in
ECE/pre-primary programmes
% of girls' enrolment in primary
education
% of girls' rate of transition from
primary to lower secondary
education
% of girls completing lower
secondary education
1.1.2
Community
stakeholders
are fully
engaged in the
promotion of
girls
# of functional PTAs
Level of awareness on the
importance of girls' education (may
be determined during stakeholder
consultation)
# of girls' groups formed that are
engaged in activities
Component 2.
Support
through
strengthening
NFE delivery
1.2.1
Adolescent girls
are accessing
diverse and
flexible basic
education
opportunities
(primary and
lower
secondary)
% of adolescent girls' enrolment in
NFBE
# of girls participating in NFE EP for
secondary education
# of girls transitioning to formal
secondary education from NFE
programmes
# of adolescent girls enrolled in
vocational training programmes
(including private sector)
Improve
quality
Outcome 2:
Institutional
Component 1.
Support
2.1.1 Girls’
performance in
# of female teachers trained for
primary education

44
capacity for
gender-
responsive
equitable
educational
service
delivery
improved at
all levels,
including the
use innovative
technology
through
strengthening
of formal
education
delivery
primary and
lower
secondary
education are
improved
# of female teachers trained for
lower secondary education
% of female enrolment in teacher
training institutions
2.1.2 Teachers
are applying
gender-
sensitive/respo
nsive teaching
methodologies
and materials
# of teacher training institutes
integrateing gender training in their
programme in the project areas
# of teacher educators trained in
gender mainstreaming
2.1.3
Employability/E
ntrepreneurshi
p of adolescent
girls after lower
secondary
education is
enhanced
% girls enrolled in vocational training
programmes
% school to work transition rate for
adolescent girls
# of teachers trained in gender-
responsive vocational training at
lower secondary level
Component 2.
Support
through
strengthening
NFE delivery
2.2.1 Non-
formal basic
education
programmes
for girls are
gender
sensitive and
responsive
# of NFE teachers trained in gender
mainstreaming and gender-
responsive teaching
Strength
en policy
impleme
ntation
Outcome 3: :
Policy
environment,
legislation,
budgetary
allocation and
accountability
mechanisms
strengthened
in support of
equitable
Component 3:
Support
through
policy-level
changes
3.1 National
Capacity to
improve
educational
policy
environment
and budgetary
allocation
enhanced in
support of
gender equality
# of education department officers
trained in gender-responsive
budgeting
# of education offices adopted and
institutionalized gender-responsive
budgeting for education
% budgetary allocation for
expanding girls' education

45
access to
quality basic
education and
ensuring safe
learning
environment
for girls and
women
in education
3.2 Incidence of
school-related
gender-based
violence is
better reported
and reduced
through the
effective
implementation
of
national/provin
cial policies and
strategies at
local levels.
# of reported SRGBV
# of school with girls' club
established and functioning
Awareness level of commununity on
GBV (qualitative)
3.3 Girls and
parents feel
that school
environment is
safe and secure
# of schools with separate
functioning toilets for girls and boys
# of teachers trained in peace
education and conflict management
and resolution
# of community radios braodcasting
advocacy programmes for
eliminating GBV
# teacher training institutions
integrating peace education and
conflict management and resolution
in the TE curriculum

46
Annex 7. Operational plan matrix
Operational Plan Matrix for Malala Fund
Component 1: Support through the formal education sector
Outcome 1.1: Improving access
Expected results Activities Provincial priority Indicators Baseline Target
1.1 : Girls are better
prepared and
supported to access
primary education and
transitioning to
secondary education
1.1.1. ECCE and gender training for pre-
service and in-service teachers
(build/adapt mobile ECCE teacher
training course)
1.1.1
1.1.2. Early primary grade curriculum
review and development of
teaching/learning materials
development
1.1.2
1.1.3. Establishment of regular
monitoring and tracking system on girls’
enrolment and transitions to lower
secondary education.
1.1.4. Delivery of basic education to
nomadic children.
1.1.5. Integrated family support system
with financial and material support (e.g.
take-home food ration, school meals e
tc) to facilitate the timely access and
retention in primary schools of girls.
1.2 :Community
stakeholders are fully
engaged in the
education
1.2.1. Community-based school
management and activation of PTAs.
1.2.2. Awareness raising through
gender-sensitive literacy and NFE
programmes for parents (esp fathers)
and community-members.

47
1.2.2. Alliance with religious leaders and
politico-religious parties to increase
support to girls’ education
1.2.2. Girl-group activities.
1.3 Community
stakeholders are fully
engaged in the
education
1.3.1. Community-based school
management and activation of PTAs
1.3.2. Awareness raising through
gender-sensitive literacy and NFE
programmes for parents (esp fathers)
and community-members;
1.3.3. Alliance with religious leaders and
politico-religious parties to increase
support to girls’ education
1.3.4. Girl-group activities, etc.
Outcome 1.2: Improving quality
Expected results Activities Provincial
priority
Indicators Baseline Targ
et
1.2.1 Girls’ performance in
primary and lower secondary
education are improved.
1.2.1.1 Development of locally relevant gender-
sensitive reading/learning materials.
1.2.1.2 Digital library of learning materials for
primary and secondary students.
1.2.1.3. Development of locally and culturally
relevant and gender-sensitive assessment of
learning outcomes.
1.2.2. Teachers are applying
gender-sensitive/responsive
teaching methodologies and
materials.
1.2.2.1. Institutional capacity development in
integrating gender training in pre-service and in-
service teacher training at the teacher training
institutes.

48
1.2.2.2. Digital resource library including use of
mobile phone based learning resources on
gender-responsive teaching/learning materials
for teachers
1.2.2.3. Community of practice on innovative
teaching for girls to support female teachers
1.2.3.
Employability/Entrepreneurship
of adolescent girls after lower
secondary education is
enhanced
2.3.1. Diversified content and delivery mode of
(lower secondary) education to increase
relevance and interest for adolescent girls
2.3.2. Introduction of vocational subjects into
lower secondary education for girls
2.3.3. Digital literacy/vocational training for girls
in lower secondary schools
Component 2: Support through non-formal education
Outcome 2.1: Improving access
Expected results Activities Provincial
priority
Indicators Baseline Targ
et
2.1.1 Adolescent girls are
accessing diverse and flexible
basic education opportunities
(primary and lower secondary).
2.1.1.1 Non-formal basic education bridging
programme for early grade girl drop-outs.
3.1.1.
2.1.1.2 Non-formal equivalency secondary
education programme and home-based schooling
for out-of-schools adolescent girls (e.g. “School-
in-a-mobile phone”).
2.1.1.3 Delivery of basic education to nomadic
and street children (particularly important for
FATA)
2.1.1.4 Parental education/family literacy
through NFE/CLCs on the importance of girls’
education
2.1.1.5. Local business engagement for
vocational training in NFE/EP for adolescent girls

49
Outcome 2.2: Improving quality
2.2.1 Non-formal basic
education programmes for girls
are gender responsive.
2.2.1.1 Training of non-formal basic education
teachers.
2.2.1.2 Review of curriculum for non-formal
basic education programmes to ensure gender
sensitivity.
2.2.1.3 Development of gender sensitive
learning/teaching materials for secondary
equivalency programmes
Component 3: Suport through policy implementation
Outcome 3.1: Policy implementation support
3.1.1 National Capacity to
improve educational policy
environment and budgetary
allocation enhanced in support
of gender equality in education
3.1.1.1 Advocacy for making available the bills,
legislations and laws related to Article 25-A on
free and compulsory education for all children of
age 5-16 years.
3.1.1.2 Analysis of gender vis-a-vis budgetary
allocation issues associated with the enforcement
and implementation of bills, legislations and laws
related to Article 25-A.
3.1.1.3 Development of policies, strategies and
guidelines to respond to gender-specific
(including gender responsive budgeting and
school-related gender based violence) issues
related to the implementation of Article 25 A.
3.1.1.4. Advocacy for increasing education
budget specifically to promote girls’ access to
education.
3.1.2 Incidence of school-related
gender-based violence is better
reported and reduced through
the effective implementation of
3.1.2.1 Dissemination, implementation and
monitoring of national and local policies,
strategies and guidelines on the elimination of
school-related gender-based violence in school

50
national/provincial policies and
strategies at local levels.
3.1.2.2 Reporting and monitoring system on
incidence of GBV in schools
3.1.2.3 Teacher training on GBV and gender-
friendly schools
3.1.3.4 Creation of school networks and girls club
in schools for peer support and mentoring
3.1.2.5 Advocacy for the elimination of GBV
through the local media/community radios
3.1.2.6. Alliance with religious leaders, politico-
religious parties, local police and community
leaders, family heads/fathers.
3.1.3 Girls and parents feel that
school environment is safe and
secure.
3.1.3.1 Improvements in school (sanitation)
infrastructure and transportation
3.1.3.2 Development of curricula and teaching-
learning (including digital) materials on peace
education and conflict management and
resolution
3.1.3.3 Teacher training on the use of teaching-
learning materials on peace education and
conflict management and resolution
3.1.3.4 Establishment of guidance and
counselling facility in schools for girls
3.1.3.5 School networking and girls clubs in
schools
3.1.3.6. Awareness-raising of community
members and parents on eliminating GBV in
schools through adult literacy and NFE
programmess.

Final report September 2014 (Linkedin)

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