Ssdp final draft --april 4, 2016

School Sector Development Plan
Nepal
FY 2016/17–2022/23
(BS 2073—2080)
Draft
Ministry of Education
Government of Nepal
March 2016
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School Sector Development Plan (2016)
[MoE (2016). School Sector Development Plan, Nepal, 2016–2023.
Kathmandu: Ministry of Education, Government of Nepal.]

EXECUTIVE SUMMARY
POINT BY POINT TABULAR SUMMARY OF THE PLAN
i

ACKNOWLEDGMENTS AND FOREWORD
ii

CONTENTS
School Sector Development Plan...............................................................................................1
Nepal.........................................................................................................................................1
FY 2016/17–2022/23.................................................................................................................1
(BS 2073—2080)........................................................................................................................1
Ministry of Education................................................................................................................1
Government of Nepal................................................................................................................1
March 2016...............................................................................................................................1
[MoE (2016). School Sector Development Plan, Nepal, 2016–2023. Kathmandu: Ministry of
Education, Government of Nepal.].............................................................................................ii
Executive Summary....................................................................................................................i
Executive Summary....................................................................................................................i
Acknowledgments and Foreword..............................................................................................ii
Acknowledgments and Foreword..............................................................................................ii
Contents...................................................................................................................................iii
Contents...................................................................................................................................iii
Abbreviations and Acronyms..................................................................................................viii
Abbreviations and Acronyms..................................................................................................viii
1 Background and Context.........................................................................................................1
1.1 Background....................................................................................................................1
1.2 Country Context............................................................................................................2
1.3 Key Issues and Challenges.............................................................................................6
1.4 Main achievements of the SSRP..................................................................................11
1.5 Decentralized Planning ...............................................................................................12
1.6 Opportunities..............................................................................................................13
2 Overall Vision, Objectives, Policy Directions and Strategies...................................................15
2.1 Vision 2022..................................................................................................................15
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2.2 Purpose.......................................................................................................................15
2.3 Goal.............................................................................................................................15
2.4 Objectives....................................................................................................................15
2.5 Policy Directions for SSDP............................................................................................16
2.6 Strategies.....................................................................................................................17
2.7 Links with Country Development Objectives...............................................................17
3 Programme Description.........................................................................................................19
3.1 Guiding Principles........................................................................................................19
3.2 Programme readiness..................................................................................................19
3.3 Methodology...............................................................................................................22
3.4 SSDP Key Performance Indicators...............................................................................22
4 Early Childhood Education and Development/Pre-Primary Education...................................24
4.1 Introduction.................................................................................................................24
4.2 Goal and Objectives.....................................................................................................24
4.3 Policy directions..........................................................................................................24
4.4 Strategies.....................................................................................................................25
4.5 Physical Targets and Beneficiaries...............................................................................27
4.6 Key Performance Indicators........................................................................................27
4.7 Key Results..................................................................................................................27
5 Basic Education......................................................................................................................30
5.1 Introduction.................................................................................................................30
5.2 Goal and objectives.....................................................................................................32
5.4 Strategies.....................................................................................................................33
5.5 Physical Targets and Beneficiaries...............................................................................36
5.7 Key Results..................................................................................................................36
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6 Secondary Education.............................................................................................................39
6.1 Introduction.................................................................................................................39
6.2 Goal and objectives.....................................................................................................40
6.4 Strategies.....................................................................................................................41
6.5 Physical Targets/Beneficiaries.....................................................................................42
6.7 Key Results..................................................................................................................43
6B. Technical and Vocational Education Subject......................................................................49
6b.1 Introduction..............................................................................................................50
6b.2 Goals and Objectives................................................................................................50
6b. 3 Policy Directions......................................................................................................50
6b. 4 Strategies.................................................................................................................50
6B.5 Physical Targets and Beneficiaries............................................................................51
6b.6 Key Performance Indicators.....................................................................................51
6b.7 Key Results ...............................................................................................................51
7 non-formal education and Lifelong Learning.........................................................................53
6.8 Introduction.................................................................................................................53
6.9 Goal and Objectives.....................................................................................................53
6.10 Policy directions........................................................................................................53
6.11 Strategies...................................................................................................................54
6.12 Physical Targets and Beneficiaries.............................................................................54
6.13 Key Performance Indicators......................................................................................54
6.14 Key Results................................................................................................................55
7 Cross Cutting Priorities and Priorities....................................................................................57
7.1 Teacher Management and Professional Development................................................57
7.2 Governance and management....................................................................................62
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7.3 Capacity Development................................................................................................65
7.4 Disaster Risk Reduction and School Safety..................................................................67
7.5 Monitoring, Evaluation and Assessment.....................................................................70
7.6 Examination and Accreditation...................................................................................73
7.7 International Economic Cooperation and Coordination..............................................74
8 Financing...............................................................................................................................78
8.1 Introduction.................................................................................................................78
8.2 Objectives....................................................................................................................78
8.4 Strategies.....................................................................................................................78
8.5 Education Expenditure................................................................................................79
8.6 Allocations within the education budget.....................................................................82
8.7 Funding modalities and flows......................................................................................83
8.8 Financial Management and reporting.........................................................................84
References...............................................................................................................................85
References...............................................................................................................................85
Annexes...................................................................................................................................88
Annexes...................................................................................................................................88
Annex 1: SSDP Logical Framework...........................................................................................89
Annex 1: SSDP Logical Framework...........................................................................................89
Annex 2: SSDP Result Framework............................................................................................93
Annex 2: SSDP Result Framework............................................................................................93
Annex 3: Growth Scenarios for Nepal’s Education Sector......................................................124
Annex 3: Growth Scenarios for Nepal’s Education Sector......................................................124
Annex 4: Sub sector/ thematic breakdown of SSDP budget cost............................................125
Annex 4: Sub sector/ thematic breakdown of SSDP budget cost............................................125
Annex 5: School Education Sector Institutions in Nepal.........................................................135
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Annex 5: School Education Sector Institutions in Nepal.........................................................135
vii

ABBREVIATIONS AND ACRONYMS
ASIP Annual Strategic Implementation Plan
AWPB Annual Work Plan and Budget
BS Bikram Sambat (Nepali Calendar — official Nepali date system)
CAS Continuous Assessment System
CB-EGRA Classroom-based EGRA
CBO Community Based Organisation
CBS Central Bureau of Statistics
CDC Curriculum Development Centre
CLA Central Level Agencies
CLC Community Learning Centre
CPD Continuous Professional Development
CSO Civil Society Organisation
CSS-DRR Comprehensive School Safety and Disaster Risk Reduction
CSSP Community School Support Programme
CwD Children with Disabilities
DEO District Education Office
DoE Department of Education
DRM Disaster Risk Management
DRR Disaster Risk Reduction
ECCD Early Childhood Care and Development
ECD Early Childhood Development
ECDC Early Childhood Development Classes
ECED Early Childhood Education Development
EFA Education for All
EGRA Early Grade Reading Assessment
ELDS Early Learning and Development Standards
EMIS Educational Management Information System
EOP End of Project
ERO Education Review Office
ESPIG Education Sector Program Implementation Grant (GPE)
ETC Education Training Centre
FCS Foreign Coordination Section
FMAP Financial Management Action Plan
FMR Financial Monitoring Report
FNCCI Federation of Nepal Chambers of Commerce and Industry
GER Gross Enrolment Ratio
GESI Gender Equity and Social Inclusion
GIR Gross Intake Rate
GIS Geographical Information System
GoN Government of Nepal
GPE Global Partnership for Education
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HSE Higher Secondary Education
HSEB Higher Secondary Education Board
HSLC Higher School Leaving Certificate
I/NGO International NGO and NGO
ICT Information and Communication Technology
IE Inclusive Education
IEMIS Integrated EMIS
IT Information Technology
JFA Joint Financing Arrangement
JICA Japan International Corporation Agency
LDC Least Developed Country
LDE Local Department of Education
LLL Lifelong Learning
LRC Lead Resource Centre
MDG Millennium Development Goals
MEC Minimum Enabling Conditions
MGML Multi Grade-Multi Level
MoE Ministry of Education
MoFALD Ministry of Federal Affairs and Local Government
MoHP Ministry of Health and Population
MoU Memorandum of Understanding
MoWCSW Ministry of Women, Children and Social Welfare
MToT Master Training of Trainers
NASA National Assessment for Student Achievements
NCED National Centre for Education Development
NDHS Nepal Demographic and Health Survey
NEB National Education Board
NEGRP National Early Grade Reading Program
NER Net Enrolment Rate
NFE Non-formal Education
NFEC Non-formal Education Centre
NGO Non-government Organisation
NIR Net Intake Rate
NLSS Nepal Living Standards Survey
NLSS Nepal Living Standards Survey
NPC National Planning Commission
NQF National Qualification Framework
NVQF National Vocational Qualifications Framework
OAG Office of the Auditor General
OCE Office of Controller of Examinations
PMEC Priority Minimum Enabling Condition
PPC Pre-primary Centre
PPE Pre-primary Education
PTA Parent Teacher Association
SDG Sustainable Development Goal
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SESP Secondary Education Support Programme
SIP School Improvement Plan
SLC School Leaving Certificate
SMC School Management Committee
SSDP School Sector Development Plan
SSDS School Sector Development Strategy
SSRP School Sector Reform Plan
STR Student-Teacher Ratio
SWAp Sector Wide Approach
TEP Teacher Education Project
TESOL Teachers of English to Speakers of Other Languages
TEVT Technical Education and Vocational Training
TPD Teacher Professional Development
TSC Teacher Service Commission
TVE Technical and Vocational Education
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization,
UNFPA United Nations Population Fund
UNICEF United Nations Children Fund
USAID United States Agency for International Development
WFP World Food Programme
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1 BACKGROUND AND CONTEXT
1.1 Background
Nepal is at a crossroads both at the global level with the beginning of the post-2015 Millennium
Development Goals (MDGs) era and at the national level with the rollout of the federal system
under the recently promulgated constitution (GoN 2015a). The School Sector Reform Plan (SSRP)
(MoE 2009) is the current Education Sector Plan, which was initiated in 2009 and ends in July
2016. As the follow-on of the Education Sector Plan, the government has developed this School
Sector Development Plan (SSDP) for the seven year period [mid-July 2016 to mid-July 2023(BS
2073–2080)] in line with Nepal’s vision to graduate from the status of a least developed country
(LDC) (NPC 2015a). The SSDP continues the government’s efforts to ensure access to quality
education for all through programmes such as Education for All (EFA; 2004-2007), the Secondary
Education Support Programme (SESP; 2003-2008), the Community School Support Programme
(CSSP; 2003-2008), the Teacher Education Project (TEP; 2002-2007) and most recently, the SSRP
(2009-2016).
Building upon the lessons learned and the gains made in the sector under these programmes,
the SSDP is designed to enable the school education sector to achieve unfinished agenda items
and to accomplish the targets defined under SDG number 4:
“Ensuring equitable and inclusive quality education and promoting life-long learning
opportunities for all’.
As such, the SSDP aligns with the commitment expressed by Nepal to the Incheon Declaration of
the World Education Forum and its Universal Declaration on Education by 2030 agenda (UNESCO
2015):
“to transform lives through education, recognizing the important role of education as
a main driver of development and in achieving the other proposed SDGs [….through] a
renewed education agenda that is holistic, ambitious and aspirational, leaving no one
behind.”
The SSDP also aligns with Nepal’s international commitment towards the Sustainable
Development Goals (SDGs), which were ratified by the UN General Assembly in September 2015.
In the case of Nepal, the development of the SSDP is aligned with the broader framework of
developing a national plan that encompasses the entire education sector and leads up to 2030,
similar to the Nepal National Plan of Action (NNPA) that was developed for the EFA
implementation timeline (2000-2015).
The SSDP was developed through an inclusive and participatory approach and is based on an
analysis of the education sector. Starting in June 2015,Thematic Working Groups (TWGs) were
formed, background papers developed, and knowledge gaps filled by carrying out thematic
studies. Consultations were undertaken with stakeholders at all levels to confirm and validate
strategic priorities. These processes led to the development of the SSDP Approach Paper (MoE
2015a), which outlined the broad policy directions and way forward and provided the basis for
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the SSDP document. At this stage it was decided that, unlike the SSRP (2009–15), this SSDP
document (2016—23) would encompass the broader policy framework as well as the plan.
The SSDP requires an expansion in emphasis from access to quality and equitable access,
participation and learning outcomes in education. Nepal’s new constitution (2015) demands a
thorough reorientation of the education system through structural and functional reforms
including the policy and regulatory frameworks. The constitution guarantees the fundamental
right to education and lays down the directive principles of the Federal State (the State) on
education and concurring rights.
The long awaited Bill (Eighth Amendment) to Education Act (1971) was tabled in the cabinet on 7
September 2015 (GoN 2015b). The parliament briefly discussed the amendment on 28
December 2015. This has generated hope among education planners and policymakers that the
Bill will be enacted soon. Note that much of the reform agenda introduced by the SSRP was put
on hold due to the lack of appropriate regulatory provisions. The promulgation of the new
Education Act is expected to ensure compatibility between and among educational institutions
and will also pave the way for necessary reforms in line with the new constitutional mandate.
Amidst the development of the new national education plan, the earthquakes of April and May
2015 seriously disrupted education services. Over 35,000 classrooms were mostly or totally
damaged, leaving more than one million children lacking access to safe, permanent places to
learn (NCE 2015). This has reversed much of the recent progress in the education sector in the
14 most affected districts and is expected to cause an increase in the number of out-of-school
children. The SSDP therefore prioritises reconstruction and recovery works as identified during
the Government’s Post Disaster Needs Assessment (PDNA) (NPC 2015b and 2015c)and in line
with the Framework for Disaster Risk Reduction that was adopted at the 2015 UN world
conference in Sendai (United Nations, 2015).
In short, the SSDP addresses the educational reform and developmental needs of the country in
the current context. Reform in the education sector is necessitated by the forthcoming
changeover to a federal system of governance. This will require changes in existing rules and
regulatory frameworks. On the other hand development works are needed to improve quality,
efficiency and service delivery and to ensure equitable access and participation, reaching out to
children and youth from communities and groups that have been unable to access or benefit
from the education system. This requires revisiting development programmes and building the
capacity of delivery units and agencies. Thus, in broad terms, the SSDP focuses on the reform
and development of the education sector in line with the new constitutional mandate.
1.2 Country Context
Formal education system in Nepal is relatively new as the access to school education was
confined to limited number of schools opened to serve the elites and wealthy populations for
decades. Planned expansion of school education began with the promulgation of the new
education system plan in 1971. Thus the history of public education system in Nepal has a
history of less than 50 years. However, within this short period of time Nepal has achieved
phenomenal growth in number of schools and enrollment rates. This expansion of the education
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sector took place in a context of highly diverse needs and areas, in terms of socio demography
and culture and in a period of political reform and restructuring.
Socio-demography and culture
The 2011 census recorded Nepal as having a population of 26.5 million (2011 National Census)
(CBS 2012). The population has a high level of social, cultural, and ethnic diversity. The census
recorded 126 ethnic groups and 123 languages of which more than a dozen are in active use by
more than 100,000 people. Religion has a central place in Nepalese life and society. In the early
1990s, Nepal was the only constitutionally declared Hindu state in the world. The 2001 census
reported that 80.6% of the people were Hindus and 10.7% were Buddhists with the remainder
being mostly Muslims, Kirats, Christians and Jains (CBS 2010). The new constitution (GoN 2015a)
declares Nepal to be a secular state.
Politics and the economy
In 1990, the country transformed to a multiparty democracy within the framework of a
constitutional monarchy. A decade-long conflict between insurgents and government broke out
in 1996, culminating in a peace accord and the promulgation of the Interim Constitution. The
monarchy was abolished soon after and the Interim Constitution declared Nepal to be a federal
democratic republic. Nepal’s new federal constitution was promulgated on 20 September 2015.
A country in transition
Federal structure and decentralization— The new constitution defined the Federal State of
Nepal as an “independent, indivisible, sovereign, secular, inclusive, democratic, socialism-
oriented federal democratic republican state.” (GoN 2015a: 1). The transformation into a federal
democratic republic is building on the decentralization of governance that the country had
initiated during the 1990s. Decentralization was adopted as a major government policy in the
Third Five Year Plan (1965-70). The aim was to engage people on planning and development-
related decision-making in the areas under local bodies. The government established village
development committees (VDCs), municipalities and district development committees (DDCs) as
the main local administrative units for decentralised governance. Since the beginning of the
1960s, these local bodies have been involved in local planning and development works.
After the restoration of multiparty democracy in 1990, and especially since 1999, the local
bodies have been responsible for local governance under the Local Self Governance Act (LSGA),
1999 and the Local Self Governance Regulation (LSGR), 1999, Local Body (Financial
Administration) Regulations, 2007 and other rules and operational manuals(HMGN 1999a,
1999b and GoN 2007b).
From MDGs to SDGs — Another major transition that is taking place as the SSDP is initiated is
the global move from the MDGs agenda (2000–2015)to contextualizing and adopting the SDGs
agenda (2015-2030). Nepal has made very good progress across most of the MDGs. It has halved
the proportion of people whose income is less than a dollar a day (MDG 1) with the rate
dropping from 33.5% in 1990, to 19.7% in 2010, and to 16.4% in 2013. The drop about one
percent per year meant that the 17% target for 2015 was achieved ahead of schedule (NPC
2013a).
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Poverty in Nepal has thus declined at an impressive rate. An unpublished report suggested that
the annual rate of poverty decline increased from 1.5 percent between 1996 and 2004 to 2.5
percent between 2004 and 2011 (NPC 2013a: 10). The decline continued even during the ten-
year armed conflict. However, disparities remain, with poverty rates in rural areas, where over
80 percent of the population live, being higher than those in urban areas and also being higher
among certain population groups. Nepal has also achieved substantial gains with regards to its
MDG 1 target for reducing hunger. The 2015 target for the prevalence of underweight children
(29%) has been just met at 28.8% while the target for the proportion of the population with
below minimum dietary consumption (25%) was far exceeded at 15.7%.
The education sector
Education is a priority sector of the government as reflected in the large share of the budget
allocated to it and the rising public investment in education over the past decade. The education
sector has received the largest share of the government’s budget in recent years. Furthermore,
public investment in education as a fraction of gross domestic product (GDP) has increased from
less than 2.9 percent in 1999 to over 4.7 percent in 2010. Considering that Nepal’s GDP has been
growing at around 4.4 percent per year during this period, the increasing share of education of
GDP represents a very significant increase in investment in absolute terms. More than 80
percent of the government’s education budget goes to school education each year (Grades 1-12
inclusive).
Good progress has been made on the provision of and access to basic education over the past
two decades. As such, several visible gains have been documented in this sub-sector. Education
for All (EFA) Goal 2 is to ensure that all children, particularly girls and children in difficult
circumstances, and those belonging to disadvantaged ethnic groups have access to and
complete free and compulsory good quality primary education. The net intake rate in primary
schools has risen to 92.7 percent of eligible girls and 93.3 percent of eligible boys. Net enrolment
rates have also steadily improved (to 88.7 percent in 2015), although they have fallen short of
the SSRP target of 98 percent.
Despite the decade-long conflict and other political challenges, Nepal has made remarkable
progress in expanding learning opportunities for children and adults. Yet the quality of education
is generally low, as are secondary school completion rates. Insufficiently prepared teachers, the
lack of adequate and appropriate materials, and insufficient support at home are some of the
main factors that prevent many children from developing foundational skills for life that will
allow them to learn throughout their academic careers and beyond.
Nepal has achieved substantial, albeit uneven, progress towards its goal of ensuring universal
primary education, with it meeting the MDG indicator on enrolment in primary education but
not meeting the indicators on primary education survival and literacy despite the progress
shown on these indicators over the years. However, this progress should be viewed in the light
of the damage wrought by the 2015 earthquakes and the economic blockade, which both had an
immediate and significant impact on the enrolment, retention and completion rates within
education and is expected to have longer term effects that also further reduce the achievement
and disrupt the positive trends in other education outcomes. The overall negative impacts of
these things has yet to be calculated although they may well have significantly reversed some of
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the large gains made over the past two decades. As such, Nepal will be unable to meet the
targets committed to under MDG 2 and will be challenged to graduate from the status of a least
developed country (LDC) in 2022 (UNESCO 2015).
The structure of the education sector
Nepal’s education system comprises school education and higher education. School education
includes Early Childhood Education and Development (ECED)/pre-primary education, primary
education and secondary education including lower secondary and higher secondary education.
However, the School Sector Reform Programme (SSRP) proposes basic education in Grades 1 to
8 and secondary education in Grades 9 to 12 amounting to 12 years of formal school education.
Currently, the ECED/pre-primary classes have one to two years duration to prepare three to four
year old children for primary education. Primary schools provide five years of education (Grades
1 to 5) with the prescribed age for entry into Grade 1 being five years completers. Lower
secondary education consists of three years (Grades 6 to 8), secondary education is Grades 9 to
10 while higher secondary education is Grades 11 to 12. The intermediate level, which is
equivalent to higher secondary level, is also being offered under the system of university
education.
Higher education consists of bachelor's degrees of three to four years duration (depending upon
the subject) and two year-long masters’ degrees. Some universities also offer postgraduate
diploma and Master of Philosophy (M Phil) courses. The Doctorate of Philosophy (PhD) is the
highest degree offered.
A technical stream of education has developed to produce basic and mid-level human resources.
The proposed SSDP intends to strengthen vocational education from Grade 9. The technical
schools and centres that are spread across the country, provide short and long-term training
courses on different subjects. Some courses are offered to Grade 10 students while other
courses are for students who have already passed the School Leaving Certificate (SLC).
The School Sector Reform Programme (2009-2016)
The SSRP (2009-2016) is being implemented by the Ministry of Education (MoE) through a sector
wide approach (SWAp), with financial contributions from the GoN and a group of development
partners, including support from the Global Partnership for Education (GPE). The SSRP is the
latest and final programme in the 15 year EFA National Plan of Action, 2001-15 (EFA-NPA). MoE
is responsible for implementing both recurrent and development programmes within the school
education sector under the SSRP in accordance with the agreed strategic framework, a joint
financing arrangement (JFA), annual strategic implementation plans (ASIPs), and annual work
plans and budgets (AWPBs).
The programme has focused on the three pillars of access, inclusion, and quality, structured
across the following three components:
1. Basic education (Grades 1-8), Early Childhood Education and Development (ECED) and
literacy and lifelong learning. The primary objective is to prepare pre-school-age children
through ECED for basic education, ensure equitable access to and quality of basic
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education for all 5 to 12 year old children, and deliver basic numeracy and literacy to
youths and adults, especially women and marginalized groups.
2. Secondary education (Grades 9-12) and technical and vocation training pilot
programmes. The aim here is to improve access, equity, and quality and relevance of
secondary education for 13 to 16 year olds. This component also focuses on improving
the relevance of secondary education by introducing and exposing children to vocational
and technical education programmes that facilitate the school to work transition.
3. Institutional capacity strengthening (including teacher management) for the planning,
delivery and monitoring of educational services and products. This component aims to
improve the capacity of SSRP implementation agencies and partners to enhance delivery
and monitoring of educational services and products.
Education stakeholders
Nepal’s education sector caters for a highly diverse group of stakeholders in terms of culture,
context and needs. The main implication of this diversity for the education sector is the many
different first languages of students. A recent study found that nearly half of all schools in Nepal
had a majority of students who upon enrolment had no or limited understanding of Nepali as
they had until then spoken a different language (RTI 2014). Of these schools, more than half had
students that had two or more first languages. Also related to cultural diversity is the different
levels of educational attainment among different ethnic groups and castes, and the gender-
based disparities in access to and participation in education within these groups. The
geographical diversity means a great variation in the number of children living in schools’
catchment areas ranging from only a few in the high mountains to hundreds in the Terai plains
(MoE 2014).
In terms of composition of the school going population, about 22% of 4 year old children are out
of pre-school/primary school in Nepal, with no significant difference between girls and boys. In
basic level (Grade 1-8), Nepal has 6.13 million children (boys 51.1%, girls 48.9%) of age 5 to 12,
and1.39 million children (boys 49.2%, girls 50.8%) of age 13 to 16 who are enrolled in secondary
level (grade 9-12) (DoE 2016)
1.3 Key Issues and Challenges
Large achievements have been made in securing access to education and it is now necessary to
focus on quality and efficiency of education provision. It is necessary to address the challenges
related to the quality of education and the achievement of learning competencies without
leaving those behind who have not been able to access education. The SSDP therefore needs to
balance the limited capacity and available resources between safeguarding and completing the
agenda of the SSRP and the EFA while having a defined reform agenda towards the envisioned
quality transformation. This is all the more challenging given the damage wrought by the
April/May 2015 earthquakes and the economic constraints due to the constitution-related
agitations in the Terai. Furthermore, the institutional capacity within the education sector will be
partly consumed in the near future by the expected roll out of the federal structure and the
decentralization of planning and education management.
The following are the major challenges that face Nepal’s education system:
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Quality of basic education
Under the SSRP, the strengthening of quality across the system and with regard to education
outcomes was flagged as a key issue both in the SSRP mid-term review (MTR) (Cummings et al
2012) and the SSRP independent joint evaluation (Poyck et al 2016). Whereas access and other
education sector indicators have progressed, this is yet to be translated into quality outcomes.
The current challenges related to the quality of education have resulted in many children not
learning as they progress through the system. As a result, school dropout and repetition rates
are still quite high, especially in the early grades and in grade 8, although the repetition rate in
these grades is showing a declining trend. The basic and secondary education survival rate and
Grade 10 School Leaving Certificate (SLC) exam scores are generally low with large disparities in
achievement between public and private schools. About 86.8% of children who enrol in Grade 1
reach Grade 5 and only 74.6% survive up to Grade 8 (UNICEF 2016).
In terms of learning readiness, access to ECED and pre-primary centres (ECED/PPCs) has
increased significantly in recent years, and has been shown to be strongly correlated with
reduced drop out and repetition in early grades. Students’ learning is further compromised as
the level of early grade reading and maths proficiency is very low, thus preventing students from
progressing across other subjects due to low levels of literacy and numeracy. As such, learning is
to be at the centre of the reforms under SSDP. For this, the quality of inputs needs to be assured
in terms of teachers, teaching-learning resources and the enabling education environment.
Furthermore, the process needs to become child-centred in terms of inputs matching the
learning needs and learning styles of children. Teachers, especially core subject teachers, need
to strengthen their subject knowledge. The teaching process is too textbook-focused, lecture-
oriented, and needs to be strengthened to foster creative thinking and to enable core skills. The
professional development of teachers needs to be revisited to ensure that it results in a more
child-centred approach to teaching.
On governance and management, the management and distribution of teachers is yet to be
rationalised and the requirements for appointment are defined by certification and training
rather than also by competencies. Also, many teachers do not spend the required time-on-task.
Despite the strategy to reduce disparities in enabling learning environment through the
establishment of Minimum Enabling Conditions (MECs), and based on this, the selection of five
Priority Minimum Enabling Conditions (PMECs) that were envisioned to be established within all
schools and expanded into the broader set of MEC, only a small percentage of all schools will be
meeting all 5 PMECs at the end of the SSRP implementations. Furthermore, these PMECs do not
yet include the necessary condition of classrooms being constructed to disaster risk reduction
(DRR) standards. The great majority of school buildings do not meet minimum safety standards.
Following the earthquakes, ongoing disaster risk reduction campaigns to ‘build back better’
should mean that schools are (re)constructed in line with guidelines and specifications to
provide safe learning environments. Due to the April/May 2015 earthquakes, the existing MECs
in the 14 most affected districts have largely been reversed and thus a new baseline is being
established on the new targets that need to be established. Resource limitations are a major
challenge to establish or ensure minimum standards in schools with limited means.
Furthermore, classroom-level formative assessments are currently not being used by teachers in
a systemic way to guide, improve and adapt their teaching. The implementation of the
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classroom-based assessments by teachers has not brought about the envisioned improved
quality outputs. And, many students do not receive the minimum prescribed number of
teaching-learning days.
Quality of secondary education
As teaching and learning in the classroom is largely driven by the nature of the board exams in
Grades 10, 11 and 12 (SLC and HSE), teachers and students tend to focus primarily on
memorisation and knowledge recall. Critical thinking, analysis, and creativity are not sufficiently
emphasized. Other issues related to the examination system are the lack of standardisation of
board exams and the irregular evaluation of exams, while recognizing the contemporary move
away from the standardized testing of children within education discourse. One reason for the
high SLC failure rates is the current examination-focused approach that requires students to pass
all subjects at the same time.
With regard to the enabling learning environment, the MECS for secondary schools have yet to
be finalised. Furthermore, supplementary, age-appropriate, self-reading material for helping
children develop a reading habit and interests are mostly not available. Many teachers,
especially those who teach science, maths and English in community schools, are in need of
strengthening their subject knowledge. Many schools have an inadequate number of subject
teachers. The government only funds two teachers at the higher secondary level of schools. This
is wholly inadequate. The secondary level textbooks have issues with regards to quality and
consistency and the timely receipt of textbooks by students is a major concern.
The upcoming federalization of the education system will establish a large autonomy for
provinces in terms of resource allocation, planning and implementation of education programs.
As such, it will be a challenge to ensure that minimum quality standards are guaranteed for
children in terms of learning environment and teaching-learning processes, while allowing the
flexibility for the different provinces to manage the education sector according to the needs and
diversity within their constituencies.
Equity and access
Nepal’s large language and cultural diversity means that the country’s children have diverse
learning needs. Meeting the diverse learning needs poses a challenge not only in terms of access
but also the appropriateness of content. The access of children from the most disadvantaged
and marginalised communities, groups and remote geographical areas has not improved in line
with the national increase in access, therefore increasing the disparity between these groups
and the rest of the school-aged population.
The mountain areas have the highest proportion (24.3%) of 4 year-olds not in pre-school or
primary school followed by children from the Terai. In terms of absolute numbers, the Terai has
the highest numbers of out of school children due to its higher density of primary aged children.
According to the 2011 census, Nepal had approximately 0.77 million children not attending
school, of which 0.57 million were of primary school age and 0.19 million of lower secondary
school age. About 46.5% (0.36 million) of the out-of-school population in Nepal are in the
Central Development Region, while the Eastern Development Region is home to 20.5% (0.15
million) of out of school children (UNICEF 2016).
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While the overall education outcome indicators have shown progress in terms of enrolment,
retention and completion, certain groups have not been able to adequately gain from this
progress and in certain cases disparities have increased (MoE 2014). As such, equitable access
will remain a priority under the SSDP alongside strengthening the quality of education.
Another major remaining challenge is to ensure access to quality education for those children
affected by natural disasters and living in disaster prone areas. While the net enrolment rate
(NER) at the basic level increased significantly during the SSRP period, there continues to be a
large and persistent number of out of school children. Given that these children may be facing
multi-dimensional barriers, it is important to have evidence-tailored and targeted programmes
to bring them into the education system. A priority here is the full-fledged implementation of
the Consolidated Equity Strategy for the School Education Sector (MoE 2014), including the
incorporation of the Equity Index within the Education Management Information System (EMIS),
to allow for such targeting. The disproportionate provision of early childhood education
development (ECED) opportunities, currently concentrated in urban areas increases the
disparities in access and retention in basic education for children from disadvantaged groups.
The rapid expansion of the one year ECED programme has gone ahead with insufficient
attention to ensuring quality programmes. A priority here is therefore to improve the quality of
these programmes and carry out limited targeted expansion to strengthen equitable access.
Children with disabilities suffer from by far the largest challenges in terms of access,
participation and learning outcomes in the education sector. At the same time, the data on
education outcomes for this group is very limited for allowing analysis and classification to
inform targeted interventions. The strengthening of diagnostic and referral mechanisms and the
linkage and reflection within EMIS of further disaggregated data is very important.
At the secondary level, low enrolment at this level, including higher secondary level, continues
to be a concern. Many students drop out of the school system as they progress to higher levels
of education. Nepal Living Standards Survey (NLSS) data show a strong correlation between
households’ economic status and participation in schooling at secondary and higher secondary
levels. These data also shows that having to help with household and family farm work as being
key reasons given by children for dropping out of school. Furthermore, since most of the higher
secondary schools charge monthly fees, it is often difficult for poorer students to pursue further
studies. The fact that higher secondary schools are mostly located in more accessible areas and
urban centres makes it difficult for children who do not live nearby such a school to continue
their studies beyond Grade 10.
The upcoming restructuring of the system of government is likely to have implications for the
access to resources within the newly established provinces against the resources needed to
address the needs within the public sectors. The Mid-Western hills and mountains (known as the
Karnali zone) and the Central Terai have been identified as so called pockets of marginalized
communities in terms of education outcomes (MoE 2014) As such, the challenge is to establish a
strong evidence and need-based resource allocation formula that allows for need-based
targeting of education interventions that reduce disparities within access, participation and
learning outcomes.
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Efficiency
The envisioned reforms in the institutional structure of the education system are yet to be
accomplished. School management, especially school management committees (SMCs) are yet
to institutionalize their role in need based planning and the quality assurance1
of education in
schools. Results based monitoring and evaluation of progress to inform children’s education
rather than to rate their performance (assessment for education instead of assessment of
education) is yet to become institutionalized and embedded in planning processes. Government
rules and regulations in schools are yet to be enforced effectively. Finally, to note that, between
Grades 1 and 9, dropout rates are particularly high in Grade 1 (6.4%) and Grade 8 (6%) (DoE
2016).
Regarding the sector’s internal efficiency, there has been continuous improvement in the SSRP
period. The key performance indicator that has been monitored during the SSRP on internal
efficiency shows an increase from 65% to 73% on internal efficiency. Despite this, ‘wastage’ can
be seen especially in the early grades (which does not affect the efficiency rating as much as
wastage in the higher grades), as well as in the transition from primary to lower secondary
(Grades 5 to 6) and from basic to secondary (Grades 8 to 9).
Regarding the expected private and socioeconomic rates of return of education (the sector’s
external efficiency), this continues to be low as opportunities for translating educational
achievements into employment opportunities remain limited and one of the largest
employment opportunities is unskilled labour abroad. Furthermore, the frequent transfers of
civil servants and duty bearers within the sector remains one of the main efficiency challenges
within the sector (ADB 2013).
Governance and accountability
Weak public financial management leads to the commonly late release of funds throughout the
education system, ineligible expenditure, reporting delays, and lapses in financial record-keeping
by schools. While social and financial audits are carried out by most schools, this has not yet led
to the envisioned strengthening of schools’ public financial management. Although the EMIS is a
robust data management system, the quality, accessibility and use of its data need
strengthening to prevent the inclusion of inflated enrolment numbers. The school-based
Integrated EMIS (IEMIS) will address the need for individual student level data and should inform
equity-based education indexes and targeted allocations and record the distribution of
scholarships and incentive schemes. The availability of textbooks remains a key issue in terms of
their timely printing and distribution. Finally, issues related to the position of head teachers
needs to be addressed as their role in teacher performance evaluations and their authority to
take actions against teachers remain limited. The effective implementation of School
Improvement Plans (SIPs) continues to be a challenge, and the mechanism for allocating district
budgets to schools is not adequately aligned with these plans.
1
The role of SMCs here refers to the quality of schools’ physical environment and teaching and learning in
classrooms. As such, SMCs are expected to engage in the pedagogical area of teaching and learning.
Further discussion is needed on this issue and the role of SMCs needs to be redefined and approaches to
strengthen SMCs re-considered.
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As perthe School Management Committee Act, (MoE 2004), SMCs are to take a part in the areas
related to pedagogy in schools. However, this leaves the question of whether SMCs should have
this area of responsibility and what type of assurances should be in place to ensure that SMCs
are equipped to fulfil this role adequately. Also, existing rules and regulations need reviewing to
align school governance and management with the new constitutional mandate including
functions of SMCs, which should include reviewing the role of SMCs, especially in terms of
pedagogy.
Financing
The gross domestic product (GDP) growth rates projected under the Thirteenth Plan, and the
projections forecasted in the Education Sector Analysis (MOE 2016) have been used to draw a
high growth and a low growth scenario FOR Nepal’s education sector. The average growth rate
of GDP in the last seven years (2008 to 2015) has been used to calculate a medium growth
scenario, with an adjustment made to project a realistic envelop for the SSDP based on the
expected impact of events that adversely affected Nepal’s GDP in 2015. All three scenarios are
presented in Annex **. The total estimated cost of the seven year SSDP comes to around US$
11,030 million, of which US$6,900 million is estimated for the first five years (2016/17-2021/22).
Furthermore, the SSDP will be implemented in a time where the sector analysis has projected a
decrease in the number of children in basic education and a bulge of children moving into
secondary education, which requires the refocusing of priorities and carrying their cost
implications. This also provides the unique opportunity to strengthen the quality of basic
education by increasing average investment per child in as the number of students decreases. In
this fast changing context in terms of governance and financing structure and needs based on
demographics, rationalization of investment is crucial. The SSDP will seek to ensure standardized
minimum quality standards while allow for flexible approaches that cater to the diverse context
and needs in which the programme is implemented.
Federal restructuring is expected to be accompanied by a large demand on the existing human
and institutional capacity within the system, as well as for additional roles and responsibilities to
execute the further decentralization of educational management and planning. At the same
time, the existing institutional capacity has been identified as in need of strengthening to ensure
performance-based management and adequate skills and competencies. Establishing the federal
transformation while at the same time ensuring that there is sufficient institutional capacity will
be a major challenge. There is a large need to progress“from a narrow training focus to a
comprehensive planning for capacity and institutional development (CID) exercise, which would
greatly improve sustainability both of strategies and outcomes for educational development into
the medium and long terms” (EU 2015).
1.4 Main achievements of the SSRP
Overall, it was found that awareness about the importance of education has increased during
the SSRP period (2009-2016), which in turn has increased overall expectations on the public
education system to provide this. One of the most important innovations of the SSRP is the
restructuration of the basic education which now comprises grade 1 to 8. With regard to access
and equity, the SSRP helped address existing disparities linked to caste, ethnicity, religion and
geography, but also helped avert potential conflicts and political divisions. Though access has
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increased across the board, disparities still exist, especially for certain geographical areas,
children with disabilities and children from specific castes or ethnic groups.
With regards to the establishment of an enabling learning environment, learning outcomes and
student-teacher ratio have improved considerably, though there again, large disparities persist.
Furthermore, a set of minimum enabling conditions have been designed to provide school
communities with a benchmark for their operational planning, which was further prioritize to 5
prioritized minimum enabling conditions (PMECs). This has increased need based support to
schools to reduce disparities in learning environments although resource constraints and the
impact of the 2015 earthquake left a considerable amount of schools not meeting all of these 5
PMECs. The timely distribution of textbooks has been identified as one of these PMECs. To
reduce delays in textbook distribution, the production process was decentralized and opened up
to private companies. This has reduced delays to a certain extent.
1.5 Decentralized Planning
The SSRP introduced decentralized planning strategies and institutional arrangements to
strengthen planning and implementation within the school education sector at all levels. The
introduction of School Improvement Plan (SIP) enabled the local stakeholders to prepare plans
for the individual schools and was aimed at bringing local education stakeholders together for
planning and monitoring. The SSRP furthermore introduced School Management Committees
and Parents Teacher Associations at local level, as well as the creation of the Education Policy
Committee (EPC) and the ERO at central level. Furthermore, the institutional capacity for
monitoring and need based planning was strengthened under the SSRP in terms of the
comprehensive Education Management Information System (EMIS) and the introduction of
National Assessment for Student Achievements (NASA), as well as the establishment of the
Education review Office (ERO). SSRP’s unfinished agenda
Despite the gains made under the SSRP, the program’s objectives are yet to be fully met in a
number of areas, most notably those of quality, learning outcomes and efficiency. With regard
to the program’s reform agenda, the adoptation of the 8th Amendment of the Education Act, is
considered the main institutional reform that is yet to be achieved in order to fully embed the
school sector structure reform into the education act and regulations. Where most SSRP
strategies aimed at improving access were found to be adequate, efforts on capacity building
and management are required to ensure the implementation of these strategies is further
strengthened.
With regard to quality, teacher professional development and management is a key agenda that
is yet to be achieved. Whereas the SSRP has launched a number of initiatives to strengthen
teachers’ professional development, this is yet to be transformed in overall improved teaching-
learning processes within the classroom. With regard to the management the harmonization of
the different types of teachers and their distribution across regions and sub sectors within the
school education is another priority that will need to be further addressed in the years to come.
In addition to this, promising reforms and initiatives have been initiated under the SSRP period,
such as the National Early Grade Reading Programme (NEGRP) and programmes strengthening
learning outcomes through improved provision of Medium of Instruction and Languages of
Education (MILE). Furthermore, competency-based curricula were developed and soft skills
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programmes were piloted. The didactical material produced by different projects is yet to be
integrated into the curricula.
Whereas the SSRP has been successful in strengthening the use of EMIS and establishing NASA
and ERO, school level monitoring and evaluation is still facing challenges. Schools have been
found to lack the required capacity and conceptual clarity to implement the Continuous
Assessment System (CAS) as envisioned. Supervision capacity at school level remains limited in
terms of the SMC capacity. The current structure of School Supervisors (SSs) and Resource
Persons (RPs) has been found insufficient in terms of meeting the needs for evaluation and
support of pedagogical processes within the school.
Public Financial Management (PFM) has been considered as one of the priority areas for
improvement. As such, a number of measures to mitigate fiduciary risks have been taken and
initiated, namely the review of the financial management improvement action plan, the fund
flow tracking mechanism, the teacher development plan, the database of student and school
facilities, as well as the transfer of teacher salaries to their bank accounts. These measures
helped reduce ineligible expenses, such as double payment of salaries and incorrect per capital
funding to schools.
Finally, the earth-quake of March/April 2015 brought new challenges, as large reconstruction
and recovery needs have emerged within the education sector, as well as non-infrastructural
needs such as the need for teachers to teach several grades in one classroom in an environment
that is still affected by infrastructural damage. The implementation of SSDP will have to balance
those needs emerged from the disaster with those already present prior to this.
1.6 Opportunities
The strong foundation that has been laid for Nepal’s system of school-based education provides
many opportunities for determining and implementing new plans and programmes. The new
constitution reaffirms education as a fundamental right:
“Every citizen shall have the right to compulsory and free basic education, and free
education up to the secondary level.”
The following are the main opportunities:
• School-level education is given a high priority in government plans and policies.
• Schools have been opened in sufficient numbers down to village and community levels, and
these schools have the capacity to sustain the demand for pupil enrolment.
• The (re)construction of schools, post-earthquakes, in line with approved guidelines and
technical specifications to provide disaster risk-reduced and safe learning environment.
• The Governments’ Consolidated Equity Strategy for the School Education Sector is the first
of its kind and the envisioned implementation of its two folded approach to prioritize
resource allocations disparity based formulas to strengthen equitable education outcomes,
as well as to consolidate and target existing strategies will be a major opportunity under the
SSDP.
• Since the beginning of SSRP in 2009 and under the ICT in the Education Master Plan (MoE
2013), the Ministry of Education has include computer and information and communication
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technology (ICT) support to schools on a regular basis. This has increased access to
computers and the internet across Nepal, which is allowing for the scaling-up the use of
information technology (IT) in school education.
• Nepal has articulated its commitment to the Universal Declaration on Education by 2030
(UNESCO 2015). As such, it is expected to foster international cooperation and collaboration
for educational development in the country.
• The professional knowledge of teachers is increasing. The recently deployed cohorts of
teachers are entering the profession through a competitive process, a practice that is likely
to continue.
• Structural mechanisms have been put in place and are functioning for curriculum
development and for school management for overall quality, examination systems, teacher
selection, teacher training, professional development and measuring student achievements.
• Public investment in education is increasing and private sector involvement is increasing
dramatically.
• Parents are becoming more eager to invest in their children’s education.
• The activities of NGOs and civil society organizations are increasing in the education sector.
• The interest and commitment of all sectors in skill-oriented education is increasing.
• The desire for lifelong education is increasing among adults.
• The education sector has comprehensive data on the impact of the 2015 earthquakes. The
sector initiated a DRR strategy, the resilience of education stakeholders has been
strengthened and contingency planning updated. The valuable lessons learned need to
inform the planning and implementation of reconstruction and recovery in the education
sector and best practices, such as the retrofitting of schools, need scaling up.
• The institutional set up envisaged by the new constitution will allow state and local
governments to oversee the provision of school education.
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2 OVERALL VISION, OBJECTIVES, POLICY DIRECTIONS AND STRATEGIES
2.1 Vision 2022
A Nepal that protects and promotes democracy and human rights, and is committed
towards continuous education, in which its citizens have a positive perception of labour,
are oriented towards self-employment, have the agency and ability to be active and healthy
citizens of their communities and the country; and contribute to solving the emerging
challenges faced by people, society and the nation in the twenty-first century.
2.2 Purpose
For Nepal’s school education to equip its citizens with the skills and agency needed to elevate
Nepal’s status as Least Developed Country.
2.3 Goal
The Goal of the SSDP is to contribute to socio-economic development and reduce disparities
within the country through a continuous and inclusive development of its human resources
capacity by facilitating all citizens with the opportunity to become functionally literate,
numerate, and develop the basic life skills and knowledge required to enjoy a productive life,
raking into account the diversity of context and needs and with regards to the forthcoming
federalization of the country.
2.4 Objectives
In order to attain Vision 2022, the education sector needs to prepare human resources that:
• protect and promote democracy and human rights;
• are committed towards continuous education;
• have a positive perception of manual labour and vocational trades;
• are oriented towards commercial agro-business, self-employment and to an extend
industrialization;
• have the agency and ability to be active and healthy citizens of their communities and the
country; and
• contribute to solving the emerging challenges faced by people, society and the nation in the
twenty-first century.
On a more specific level the objectives of the education sector are as follows related to equity,
quality, efficiency, relevance and governance:
• Equity; to ensure that the education system is inclusive and equitable in terms of access,
participation and learning outcomes, with a special focus on reducing disparities among and
between groups that have been identified as having the lowest level of access, participation
and learning outcomes.
o Access; to identify and mitigate existing barriers for groups with the lowest level
of access by applying need based strategies to reach these children and
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identifying and tracking these children through a strengthened Education
Management Information System.
o Participation; to ensure the school sector has mechanisms in place with regards
to tracking the retention of marginalized children throughout the school system,
as well as preventative and rapid response strategies for when children from at
risk groups are irregular attending or have dropped out.
• Quality; to increase students’ learning through enhancement of the relevance and quality of
education.
o Through sufficient competed and motivated teachers at all levels and subjects
equitable distributed across all schools.
o Establishment of enabling learning environment — enabling Students develop
knowledge, skills and attitudes as envisaged in the curriculum at all levels,
relevant to the present and future need of the country and comparable to global
standards.
o Ensuring proficiency in Reading and Math skills for students completing grade 3
as building stones for further learning
o Assessment for education allowing analysis and informing planning based on
identified trends and needs
o Relevance; to facilitate the realization of Nepali’s aspirations within the global
and national context.
• Efficiency; to strengthen and reorient governance and management systems in the
education sector to make them robust and accountable to local government while assuring
agreed overall minimum standards in teaching and learning processes and the learning
environment.
• Governance & Management; to accommodate the political and administrative restructuring
of the education sector in line with the identified needs and the federal context, develop a
disaster resilient system and ensure sustainable financing and strong financial management
by introducing a cost-sharing modality between central, provincial, and local governments.
2.5 Policy Directions for SSDP
1. Reform rules and regulations to align school governance and management with the new
constitutional mandate.
2. Continue decentralization of school sector with handing over schools management to
communities
3. Fulfilling the commitment towards universal primary completion and strengthening
linkage between ECED and Basic level, bringing all basic level age children to schools and
retaining them until the end of grade 8.
4. Strengthening linkage between basic and secondary level to ensure children complete
the full education cycle.
5. Diversification of secondary education to meet diverse learning needs, abilities and
aptitude.
16

6. Instruction in mother tongue in early grades and teaching Nepali as a second language
are critical to enhance learning opportunities for children whose mother tongue is other
than Nepali.
7. Improving the relevance, quality and equity in basic education, in particular teacher
professional development to be oriented toward core competencies and linked to in
service follow up support and monitoring of performance and strengthen focus on
development of early grade reading and math skills.
8. Improving the relevance, quality and equity in basic education, in particular need based
allocations and monitoring to reduce disparities in minimum enabling conditions.
9. Focus on value-based skills-oriented pre-vocational education at basic level and school
based occupational and vocational education through a technical stream at secondary
level.
10. Strengthening the curriculum in terms of relevance to the present and future needs
within peoples’ livelihoods (including health and occupational related needs) and those
of the country, comparable to global standards.
11. Ensure all (re)construction of educational infrastructure is done according to approved
norms and regulations for ‘safe schools’ and with adequate technical oversight.
2.6 Strategies
1. Review and assess rules and regulations to align them with the constitutional mandates.
2. Strengthen engagement and accountability of communities in general and parents in
specific in the management and monitoring of the quality of education at the local level.
3. Focus on improving the quality of basic education.
4. Introduce programmes to improve access to and quality of secondary education.
5. Strengthen the efficiency of the school education system by maximizing graduation and
completion rates and minimizing repetition and drop-out rates at basic and secondary
education.
6. Introduce a separate stream of technical and vocational education in secondary schools.
7. Improve the relevance and value of education for peoples’ livelihoods, well-being and
agency.
8. To strengthen the Education Management Information System to reflect all school
education sector related data (NASA, NFE-MIS, DRR & Reconstruction EMIS, Equity
Index) and to be based on the school based Integrated EMIS. Mainstream and enforce
comprehensive school safety and disaster risk reduction (CSS-DRR) to create safe and
secure spaces conducive for teaching and learning
9. Upscale the retrofitting of schools in the Kathmandu valley based on the good practice
under the school safety flagship program.
2.7 Links with Country Development Objectives
• Align the SSDP with country development objectives as stated in the Thirteenth
Development Plan (NPC 2014).
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• Underscore the need to change the discourse on educational reform from a social
development intervention into a human resource investment that is as important, if not
more important, than capital investments.
• Advocate for more visibility for education reforms in the national development goals as put
forward by the National Planning Commission (NPC). It is important to underscore that the
sustainable achievement of these seven goals is contingent on highly qualified human
resources.
• Demonstrate that a key condition of integrated and systemic planning is to demonstrate the
importance of a shared commitment about common national priorities. A key expression of
political commitment to reform is that SSDP should not only be seen as a Ministry of
Education priority. Champions for SSDP should be identified and engaged from the Cabinet,
NPC, and all relevant ministries to ensure that the reform agenda is adequately supported
and funded, and well integrated with other national development programmes.
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3 PROGRAMME DESCRIPTION
3.1 Guiding Principles
The changed context and evolving socio-political order under the new constitution provide the
foundation for reforming the country’s governance and management systems. As such, sectoral
development planning and its operational mandates are also not intact from these reform.
Alongside this national and international best practices and the following policies and
instruments have provided the guiding principles for developing the SSDP document:
Constitutional provisions and legal instruments – The recently promulgated constitution (2015)
and subsequent policy, act and regulations as they are enacted, served as the main guide for
developing SSDP. The governance and management of the educational system and its delivery
mechanisms need reorientation to fulfil the intent and mandates of the new constitution. For
example, free and compulsory basic education and free secondary education remain as the
major agenda in SSDP. Also, the gradual devolution of governance and management to the local
level is another major focus of the plan.
National periodic plan – The current national periodic plan (2013–2016) (NPC 2014) has the goal
of Nepal graduating from a least developed country (LDC) to a developed one by 2022. All
sectoral objectives, including those in the SSDP, must therefore be aligned with this overarching
national goal.
International and regional covenants and commitments – Nepal is a signatory to various
covenants where it has made global and regional commitments. Its commitment to Education
for All (EFA) by 2015 (2001-2015) and to the Sustainable Development Goals by 2030 (NPC 2015)
are the major covenants directly related to the education sector. These commitments provided
the basic guidelines for drafting the SSDP’s programme and strategies for the next seven years
and beyond.
EFA/SSRP reflections – The EFA national plan of action 2001-15 (NNC-UNESCO 2003) and the
School Sector Reform Plan, 2009-2015 (SSRP) (MoE 2009) are the two major recent programmes
of the education sector. Their implementation provides an abundance of lessons learned and the
challenges faced. SSDP is largely build on lessons learned from these experiences. The SSDP
partly reflects the legacies of EFA and SSDP alongside new initiatives to address the emerging
needs of the country and the people’s aspirations.
3.2 Programme readiness
To ensure the smooth implementation of SSDP, several strategic reform and provisions have
been made in terms of institutional and functional arrangements:
Enabling environment – The enabling environment for school education will be improved
through structural and functional reforms. This requires realigning the existing school structure
with Grades 1-2 and into basic (1-8) and secondary (9-12) levels of education. Within the overall
basic and secondary levels, sub-structures will also be created at 1–3, 1–5, 1-8, and 1–12 levels
to ensure easy access to basic and secondary education.
19

Education resource centres and district education offices (DEOs) are the local administrative
units and provide technical backstopping to the delivery of education at the local level. Their
functions and operations need reviewing and restructuring based on a comprehensive study and
assessment against SSDP’s requirements.
Regulatory provisions – Appropriate laws, rules and regulations are the basic instruments for
the implementation of SSDP’s programmes. The full implementation of SSDP therefore requires
amending existing laws, including the Grade 1-12 school structure, teacher qualifications and
career path (basic and secondary levels), education streaming into general and vocational
education, endorsing the National Qualification Framework as the guiding instrument for
certification and accreditation, and forming a National Examination Board. An amendment bill to
the Education Act has been already tabled in the parliament and is expected to be promulgated
soon.
Governance and management – As per the Education Act and its regulations, school
management committees (SMCs) and parent teacher associations (PTAs) have major
responsibilities for school governance and management. However, it is necessary to realign their
roles of responsibilities given their prominence in school governance and management and the
heightened roles bestowed upon village development committees (VDCs) and municipalities in
the new constitution.
The roles of SMCs and PTAs need to be realigned with the roles by reactivating and
strengthening the village education committees (VECs). While SMCs need to focus more on
school level planning, head-teachers need to carry out more technical functions including
teacher performance reviews and teachers' time on task and teacher capacity building.
The possibility will be explored of establishing single governing bodies for school education led
by elected local government within their jurisdiction. This will facilitate the zoning of schools
based on their catchment areas as well as the planning and allocation of educational resources
and local delivery mechanisms. School zoning will allow more effective resourcing, planning,
entitlement and accountability.
Internal management and the day-to-day functioning of schools will rest with SMCs and PTAs
while the ‘external’ administrative and logistical functions will rest with VDCs and municipalities.
Thus, the internal management and delivery service of schools will rest with SMCs and PTAs
whereas external functions, including financing and accountability to provide access to quality
education will rest with VDCs and municipalities.
Resource allocation – Different modes of financing will be explored to balance between schools’
basic requirements and their developmental needs. Differential cost sharing will be adopted
(depending on local capacity). The possibility of generating funds locally and engaging in public-
public and public-private partnerships will be explored.
Capacity building – Teacher professional development is the major capacity development
component of SSDP. Individual, organizational and systemic capacity building are discussed in a
separate chapter of this document. A separate plan will be developed to focus on capacity
building in line with the restructuring of the governance system under the new constitution. To
make the teacher recruitment process simple accessible to all potential candidates, the
20

functions of the Teacher Service Commission at the local level will be reviewed and innovations
piloted in a few areas.
Sector analysis, including risk analysis
As the implementers of the SSDP work on reforming existing rules and regulations to align
school governance and management with the federal constitutional mandate, part of the
transition challenge is to propose a plan with policies that demonstrates technical feasibility,
value acceptability, tolerable cost and political viability:
1. Technical feasibility: Do the policies reflect understanding of actual mechanisms by which
they would be implemented in practice? Have these mechanisms been tried before? What is
the evidence that the proposed policies succeeded or will succeed? Is there adequate staff
at the federal, provincial, and local levels who understand the proposed changes and will
implement them successfully?
2. Value acceptability: Are the proposed changes compatible with the values of the subject
matter specialists? Among the many value laden issues on which specialists’ positions may
collide are: language(s) of instruction, role of governments in education, type of school
governance, efficiency versus equity, public versus private, student assessments, and school
to career pathways. Reflecting on value compatibility, Aryal (2014) wonders how the Nepali
school and educational system, which is linked to the dated political ideology of the
Panchayat regime (1960–1990), will handle the federal implications of history content,
language use, school management and financing, and religious schools. The challenge with
value acceptability is that, if not addressed, it can result in policies that are too polarizing to
implement.
3. Tolerable cost: The rights, educational policies, and social justice articles in Nepal’s new
constitution are equity concerns with cost implications. An essential component of the
financial feasibility of the SSDP rests on there being actionable and fundable strategies that
politicians, interest groups, and other stakeholders can support.
4. Political viability: Ensuring that the transition to the federal education system is not framed
as political rhetoric entails education reform architects being able to argue that SSDP reflects
public aspirations about equitable and quality education. The preamble of the new
constitution commits to:
ending all forms of discrimination and oppression created by feudal, autocratic,
centralized, and unitary system. It further commits to embracing multi-caste, multi-
lingual, multi-cultural, and diverse geographical specificities, by ending discrimination
relating to class, caste, region, language, religion, and gender including all forms of
racial untouchability.
Making the case in the public arena that SSDP contributes to achieving the ideals of the new
constitution is an important step to secure its political viability.
21

3.3 Methodology
3.4 SSDP Key Performance Indicators
SSDP Sub
sector/
Thematic
area Indicators
Current
Status
(2015/16)
3 year
target
(2018/19)
5 year
target
(2020/21)
7 year
target
(2022/23)
PPC/ECED
GER IN ECED/PPC 81a
90 94 96
% of PPC/ECED teachers
with required qualification 42.16a
75 95 100
% of PPC/ECED teachers
with one month training 0 50 75 100
% of grade 1 new entrants
with ECED experience 62.4a
78 86 90
Basic
Education
Gross Intake Rate in Grade 1 136.7a
125 115 110
Net Intake Rate in Grade 1 93.9a
95 97 100
GER of basic (Grades 1-5) 135.4a
125 115 102
NER of basic (Grades 1-5) 96.6a
98.5 100 100
GER of basic (Grades 1-8) 120.1a
115 112 110
NER of basic (Grades 1-8) 89.4a
94 97 100
GPI in NER in Basic (Grades
1-8) 1a
1 1 1
Survival Rate for Grade 8
Completion rate for basic
level 69.7a
80 85 90
% of out-of school children
in basic level (age 5-12) 11.3a
6 3 0
Students’ Learning
achievement scores (%) in
Grade 5 Math 48.3b
53 57 60
English
46.8b
50 55 60
Nepali 46.3
b
55 60 65
Students’ Learning
achievement scores (%) in
Grade 8 ( based on NASA) Math: 35c
55 58 62
Nepali: 48c
57 60 65
Science: 41
c
50 55 60
Secondary
Education
GER in Grades 9-10 75.1a
90 95 98
GER in Grades 9-12 56.7a
80 85 90
NER in Grades 9-10 57.9a
85 90 95
NER in Grades 9-12 37.7a
45 55 60
Survival rate to Grade 10 37.10a
50 65 75
GPI in NER in Grades 9-12 0.99a
1 1 1
Transition rate from Grade 8
to 9 93a
95.38 98.0 100
Number of 0 200 500 1000
22

SSDP Sub
sector/
Thematic
area Indicators
Current
Status
(2015/16)
3 year
target
(2018/19)
5 year
target
(2020/21)
7 year
target
(2022/23)
model/comprehensive
schools
Number of students enrolled
in technical subjects in grade
9-12 9750a
72,540 102600 126,600
Non-formal
Education
and Life Long
Learning
Literacy rate 6+ 65.9d
80 85 90
Literacy rate 15-24 87.5e
93 95 98
Literacy 15+ 57f
65 72 80
Teacher
Management
and
Professional
Development
% of female teachers in basic
level 38.8 42 45 50
Sector
finance
% of Education sector
budget out of national
budget. 12.04% 15% 17% 20%
a. DoE (2016). Flash I Report, 2015/16
b. ERO (2016). NASA Report 2016,
c. (2016). NASA Report 2015,
d. CBS (2011). National Statistics Report,
e. NPC (2070). 13th plan
f. CBS (2011). NLSS Report
23

4 EARLY CHILDHOOD EDUCATION AND DEVELOPMENT/PRE-PRIMARY EDUCATION
4.1 Introduction
The importance of early childhood education has been highlighted by research as a key
intervention for improving the quality of education in schools. Significant gains have been made
in improving access to early childhood education and development/Pre-Primary Education
(ECED/PPE) during the EFA and SSRP periods (2001–2015).The Gross Enrolment Rate in ECED has
reached to almost 78 percent (DoE 2015). There has been remarkable progress in ECED/PPE.
While in 2002, only about 10 percent of students in Grade 1 had taken part in ECED/PPE, the
proportion had reached 60 percent by 2014. And the average enrolment rate of 4 year-old
children in ECED/PPE programmes is now almost 78 percent. The number of ECED/PPE centres
had increased to over 35,000 in 2014. The National Policy on Early Childhood Development (DoE
2004a) provided the basis for these achievements.
However, quality and equity in early education remain as major challenges as this service is not
equally available to vulnerable and disadvantaged groups. Girls, children with special needs,
orphans, children on the streets, and other vulnerable children have least access to these
services. Other challenges include the capacity of management committees, the limited or lack
of training of ECED/PPE teachers, poor implementation of the curriculum due to inadequate
teacher preparation and poor infrastructure.
4.2 Goal and Objectives
Goal: To promote a comprehensive approach to ECED/PPE programmes to safeguard the rights
and fully develop the physical, socio-emotional, cognitive, spiritual, and moral potential of
children below 5 years.
Objectives:
• To foster early childhood development.
• To ensure children’s school readiness at an appropriate age upon entering Grade 1.
4.3 Policy directions
a) Ensure school readiness through access to one year early childhood education
development/Pre-primary Education (ECED/PPE) programmes for all children that will
be/turn four years during the academic year in line with the Constitution.
b) Ensure expansion and relocation is done based on agreed criteria to prioritize access by
marginalised communities and areas while expanding through a phase wise approach.
c) All basic education school are to establish a one year school based ECED program
d) Develop and approve regulations and guidelines for ECED facilities to be school-based
where possible, and for the different types and modalities of ECED including their
administration and management linkage with the school in their vicinity in the other
cases.
e) Mandate local governments to operate and manage ECED programmes in their
jurisdictions and allocate revenue to fund expansion of ECED.
24

f) Coordinate involvement of non-government actors through Memorandum of
Understandings (MoUs) with private sector and Community Based Organizations (CSOs)
to run ECED programs in unserved areas.
g) Develop and approve regulations and guidelines for an additional year of childhood
development programmes by communities or non-government actors, including
schools.
h) Develop and approve regulations and guidelines for minimum quality standards of
ECED programmes, including minimum enabling learning environment standards,
enabling children to obtain Early Learning Development Standards (ELDS).
i) Formalize technical and administrative support to be provided to ECED program based
on guidelines and requirements in terms of monitoring of approved minimum quality
standards.
a) Enforce mandatory pre-service training to all ECED facilitators and approve action plan
for all ECED facilitators currently employed without this training to be trained.
j) Remuneration of ECED facilitators is aligned with Grade 10 level of government
employees.
4.4 Strategies
Equity
a) Need based expansion of ECED facilities through identification of areas/locations in
communities in collaboration with central government with VDCs and municipalities to
conduct ECED mapping to identify locations with high disparity in terms of access to
ECED, prioritizing expansion to most needy communities and geographic locations based
on observed low basic level NIR and low % of children that enrol in grade 1 with ECED
experience.
k) Relocation and merging of ECED facilities in line with school catchment areas will be
undertaken aligned with mapping of schools in basic education, to ensure access to
ECED is maximized with the available resources and where possible non-school based
ECED is relocated to, or linked with the school in the vicinity to strengthen management
and increased access to education facilities.
b) Expansion of ECED facilities through engagement of communities and non-government
actors by local government, in line with regulations and framework to standardize
contributions and with Government coordination to accelerate expansion in most
needed areas and mitigate overlaps and duplication in services provided by different
actors.
a) Establishment of different models of ECED services, such as school-based, community-
based and home-based programmes, responding to the identified needs and projected
trends, and in compliance approved norms and implementation frameworks for the
different models.
b) Strengthening of parental/community engagement in ECED, through the provision of
packaged programs, linking ECED with family literacy, income generation, health and
hygiene awareness, and skills training programmes.
25

c) Establishment and strengthening of diagnostic and referral mechanisms to identify and
support children with disabilities (CwDs), including establishment of specialized CwD
ECED facilities and home-based support for children with complex or severe disabilities.
In addition, all ECED facilitators will receive a module as part of their induction training
on identification and support of children with disabilities.
d) Development of a specific component for the recovery of the ECED subsector from the
impact of the 2015 earthquake as part of the overall recovery roadmap, including both
infrastructure and other needs.
Quality
b) Development of norms and guidelines to support SMCs, ECDMC sin the management
and monitoring of ECED programs operating in line with the approved minimum quality
standards, including standards for minimum enabling learning environment, to ensure
relevance of operation and use of educational resources with Early Learning
Development Standards (ELDS). The Ministry of Education will standardize the existing
curricula through CDC and prepare one year and multiple year packages, of which the
prior will be mandatory across all ECED program and the latter is optional for schools
that operate multi-year ECED programs.
c) The MoE, in collaboration with VDCs and municipalities will conduct ECED mapping to
identify locations and groups with limited access to ECED services. Based on the results
of the mapping, local governments in collaboration with the DEO, plan strategies to
reach out to populations deprived of ECED services.
d) Provision of on month pre service intensive training for ECED facilitators, including
those already employed based on child development methodology and in line with the
ELDS.
e) Development of an ECED career path, including provision of performance based
incentive, and specification of different levels and remuneration.
f) Introduction of ECED as a module for graduates of basic education (at Grade 9) to
increase number of competent and committed ECED facilitator candidates to become
available, with provisions made available to graduates of this course, such as priority
enrolment in ECED related academic courses.
g) Enforcement of regulation of all ECED facilitators to have minimum qualifications (SLC
graduation) and increase of remuneration in line with Government norms accordingly.
In addition, facilitators not meeting these qualifications will be supported to obtain this
within three years, after which they will be classified in the approved remuneration
scale, or retire.
h) Development of interaction classroom based assessments of children’s overall
development against the ELDS and guidelines for facilitators to document and track
trends in the outcomes of these assessments minimizing administrative implications.
i) Engagement of parents, facilitators and communities in monitoring and feedback on
ECED program and development outcomes. Parents will be engaged through scheduled
interaction programs at the centres to increase their awareness and involvement on the
development of their children.
26

Efficiency
a) Support community schools with community-based ECED centres in their vicinity to
establish functional and effective links between. all ECEDs are aligned with neighbouring
schools for technical and administrative support and receive individual EMIS codes
b) Strengthen the roles of local governments to supervise and monitor ECED with the focus
on follow-up support.
c) Strengthen coordination between central level ministries for integrated interventions
across health, nutrition, education and protection, and take a more holistic approach to
drive results for children.
d) Strengthen cross sectoral coordination within district on early child development and
preparation of multi-sectoral ECD district plans with input from DEO, DHO
Relevance
a) Empower local governments to run ECED programmes by developing norms, guidelines
and incentives to operate such programmes in partnership to support early childhood
education development on demand.
b) Explore the use of traditional and local knowledge transfer practices particularly for
imparting skills.
4.5 Physical Targets and Beneficiaries
By the end of SSD:
3.6 million children by age four receive at least one year ECED learning
32,000 school/community based ECED centres established
32,000 ECED facilitator position filled.
1,400 master training of trainers (MToT) courses run on giving ECED facilitators basic training.
All 32,000 ECED facilitators receive ECED basic training
4.6 Key Performance Indicators
ECED Percentage of grade 1 new entrants with ECED experience
Number of ECED facilitators with required qualification
Number of ECED facilitators with one months’ training
GER in ECED/PPC
4.7 Key Results
SSDP Key Results — Early Childhood Education and Development
1. Improved access and equity in ECED
1.1 Need based expansion of access to ECED
a All children have access to ECED facilities within the approved student-facilitator norm
b Communities and local Government supports additional year of ECED
c Expansion of services are resourced form local Government revenue
d Local Governments are accountable for their progress against the targets of access to ECED within
their jurisdiction.
e Multiple modes of ECED delivery are operational, responding to the diverse context and needs of
the communities in which they are located.
f Expansion of ECED services in unserved areas through partnerships with CSOs and private sectors
27

to implement ECED programs.
1.2 All children in earthquake affected areas will have access to ECED facilities within the approved
student-facilitator norm
a Reconstruction of ECED facilities in earthquake affected districts based on the identified post
disaster needs
1.3 Reduced disparities in enrolment of age appropriate children in ECED
a Age appropriate children not or irregular accessing ECED services are identified within the
communities.
b Parents increase demand towards communities and local Governments to enrol their children in
ECED services before the age of 5.
c Context appropriated ECED models are provided for groups with lowest NIR and grade 1 with
ECED experience enrolment in remote areas and children with severe/complex disabilities.
2 Improved quality of ECED
2.1 ECED programs operating in line with approved minimum quality standards
All ECED programs are being monitored to operate in line with the approved minimum quality
standards.
Curricula across all ECED programs and different types and modalities is standardized along
learning objectives, upward linkages with school education and non-text based instruction is
adopted
2.2 Competent ECED facilitators are attracted and retained
A ECED facilitators have completed grade 10 as minimum requirement and receive remuneration
aligned with minimum wage for SLC graduates
B Increased perception of ECED facilitator as a career opportunity.
C ECED facilitators complete pre service induction training and annual in service refresher training
and are certified.
D One year ECED course is introduced as an optional subject in Grade 9
2.3 Increased school readiness of children enrolled in ECED programs
A Regular interaction based assessment to monitor children’s development.
B Increased participation and contribution of parents, communities and local bodies in planning
ECED resources monitoring development outcomes for children enrolled
2.3 ECED learning materials and environments are in line with minimum quality and relevance
standards
a ECED classrooms meet approved minimum learning environment and learning material standards
ECED programs apply an interactive and experiential pedagogical approach, aligned with
measurable development outcomes
2.4 ECED centres operate in compliance with the resilience and risk reduction norms
Relevance: Flexible and multiple modes of ECED programmes are introduced – based on mapping,
and local demand packaged programmes are designed.
2.9 Strengthened cross-sectoral institutional linkage at local level to support holistic child
development
3. Effective governance and management system
A central level joint committee is formed to coordinate inter-ministerial functions, roles and
28

responsibilities, linked to Joint committees are formed at the district level to monitor and oversee
the governance and management of ECED.
Directives and guidelines for ECED management are prepared through a joint committee
consisting of MoE and MoFALD.
Management guidelines to be prepared and enforced based on which MoUs are signed between
government and non-government entities to mitigate overlap and duplication of ECED services.
1.3 Increased accountability of local government for provision of ECED within their jurisdiction
A Local government is mandated with appropriate norms, regulations and guidelines to expand,
monitor, and regulate PPC/ECED programmes in their communities.
B District level PPC/ECED management committees is established and operational in all districts
C An MoU is signed between DoE and local government – for cost sharing and technical inputs with
a clearly defined responsibilities and accountability chain
D A joint monitoring, supervision, and sharing mechanism is developed
E The mandatory participation of parents in ECED management teams
F Biannual public hearing programmes are held to share ECED progress and future plans.
29

5 BASIC EDUCATION
5.1 Introduction
Good progress has been made on the provision of and access to basic education over the past
two decades. As such, several visible gains have been documented in this sub-sector. Education
for All (EFA) Goal 2 is to ensure that all children, particularly girls and children in difficult
circumstances, and those belonging to disadvantaged ethnic groups have access to and
complete free and compulsory good quality primary education. The net intake rate in primary
schools has risen to 92.7 percent of eligible girls and 93.3 percent of eligible boys. Net enrolment
rates have also steadily improved (to 88.7 percent in 2015), although they have fallen short of
the SSRP target of 98 percent.
However, the Education Sector Analysis (ESA) notes that where overall progress in access has
been observed, Students from disadvantaged groups remain ‘disproportionately affected’ in
terms of low access and high repetition and drop-out rates (MoE 2016). While the difference
between boys and girls in quality and efficiency indicators may seem insignificant, girls
consistently perform less well than boys and are more likely to dropout and repeat across all
grades. This indicates systematic barriers that are preventing girls from benefitting from
enabling learning conditions, compared to boys. With regard to caste/ethnic based disparities in
learning outcomes, only 23.1 percent of Terai Dalits are literate, compared to 80 percent of Terai
Brahmans/Chhetris. In addition to efficiency problems evident in high repetition and low survival
rates, student career and college readiness indicators reflect wide problems in the education
sector’s external efficiency. When children face multiple drivers of inequity (for example Dalit
girls in the central Terai or children with disabilities living in remote areas), these disparities
increase exponentially (MoE 2014).
Now that access to basic education has been almost achieved, improving quality and equity in
basic education is now the priority agenda. Student achievement has been a major problem in
all levels of education in Nepal. In 2013/2014, on average, 48 percent of students (51 percent of
Grade 5 students, and 52 percent of Grade 8 students) did not achieve the grade level in science,
maths, or English (ERO 2012). The trend data shows that the challenges do not seem to have
changed significantly in 2011, 2012, and 2013 and the challenges are more exacerbated for
disadvantaged groups.
Education is critical in empowering and transforming the lives of young people, especially girls,
yet widespread gender-based violence in and around schools can seriously undermine the
achievement of quality, inclusive and equitable education for all children. Violence and abuse
can have seriously negative effects on children’s health and well-being and their ability to learn
to their full potential. School-related gender-based violence2
can harm school participation,
learning levels and completion rates, and raises barriers to gender equality in education and the
wider society (UNESCO 2015). Furthermore, child marriages still prevail in certain areas and
community groups, having been identified as one of the core barriers for girls to retain and
complete their education, as well as their main health and livelihood outcomes (MoE 2014). The
2
School-related gender-based violence is defined as “acts or threats of sexual, physical or psychological
violence occurring in and around schools, perpetrated as a result of gender norms and stereotypes, and
enforced by unequal power dynamics.
30

SSDP envisions a school system that is safe and inclusive for all children with the capacity and
systems in place to adequately prevent school-related gender-based violence and respond to
mitigate the impacts when it does occur; ensuring accountability when incidence of violence
occur in and around schools. This will need to be a multi-sectoral effort, involving colleagues and
counterparts across education, health, youth and social welfare sectors and ministries as well as
at the community level.
Children with disabilities, and those from poor households, remote areas, low castes and
disadvantaged ethnicities are mostly affected by the access gap. There are 770,000 out of school
children between age 5 and 18. More than 105,000 of the estimated 179,000 children with
disabilities are out-of-school. Students from marginalized groups are also disproportionately
affected by high repetition rates. While the difference between boys and girls in quality and
efficiency indicators may seem insignificant, girls consistently perform less than boys and are
more likely to dropout and repeat across all grades. This indicates the systematic barriers that
exclude girls from enabling learning conditions (compared to boys). With regard to learning
outcomes, only 23.1 percent of Terai Dalits are literate compared to 80 percent of Terai
Brahmans and Chhetris. In addition to efficiency problems evident in the high repetition and low
survival rates, student career and college readiness indicators reflect wide problems in the
external efficiency of the education sector.
Unemployment and underemployment are highest among tertiary education graduates, less
high among secondary education graduates, lower among primary education graduates, and the
least low among workers with less than primary education (World Bank 2013). This highlights
the problems with student preparedness and also the limited ability of Nepal’s labour market to
employ education graduates at salaries of a level that makes it worthwhile to investment in the
long years of secondary and tertiary education.
Health is another key determinant in school enrolment as well as continued participation and
educational attainment of students in school. The status of health and nutrition of school
children needs further strengthening and linkage of health and nutrition services with schools.
Overall, the impact of health and nutrition status to the learning achievement is getting less
attention.
Analysts of the Nepal education sector have identified many factors that contribute to the
systems’ many lingering problems. The demand side factors include the low awareness of
parents and communities, which is tied to lack of capacity in school management committees
and parent teacher associations (PTAs) to ensure that children receive quality education. On the
demand side, MoE (2015) identifies system factors and teaching and learning factors that
undermine the quality of education. Examples include the low instructional time allocated to
teaching and learning Nepali languages; inadequate supervision of teachers, monitoring, and
academic support; problems with teachers’ professional development; problems with
educational accountability; assessments that are not focused on learning and outcomes;
teacher-centred instruction; lack of a comprehensive approach to teaching reading; and multi-
level classrooms with high disparities in reading levels.
The SSDP’s basic education thematic group identified the following ten priorities in basic
education.
31

• Address decreasing budget allocation for basic education.
• Ensuring that gender inclusive (girl-friendly) practices are implemented and gender based
violence in schools is addressed through a systematic approach to promote equal access to
education including learning opportunities that empower girls to succeed, and training
opportunities for female teachers to serve as professional role models for girls.
• Decreasing and ending all forms of discrimination based on caste and ethnicity.
• Targeting scholarships to those who need them most.
• Teaching in mother tongues as a medium of instruction, and building the logistical and
teacher capacity to promote teaching in mother languages.
• Providing appropriate water and sanitation facilities, including safe toilets that meet the
needs of girls and individuals with disabilities.
• Instituting school health and nutrition Programme (Mid-day meal) programmes in areas of
extreme poverty and food insecurity.
• Increase the knowledge of food, nutrition and health in schools and communities fostering
an understanding of nutrition leading to enhanced cognitive abilities
• Increase the knowledge of food, nutrition and health in schools and communities fostering
an understanding of nutrition leading to enhanced cognitive abilities
• Implementing child-friendly recommendations pertaining to inclusiveness, gender
responsiveness, democratic participation, health safety and protection, and learner-
centeredness;
• Having quality relevant curricula that are regularly adjusted to suit the various abilities of
students on the basis of reliable assessments.
• Disaggregating EMIS data (including public/private disaggregation) to help understand the
demographics and disability status of children in and out of school.
• The institutionalization of support systems targeted at children with disabilities (CwDs) that
includes early screening and interventions through closer coordination between health and
education ministries; the provision of age appropriate support (birth to 3 years, 3 to 5, and 6
to 21); improving accessibility of educational services to CwDs; mainstreaming children with
disabilities in general education classrooms; updating data about types of disability, their
levels of severity, and their prevalence; updating teacher training programme to include
special education, and addressing social stigma associated with disability.
• Strengthening the establishment of child clubs as peer support mechanisms to increase
education outcomes for children in the transition grades where the highest attrition takes
place and expand and strengthen social networks that counter harmful social norms and
support learners to stay in school.
5.2 Goal and objectives
Goal: Universal access to quality education through rights-based approach to all 5-12 year olds.
Objectives:
• To ensure student readiness for secondary education with required learning competencies.
32

• To foster foundation skills such as literacy and numeracy and promote life skills and value-
based education.
• To impart early orientation on the national economy and harmony in socio-cultural diversity.
a) Eight years of free and compulsory basic education, comprising of grades 1-8, this level
serves 5 to 12 year age children and is the primary responsibility of the State.
b) Develop regulations and mechanisms for financial and technical support to schools and
establish set criteria for grade 1-3 and grade 1-5 basic education school models, in
terms of minimum enabling conditions and facilities.
c) Full-fledged implementation of the Consolidated Equity Strategy to reduce disparities of
access, participation and learning outcomes in basic education with reference to gender,
disability, poverty, marginalised communities and children in remote locations.
d) Accreditation of formal, non-formal and informal learning to ease vertical and horizontal
access to education through the National Qualification Framework (NQF), including the
introduction of soft skills value-based education programmes linked with economic,
social and cultural diversity.
e) Full-fledged implementation the National Early Grade Reading Program(NEGRP) and the
development of a National Early Grade Math Program(NEGMP) to prioritize
strengthening of reading and numeracy skills of students in the foundation years (grade
1-3) enabling further learning outcomes throughout the school education cycle.
f) Development of a policy for the medium of instruction and mother tongue education in
early grades, and for schools to adopt a multi-lingual medium of instruction, as well as
motivating schools that have established themselves as a English Medium to change to
providing English as a subject
5.4 Strategies
Equity
a) Development of an annual Equity Strategy Implementation Plan (ESIP), as part of the
ASIP/AWPB to strengthen relevance and targeting of support and incentive schemes,
including tailored packages of sets of strategies and activities for targeted groups and
regions and conditional cash transfer schemes and poverty cards, and mobile education
in remote locations to reduce disparities in access, participation and learning outcomes.
b) As part of this, the appliance of the Equity Index to rank, analyse and compare
prevalence, composition and trends of education disparities within and across district to
strengthen equitable access, participation and learning outcomes and to strengthen
awareness among local level stakeholders to strengthen need based school level
planning.
c) Comprehensive mapping (including obtaining GIS code) of existing schools and
development of criteria and guidelines to identify and prioritize locations for the
establishment of new schools linked to the results of the school mapping. Different
33

models (see description of units under ‘Quality’) available depending on the identified
need.
d) Strengthening girls’ participation and completion at basic education level through
ensuring a gender sensitive learning environment and district and school based support
structures, including the strengthening of the national gender education and gender
focal point network to address gender based violence in schools.
e) Strengthening monitoring of compliance with minimum quality standards and learning
outcomes in traditional schools including Gumbas (Buddhist monasteries), Gurukuls
(Vedic schools), and Madrasas (Muslim educational institutions).
f) Develop a long term inclusive education plan, based on expert/stakeholder
consultation, including a strategy for special and residential schools to gradually
transform into a resource centre that can serve clusters of inclusive mainstream school,
strengthening of diagnostic and referral mechanisms for children with disabilities and
development of education resources adapted to special needs.
g) Ensure that schools are safe spaces to learn and equip teachers and management with
skills to identify and address bullying and harassment of/among students and staff in
schools and by strengthen the grievance and complain referral system at school level.
h) Scale up School Health and Nutrition (SHN) activities, prioritizing schools in food
deficient areas, including the continuation and need based expansion of school based
nutrition programs, such as mid-day meals in the Karnali zone based districts.
i) Roll out of a nationwide tracking and monitoring of access, retention and completion of
individual students through school based data collection (school based EMIS) uploaded
in a central data base fully embedded within the Government’s EMIS supported by the
introduction of a digital enrolment recording system to generate electronic IDs and
establishment of online linkage with District Health Office (DHO) records on child births
and deaths to reflect out of school children in EMIS.
j) Develop a specific component for the recovery of the Basic Education subsector from
the impact of the 2015 earthquake as part of the overall recovery roadmap, including
both hardware and software needs.
Quality
a) Ensure minimum enabling conditions in all public and institutional schools including
infrastructure requirements, inclusive design, teachers and education resources,
supporting schools on a needs basis monitored as part of the regular EMIS to meet their
MECs based on Quality Framework, with priority given to those with the biggest need.
b) Establish alternative designs in line with approved guidelines and minimum enabling
conditions and requirements, such as grade 1-3 and grade 1-5 models and
implementation of multi-grade multi-level (MGML) education programmes in
communities with less student population and remote geographic locations.
c) Ensure accountable, competent and qualifies teachers across the basic education cycle,
prioritizing qualified subject (science & math) teachers for grade 6-8, in line with the
student-teacher-ratio norms and with equitable representation of female teachers and
34

those form ethnic minorities (see teacher management and professional development in
chapter 9.1)
d) Strengthen teacher support structures and networks, such additional staffing of
resource centres with 1-2 resource teacher to provide supervision and instructional
support to teachers and the provision of volunteer teachers in grades 6-8, intermediate
strategies to address the shortage of subject teachers, to support in teaching English,
maths and science in return for credit hour certificates to count towards future
employability in education, for teaching licenses, and in higher academic degrees.
e) Formulate the National Qualification Framework (NQF) for accrediting formal and
alternative modes of learning including non-formal and informal learning.
f) Develop a National Curriculum Framework (NCF) for the entire school education cycle
(grade 1-12), specifying the provisions for the development of local (and in time
provincial) curriculum and including guidelines on the appliance of digital and interactive
teaching-learning resources and integration of life-skills, soft skills and value based
education.
g) Implementation of the NEGRP and the NEGMP3
in phase wise approach and formulation
of standards for grade and level-specific learning competencies in grade 1-3 by CDC,
including development of appropriate instructional design and materials are develop
and adopted to meet language requirements based on the results of the assessments
(EGRA and EGMA) under these programs. As a part of NEGRP, provide libraries and
reading corners in schools to foster a reading culture.
h) Implementation of the policy for the medium of instruction and mother tongue
education in early grades, and for schools to introduce trilingual medium of instruction
as well as providing Nepali as a subject for children with a first language other than that,
as well as providing schools that have established themselves as a English Medium and
agree to return to providing English as a subject with additional education resources,
including English reading materials.
i) Undertake regular national assessments of learning outcomes (NASA, EGRA, EGMA) in
grade 1-3, 5 and 8 and inform SSDP implementation through ASIP/AWPB, NEGRP and
NEGMP based on the analysis of status and trends of these assessments. (see
Monitoring, evaluation and assessment in chapter 9.5)
j) Establish and strengthen child clubs at the upper basic education level in all schools to
provide peer support networks for students to improve learning outcomes (including
reading habits) and reduce attrition in the transition grades (6-8).
k) Based on the ICT master plan, develop an overall plan and timeline for assimilating ICT
in a systematic manner to improve teaching and learning, with a phased approach
which introduction of interactive classes and online modules, digital teaching-learning
materials, such as digital libraries and videos for English, Science and Math for primary
and upper basic level.
3
as per the availability of additional funding
35

Efficiency
a) Revisit the roles of the current resource centres and resource persons system and
introduce resource teachers in centres on a pilot basis to strengthen monitoring and
supervision focusing on teaching and learning support.
b) Develop a time bound action plan for the timely printing and distribution of textbooks
at the beginning of the academic year, including the provisions for involvement of
private sector to provide technical backstopping in printing of textbooks.
c) Strengthen need based SIP planning, including teacher and education stakeholders in
the planning process and focused on ‘converting’ quality inputs at the school level into
effective teaching and learning.
By the end of SSDP:
36 million 5-12 year age children have been enrolled in basic education.
1,000 schools are equipped with an ICT package (internet, e-library, digital learning materials).
28,000 schools provided with library corners and supplementary reading materials in Grades 1-3.
365 integrated schools with resource classes for children with disabilities.
34 special schools and eight residential schools for students with hearing impairments.
10 mobile schools will be in operation in remote and mountain regions.
Early grade reading programme is implemented nationally.
25,000 schools implement classroom-based early grade reading assessments
Over 5 million children annually have access to a full set of textbooks and supplementary reading
materials.
350,000 children receive Midday meals annually in 244
target districts and in all Karnali districts.
Basic
Education
GIR and NIR of grade 1
GER and NER for basic education (Grade 1-8)
GER and NER for basic education (Grade 1-5)
GPI in NER in Basic (Grade 1-8)
Improvement in the results of NASA for grades 5 and 8
Survival rate for 8
% of out-of school children in basic level (age 5-12)
Students’ learning achievement (NASA) scores (%) in Grade 5 in Math, English and Nepali
Students’ learning achievement (NASA) scores (%) in Grade 8 in Math, English and Nepali
5.7 Key Results
SSDP Key Results — Basic Education
1 Improved access and equity in basic education
1.1 All children aged 5-12 to be enrolled in Basic education
A Basic education is compulsory for all 5-12 year old children, as recorded in the education law and
regulation.
B Local governments have develop their respective regulatory mechanisms, compiled in a regulatory
framework at central level, to enforce compulsory basic education.
C Strengthened access to education through establishment of schools in line with eligibility criteria as
4
Including 10 districts supported by WFP
36

verified through comprehensive mapping against identified demand.
D Children with irregular attendance and drop outs of basic education are being retained/returned in
basic education.
E Civil society organisations (CSOs) are mobilized to strengthen education attainment of children in
areas with high disparities in access, participation and learning outcomes.
F Joint bodies at local level map children not in school and enrol them accordingly.
1.2 Full-fledged implementation of the equity strategy
A Reduced disparities in access, participation and learning outcomes of among and between groups
of basic school aged children.
B Basic education schools have a gender sensitive and inclusive learning environment, including
gender segregated toilets and sanitation facilities.
C Strengthened enrolment and retention among children initially identified as part of groups with
low enrolment and completion rates in basic education through incentive schemes, including
scholarships that are designed based on evidenced impact.
D Children of families that cannot bear the indirect cost of education are enrolled and retained
through the provision of need based conditional grants to enrol and retain their children in basic
education.
E Education facilities accommodate the mainstreaming of children with disabilities to the extent
possible through the establishment of Special schools, Resource classes and inclusive schools.
F Education planners, implementers and stakeholders focus on addressing disparities in education
outcomes at national, district and local level through awareness on status and trend informed by
the appliance of the Equity Index.
1.3 Increased retention and completion through tracking of individual access, retention and
completion within the school education sector M&E system
A Children are tracked through enrolment, retention and completion of basic education through a
central database that is updated directly at schools level (CB-IEMIS)
B Analysis of trends and disparities with regard to access, retention and completion of children from
different gender, ethnicity, geographical location, ability and socio-economic status allows for
targeted and evidence based planning to reduce these disparities.
C Increased awareness on existing disparities among implementers and stakeholders at district and
local level due to availability of composite indicators on disparities at these levels derived from the
CB-IEMIS data base.
D Never enrolled and out of school children reflected in EMIS through linkage with DHOs database on
child birth and death registrations.
2 Improved quality and relevance of basic education
2.1 Minimum enabling conditions are fulfilled in all community schools
A Reduction of disparities between the numbers of redefined minimum enabling conditions that
basic education schools meet through targeted support based on their status.
B Accountable, competent and qualifies teachers across the basic education cycle, including qualified
subject (science, math, English & Nepali) teachers for grade 6-8 and teachers specialized in early
grade reading and math, in line with the student-teacher-ratio norms and with equitable
representation of female teachers and those form ethnic minorities
2.2 Strengthened quality of basic education level curricula and instructional design
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A School education National Curriculum Framework (grade 1-12) is developed and implemented,
including integration of Soft-skills and values based education, and grade/subject wise definition
and benchmarks of learning outcomes and competencies.
B Textbooks have been revised to meet learning objectives and to promote interactive and child-
centred teaching and learning.
C Strengthened reading, writing and calculus proficiency for all children that complete grade 3
through the implementation of the National Early Grade Reading and Math Programs in all
community schools.
2.3 Support structures to strengthen quality of teaching and learning
A Access to accredited online courses, interactive classes and digital education resources for students
in higher basic level grades (6-8) in model schools and schools with supporting ICT facilities.
Strengthening of capacity of Resource Centres to support teachers’ professional development
B Strengthened retention and completion rates and improved earning outcomes through school
based child clubs.
2.5 The Continuous Assessment System (CAS) is strengthened and effectively implemented
A The CAS is simplified – Especially the tools and processes are thoroughly reviewed and simplified
to make its use less burdensome on teachers.
3 Strengthened efficiency in the provision and operation of basic education
3.1 Effective (re)location of basic school facilities
A Assurance of access to education within the approved STR norms and distance through effective
restructuring of basic education.
B Provision of alternative basic education facilities meeting approved designs (such as grade 1-3, 1-5
and MGML design) to ensure access to quality education in through effective utilization of
resources.
3.2 Timely access to basic education level textbooks
A Timely printing through involvement of private printers for technical backstopping as per the need
to distribute textbooks to all basic education students within first two weeks of academic year.
B Open source access to Camera Ready Copies (CRCs) of all prescribed textbooks, along with
curricula and teachers’ guides downloading and printing.
3.3 Strengthened school level planning and (financial) management capacity in basic education
A Increased efficiency through need based SIP planning, including teacher and education
stakeholders in the planning process and focused on ‘converting’ quality inputs at the school level
into effective teaching and learning.
3.4 Strengthened monitoring and accountability capacity in basic education
38

6 SECONDARY EDUCATION5
6.1 Introduction
As discussed it in the previous chapter, there have been large improvements on enrolment,
survival rates and in gender parity in basic education. These gains have some implications for
secondary education. Enrolment in secondary education has also increased dramatically. Net
enrolment has increased from only 17.3 percent in 1995 to 56.1 percent in 2015. Gross
enrolment has increased from 28 percent in 1990 to 70.1 percent in 2014.
However, in enrolment, girls from the lowest wealth quintile and from Madhesi and Muslim
communities are under-represented in secondary education. School leaving certificate (SLC)
graduation rates have mostly remained below 50%. The situation in Grades 11 and 12 is no
better. This suggests that the quality of education in general, specifically in public schools, is
poor.
The SSDP’s secondary education thematic group identified the following current issues in
secondary education:
• The locations of secondary schools means they are not equally accessible to all students.
• The low enrolment of students in some secondary schools.
• Students in Grades 11 and 12 do not always get to study their preferred subjects.
• Lack of necessary infrastructure to study subjects of interest.
• Not enough prioritization of mathematics and science in the curriculum, which makes them
inaccessible to most students.
• Lack of sufficient pathways and bridges that enable students to shift from purely academic
to practical and vocational streams and vice-versa.
• The need to better target resources to those most in need of them help achieve the goal of
free secondary education.
• Expansion of private education can only be done based on need and demand as identified by
the Government.
• Inadequate supply of subject specialist teachers and head teachers with management skills.
• Inadequate investment in continuous professional development for teachers.
• Inadequate infrastructure making it difficult for secondary schools to achieve quality
standards.
• Inadequate facilities, equipment, and teacher training for vocational stream schools.
• Low student achievement and high dropout rates indicating secondary schools’ low capacity
to graduate students ready for a career or higher education.
• The threat of shrinking funding because of reduced local funding sources after the
declaration of free secondary education in, which is not balanced with sufficient government
funds.
5
Secondary education consists of two streams, such as general and technical and vocational. The discussion on
technical and vocational stream has been included as sub-section later in this chapter.
39

• The need to reform the curriculum and textbooks to better align lower and higher levels,
create multiple pathways for student learning, provide sufficient and relevant textbooks to
support the vocational stream, and identify solutions to the low efficiency (external and
internal) and effectiveness of instruction as evidenced in the high number of students who
fail secondary school exams.
The lessons learned from the implementation of SSRP also suggest that serious efforts are
needed to improve access and equity in secondary education. At the same time core subjects
like maths, science and English have remained the tough subject for students as many fail in
these subjects in their SLC examinations. SSDP therefore aims to build on lessons learned and to
promote more focus on areas that are crucial in ensuring access, quality and relevance of
education.
6.2 Goal and objectives
Goal: To produce competent and skilled human resource and to provide a sound foundation for
tertiary education.
Objectives:
• To make students ready for the world of work by developing skilled human resources.
• To focus on access to education without compromising quality.
• To provide options and accredited learning pathways for students between technical and
general secondary education
• To strengthen institutional links and transition to higher education
• To prepare students to uphold and fulfil their civic duties.
• Strengthening the quality of general secondary education by improving the teaching-
learning of Math, Science and English and strengthen student achievements in grades 6, 7
and 8.
g) Four years of free secondary education, comprising of grades 9-12, which primarily
serves 13 to 16 year age children.
h) Secondary education will comprise of two streams; a general stream and a technical-
vocational education stream.
i) Full-fledged implementation of the Consolidated Equity Strategy to reduce disparities of
access, participation and learning outcomes in secondary education with reference to
gender, disability, poverty, marginalised communities and children in remote locations.
j) Accreditation of formal, non-formal and informal learning to ease vertical and horizontal
access to education through the development of a National Qualification Framework
(NQF), as well as a National Vocational Qualification Framework (NVQF) including the
introduction of soft skills value-based education programmes linked with economic,
social and cultural diversity.
a) Basic and performance based allocation of resources (schools and teachers).
40

b) Prioritization of strengthening quality in core subjects to trigger overall increased
learning outcomes
c) Share governance and management responsibilities.
d) Grants to school - basic grant, special needs school grants, Large/model school grant
e) School are classified as secondary, model/comprehensive, and special needs, based on
geographical coverage, population, subject offered, infrastructure, and inclusivity.
6.4 Strategies
Equity
a) Institute legal provisions and the regulatory framework to encourage various models of
partnership to implement free secondary education.
b) Introduce cash transfers for students with low socioeconomic status to strengthen
access and participation of these students in education.
c) Provide open and alternative, residential, and inclusive education to cater to the
different learning needs of the population including those who are at risk such as street
children, children with disabilities and children from marginalised groupssuch as
Chepangs, Rautes, Badis, Musahars, Doms, Chamars, Dusadhs, Rajmamas and Kusundas.
d) Introduce programmes to support outstanding students on a merit basis.
e) Support to the poor students to continue with secondary education A pilot scheme of
supporting grade 8 completers from the poorest households who would otherwise likely
to drop out to continue with the secondary education – from grade 9 through 12. The
number is about 1% of grade 8 completers.
f) Develop a specific component for the recovery of the Secondary Education subsector
from the impact of the 2015 earthquake as part of the overall recovery roadmap,
including both hardware and software needs.
g) Strengthen participation and completion of girls in secondary education
Quality
a) Introduce a broad National Qualification Framework, including vocational qualifications,
to accredit certificates provided by different education systems such as open, alternative
and informal learning to allow vertical as well as lateral entry from and within streams
and levels of education.
b) Develop a National Curriculum Framework (NCF) for the entire school education cycle
(grade 1-12), including guidelines on the appliance of digital and interactive teaching-
learning resources and integration of life-skills, soft skills and value based education.
c) Review and reorient the secondary curricula to focus on basic maths and science, to
orient and train students to become skilled human resources, to educate about civic
duties and obligations to their families and society, and to make students competent
scholars to join higher education.
d) Enforce quality standards by defining sets of minimum enabling conditions (MECs) to be
met by public and institutional schools in order to operate secondary schools.
41

e) Form partnerships and shared responsibility to meet the MECs in public schools.
f) improving teaching-learning of Science, language (Nepali and English) and Mathematics
g) Teach core skills such as critical thinking and collaboration in the curricula.
h) Institute regulatory provisions and a comprehensive support scheme for schools
operating both general and vocational streams of secondary education.
i) Provide teacher management and professional development support (elaborated under
‘Cross cutting issues).
j) Introduce support packages to improve underachieving schools.
k) Carry out annual reviews of schools’ operations and management standards through
performance audits to ensure accountability.
l) Develop and implement national langue policy
m) Introduce subject specific classroom teaching
Efficiency
a) Institute the demand based allocation of large, residential and model schools.
b) Introduce and implement regulatory provisions and institutional arrangements to
operate a technical-vocational education programme.
c) Introduce the demand-based distribution of subject-specific schools under the technical-
vocational stream.
d) Institute an accountability and performance audit system to award and regulate
secondary schools.
e) Develop instructional design in collaboration with established business houses and
industrial sectors to foster entrepreneurial skills and on-the-job training including
apprenticeships to students.
f) Review and consolidate technical–vocational curricula in the secondary level curriculum
(classes 9 to 12), in collaboration with the private and public sectors.
g) Reallocation of secondary schools based on GIS mapping
Transition to tertiary education
a) Support to the outstanding students among SLC passers to continue with grades 11 and
12 Out-standing students from among the SLC completers securing above 90% would be
selected for this support to continue with grades 11 and 12.
6.5 Physical Targets/Beneficiaries
7.6 million children receive four year of secondary education.
300,000 students have been enrolled in technical education.
1000 model/comprehensive schools equipped with ICT and with separate head teachers (HT) are in operation
40 special schools with full residential and care services are operating for children with disabilities
54,000 Grade 8 graduates with poor economic conditions receive incentive support to enrol and continue secondary
education.
540 schools in technical subjects have been in operation.
Secondary GER and NER in grades 9-12
42

Education GER and NER in grades 9-10
Improvement of NASA results in grade 10
Survival rate in Grade 10
GPI in Grades 9-12
Transition rate from grade 8 to 9
Number of model/comprehensive schools in operation
Number of students enrolled in technical subjects in grade 9-12
6.7 Key Results
SSDP Key Results — Secondary Education
1 Improved access and equity
1.1 Implementation of the equity strategy
A Reduced disparities in access, participation and learning outcomes of among and between groups
of secondary school aged children.
B Secondary education schools have a gender sensitive and inclusive learning environment, including
gender segregated toilets and sanitation facilities.
C Strengthened enrolment and retention among children initially identified as part of groups with
low enrolment and completion rates in secondary education (including girls, children with
disabilities and working children) through incentive schemes, including scholarships that are
designed based on evidenced impact.
D Education facilities accommodate the mainstreaming of children with disabilities to the extent
possible through the establishment of Special schools (at least one per district), Resource classes
and inclusive schools.
E Children of families that cannot bear the indirect cost of education are enrolled and retained
through the provision of need based conditional grants to enrol and retain their children in basic
education.
F Education planners, implementers and stakeholders focus on addressing disparities in education
outcomes at national, district and local level through awareness on status and trend informed by
the appliance of the Equity Index.
1.2 Expanded access to secondary education
a Strengthened access to education through establishment of schools in line with eligibility criteria as
verified through comprehensive mapping against identified demand.
Provision of secondary education facilities meeting approved designs (such as grade 1-10, 1-12,
and 9-12) to ensure access to secondary education in areas with different density of school aged
children.
d Introduction of large schools with residential facilities in each district– Schools with potential to
run the model programme are selected and upgraded based on school mapping and EMIS data.
Minimum requirements and selection criteria are developed and applied.
e Introduction of specialized high schools – with at least one in each district, to focus on one major
subject such as science, math, language, management or ICT. These schools operate in
collaboration with relevant universities or affiliated colleges specializing in those subjects. Such
universities or colleges will support schools technically to teach specialized courses. This is
expected to enhance readiness and upward linkages of high school graduates.
1.4 Two streams of education introduced
a General stream – to follow formal and structured model from Grades 9 through 12, allowing entry
and exit at the end of Grade 10 and 12 with regional or national certification examinations.
43

b Technical and vocational stream – to follow multiple models offering one year, two year, three
year and four year technical education and vocational training courses. School-based, annex
programmes and apprenticeship programmes are implemented.
c National qualification framework (NQF) is developed and enforced - to assure vertical and lateral
access from one stream to another. Embedded within the NQF, a national vocational qualification
framework (NVQF) is developed and incorporated
1.5 Open schooling programme is strengthened and expanded
a Operating guidelines are reviewed and revised – to ensure norms and standards including quality
and credibility of the open schooling programme and its certification.
b Accreditation and certification – through the NQF.
c Collaboration for online courses – with universities, colleges and registered institutions to offer
online courses.
e Certification of online course providers – A joint committee consisting of CDC and NEB members to
review and certify qualified and competent online course providers.
1.6 Scholarships and family subsidies
a Scholarship schemes are strengthened - Review and revisit current practices and challenges on
effective distribution of scholarships.
b Poverty card is used - to identify and target families in need.
c Conditional cash transfers – Families living in poverty to receive grants to compensate their
children for continuing basic education.
1.7 Student tracking is introduced
a Computerized enrolment is introduced – to be piloted in selected districts. This will generate
electronic identification with barcode for each student. The barcode will carry student’s vital
statistics.
1.8 Partnerships for expanding secondary education
a Guidelines with clearly defined norms and standards are introduced - for partnerships with private,
public and CSOs.
2 Improved quality and relevance
2.1 Secondary education curricula is revised
a National curriculum framework for school education (1-12) is developed – the national curriculum
framework, 2063 (CDC 2005) is revised in line with the Grade 1-12 school education system and
covering both general and technical and vocational education.
b Benchmarks and learning competencies are defined for all subjects–including onsoft-skills, values-
based education, employability, and higher education.
c National Qualification Framework is introduced – to acknowledge qualifications obtained through
formal, non-formal, and open schools including TEVT programs.
d Textbooks are revised – Current textbooks in secondary grades are revised to align with new
curricula and to meet their learning objectives.
e Multiple textbooks are introduced – Schools to be able to choose locally appropriate textbooks
from multiple sets approved by CDC.
f Open source and electronic access – All prescribed textbooks including curriculum and teacher’s
guide to be made available for downloading and printing for own use.
2.2 Minimum enabling conditions fulfilled in all community schools
44

a MECs for secondary schools are redefined and ensured – for both formal and TEVT streams.
b School database is updated – Schools’ infrastructure conditions are regularly tracked and the
names of schools not meeting MECs are published.
c Conditional grants for meeting MECS – Priority given in budget allocation for schools that meet
MECs.
2.3 Promotion of self-learning
a Introduction of ICT based interactive classes – to be piloted in selected schools for specific
subjects.
b Development of portals and websites - to be accessed using multiple electronic devices including
computer and mobile phones.
c Introduction of e-libraries – with varieties of reading materials and reference links to national and
international literature and learning materials relevant for school teachers, students and
management teams.
2.4 Instructional design and technical support system strengthened
a Pedagogy (instructional design) is revised– to meet new learning objectives and competencies as
defined in the curricula.
b Provision of resource teachers – In each resource centre 2–3 resource teachers are deployed to
provide supervision and instructional support to school teachers.
c Provision of volunteer teachers — to support the teaching of English, maths and science. Best
practices, such as ‘Teach for Nepal’ initiatives, are recognized and expanded to scale. Out-source
voluntary services to build the capacity of school teachers and to fill in the gaps of science, math,
and English teacher in secondary schools. Award credit hour certificates to volunteer teachers to
be counted towards their employability in education, for teaching licenses, and in higher academic
degrees.
2.5 The Continuous Assessment System (CAS) is strengthened and effectively implemented
a CAS is introduced– CAS, especially its tools and processes, are thoroughly reviewed and simplified
to make their use less burdensome on teachers. Application of ICT in CAS is explored and piloted.
b Report card system is made mandatory in secondary grades – Based on CAS/periodic assessments,
parents are informed of student’s performance.
c Linked with performance incentives– CAS results are linked with performance based incentives.
2.6 Assessment and examination reform
a Establishing minimum standards for achievement in key areas of each subject.
b Assessment framework developed for Grades 8, 10 and 12 that support desired learning including
higher order and application based learning.
c Improve the quality of term tests and annual examinations by using standardized test items
d Using analysis of results of school based assessments for identifying weaker students and
arranging revision and remediation.
e Comprehensive reform of SLC and HSE examination (including standardized high quality test items)
f Implementing NASA in Grade 10
g Core and non-core and single subject certification for SLC and HSE.
h Setting up a National Examination Board as a highly professional body.
i Establishment of item pools, in which strong examination items are archived at the national and
district levels.
45

Orientation for oral examiners for English exams
2.7 School performance
a Development and implementation of school performance index, and support packages for poorly
performing schools and districts.
b Large secondary schools monitored regularly and their performance assessed with feedback for
improvement.
2.8 Lead secondary schools
a Schools identified through mapping exercises.
b Inputs provided for whole school improvement:
i. Qualified subject teachers with induction and regular training in Grades 6-12.
ii. Other MECs implemented in a prioritized manner.
iii. Programme for improved teaching of English implemented in Grades 1-5.
iv. Science and Maths kits for Grades 6-8 implemented with training of teachers.
v. Mini labs for Grades 9-10 (one per constituency, 200 total).
vi. Science labs for Grades 11-12 (one per constituency, total 200).
vii. ICT based learning:
• videos for difficult concepts in science, maths and spoken English
• videos for science experiments for Grades 9-12
• ICT enabled interactive learning and computer literacy labs.
viii. Scholarships for poor and disadvantaged students.
ix. Continuous teacher professional development strategies within schools and for feeder schools.
x. Full-time head teachers with authority and accountability.
xi. Improved school-based assessments including use of standardized test items for periodic tests
and examinations.
xii. In-school revision and remediation programmes for less advanced students
xiii. Bridging programme at beginning of Grade 9.
xiv. Coaching for weak students for preparation for SLC (science and maths) and HSE.
xv. Cluster support activities for professional learning of subject teachers and head teachers of
feeder schools.
xvi. Improved school monitoring and assessment of school performance for model schools
2.9 Improved teacher performance
a Introduction of non-monetary incentives – to perform special functions such as teacher
supervision, student assessment, local curriculum development.
b Teacher supervision – All newly recruited and upgraded teachers should work for one full
academic cycle under the supervision of a senior and competent teacher. The supervisors must
approve teachers’ performance as above satisfactory. Supervisors can also recommend for specific
modular training if deemed necessary. Supervisors to receive non-monetary incentives.
c Teacher preparation course is reviewed and revised – focusing on core teaching competencies
including science, maths and English teaching.
d Adequate teacher positions created in high schools (9-12).
e Programmes to attract highly qualified and competent teachers
46

f Non-monetary incentives leading to headships – linking teachers’ engagement in supervising new
teachers, in local curriculum development, student assessment, and in training and professional
development (TPD) with career and promotion opportunities.
g Separate head teachers – must have acquired specialization in a key competency area such as
school/classroom supervision, student assessment, curriculum development, subject teaching.
h Teacher leadership skills development – with focus on strengthening capacity on assessment and
evaluation, classroom supervision, curriculum development.
2.10 Programmes to enhance science, maths and English teaching
a Review and revision of curricular objectives and teaching and learning materials developed for
maths, science and English.
b Extra support through volunteer teachers – in maths, English and science teaching (as discussed in
2.4c above)
c Creation of special teacher circles in districts- for consultation, supervision and teaching support in
secondary schools. Incentives and logistics support based on number of consultations and
facilitation.
d Special teacher preparation course is designed and implemented – to create strong teacher circles
with qualified and competent teacher members in the circle.
e Teacher preparation course is reviewed and revised – focusing more on core teaching
competencies including science, maths and English teaching.
2.11 Science and maths kits and labs
a Development of simple maths and science kits for Grades 6-8; distributed to 3000 schools in a
phased way (with training of subject teachers).
b Development of science and maths kits for Grades 9-10, including teachers’ guides and activity
handbooks and videos; distributed to 1000 schools (in phases) and training of subject teachers.
c Development of mini science labs for Grades 9-10. Implement in 200 science stream schools (one
per constituency).
d Establishment of science (chemistry, physics and biology) labs for Grades 11-12 in 200 selected
secondary schools (that have high enrolment in science stream). At least one per constituency.
2.12 Introduction of specialized schools (discussed in 1.3e)
a All secondary schools are equipped with ICT facilities.
2.13 Large residential schools equipped with ICT as model schools – at least in every constituency and
also on demand (discussed in 1.3d)
2.14 SLC focused programme is launched (to be incorporated from SLC strategy)
a Districts and schools with extremely low SLC performance are selected for high intensity
programmes – volunteer teachers are mobilized in those schools and districts as a priority (see
2.4c)
b Centres with facilities for extra coaching and mentoring established – Centrally located schools and
competent teachers are identified to provide coaching and mentoring to students in Grades 9 and
10. Online system is also explored and piloted.
c Safety and security of students during SLC examination – DEOs, in consultation with local security
units, to identify safe and secure accommodation, especially for girls coming from a distance to
appear in SLC exams. Better if the accommodation is made in a nearby school with a female
secondary school teacher assigned as warden not only to oversee care but also to provide
47

counselling and teaching assistance during exams.
3 Enhanced governance and management
3.1 Decentralization and school-based management
a SMC roles are clearly defined - each member is fully engaged in schools’ specific task and issues.
b SMC members are incentivized – to motivate them to improve their schools.
c SMCs are made accountable to their communities – for schools’ overall quality and performance
through social audits and annual reviews.
d Separate and dedicated position of school head teacher – Head-teacher’s roles are defined as
more managerial and supervisory that teaching support.
3.2 Strengthening monitoring and accountability system
a Use of ICT in student attendance and progress tracking (also at 1.7 above) – Piloting in 6 districts,
student database with characteristics such as disability, and different learning needs. Rolling out
school based IEMIS and student and school profiles in all districts, linked with EMIS. Schools and
VDCs/municipalities to track out-of-school children.
B Early detection of school dropout is developed and piloted in schools
48

6B. TECHNICAL AND VOCATIONAL EDUCATION SUBJECT6
6
This section is simply a sub set of the secondary education program that builds on school based curricula with soft
and technical and vocational educational programs that doesn’t need heavy equipment and laboratories. In that
regard this program does not replace the program and activities of CTEVT.
49

6b.1 Introduction
Another area where the connection between DoE’s vision and existing programmes will need to
be strengthened is technical and vocational education (TVE). The DoE envisions citizens who
have a positive perception of labour, are oriented towards employment, and have the agency to
be active citizens. To achieve this vision, community culture that views TVE as a path of second
choice should change. The country has yet to have a vocational qualifications framework, even if
recognition of the importance of such a framework began as early as the 1980s. Last, but not
least, there is an urgent need to strengthen the TVE information management system.
6b.2 Goals and Objectives
Goal: Minimize poverty by promoting employable skills and producing skilled human resource to
meet the developmental needs of the country and global market.
Objectives:
• To mitigate unemployment.
• To introduce programmes with high employability.
• To produce skilled and semi-skilled human resource capable of earning decent incomes.
• To produce the human resources required to meet the developmental needs.
6b. 3 Policy Directions
a) Ensure sufficient qualified teachers for the technical subjects of the secondary education
6b. 4 Strategies
Equity
a) Expansion of TVEprogrammes to communities with low socio economic status.
b) Provision of scholarships for students with low socioeconomic status.
c) Develop a specific component for the recovery of the school based TVET subsector from
the impact of the 2015 earthquake as part of the overall recovery roadmap, including
both hardware and software needs.
Quality
a) Introduce a broad National Qualification Framework including vocational qualifications
to accredit certificates provided by different education systems such as open, alternative
and informal learning to allow vertical as well as lateral entry from and within technical
subjects and levels of education.
b) The promotion of apprenticeship programmes in partnership with local and national
institutions specialized in key areas of technical and vocational skills.
c) Expansion of testing and certification centres to accredit vocational and technical skills
earned through formal or informal modes.
d) Provide professional development support for TVE teachers.
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Efficiency
a) Institute the demand-based allocation of model TVE schools that have Grades 9-12.
b) Introduce and implement regulatory provisions and institutional arrangements to
c) Introduce the demand-based distribution of subject-specific schools under the technical-
vocational subjects.
d) Introduce programmes to support outstanding students on a merit basis.
e) Develop instructional design in collaboration with established business-house and
industrial sectors to foster entrepreneurial skills and on-the-job training including
apprenticeships to students.
f) Review and consolidate technical–vocational curricula in the secondary level curriculum
(classes 9 to 12), in collaboration with the private and public sectors.
g) Introduce and implement regulatory provisions and institutional arrangements to
6B.5 Physical Targets and Beneficiaries
By the end of SSDP:
 263,250 children, youth and adults have received school based TVE programmes.
 540 schools offer five specific TVE subjects.
 14,634 teachers have received tailored TVE professional development as part of their pre- and their in service
training.
6b.6 Key Performance Indicators
Number of schools offering technical subjects
6b.7 Key Results
SSDP Key results — Technical and Vocational Education
1.1 Introduction of TVE programmes through school-based, non-school based and apprenticeship
modes
a Expansion of TVE specialised schools (Grades 9-12) in each district.
b Strengthening existing annex programmes.
c Collaboration with the private sector (corporates and business house) and CSOs for TVE
programme expansion.
d Identification of target groups and pocket areas for intensive TVE programmes.
e Packaged programmes to ensure access for CwDs, out-of-school children, and working youths
and adults through need based support.
f Flexible programmes– in terms of location and time of operation.
g Vertical as well as horizontal linkage between general and technical subjects
2. Improved quality and relevance
2.1 Minimum standards of TVE operation and guidelines are reviewed and enforced
a Reviewed and strengthening license for TVE operation and facilitation.
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b Minimum requirements are fulfilled by all licensed TVE operators.
c Quality control and compliance mechanism is developed and enforced.
2.2 Standardization and contextualization of TVE curricula
a Identification of the diverse learning needs of various groups.
b Review and revision of TVE curricula based on skill areas.
2.3 Institutional capacity building for expansion of technical and vocational education centres.
2.4 Introduction of National Vocational Qualification Framework —to accredit vocational and
technical education as well as specific skills and competencies.
a Periodic survey of institutions.
2.5 Periodic review and revision TVE programmes.
a Regular market survey to determine emerging demand for specific skills in the job market.
b Adaptation of new skills in the curricula.
2.6 Strengthening institutional capacity – Developing institutional base at the district, regional and
national levels by establishing networks of TVE related institutions. Extending support to
enhance quality and capacity of TVE service providers.
2.7 Professional development training to TVE providing experts and facilitators
2.8 Standardization of TVE materials and training institutes
2.9 District level networks of TVE service providers are identified and their institutional capacity is
strengthened.
2.10 Pool of expert trainers and facilitators are created in each district.
2.11 CSOs’ capacity is built to conduct TVE modules and packages.
3.1 Local government is empowered to manage TVE programmes
a Regulatory provisions necessary for locally based governance and management are developed
and enforced.
b Local responsibility for implementation of regulatory provisions.
c Shared responsibility for programme financing.
3.2 Monitoring and assessment framework
3.3 Accountability mechanism
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7 NON-FORMAL EDUCATION AND LIFELONG LEARNING
6.8 Introduction
The Non-formal Education Centre (NFEC) mostly cater for adult literacy and out-of-school
children through school out-reach programmes. Current literacy initiatives comprise
programmes for basic, post-literacy and income generating activities, with a particular focus on
women. For the delivery of literacy and lifelong learning programmes, community learning
centres (CLCs) are employed as a major strategic intervention. In 2008, NFEC launched the
National Literacy Campaign Programme (NLCP) to eradicate illiteracy in just three to four years.
These programmes and activities show that the priority of NFEC remains literacy and it has yet to
elevate its goal to lifelong learning and continuing education (NPC 2013b). However, non-formal
education and lifelong learning has a greater role to play in education reform in Nepal in the
light of high school dropout rates, the high number of out-of-school children, the large number
of low skilled workers in Nepal, and the poor fit between tertiary education and labour market
needs. The ability to adapt knowledge and skills to the needs of the labour market at home and
abroad will significantly determine the extent to which Nepalese citizens can secure gainful jobs
and break the cycle of economic vulnerability. Note that non-formal education beyond literacy
programmes refers to training received through labour market programmes, on-the-job,
professional associations, work experience, or volunteer organizations. Informal education
comprises learning that comes as a result of participation in clubs, libraries, museums, family
activities, playground activities, volunteering and so forth.
6.9 Goal and Objectives
Goal: To bridge the gap between formal education and the world of work including the
promotion of career based and continuous learning for youths and adults.
Objectives:
• Literate citizens with basic life-skills and competencies to live dignified lives.
• Complement the national objective of ‘education for all’ by providing alternative and flexible
modes of education.
• Cultivate the reading and learning habit.
a) Literacy to all
b) Lifelong learning opportunity for populations with diverse learning needs.
c) Operate Non Formal education programs such as flexible and open school program
through CLCs.
d) Career based programmes to mitigate gaps between education and employment.
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6.11 Strategies
Equity
a) Scale-up continuous education programmes by expanding libraries and community
reading centres.
b) Introduce special programmes and packages for targeted groups (such as people with
disabilities) and areas with a special focus on skills development and income generation.
c) Run targeted educational programmes for out-of-school children including those who
are over age.
d) Community learning centers are made a main mechanism to operate lifelong learning
and non-formal education. CLCs will receive funding for running flexible and open school
programs based on the quality of their programs and the prevalence of out of school
children in their catchment area.
e) Develop a specific component for the recovery of the Non Formal Education subsector
from the impact of the 2015 earthquake as part of the overall recovery roadmap,
including both hardware and software needs.
Quality
a) Deliver education through different modes on-demand including through formal,
alternative and open schools
b) Develop and implement career-based programmes focusing on professional
development support and work-related skills.
Efficiency
a) Empower local governments to design and develop, plan and implement literacy and
post-literacy programmes in a coordinated way.
b) Launch national volunteer campaigns in collaboration with local governments and
primary stakeholders such as organised civil society groups.
c) Introduce locally based mechanisms for monitoring and supervisory support.
By the end of SSDP:
2,400,000 illiterate and neo literate will receive continuing education
165,000 children in basic education will receive flexible education program primary equivalent, basic 6-8 grade
equivalent, secondary level equivalent
4242 CLCs have been in operation in communities providing continuing education.
Open Basic and Secondary schools are in operation
160,000 Facilitators receive basic and refresher training.
29694 income generation group will be formed
Separate qualification framework for lifelong and non-formal education is prepared
Literacy rate for 6+
Literacy rate for 15-24
Literacy rate for 15+
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6.14 Key Results
Key Results — Lifelong Learning and Continuing Education
1.1 Targeted programs – geography, and locations with high dropouts and out-of-school
populations
A Diverse packages – for CwDs, out-of-school, and working youths and adults
B Flexible programmes– in terms of location and time of operation
C Incentives for income generation and household care – health, sanitation, childcare and
nutrition
D Strengthening and mobilization of CLC.
E Transition to formal education - accreditation and equivalence
F Non-formal education programmes are strengthened and expanded – (discussed under literacy
and lifelong learning, Chapter 8).
2. Improved quality and relevance
2.1 Minimum standards of NFE operation and guidelines are reviewed and enforced
A Provision of licenses for NFE operation and facilitation.
b NFE providing CSOs are identified and licensed by the Non-formal Education Centre (NFEC).
c Minimum requirements are fulfilled by all licensed NFE operators.
2.2 Standardization and contextualization of NFE curricula
a The identification of the diverse learning needs of various groups.
b The review and revision of curricula based on learning needs.
c Transition to formal education and accreditation of learning.
2.3 National Qualification Framework to include accreditation/equivalence of NFE programmes
2.4 Programmes to support functional literacy and numeracy skills
2.5 Professional career development courses bridging between academics and world of work
a Strengthening NFEC –to review and approve NFE curricula
b Formal education curricula, national or international, to be approved by Curriculum
Development Centre (CDC)
c Non-formal curricula including bridge-course and training programmes of all kinds to be
approved by NFEC
2.6 Strengthening institutional capacity – Developing an institutional base at local, provincial, and
national levels by establishing a network of NFE related institutions. Extending support to
enhance quality and capacity of NFE service providers.
2.7 Professional development training to NFE providing experts and facilitators
2.8 Standardization of NFE materials – by enhancing quality and consistency of materials used in
NEF teaching and learning.
2.9 Local level network of NFE service providers are identified and their institutional capacity is
strengthened.
2.10 Pool of expert trainers and facilitators is created in each district/local bodies.
2.11 CSOs’ capacity built to conduct NFE modules and packages.
2.12 Online schooling programme is strengthened and expanded
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a Operating guidelines are reviewed and revised – to ensure norms and standards including
quality and credibility of the open schooling programme and its certification.
b Accreditation and certification – through the NQF.
c National Qualification Framework is introduced – to acknowledge qualifications obtained
through formal, non-formal, and open schools including TEVT programs.
3.1 Local government is empowered to manage NFE programmes
a Regulatory provisions necessary for locally based governance and management of NFE
programmes are developed and enforced.
B Local responsibilities are clearly assigned for enforcing regulations.
C Shared responsibility for NFE programme financing.
3.2 Monitoring and assessment framework
3.3 Accountability mechanism
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7 CROSS CUTTING PRIORITIES AND PRIORITIES
7.1 Teacher Management and Professional Development
Ensuring quality and needs based teacher professional development and performance based
and accountable teacher management is one of the main elements in SSDP’s theory of change.
With an investment of around 70% of the total SSDP budget, teacher salaries should be
considered as the prime resource to establish quality education. Strong ownership of the
programme among teachers’ professional organizations is key, even more with respect to the
need to transform teacher management and professional development structure to
accommodate the upcoming decentralization of the education system under the new federal
system. With regard to teachers’ management, this will mean that the Teacher Service
Commission at the federal level will continue to accredit and certify teachers, as well as monitor
the criteria for the recruitment, appointment, and promotion of teachers at the provincial level.
To ensure ownership, local bodies should participate in the recruitment and appointment of
teachers.
With regard to teacher’s professional development, the role of education training centres (ETCs)
at district levels will be further strengthened and professional development packages developed
at provincial/district levels to allow contextualization, after which they will be approved at
federal levels by the National Centre for Educational Development. During their tenure, teachers
will return to the ETCs for in service and refresher training at set times and be linked with senior
teachers to mentor and guide them in translating the obtained skills into practices in the
classroom. Teachers will also be capacitated to undertake the continuous assessment for
education within the classroom to ensure the strategies applied to unleash learning outcomes
accommodate the needs and interests of students. Within the available in-service training and
professional development, teachers will be encouraged to undertake regular self and peer
assessments to identify their preferred professional development based on their competencies
and needs.
Objectives
• The provision of qualified competent teachers, including trained subject teachers in all
secondary schools Ensure teaching-learning days and that teachers’ time on task is in line
with government directives and guidelines.
• Strengthen the quality of pre-service and in-service training in line with the Teacher
Competency Framework
• Establish a student centred and child friendly teaching culture
• Maintain high morale and motivation for teaching and learning among teachers and
students.
Policy directions
a) The management of teachers in line with the new constitutional mandate.
b) Attracting and retaining highly qualified and competent professionals in the teaching
workforce.
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c) A balanced approach to recruiting teachers from under represented populations.
d) Regular refresher and capacity building of school teachers
e) Transfer of sufficient qualified teachers from basic to secondary education level, based
on existing criteria, to accommodate need in obtaining envisioned STR and in terms of
subject teachers
f) Redefine roles and responsibilities of among institutional arrangement that are
established for teachers’ professional development, such as (L)RCs and ETCs.
g) Appointment of new permanent teacher at basic and secondary level based on existing
need, instead of existing positions.
h) provision of mandatory induction training for all new recruitments needs
Strategies
Teacher management
a) Strengthen the Teacher Service Commission (TSC) to conduct licensing and to select
candidates for school teacher positions. The TSC will make recommendations based on
selected candidates as school teachers and local governments will appoint and deploy
teachers to the appropriate schools.
b) Enforce teacher recruitment and performance assessment based on Teacher
Competency Framework
c) Prioritise the recruitment of female teachers and teachers from targeted and
marginalised groups until the minimum ratio is met.
d) Filling additional teacher positions to address the need at secondary level will be done
based by first consuming the surplus of basic education teacher and then additional
recruitment will be undertaken based on the identified need and deficit of secondary
school level teachers.
e) Develop a strategy to allow effective teacher management through harmonization the
many existing types of teachers and their service conditions.
f) Introduce provisions to attract bright graduates to fill at least five percent of vacant
positions in the teaching profession in basic and secondary education including
vocational subjects.
g) Introduce and enforce regulatory provisions to maintain teacher-pupils ratio in districts
in order to ensure the equitable (re)distribution of teachers.
h) Develop a roadmap for the appointment of subject teachers in secondary education in a
phased manner, including targets on number of teachers to be upgraded from basic
level and additional subject teacher positions based on mapping of need at school level.
i) Regularize the intake of new teachers through the TSC to address the issues related to
the deployment of temporary teachers.
j) Introduce standard norms and guidelines to manage temporary teachers or teachers
appointed through private sources.
k) Review and strengthen eligibility criteria for teacher licensing and participation in
teacher service examinations. For example, persons fulfilling basic qualifications and
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having taken a one-year preparatory course should be eligible to participate in teaching
licence examinations.
l) Teacher preparation programs for English, science and mathematics (from other
faculties) and TEVT subjects
m) Train teachers on inclusive education
n) Develop specific strategies to respond to the needs of teacher management in the
context of disaster affected districts (for example management of teachers in TLCs).
Teacher Professional Development
a) Introduce a career path for the direct promotion of teachers to higher levels in line with
the Civil Service Act.
b) Peer support groups and mentor schemes
c) Run teacher preparation programmes to supply adequate teachers to teach core
subjects such as science, mathematics and English, as well as social subjects.
o) Develop a support and mentor program that enforces peer support and monitoring of
translating professional development into improved quality classroom teaching-learning
practices.
p) Develop teacher performance appraisal systems and career paths for basic and
secondary teachers by introducing separate career paths.
q) Introduce a compulsory IE module in Pre-service programme to provide basic knowledge
and skills on (a) needs and abilities of children with special needs, (b) child-centred
pedagogical methods and (b) active and participative learning techniques, instructional
accommodation and activity differentiation.
r) Strengthen the alignment between school curriculum and teacher education course,
introduction of competencies/professional standards for teacher candidates).
d) Ensure all teachers are trained on inclusive education and catering to students with
disabilities.
e) Renew teachers’ licenses every five years.
f) Introduce programmes to support continuous learning and professional development
for teachers.
g) Strengthen CAS as a tool that guides teachers in self- and peer assessment of applying
student centred and child friendly teaching methodology.
h) Introduce an induction year with adequate mentoring and support provisions for new
teachers upon entering the teaching service, linked with career development and
incentives.
i) Felicitate outstanding teachers with letters and certificates.
j) Engage with universities to reform and strengthen the preparatory courses for teachers
and strengthen the methodology on student centred and child friendly learning
methodology.
k) Mandatory Continuous Professional Development (CPD) using centrally designed
modules for teachers of different levels and subjects, both at including early grade
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reading (especially focusing on teaching of languages), use of basic science kits, student
assessments (including formative and summative) and activity-based learning, and
English, Math and Science at secondary level.
l) Provide demand-based as well as need-based short and medium term training
programmes for teachers.
m) Provide training for teachers on teaching children with a first language other than Nepali
Nepali as a second language, and teaching multiple languages, including the transition
between languages.
n) Develop specific strategies to respond to the professional development needs of
teachers in the context of disaster affected districts (for example strengthening of
counselling and MGML teaching in temporary facilities).
Physical targets
By the end of SSDP:
18,000 HT management training
76,000 certification training (basic and secondary)
EGRP training 56,000 primary school teachers
Intensive and refresher training to 63,000 ECD/PPC teachers
School based professional development for basic level schools
School based professional development for secondary schools
Key Performance indicator
Teacher Professional
Development and Management
Increase of number of teachers with approved competency established
Number of days of teacher’s attendance
Number and percentage of teachers trained
Key Results
Key Results — Teacher Management and Professional Development
1. Quality education through improved teacher (re)distribution and management
1.1 Number of teachers with minimum qualifications and competencies.
1.2 Student-subject teacher ratios in upper basic (Grades 6-8) and secondary levels, especially for
maths, science and English subjects.
1.3 Ensure availability of teachers and subject teachers in all secondary schools as per norms.
1.4 Continuous professional development of subject teachers of secondary schools.
1.5 Professional development of full-time head teachers.
1.6 Strengthen implementation of the Teachers’ Competency Framework and the development of an
institutional mechanism for the quality assurance of teacher’ professional development.
2. Teacher recruitment
2.1 Enhance the quality of pre-service teacher education courses.
2.2 Redefine the minimum qualifications and competencies for teacher candidates.
2.3 Strengthen the existing licensing and recruitment system to include practical assessment of
teaching skills.
2.4 Mandatory induction training of at least one-month for all new teachers at the time of joining
service.
2.5 Provision of separate head teacher positions in all schools in a phased manner.
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2.6 Recruitment of newly qualified teachers following reservation quotas.
3. Teacher deployment and redeployment
3.1 Undertake teacher redeployment from areas with low to high student-teacher ratios STRs, and
from primary to upper levels.
3.2 The provision of subject teachers, especially in maths, science and English in a phased manner.
4. Teacher management
4.1 Implement the agreed action plan (medium and long term) based on the recommendations of the
Teacher Management and Development Study (** ADD REF)
4.2 For each large secondary school, review real enrolment/attendance and identify eligibility for
teachers, including subject teachers. SMCs to replace unqualified teachers over a period of two
years with qualified subject teachers.
4.3 Rework financial package for science and maths and technical education teachers for grades 9-10
and 11-12 (masters graduates)
4.4 Creation of a separate cadre of full-time head teachers.
4.5 Define responsibilities and authority for school management by head teachers vis-à-vis SMCs.
5. Teacher professional development
5.1 Certification/induction training (one month) organized for all newly recruited or redeployed
teachers for science and maths.
5.2 Develop revised training programmes for subject and head teachers
5.3 Implement the revised continuous professional development strategy including distance learning
materials, tutorial type short duration programmes, hand-outs.
5.4 Run at least two rounds of training for all science and maths teachers of 1000 secondary schools
over the plan period.
5.5 Implementing mechanisms for lead schools to support feeder schools in the professional
development of teachers and whole school improvement.
5.6 Mandatory Continuous Professional Development (CPD) using centrally designed modules for
teachers of different levels and subjects, including English, Math and Science at secondary level.:
These should be in the areas of early grade reading (especially focusing on teaching of languages),
use of basic science kits, student assessments (including formative and summative) and activity-
based learning.
5.7 Design and implement a programme for improving teachers’ proficiency in English and mother
tongue and improved materials and methods for teaching English through collaboration with a
TESOL agency.
5.8 The promotion of subject-specific teacher circles in lead and feeder schools
6. Teacher performance evaluations
6.1 Provision of student/beneficiary monitoring of teacher attendance.
6.2 Head teachers to conduct mandatory biannual performance appraisals of all teachers in the school
7. Strengthen training and professional development institutions
7.1 Strengthen and reform the resource centre system (selection of resource persons, using a wider
set of roster teachers, focus mainly on basic education, use of centrally developed materials and
master trainers trained at national/province level, introducing short courses on specific topics,
face-to-face support for distance learning programmes).
7.2 Strengthen the seven ETCs (with better staffing and infrastructure) to become institutions for
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curriculum and training at province level. Strengthen other ETCs and lead resource centres (LRCs)
to support training for secondary teachers
7.3 Equip ETCs and LRCs with facilities for audio/video conferencing for training of their staff and
secondary school teachers
7.4 Develop good subject teachers in lead schools to lead local professional development of basic and
secondary school teachers in neighbouring feeder schools.
7.2 Governance and management
Performance and accountability audit system for awarding best performing community schools
and to support the weak schools – A scaling system to rank the community schools on the basis
of several indicators related to education achievement, school governance, and facilities
available would be developed in the first year. On the basis of this scaling for all the community
schools, top three schools will be identified in each of the districts for the best performing school
award. Indicators may cover teachers’ attendance rate, students’ attendance rates, share of
female teachers, ineligible expenses, SLC pass rates, number of SMC meetings etc. In the first
year, such a system will be developed, and it will be implemented from the second year onward.
Objective:
• The effective delivery of education services.
• Performance and result based management
• Accountable decentralized management
Policy directions
a) The gradual transition of school governance and management, in line with the
constitutional mandate and upcoming federal structure, to local government
responsibility.
b) The equitable participation and representation of communities in school governance
and management.
c) More efficient and effective educational services through strengthening public financial
management and school level management.
d) Enforce that construction of new schools or classrooms is only permitted in line with the
approved building codes
Strategies
a) Develop a three year Roadmap for the reform and restructuring of institutional
arrangements to accommodate the federal structure of the education sector and
redefine governance within this.
b) Review existing rules and regulations to align school governance and management with
the new constitutional mandate including functions of SMCs, parent teacher
associations (PTAs) and resource centres.
c) Strengthen awareness of parents and communities, to increase capacity in school
management committees and parent teacher associations (PTAs) and through that
accountability of quality education.
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d) Develop a national framework to support local governments to revisit roles and
functions including the capacity of SMCs to strengthen school governance and
management.
e) Strengthen use of SIP as a critical tool for quality improvement a school level
f) Engagement of communities to increase accountability, leverage financing and increase
good governance and transparency.
g) Develop strategy to reduce political affiliation of school level staff, teachers and
managers and strengthen community affiliation
h) Study circles and visits to good performing schools, and platform for sharing knowledge
among SMC members to improve education delivery at the school level.
i) Introduce performance-based management and resourcing for ensuring accountability
at school level.
j) Introduce separate service contracts for school principals. These contracts will be signed
with school principals based on the proposed reform plan and their capacity to
implement them by demonstrating visible results in student learning.
k) Establish grievance handling mechanism for education stakeholders and beneficiaries
can directly report their grievances to Department of Education.
l) Strengthen capacity of school management as a whole on school account keeping,
linkages among the educational plans (activities and budget), disaster management and
leadership of (head)teachers.
m) Tailored intervention packages to strengthen district and local level management in
areas with the lowest education outcomes, such as the central Terai and the Karnali
zone.
n) Establish coordination mechanism between DoE and NCED and CDC, as well as their
districts institutions (ETCs, L/RCs) to partner with external institutes for development of
quality products.
o) Develop specific strategies to respond to the needs of central and district level
management and coordination in the context of disaster affected districts.
Physical targets
By the end of SSDP:
To be added later
Governance and Management
Key results
Key Results — Governance and management
1. Strengthening institutional arrangements
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1.1 Implementing the new constitutional mandate of federal arrangement and other policy reforms.
1.2 The integration of secondary and higher secondary levels and a system focus on secondary level
(9-12).
1.3 Develop the Governance and Accountability Framework.
1.4 Establish NEB, make administrative changes in existing examining bodies (Office of Controller of
Examinations [OCE], and the Higher Secondary Education Board [HSEB]) and select technically
strong staff for these organisations.
1.5 Reduced disparities between districts areas, such as the central Terai with low education
outcomes in terms of access, participation and learning outcomes.
1.6 Create units or divisions in national level organizations focused on secondary level education.
1.7 Structural reform to create one academic body for school education and rationalize staff.
1.8 ETCs, LRCs and recourse centres and persons function under guidance and control of National
Centre for Educational Development-Curriculum Development Centre (NCED-CDC)
1.9 Create a special project under SSDP to strengthen administrative measures, institutional
arrangements, teacher management and development and school improvement along with
social mobilization (with involvement of civil society organizations and traditional community
organizations) for education in these areas. This should be headed by a minister and a special
task force.
2. Strengthen financial management
2.1 Establish internal control and oversight capacity within MoE and DoE for supervising DEOs to
strengthen compliance with financial regulations.
2.2 Recruit/appoint chief finance and administrative officers within DOEs with qualifications relevant
for the positions.
2.3 DoE monitoring of school level accounting and financial reporting based on introduction of
simplified reporting and monitoring procedures.
2.4 DoE supervision/inspection of school level financial management including teacher payrolls and
grant utilization.
2.5 Roll out the Financial Comptroller General Office’s (FCGO) Computerized Government
Accounting System (CGAS) to all DEOs to serve as a web based integrated financial management
with data stored in central server accessible by the chief financial officers CFO of MoE, the
Ministry of Finance and FCGO for monitoring performance in budget execution
2.6 Improved compliance with financial regulations evidenced by reduced number of Office of the
Auditor General (OAG) recurring observations related to overspending of budget heads including
teacher salaries.
2.7 Improved predictability of budget execution by actual expenditure contained within approved
budget and total expenditure is no less than 95% of initially approved budget.
3. Strengthened management and accountability at school level
3.1 Full-time head teachers lead school improvements in large and lead secondary schools with
authority and accountability.
3.2 Define responsibilities and authority for school management by head teachers vis-à-vis SMCs.
3.3 Work out arrangements for school performance appraisals and head teacher accountability
3.4 Training and development of guidelines on financial management at the school level.
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7.3 Capacity Development
Objective
• To improve the quality and efficiency of service delivery through the establishment of a
capable and result-oriented workforce in the public education sector.
Background
To achieve this objective a costed institutional capacity development plan needs to be
developed that addresses the human resource and institutional capacity development needs of
civil servants and duty bearers in existing posts related to their current expected additional roles
and responsibilities under a restructured education sector, and for those recruited or transferred
in new positions created under SSDP. At the same time, the unfinished agenda in terms of
developing the capacity of regular functions and tasks of the system and the people working in it
need to be incorporated. The development of a plan for the strengthening of human resource
and institutional capacity is an integral part of the planning and implementation of the SSDP.
This plan will have three major dimensions:
• enabling the provision of education through the federal structure with decentralized
education management;
• strengthening decentralized education management with regard to educational planning,
management and budgeting; and
• ensuring capability-based recruitment and management of staff to ensure capacity
development results in competent and motivated staff. This “demands a series of
interventions [….], such as clear post descriptions for the various officials working at the
provincial and district levels; transparent and appropriate recruitment or nomination criteria
and procedures” (World Bank 2013).
As the full-fledged implementation of the federal structure is expected to be initiated soon
within the SSDP period (1-3 years) with institutionalization in the medium term (3-5 years), the
first years of SSDP implementation need to be used to prepare the system for this
transformation, both in management and funding structures as well as in human and
institutional capacities. As such, the plan should maintain flexibility and should be adaptable
based on consultation and discussions among policy-makers and technical staff within the
Ministry of Education, the Department of Education and other central level agencies on how the
federal structure is likely to impact the educational administration, and what implications this
has on the skill sets and competencies required by duty bearers. Furthermore, the skills
developed at provincial, district and local level to implement the past and on-going efforts to
decentralize the education system need to be revisited to ensure that they are relevant for
education planning, management and budgeting under the federal structure.
Learning from efforts undertaken in the past, the capacity development modality needs to be
revisited. Traditionally, capacity development was perceived as a synonym for training; however,
this perception is insufficient as training often does not result in strengthened institutional
capacity or in the improved quality of teaching and learning processes. The strategies to
strengthen skills sets and competencies and institutional performance need to take a more
holistic and results-based approach.
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Strategies
a) Develop a three year Roadmap for the reform and restructuring of institutional
arrangements to accommodate the federal structure and the Capacity and Institutional
needs for MoE, DoE, CLAs and district bodies that will emerge as a result of this.
b) Mobilize and coordinate technical assistance to enable partnerships of CDC and NCED, and
the ETCs/LRCs with external professional experts and institutions for developing
strengthening approaches to science and math teaching, development of materials like
videos and interactive ICT learning software, science and math kits, new approaches to TPD,
videos and materials for teacher development, Teaching of English as a second language,
school based assessments and reform in examinations based on international standards and
good practices adapted to the context of Nepal.
c) Scale up the development of skills on IE and children with special needs at national for DoE,
NCED, CDC and district levels for DEO and Assessment centre coordinators, supported by the
Tribhuvan University’s Department of Special Need Education in the Faculty of Education.
d) Provide SIP formulation and updating training, to learn how to utilizing SIP Formulation
Guidebook, School-level Workshop Manual and SSA Checklist to newly head teachers and
SMC chairpersons.
Physical targets
By the end of SSDP:
Number of civil servants trained on education management and planning.
Number of teachers trained on education management and planning.
Number of head teachers and SMC chairs trained SIP formulation SSA
Capacity development
Key Results
Key Results — Capacity Development
1. Capacitated and motivated duty bearers
1.1 Provide professional development to staff of NEB to implement state-of-the art
improvements in examination design, administration and scoring.
1.2 Non-teaching staff at all levels within the education sector receive regular professional
development opportunities.
2. Capacity development as an integral part of planning
2.1 Mechanism established at district level for training a newly assigned head teacher and a
newly appointed SMC chairperson how to formulate SIP and update SIP.
2.1 Develop a costed capacity development plan that outlines competencies and skills sets of
different position and levels in the education sector.
3. Teacher professional feedback and peer support mechanisms
3.1 The establishment of peer support and mentor/coaching schemes through non-monetary
incentives for teachers who can be mentors.
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SIP Finalization & Updating, increasing social accountability and transparency through
social audit for Ensuring Quality Education
GIS based school mapping (Updating & data analysing)
School level talent hunt among teachers through extra-curricular activities
Management cost for the school construction activities
Media mobilization for educational improvement
Educational exhibition and learning faire conduction
Action research evaluation and report preparation
7.4 Disaster Risk Reduction and School Safety
Background
Large areas of Nepal are considered disaster prone areas, and the country has experienced a
number of earthquakes and other natural disasters over the past decades, with the April 2015
earthquake causing extensive human losses and damage to livelihoods and infrastructure in a
large part of the country. The Post Disaster Needs Assessment and Recovery Framework
(PDNA/RF) identified over 45,000 classrooms to be in need of repair or reconstruction, along
with toilets, school walls, water supply and sanitation facilities. As such, the focus of Disaster
Risk Reduction in the education sector is focused on strengthening education facilities in non-
affected areas, as well as ensuring that the recovery of education facilities is undertaken in line
with the three pillars of comprehensive school safety.
Objectives
• To ensure all children can access safe enabling learning environments.
• To mainstream comprehensive school safety and disaster risk reduction (DRR) in the
education sector by strengthening school level disaster management and resilience among
communities.
• To ensure that short, medium and long term recovery from the 2015 earthquake within the
SSDP education sub sectors is done in line with the three pillars of the comprehensive school
safety concept.
Policy directions
a) Ensure that all learning facilities – institutional, private, religious, non-formal education
and other types of facilities are disaster-resilient and provide safe learning spaces for
children to receive a quality education. This entails safe site selection, building codes,
disaster resilient designs, retrofitting, construction supervision and quality control.
b) Strengthen the preparedness and risk reduction capacity of the education system from
national through to school level through multi-hazard risk assessment and mapping for
disaster management (structural and non-structural), action planning to reduce risks at
the school level, the incorporation of school safety into school improvement plans (SIPs),
planning for educational continuity, building response and preparedness capacities, and
reaching out to communities.
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c) Establish inter sectoral linkages with MoFALD, MOHA and DUDBC to leverage the local
resources and enhance coordination for mainstreaming DRR.
d) Mainstream risk reduction and resilience into formal and non-formal education through
national and local curricula and teachers’ professional development.
Strategies
a) To strengthen the preparedness and risk reduction capacity of the education system
from national to school level through multi-hazard risk assessment and mapping for
disaster management (structural and non-structural), action planning to reduce risks at
the school level,
b) To incorporate school safety into school improvement plans (SIPs), planning for
educational continuity, building response and preparedness capacities, and reaching out
to communities.
c) Mainstream risk reduction and resilience into formal and non-formal education through
national and local curricula and teachers’ professional development.
d) To build on pre- and post-disaster lessons learned within the education sector and
suggest policies and strategies to inform the development of the SSDP.
e) To identify a minimum package for schools on comprehensive school safety and disaster
risk reduction (CSS-DRR) to reach children, teachers, head teachers, SMCs, parents,
communities, education authorities and officials at all levels through existing
government mechanisms.
f) Establish a coordinated national mechanism to address these challenges jointly and
leverage funding and support from partners to achieve set goals aligned to minimum
standards, while also increasing the national-level leadership and oversight in recovery
in the affected districts.
g) Develop a roadmap with education sub sector specific components to balance the needs
emerged from the 2015 earthquake with those remaining as a result of the unfinished
agenda of the SSRP, taking available dedicated human resources and capacities, as well
as social and non-infrastructure impact and needs into account
h) To map the main actors and on-going and future initiatives including the Master Plan
(MOE 2013) and other relevant strategies and initiatives that support MoE’s and DoE’s
leadership in ensuring the mainstreaming of DRR and school safety.
i) To establish a joint coordination mechanism that focuses on comprehensive recovery in
the earthquake-affected districts by addressing the holistic needs of schools and
communities, including DRR and school safety, and by preparing a joint action based to
address needs and gaps to leverage funding and support national coordination for
recovery activities in schools.
Physical targets
By the end of SSDP:
38,000 new classrooms established in earthquake-affected districts.
Post-earthquake construction of 21,000 schools with at least four rooms.
Minor maintenance and retrofitting in 19,500 schools.
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Disaster Risk Reduction Number of schools reconstructed
Number of schools retrofitted
Key Results
Key Results — Disaster Risk Reduction and School Safety
1. All children receive education in safe learning facilities
1.1
Develop and implement time-bound action plan for the (re)construction of safe basic and
secondary schools with committed resources for all possible costs (assessment, planning,
supervision, implementation, consulting, coordination, research and development, awareness
and capacity building).
1.2
Develop and approve prototype designs for new school construction that are resilient to
multiple hazards and have inclusive design.
1.3
Increase numbers of qualified staff (including engineers) and develop guidelines for supervision
to enforce mandatory certification by the authorized government agency and technical
oversight during construction and/or retrofitting of schools.
1.4
Define and monitor community involvement by introducing block grant modes to ensure safe
school facilities and more resilient communities.
1.5
Register and monitor all organisations involved in school construction to ensure they comply
with government rules and regulations.
2. Strengthen school disaster management
2.1
Develop and monitor a set of standard approved key messages for comprehensive school
safety and DRR in schools and standard operating procedures for different types of disasters.
2.2
Training of teachers, students and SMCs in disaster risk management (DRM), by developing and
disseminating standard teaching-learning materials on DRM through formal and non-formal
education.
2.3
Incorporate key DRR messages into professional development and training packages.
Disseminate these through different mechanisms to reach children, teachers, SMC members
and communities.
2.4
Develop a set of standard educational training packages on DRR for teachers, head teachers
and SMCs, utilizing a range of different approaches including audio-visual materials such as
videos, DVDs and dramas.
2.5 Provide guidelines for head teachers and SMCs on risk assessment and school safety planning
2.6
Strengthening the utilization of SIP Supplementary Training Manual to discuss school readiness
in the SIP planning process.
2.6 Including specific DRR related roles and responsibilities in the Terms of reference for SMCs.
2.7 Mobilize child clubs to engage children in active learning for DRR.
2.8
Ensure that all school disaster management materials are accessible for all and have been
developed on the gender equality and social inclusion (GESI) principles.
2.9 Review, update and regularly testing the education sector’s contingency and preparedness
plans.
2.10 Incorporate a DRR component within EMIS to capture preventative and response activities
within the education sector.
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3. Institutionalizing risk reduction and resilience education
3.1
Reviewing the scope and sequence of the curriculum and incorporate learning outcomes for
DRR throughout ECCD, basic and secondary grades.
3.2
Based on the revised curricula, updating pre- and in-service teacher training and other relevant
training packages to incorporate DRR.
3.3
Ensuring that children become aware about disaster risk mitigation strategies and are able to
assess their environment on risks and trigger fast and adequate responses to minimise human
losses during disasters.
3.4 Making all risk reduction and education accessible for all and incorporate GESI principles.
3.5
Integrate DRR into academic, informal (non-formal) and professional curricula progressively
from basic awareness to vocational training and advanced knowledge and skill sets.
3.6 Using appropriate provisions, such as local curricula, to roll out risk reduction and resilience
education.
3.7 Using non-formal education and appropriate venues for the dissemination of risk reduction and
resilience education.
3.8 Developing a communications strategy to promote the use of a range of tools to disseminate
DRR information to children, communities and parents.
7.5 Monitoring, Evaluation and Assessment
Nepal has made great strides in capturing learning achievement information at the national level in
recent decades, and given the increased MoE and DoE focus on learning outcomes, this will likely
continue to be a growing area of work for education stakeholders during implementation of the SSDP
and in the post-MDG agenda. Using the data generated by learning assessments to enhance the
efficiency and effectiveness of the education system will be the key. However, with regards to data
onidentification, early detection and follow up on children with disabilities, further data collection is
crucial to allow the implementation of efficient strategies for out-of-school children with disabilities
and to find concrete and individual solutions regarding each impairment or special needs (including
mild disabilities).
School Improvement Plan (SIP) process is a critical tool for integrating the various quality inputs at
the school level and ‘converting’ them into effective teaching and learning. Under the SSRP, schools
and communities have been supported in using the SIP not merely for allocation of funds and grants
and improvement of the physical environment but also for ensuring that the ‘ethos’ of the school
ensures equal opportunities, through addressing any discriminatory practices or low expectations
and encouraging support to children with special needs or vulnerabilities. SIP can also be used as a
tool for assessing student learning and planning improvements, identifying teachers’ support and
training needs and for monitoring teaching and learning. However, outside of the purview of various
projects, the SSRP as a whole still seems not to have strongly emphasized the importance of
embedding quality at the school level through developing a culture of ‘instructional leadership’
amongst head teachers and using the SIP to guide a participatory ‘whole school’ (and ‘whole
community’) approach to school quality development.
Objectives
• Strengthen use of EMIS to inform analysis and planning
• To inform policy making bodies about the status of the education system in general and
learning achievements in particular.
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• The provision of regular feedback to implementing agencies about the status of programmes
and activities
• To ensure that data is accessible for duty bearers and stakeholders to inform planning at
local and district levels.
Policy directions
a) Strengthening the institutional capacity of the Education Review Office (ERO) to
independently review and audit the education system including student assessments.
b) Use disparity based formula to identify need and allocate resources to reduce disparities
c) Strengthening institutional research and the analysis of education trends at the policy
level to ensure evidence based policy and plan development.
d) Strengthen linkage of EMIS with preparation timeline of ASIP/AWPB to increase
evidence based planning.
e) Revise the classification of disability and data collection methods to be in line with
international standards
Strategies
a) Design a Mid Term Review of the SSDP and reflect this in the 3 year institutional capacity
roadmap for the reform and restructuring of institutional arrangements to
accommodate the federal structure of the education sector.
b) Develop a specific component within the overall SSDP M&E framework to monitor the
status and progress with regard to implementation of the roadmap with sub sector
specific components to respond to the needs emerged from the 2015 earthquake.
c) Implement communication strategies of school level education outcomes to strengthen
monitoring and engagement of communities and parents in the local management and
provision of education.
d) Strengthen the results-oriented monitoring and evaluation system and the Educational
Management Information System (EMIS).
e) Building the capacity of ERO to conduct NASA and EGRA on a regular basis.
f) Establish linkages between EMIS and the different data sets to link the results of NASA,
ERO, M&E and EMIS reports with policy-making and planning.
g) Fully embed the Equity Index within EMIS at all levels, to inform the government’s
central and decentralized planning and budgeting processes on reducing disparities.
h) Design and develop a framework for carrying out periodic evaluations of educational
programmes.
i) Ensure that disaggregated data on children with different types of disabilities is collected
on a regular base and is available to inform policy and planning processes.
j) Develop a research-based/oriented monitoring and evaluation system.
k) Carry out client satisfaction surveys and formative research.
l) Strengthen the use of technology for managing educational data.
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m) Strengthen EMIS to enable it to monitor recovery and reconstruction and DRR indicators
and progress.
n) Strengthen student assessments by effectively implementing the continuous assessment
system (CAS), classroom-based EGRA, and EGRA.
Physical targets
By the end of SSDP:
To be included later
M&E and Assessment NASA survey
periodic reporting
EGRA/EGMA
Key results
Key results — M&E and Assessment
1. Increased institutional capacity for policy level analysis and evidence based planning
1.1 Strengthened institutional capacity of the Education Review Office (ERO) to independently
review and audit the education system including student assessments.
1.2 Strengthened policy level EMIS in its linkage to the DoE’s EMIS and other education data sets
as well as capacity to undertake formative research.
1.3 Supported the integration of NASA, EGRA, NFE-MIS, SLC data and DRR into EMIS to establish a
comprehensive data set for the school education sector and reflection in flash reporting.
2. Strengthening EMIS for increased transparency and accountability
2.1 Strengthened EMIS and other databases (e.g. Teacher Information System and Scholarship
Management System) that help provide reliable and timely information on key performance
indicators including MECs, availability of subject teachers, scholarships, school infrastructure
status, student learning outcomes.
survival, retention or completion rates for different social groups
2.2 Linked learning data into EMIC (e.g. SLC database, EGR assessment results).
2.3 Make EMIS web-based and school-based allowing for tracking the progress of individual
schools.
2.4 Enhance transparency by making the databases available in the public domain.
3. Strengthened quality and use of educational data at district, sub district and local levels
3.1 Developed automated production of regional, district, school profile cards using IEMIS data
and prepared tools to support analysis of district and school profile cards to inform resource
centres, DEOs and SIPs.
3.2 Categorized and compared districts and schools based on equity indexes at district and sub
district levels to inform school grant formulas.
3.3 Piloted and introduced new technologies for data collection and feedback (such as RapidPro),
including for monitoring time-on-task and assessing physical maintenance priorities.
3.4 Data on out of school children in EMIS verified and validated at school level through the use
of district, VDC and school profiles.
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3.5 Collect information and standardise public reporting on languages of students, and languages
taught in school and caste/ethnic groups.
3.6 Develop the Equity Index as an integral part of EMIS.
7.6 Examination and Accreditation
Objectives
• A credible system of certification of educational qualifications.
• Accreditation and acceptance of certification across the country.
Policy directions
• A national examination system to accredit educational qualifications.
• The decentralisation of examinations and certification.
• Introduce and strengthen formative and summative assessments and exam reforms
strategies
• Establish a National Examination Board
• Hold examinations at three levels to test at the end of grades 8 (local), 10 (provincial) and 12
(national/federal), for which all certificates will be issued by the NEB. Schools to issue
educational certificates in all other grades.
• Adoption of letter grading and single subject certification in all educational certificates.
• From assessment of learning to assessment for learning.
• Review and rationalize cohesion of curriculum, textbooks and assessment
Strategies
a) Develop specific strategies to respond to the needs of students and schools during
examinations in the context of disaster affected districts (for example for students from
these areas that face related challenges in undertaking their SLC).
b) Implement Exam Reform Roadmap that is based on international best practices and the
context of Nepal
Physical targets
By the end of SSDP:
National Education Board is established
Examination and Accreditation
Key results
Key results — Examination and Accreditation
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1. Strengthen classroom-based assessments for education
1.1 Conducted classroom based EGRAs in a phased manner.
1.2 Improved learning outcomes through application of simplified CAS by teachers.
1.3 Reformed school based periodic tests and examinations with use of standardized test items that
measure all cognitive domains as well as skills and attitudes.
1.4 Reformed district level examinations (DLE) in Grade 8 with special focus on standardization
across districts and use of items to measure all cognitive domains as well as skills and attitudes.
2. Assessment and examination reform
2.1 Developed and implemented standardized examinations for grades 10 and 12.
2.2
Implemented single subject certification policy for SLC (Grade 10) and higher secondary (11-12)
exams.
2.3 Established minimum standards for achievement in key areas of each subject.
2.4
Assessment framework developed for Grades 8, 10 and 12 that supports the desired learning
including higher order, application based learning
2.5 Improve the quality of term tests and annual examinations by using standardized test items.
2.6
Using analysis of results of school based assessments for identifying weaker students and
arranging revision and remediation.
2.7
Comprehensive reform of SLC and HSE examination (including standardized high quality test
items).
2.8 Implementing NASA in grade 10.
Standarzation of SLC
2.9 Single subject certification for SLC and HSE.
2.10 Reform institutional structure of National Examination Board.
7.7 International Economic Cooperation and Coordination
Introduction
The Ministry has established a strong cooperation and coordination model throughout the
last two decades. Building upon the gains obtained through the establishment of school
education Sector Wide Approaches (SWAps) under the BPEP, EFA and most recently, the
SSRP, the MoE intends to continue strengthening the coordination and support modality
under the SSDP. Drawing on the experiences at the institutional, organizational and
individual levels, MoE has a firm foundation for developing a mechanism for utilizing
external resources in line with the principles of the Paris Declaration, the Accra Agenda of
Action and the Bhusan Conference. The declining trend of the contribution of external
resources under the SSRP as a result of the overall increase of the school sector education
budget show the commitment from the Ministry of Finance and the National Planning
Commission in establishing education as a priority sector and the sustainability of the
reforms that have been institutionalized in the sector through the development agenda of
the education sector plans. The SWAp consortium has been seen as strong and diverse with
presence of multi-laterals, bilaterals UN agencies and non-governmental/civil society
organization consortiums, providing either pooling and/or non-pooling support. In addition,
the SWAp consortium operates in a broader group of stakeholders and representatives in
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terms of joint reviews, monitoring and consultation of the planning and implementation of
the sector plans, which resembles the model of the Local Education Group (LEG).
Under the SSDP, the Ministry and the Development Partners aim to further strengthen the
modality of channelling both the pooling and non-pooling external resources towards the
SSD development agenda to trigger the envisioned reforms. For this, the Development
Partners will commit to a single set of key performance and system indicators through a
Joint Financial Arrangement to minimize the administrative and reporting demands on the
system and maximize the focus on key reforms that have been identified of triggers for the
broader strengthening of the education sector in terms of Quality, Access& Equity and
Efficiency. To strengthen the accountability and performance based focus of the system, the
resources will be linked to obtaining the jointly agreed targets in these key indicators, which
will present a balanced composition of system input, processes and to an extend outputs
and outcomes and progress indicators across the school education sub sectors and cross
cutting themes included in the SSDP.
The SSDP JFA will be supported by a Joint Direct Financial Arrangement, which will allow for
aligning non pooling support, including Technical Assistance and Direct Funding (TA/DF) to
the SSDP. The JDFA will also serve to mobilize support to strengthen the SSDP SWAp
coordination mechanism and the joint review, monitoring and validation of the joint
indicators and overall performance of the program.
Objectives
a) To strengthen the impact of development resources provided by the MOE’s
development partners in key reform areas.
b) To ensure full alignment of externally provided financial and technical resources with
government policies, programmes and implementation support requirements.
Policy Direction
a) The Development Cooperation Policy (MoF 2014) provides a national framework for
donor coordination, whereby foreign aid is disbursed through the Red Book system
according to the National Development Plan in line with the national priorities. The
implementation of the SSDP through a SWAp modality is fully aligned with the directions
provided in the policy.
b) The development partners’ response to GoN for full alignment with the regular system
of the Government by reflecting both pooling support to the SSDP into the Annual
Strategic Implementation Plan/ Annual Work Plan and Budget (ASIP/AWPB), making the
receiving side fully accountable to demonstrate results.
c) Some percentage of bilateral/ multi-lateral contribution can be agreed upon to be
allocated for direct funding and TA by the partners, not exceeding the 10% of the total
support. TA/DF contribution will also be considered from the partners who cannot enter
into the JFA pool. These arrangements are meant for a certain period of time during the
transition, leading to a complete merger into Government’s Red Book system through a
gradual move.
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d) Explore various financing modality such as Public Financing and Private Provision of
education services.
e) The Government’s own assessment, annual review mission and the MTR of the SSDP will
feed into the reform process for improving aid effectiveness and donor harmonization
across the sector.
Strategies
a) Ensure that all foreign aid and TA made available by development partners are
channelled through and coordinated by the MoE’s Foreign Coordination Section (FCS).
To enhance effectiveness in foreign aid and technical assistance by channelizing external
support through MoE’s FCS.
b) Provide technical assistance to strengthen the MOE’s FCS in the coordination of the joint
monitoring, consultation and reporting of the SSDP’s planning and implementation,
enabling release of the committed pooled resources of the Development Partners based
on the joint validation of progress under the SSDP against the identified Disbursement
Linked Indicators (DLIs).
c) Harmonize DPs’ fund and TA with GoN’s national and sectoral programmes and priorities
through the establishment of a single set of system and performance indicators that will
serve the result based support modality of the Development Partners to the SSDP.
d) Establish a Joint Coordination mechanism for the planning, management, monitoring
and reporting of direct funding facilities and TA supported by development partners to
ensure alignment with the Ministry’s ASIP/ AWPB, to reduce administrative cost, and
improve the efficiency and effectiveness of direct funding and TA provisions.
e) A Joint Financing Arrangement (JFA) will be developed, and a code of conduct agreed by
partners to coordinate and harmonize assistance across the SSDP SWAp. The JFA will
include a single set of performance indicators and targets, extracted from the SSDP
result framework (annex 2) to reduce the separate arrangements and projects, whilst
retaining flexibility towards the individual requirements of development partners.
f) The JFA performance indicators will represent a balanced composition across SSDP sub-
sectors and will focus on results in terms of inputs, processes and outputs at policy,
planning and implementation levels. These indicators and their respective targets will be
compiled in a Joint Performance Assessment Framework, which will be reviewed at joint
annual reviews to allow fund disbursement.
g) Harmonize TA and direct funding facilities through the development of a Joint Direct
Financial Arrangement (JDFA), including a framework of a sectoral pool of TA, defined
and mobilized by MoE.
h) Develop effective networking and to build rapport with NPC, MoF, MoE, FCGO, AGO and
other partner agencies for creating synergy in the system.
i) Promote positive atmosphere and provide enabling environment for the DPs (including
INGOs) to work together in good faith and to observe the codes of conduct for inter and
intra agency harmonization.
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j) A dedicated unit will be established under the Foreign Coordination Section (FCS) in the
Ministry of Education, financed through direct funding. The funding will include
development partner-supported position(s) to support the FCS for its capacity and
institutional needs for the smooth functioning of mechanisms for aid effectiveness and
for strengthening the institutional structure for coordination, research, analysis and
knowledge-sharing.
k) A Joint Steering Committee will be formed to identify, coordinate and align externally-
provided technical assistance (TA) in line with a common TA framework, linked to the
SSDP capacity and institutional development plan. The latter will include definitions of
the types and purposes of TA, and the establishment of a Technical Assistance
Cooperation Pool.
l) The use of thematic working groups will be continued under the SSDP to provide joint
thematic platforms for technical discussions. Based on lessons learned under the SSRP,
these groups will be composed considering the scope for membership beyond the
government and development partners to optimise the use of the considerable national
capacity in education and related areas within universities and research institutes to
further contextualise debates and improve continuity and institutional learning.
m) TA mechanism to coordinate TA for partnership with CLAs for quality reforms
n) Provide TA to strengthen the coordination of the activities related to the recovery and
reconstruction in response to the damages and losses caused by the 2015 earthquake,
ensuring linkage between the recovery, DRR and regular planning and implementation
under the SSDP.
Key Results
a) DPs’ support is channelized through GoN’s regular system.
b) Duplications and overlapping in program implementation are minimized.
c) Workload of the overstretched management is reduced to the minimal.
d) Aid predictability is strengthened and transaction costs are reduced through the
identification of a single set of disbursement linked system and progress indicators with
annual targets, allowing additional DPs to join the SSDP SWAp at depending on fund
availability at different times committing to this set of indicators and targets.
e) Institutional capacity on coordination of the SSDP SWAp and financial reporting is
strengthened through technical assistance.
f) TA and DF facilities are aligned through a JDFA with the mainstream programs, making
them a subject to reviews and bringing them into the result chains.
g) Sustainability is guaranteed, as external resources will be channelled towards
reconstruction and reform agenda without adding liabilities to the GoN system.
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8 FINANCING
8.1 Introduction
The financing of education is a shared responsibility of national and provincial governments and
local communities. The mobilization of resources will entail increased commitment on the part
of government, partnership arrangements with the private sector and cost sharing with local
governments and communities. Such a multi-pronged approach to drive resources is not only
necessary for raising funds but also to ensure that accountability and ownership is shared
amongst key stakeholders. Strengthening the capacity of local governments on financial
management and reporting and institutionalizing social auditing are other important
considerations under the SSDP.
It is necessary to prioritize educational expenditure, ensure equitable access to and participation
in quality and inclusive education by implementing the equity strategy and an equity-based
formula to strengthen need based allocations.
8.2 Objectives
• Generate adequate financial resources for education development.
• Provide adequate resources to support educational policy directions.
• Manage available resources effectively.
a) The government to bear the cost of school education including one year’s PPE/ECED.
b) Cost-sharing between central and provincial governments.
c) Schools as the standard cost unit for government education grants and provisions to
ensure minimum standards.
d) Enhance the roles of the private and public sector to fund educational programmes.
e) External support in education to focus on in major impact areas of investment.
8.4 Strategies
a) Adopt the formula-based allocation of resources such as basic/committed grants,
incentive grants and special package grants.
b) Adopt a results-based resource allocation system.
c) Develop an overall investment framework for education to harmonise the roles and
responsibilities of federal, provincial and local governments.
d) Develop standard types of schools, such as large, residential and special schools, and use
approved minimum standards for these types of schools as standard units for cost
estimates and the disbursement of education block grants. Develop a system for cost-
benefit and output analyses to help ensure value for money.
e) Maintain financial discipline and good governance by carrying out public expenditure
tracking surveys, service delivery surveys, regular monitoring and public hearings and by
administering report cards.
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f) Strengthen accountability to increase the value for money through adoption of a results
based financing modality for the external funding for SSDP, in which results will be
tracked using an agreed set of indicators against which progress is verified on an annual
base.
g) The increased use of GoN’s public procurement and financial management system.
h) Ensure the indication and confirmation of upcoming and future external support (both in
term as part of the overall commitment as well as additional non non-pooled resources
accommodates the planning budget cycle.
i) The increased use of the Joint Financing Arrangement (JFA) modality and code of
conduct, promoting common arrangements and procedures.
8.5 Education Expenditure
Policies
a) The cost of school education, including one year’s PPE/ECED, will be shared by central
and provincial governments. The ratio of education budget to GDP will be maintained at
4% in line with the government's commitment to secure the right to education for all. A
minimum of 15% of the national budget will be allocated for education.
b) Funding to schools will be done by taking schools as the cost unit to ensure the provision
of minimum enabling conditions and the meeting of schools’ essential needs for
improved performance, and through additional grants allocated on an equity base to
reduce disparities between schools not meeting these standards.
c) Provisions will be made to maximize private and public partnerships in secondary
education, and ensuring adequate access to disadvantaged and excluded populations.
d) Under the framework of the Government’s Foreign Aid policy (MoF 2014), external
support for the education sector will be mobilized through a results-based financing
modality to bridge the gaps in resources to support the government to implement major
reforms.
Strategies
a) An overall investment and cost sharing framework and supporting legislation for
education will be developed to harmonise the finance responsibilities of federal,
provincial and local governments.
b) A funding formula based on student teacher ratios, textbook and other instructional
material costs will be devised and applied to fund basic schools, enabling them to
provide education in line with minimum centrally defined standards. A funding formula
based on student–teacher ratios and the subjects offered will be developed to fund
secondary schools. Schools serving children in a context with high disparities or children
with special needs and schools serving sparsely populated areas through multi grade
teaching schemes will receive extra assistance.
79

c) The overall focus of the programme will expand from being primarily basic education to
pre-primary, basic and secondary education to ensure an approach that includes the full
education cycle.
d) Public-private partnerships will be focused on secondary and tertiary levels of education.
Resource sharing with I/NGOs and CBOs will be further strengthened.
e) External support to the education sector will be aligned through a sector-wide approach
(SWAp) modality to meet the funding gap. Forms of foreign assistance will include
budgetary support, earmarked funding, direct funding, technical assistance and in-kind
support. In all such cases, government priorities will guide the levels and forms of the
support. RBF
SSDP budget estimates
Table 10.a presents an overview of the projected total resources available for the SSDP for the
three year, five year and seven year implementation period. As such, it is estimated that USD$
3.4 billion, USD$ 6.6 billion and US$ 11.1 billion will be available to implement the SSDP during
the three, five and seven years respectively.
Table 10.a: Financing Envelope
Item
7 year Program 5 year Program (2016-
20)
3 year Program
(2016-2018)
(2016-22)
Amount
Amount ($
billion)
Amount Amount Amount Amount
(NPR billion)
(NPR
billion)
($billion)
(NPR
billion)
($
billion)
1. Education Sector
Realistic 1309 12.5 786 7.5 401 3.8
High 1629 15.5 916 8.7 441 4.2
Low 1191 11.3 737 7.0 386 3.7
2. SSDP
Realistic 1162 11.1 698 6.6 356 3.4
High 1447 13.8 814 7.7 392 3.7
Low 1058 10.1 654 6.2 342 3.3
The projections of the total cost for the SSDP for these periods are based on the assumptions
that have been stated in table 10.b with regard to Nepal’ GDP growth and the share of the GDP
that will be allocated to the education with subsequently, the share of SSDP within that
allocation.
80

Table 10.b: Assumptions medium scenario
2014/
15
2015/
16
2016/
17
2017/
18
2018/
19
2019/
20
20
20/21
20
21/22
2022/
23
Real GDP growth 3.0 2.0 2.2 2.4 2.7 3.0 3.3 3.6 4.0
Inflation growth 7.2 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0
GDP growth current
price 10.2 10.0 10.2 10.4 10.7 11.0 11.3 11.6 12.0
Education share in GDP 3.7 4.2 4.3 4.4 4.5 4.6 4.8 4.9 5.0
SSDP share in
education budget 97.1 88.5 88.5 88.5 88.5 88.5 88.5 88.5 88.5
GoN share in GDP 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
US$1 = NPR 105 105 105 105 105 105 105 105 105
When comparing the expected available resource envelop with the currently projected cost of
the implementation for the SSDP as presented in table 10.1, a deficit is observed of USD$ 1,03
billion for the implementation of the SSDP.
Table 10.1: SSDP budget estimates 2016/17–2022/23 (in USD$ million)
Program 16/17 17/18 18/19 19/20 20/21 21/22 22/23
Total:
7 years In %
ECED
66
.73
73.
45 81.19 89.67 98.60 108.06 118.39 636.08 5.2
Basic
759
.65
844.
33 929.53 779.75 842.21 926.75 988.57 6,070.80 50.0
Secondary (incl.
TV subjects) 324.75 418.42 509.88 595.23 539.33 544.34 593.29 3525.23 29.0
NFE&LLL
30
.67
34.
36 38.14 41.89 46.07 50.68 55.75 297.57 2.5
TPD&M
93
.67
106.
91 118.95 131.39 141.32 151.34 168.09 911.67 7.5
G&M
16
.22
17.
73 19.48 21.43 23.57 25.93 28.52 152.89 1.3
CID 6.95
7.
65 8.41 9.25 10.18 11.19 12.31 65.95 0.5
M&E 4.64
5.
23 5.76 6.33 6.94 7.64 8.40 44.94 0.4
Org. Mgt.
45
.55
50.
11 55.12 60.63 66.69 73.36 80.70 432.15 3.6
Grand Total
1,348
.83
1,558.
17 1,766.46 1,735.55 1,774.92 1,899.29 2,054.02 12,137.26
10
0
It is estimated that the Government will finance, on an average, about US$ 5,280 million of the
total requirement over the first five year programme period. The share of required external
resources is expected to be about US$ 1,320 million during the same period, which is expected
to reduce as percentage as a result of more external resources being needed to recover from the
impact of the 2015 earthquake during the first years of the SSDP implementation period and on
average comprise of 20% of the total funds required for the first five years of the SSDP (Table
10.2).
81

Table 10.2: Sources of financing
In USD$ million
Time period
Three year
2016/17–2022/23
Five year
2016/17–2018/19
Seven year
2016/17—2020/21
Government 2,618 5,280 9,213
External funding 782 1,320 1,887
Pooling funds
Non pooling funds
Other funds
External funds (in %) 23 20 17
Pooling
Non pooling
Total 3,400 6,600 11,100
8.6 Allocations within the education budget
Policies
a) Basic and secondary education will be considered the highest priorities in terms of
resource allocation, followed by tertiary education. Basic education will remain to
receive the largest share of the allocated resources with an envisioned 50 % followed by
secondary education with 27.2%, pre-primary education with 5.2%, and non-formal
education and life-long learning with 2.5%. Within basic and secondary education, skills
development through technical and vocational education and training (TVET) will be
strengthened, receiving 1.9 %.
b) At the school level, the proportion of 52.89 to 47.11 % between teacher salaries to non-
teacher salary costs at the beginning of the SSDP will be gradually increased to 57.01 to
42.99 %.
c) In order to fulfil the commitment of the government to ensure enabling conditions in
basic education, provisions will be made to allocate adequate resources for teachers,
textbooks, classrooms and instructional improvements.
Strategies
a) A minimum of fifty percent of education expenditure will be allocated to basic education
including recurrent and development costs. This will permit the funding of free basic
education and support for other interventions.
b) Different options, such as (i) government decrees, (ii) earmarked grants and (iii)
allocations in local government budgets will be used to assure the specified proportion
of non-salary budgets. Schools will receive grants to support their minimum instructional
activities. Additional assistance will be made available to them from local governments’
budgets. These grants will support infrastructural and other development costs.
82

Community and NGO resources will also be mobilized to meet shortfalls for
implementing SIPs.
8.7 Funding modalities and flows
Policies
a) Schools will be funded through multiple modalities. Recurrent funds to schools will flow
directly from the central level through DEOs. Development funds will flow from local
governments.
b) The school financing policy will be directed towards promoting schools’ autonomy with
flexibility and accountability.
c) The external resources committed to support the SSDP will be utilized through a Sector
Wide Approach and result based financing modality.
Strategies
a) Options for school funding modalities include: (i) block grants, (ii) earmarked grants, (iii)
performance-based grant, and (iv) need-based grants.
b) Cost sharing strategy (between local and central government) developed and enforced –
Central government to provide grants to schools that cover the cost of school teachers
and head-teachers, teaching and learning materials, and instructional support. Local
government to cover management and operational costs including infrastructure,
scholarships and family subsidies.
c) Conditional grants – Central government to provide grants to local governments with
weak fiscal base in order to achieve national goals and targets.
d) Performance grants – central government to award lump sums to local governments
that outperform on achieving national goals and targets.
e) Local revenue – Local governments to earmark a certain percentage of their revenues for
education development within their jurisdictions.
f) Partnerships – Local governments to partner with private and public sectors to collect
funds for education.
g) The proposed fund flow mechanism will be as follows:
o ECD and non-formal education budget will be provided to local governments as
earmarked grants that can be reallocated by local governments; and
o The present arrangements for channelling block grants, earmarked grants and
performance grants will be continued including per capita funding.
h) Development budgets will be channelled through local governments; salary and non-
salary recurrent costs as per set criteria will be provided to schools by the central
government through DEOs.
83

8.8 Financial Management and reporting
Policies
a) Transparency and accountability will be ensured for financial transactions at all levels.
b) Capacity will be developed for efficient financial management and reporting system at
the local level.
Strategies
a) To ensure transparency, the carrying out of social and financial audits will be made
mandatory.
b) The DoE will provide guidelines for the use of grants by schools. The guidelines will allow
latitude for schools to use grant money to serve the needs and interests of students and
schools. SMCs will undertake all financial transactions in an efficient and transparent
way within the framework of education and financial administration regulations and
guidelines.
c) Compliance with financial rules and regulation will be monitored at all levels.
d) Capacity will be built on accounting and monitoring functions of DEOs, the timely
preparation of trimester financial statements, computerization of financial management
system, maintaining proper records of school assets. Independent reviewers will be
assigned to review accounting and monitoring.
e) A Financial Management Framework and Fiduciary Risk Governance Improvement Plan
will be developed to reduce fiduciary risks and financial irregularities in the sector. It will
be regularly updated to include issues of concern.
f) Fund-flow arrangements from central level to DEOs and schools will be strengthened
through streamlining the mid-term expenditure framework (MTEF) system and the
development of financial envelopes for DEOs with the locking in of regular activities but
allowing flexibility for additional activities.
g) Annual planning and budgeting system should be strengthened and based on results
and outputs based costing and financing, rather than inputs and processes.
h) Financial monitoring reports (FMR) by developing formats, including a simplified
financial record-keeping system at school level.
c) Computer automation of the FMR generation process for marked improvement in FM
reporting system.
i) Transparent grants management mechanism will be developed and enforced based on
the lessons learned under the SSRP to minimize PFM risks.
j) The Financial Management Framework and Fiduciary Risk Governance Improvement
Plan will be a part of JFA which will be finalized by joint appraisal. This plan will cover
education sector, including center, districts (in future will be revised to cover province
and districts) and schools in terms of financial management, procurement and other
governance issues.
84

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Annexes
88

Annex 1: SSDP Logical Framework
The vision for Nepal’s school education is
Intervention logic Verifiable indicators Sources of verification Assumptions
Goal:
- To contribute to socio-economic development and
reduce disparities in the country through a continuous
development of its human resources capacity.
- Trends in average, median, maximum and minimum
living standards
- Trends in productivity in economic sub-sectors
- Trends in unemployment rates
- Population Census
- Sample surveys (NLSS, NDHS)
- Subject specific studies
- Economic surveys
Purpose:
- To facilitate all citizens to have the opportunity to
become functionally literate, numerate, and to
develop the basic life skills and knowledge required to
enjoy a productive life, taking into account the
diversity of context and needs and with regards to the
forthcoming federalization of the country
- Literacy and numeracy rates
- Average years of education per citizen
- Disparity of SSDP key performance indicators
between provinces
- Annual work plans and budgets
- Population census
- Sample surveys (NLSS, NDHS)
- Education Management
Information System
- Children and adults make use of what they learn to
improve their economic activity (productivity) and
standards of living
- Nepal is highly diverse in terms of geography, culture,
socio economic status, needs and opportunities
- Federal State restructuring is undertaken in the first two
years of SSDP implementation
Objective 1: Early childhood education development
- To promote a rights-based approach to ECED
programmes for developing the physical, socio-
emotional, cognitive, spiritual, and moral potential of
children below 5 years, and ensure school readiness.
- % of four years age population enrolled in ECED (EOP
target …%)
- % of new entrants in Grade one with at least one year
ECED experience (EOP target …..%)
- EMIS Flash Reports
- Yearly sample survey by MoE
- ECED experience helps prepare children for Grade 1
and helps reduce drop-out and repetition rates
- Access to ECED has been disproportional towards
urban areas
Estimated 5 year budget USD$ 409.64 million
Objective 2: Basic education
- To ensure universal access to quality basic education
for all 5-12 year old children
- To ensure student readiness for secondary education
with required learning competencies
- To promote life skills and value-based education and
impart early orientation on the national economy and
harmony in socio-cultural diversity
- NIR (EOP targets 96%)
- NER (EOP targets … % )
- Grade 8 survival rate (EOP target ….%)
- Number of schools meeting MECs
- % of grades 3, 5 and 8 completers achieving minimum
learning
- Periodic sample surveys and
studies
- District level examinations at
Grade 8 and periodic
achievement tests in Grades 3,
5, and 8
- Children enrol in and complete basic education
- Education will be free and compulsory up to Grade 8 as
directed in the 2071 (2015) Nepal Constitution.
- The Education Act is amended to validate Grade 1-8
basic structure
Estimated 5 year budget USD$ 4,155.48 million
Objective 3: Secondary education
- To make students ready for the world of work by
developing skilled human resources.
- To focus on access to education without
- Number of schools meeting MECs
- Transition rate from Grades 8 to 9 (EOP target 80%)
and 10 to 11
- GER/NER (EOP target …%/ …% respectively)
- Periodic sample surveys and
studies
- EMIS Flash Report
- Students enrol in and complete secondary education
- Market demand for Grade 10 and 12 completers with
certified technical and vocational skills.
Estimated 5 year budget USD$ 2,266.14 million
89

compromising quality.
- To provide options and accredited learning pathways
for students between technical and general
secondary education
- To strengthen institutional links and transition to
higher education
- To prepare students to uphold and fulfil their civic
duties.
- Gender Parity Index (EOP target 0.96)
- SLC and HSLC pass rates as percentage of initial
enrolment and exam appearance (EOP targets …%
and …% respectively)
- % of learning achievement in core subjects (EOP ….%
points over base level)
- % of Grade 10 completers achieving minimum learning
- OCE reports
- Periodic achievement tests in
Grade 10
- Education Act is amended to validate Grade 9-12
secondary structure
Objective 3: Non formal education and life-long
learning
- To enhance functional literacy and cultivate the
reading and learning habits among youths and adults
- Complement formal education’ by providing
alternative and flexible modes of education
- No. of graduates in literacy classes
- % of population with functional literacy (EOP targets …
% for 6+ age group and …% for 15+ age group)
- No. of children (re)enrolled in formal education through
NFE programmes (EOP target: …. children)
- CBS reports
- Functional literacy surveys
(sample based)
- Continuous learning opportunities for youths and adults
will bridge the gap between formal education and the
world of work including the promotion of career based
skill development
- Beneficiaries are capable of maintaining skills and
using them for a more productive life
Objective 4: Technical education and vocational
training (TEVT)
- To mitigate unemployment.
- To introduce programmes leading to employability
- To produce skilled and semi-skilled human resource
capable of earning decent incomes
- To produce the human resources required to meetthe
developmental needs
- No. of students completing the secondary education
technical stream (EOP target 263,250 students)
- No. of schools providing a technical secondary
education stream (EOP target: 240 schools)
- EMIS Flash reports
- Technical SLC results
- Producing skilled human resource to meet the
developmental needs of the country and global market
will minimize poverty by promoting employable skills
- Students are interested in further developing TVET
skills and knowledge to improve their employability
Objective 5: Teacher professional development
- To enhance teachers' qualifications and professional
competencies to better facilitate student learning
processes
- The provision of qualified competent teachers
- Ensure teaching-learning days and that teachers’
time on task is in line with government directives and
guidelines.
- Maintain high morale and motivation for teaching and
learning among teachers and students.
- % of basic and secondary level teachers with required
qualifications and training (EOP targets …% and ….%
respectively)
- % of basic and secondary level teachers with required
set of competencies (EOP targets …% and ….%
respectively)
- % of teachers with required certification (EOP targets
….% for both basic and secondary levels)
- Average number of days of Teacher attendance (EOP
target 220 days)
- NCED progress reports
- Teacher Management
Information System
- Teachers motivated, able and willing to apply learned
knowledge and skills in teaching situations.
- Federal State will develop and monitor minimum
standards and competencies for all levels and
provinces will undertake recruitment, appointment,
professional development and management of
teachers
Objective 6: Governance and Management
- Effective and efficient delivery of public education
- Strengthened institutional arrangements for effective - Annual status and audit reports - The Democratic Federation of Nepal will be governed
by a federal state, under which seven provinces will be
90

services within the decentralized governance and
management structure
- Effective implementation of the SSDP through the
sector wide approach mechanism
implementation
- Strengthened financial management at all levels in the
education sector
- Strengthened management and accountability at
school level
- SSDP SWAp joint reviews and
consultation aide memoires
- Joint Performance Assessment
Framework
established
Objective 7: Capacity development
- To prepare the human and institutional resources
within the education sector for the forthcoming
federalization
- To improve the quality and efficiency of service
delivery through the establishment of a capable and
result-orientedworkforce in the public education
sector
- Costed CID plan to accommodate federalization at all
levels
- Timely delivery of relevant quality services that are
valued and used by clients
- Physical and financial progress measured as % of
annual targets and budget
- Number of low performing schools that have been
supported with development and completion of quality
improvement programmes under SIPs
- Capacity Development Needs
Assessment Report
- ERO agency-wise performance
assessment reports
- EMIS Flash reports
- Status reports
- Improved performance and cost-efficiency will
contribute to improved client satisfaction, reach and
impact of educational services
Estimated 5 year budget USD$ 42.44 million.
Objective 8: Disaster risk reduction and school safety
- To ensure all children can access safe enabling
learning environments.
- To mainstream comprehensive school safety and
disaster risk reduction (DRR) in the education sector
by strengthening school level disaster management
and resilience among communities
- Number of disaster resilient schools (re)constructed
(EOP target: ….. school)
- Number of schools retrofitted and retro-maintained
(EOP target: 50% of all Schools)
- Strengthen school disaster management
- Institutionalization of risk reduction and resilience
education
- EMIS Flash Report
- Annual Status reports
- Main Post Disaster Needs Assessment findings
- Nepal is located in an earthquake prone region
Estimated 5 year budget USD…million.
Objective 9: Monitoring, evaluation and assessment
- To monitor programme inputs, processes, and
outputs and evaluate the impact of programmes
- To inform policy making bodies about the status of
the education system in general and learning
achievements in particular.
- The provision of regular feedback to implementing
agencies about the status of programmes and
activities
- To ensure that data is accessible for duty bearers and
stakeholders to inform planning at local and district
levels
- Timely Flash Reports, status reports, financial
management reports (FMRs) and implementation
progress reports
- Periodic student assessment reports
- School based EMIS, district and school profile cards
- Equity in education index at national, provincial, district
and sub-district levels
- Timely dissemination of EMIS and student assessment
reports to wider stakeholders
- Baseline, annual, mid-term, and EOP evaluation
reports
- Flash reports
- EMIS reports
- Student assessment reports
- Aide memoires
- EOP evaluation reports
- FMRs
- Improved planning, management, and M&E will lead to
improved relevance and effectiveness of MoE services
and products
- Strengthened access to and use of education data by
implementers, beneficiaries and stakeholders will lead
to strengthened accountability and quality of data and
increased evidence and needs based planning
Objective 9: Examination and accreditation
- A credible system of certification of educational
- Strengthened classroom based assessment - Flash reports - Improved accreditation and examination reforms of
91

qualifications
- Accreditation and acceptance of certification across
the country
- Examination reform - EMIS reports
- Students assessment reports
- Aide memoires
education outcomes
Estimated 5 year budget USD…million
Objective 10: Finance
- Generate adequate financial resources for education
development.
- Provide adequate resources to support educational
policy directions
- To manage available resources effectively
- To improve the efficiency and effectiveness of aid
available for SSDP implementation
- % of physical and financial progress
- % of development partners and of aid flows that use
GoN’s public financial management system
- % of aid provided on programme-based approach,
consistent with the SSDP
- Aide memoires
- Status reports
- Progress reports
- FMRs
- Special studies
- Nepal is likely to have a reduced GDP growth rate in
the first years of the SSDP implementation due to the
impact of the events in 2015.
Total estimated budget for 5 years: USD: ….million
92

Annex 2: SSDP Result Framework
Vision A Nepal that protects and promotes democracy and human rights, and is committed towards continuous education, in which its citizens have a positive
perception of labour, are oriented towards self-employment, have the agency and ability to be active and healthy citizens of their communities and the country;
and contribute to solving the emerging challenges faced by people, society and the nation in the twenty-first century.
Mission To produce the needed human resources to elevate Nepal’s status to a least developed country (LDC) by 2022.
Purpose • To ensure that the education system is inclusive and equitable in terms of access, participation and learning outcomes, with a special focus on reducing
related disparities among and within targeted groups.
• To enhance the relevance and quality of education.
• To develop an education system that is resilient to disasters.
• To strengthen and reorient governance and management systems in the education sector to make them robust and accountable to local government while
assuring agreed overall minimum standards in teaching and learning processes and the learning environment.
• To develop a sustainable financing system by introducing a cost-sharing modality between central, provincial, and local governments.
• To accommodate the political and administrative restructuring of the education sector in line with identified needs and the federal context.
• To facilitate the realization of the aspirations of the Nepali people within the global and national context.
• To create a skilled workforce for Nepal’s economic development to enable it to graduate from LDC status.
Key Results
Key results Verifiable indicators Reference Data sources Baseline Targets
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7
1. Early Childhood Education and Development
1.1 Improved access and equity in PPE/ECED
1.1.1 Evidence/
demand based planning
and allocation of early
childhood education
and development
(ECED) centres
% of 4 year old children receiving
1 year of ECED
EMIS …% (… children)
667,341 672,159 676,086 679,121 678,860 676,118 673,172
Number of years of free and
compulsory pre-primary
education guaranteed in legal
frameworks
SDG 1 1
Number of models of ECED
programmes are developed
Monitoring/
status
reports
93

Number of ECED centres with
minimum infrastructure and
standards
50,000
School based 34,000
Home-based/community-
based
16,000
1.1.2 Parents,
communities and local
governments engage in
managing and planning
ECED resources
Number of centres that apply the
parental engagement package
Monitoring/
status
reports
3,000 3,000 3,000 3,000 3,000
1.1.3 Need based
expansion of access to
ECED
Number of children reached
through programmes in
communities with high disparity
and for children with special
needs
1.2 Improved quality of ECED
1.2.1 Improved quality
of ECED facilitators
Number of ECED facilitator
positions
32,016 32,053 32,231 32,369 32,357 32,233 32,099
1.2.2 Improved learning
materials and
environment
Number of school-based
ECED/pre-primary centres
meeting minimum standards
32,016 32,053 32,231 32,369 32,357 32,233 32,099
1.2.3 Enhanced
facilitators’
competencies and
professional
development
Number of MToTs for ECED
facilitators’ basic training
200 200 200 200 200 200
1,400
Number of facilitators that have
received one month of induction
training
8,000 8,000 8,000 8,000 8000
40,000
Number of facilitators with the
basic competencies
40,000
1.2.4 Assessment of
early childhood
development
Facilitators are using classroom-
based formative assessment
1.2.5 Strengthened
cross-sectoral linkages
Number of early childhood
development (ECD) network
meetings
320 320 320 320 320 320 320
2. Basic Education
2.1 Improved access and equity in basic education
94

2.1.1 Free basic
education
Grade 1 gross intake rate:
Boys
Girls
Grade 1 net intake rate
Boys
Girls
Gross enrolment rate, basic
education
Boys
Girls
Net enrolment rate, basic
education
Boys
Girls
2.1.2 Compulsory basic
education
% of children with disabilities
enrolled in basic education
Percentage of Grade 1 new
intakes with ECED/PPC
experience
Boys
Girls
2.1.3 Implementation
of the Consolidated
Equity Strategy
Aggregate number of out-of-
school-children (OOSC) in 10
districts with largest disparity in
education outcomes as identified
through the Equity Index ranking
GPE ESPIG
Gender parity index
Average of 10 districts with
highest gender disparity
% of schools that have adapted
infrastructure and materials to
accommodate CwDs
SDG 365 365 365 365 365 365 365
95

Number of schools that provide
special education for CwDs
34 34 34 34 34 34 34
Number of schools supplied with
ICT resources for CwDs (visually
impaired) 10 10 30 40 50 30 30
Number of students that receive
Mid-day meal provisions for basic
education and ECED in targeted
districts
350,200 355,200 360,200 365,200 370,200 375,200 380,200
By Province
Number of teaching learning days
in basic education schools
By Region/Province
Diagnostic and referral centres
for CwDs
365 365 365 365 365 365 365
Gender network meetings
2.1.4 Demand based
allocation of schools
Number of school relocated and
merged based on GIS and
demographical mapping
2.1.5 Increased access
in remote areas
through mobile schools
and distance education
Number of mobile schools in
remote areas
10 10 10 10 10 10 10
Number of multi-grade multi-
level (MGML) schools
96 96 96 96 96 96 96
2.1.6 Incentive and
family support schemes
Development of integrated
scholarship eligibility criteria
Number of children receiving
scholarships to access and
participate in education based on
Disabilities and special needs 58,650 60,000 61,000 62,000 63,000 64,000 65,000
Disadvantaged economic
context
1,000 1,000 1,000 1,000 1,000 1,000 1,000
Gender 2,676,164 2,680,774 2,685,391 2,690,017 2,694,651 2,699,293 2,708,602
Remoteness
Caste/ethnicity 1,074,784 1,102,019 1,129,345 1,131,068 1,158,532 1,160,305 1,420,351
96

2.1.7 Tracking of
children’s educational
status
Percentage of children (never
enrolled or dropped-out) out of
school
5-9 years old (boys)
5-9 years old (girls)
5-9 years old (CWDs)
5-12 years old (disabled)
2.2 Improved quality and relevance of basic education
2.2.1 School curriculum
is child-centred and
includes soft skills and
competencies
Interactive didactics incorporated
in curriculum
Number of school with soft skills
incorporated in curriculum
Competency-based curriculum
developed
Number of revised textbooks
Number of textbooks with
teacher guides based on the
revised curricula
Number of teacher and officials
who have taken curriculum
dissemination training
% of schools that provide life
skills based health and sexuality
education
SDG
2.2.2 Minimum
enabling conditions
(MECs) are met in all
schools
Basic education student
attendance rate
Boys
Girls
By region/province
Basic education cycle completion 95%
97

rate
Boys
Girls
By region/province
Students identified as at risk 72.1%
Percentage of schools received all
new textbooks within the first
two weeks of the academic year 5,112,349 5,121,153 5,129,973 5,138,808 5,147,658 5,156,524 5,165,405
Number of primary level students
that have access to
supplementary reading materials
and book corners
1,765,659 1,765,659 1,765,659 1,765,659 1,765,659 1,765,659 1,765,659
Percentage of schools allocating
at least 90 minutes per day to
reading instruction (Grades 1–3) .
**?
Percentage of early grade
classrooms with learners using
student lesson books for reading
instruction with a 1:1 student
ratio
**?
Number of lower secondary level
students that have access to
and book corners
1,544,239 1,544,239 1,544,239 1,544,239 1,544,239 1,544,239 1,544,239
Number of schools receive library
corner with at least 50 set of
in each of 1-5 grades
28,000
Student-teacher ratio at basic
level based on approved
positions
By province
% of schools that have access to
drinking water, functional
sanitation and handwashing
facilities
98

Number of traditional schools
meeting MECs
874
% of schools meeting MECs 100%
2.2.3 Improved maths
and reading skills
Number of schools covered by
National Earl Grade Reading
Program (NEGRP)
25,000
% of children achieving minimum
proficiency (fluency and
comprehension) in reading at the
end of Grade 3.
SDG EMIS 1,900,000
% of children achieving minimum
proficiency in mathematics at the
end of basic education
SDG EMIS
2.2.4 Continuous
Assessment System
(CAS) is effectively
implemented
Using classroom based formative
assessment
Development and printing of
teachers guidebook for CAS
Number of teachers that have
received training on CAS
Number of Grade 1 students that
are assessed through revised CAS 864,683 866,067 867,452 868,840 870,231 871,623 873,018
2.2.5 Effective
implementation of
medium of instruction
and subject teaching
Percentage of classrooms using
the language that the majority of
students speak and understand
(language of instruction) to
deliver reading instruction in the
early grades
SDG
% of students in basic education
whose first or home language is
the language of instruction
Number of schools receiving set
of supplementary reading
materials developed in Nepali
and local languages
2.2.6 Increased learning
outcomes
Average learning achievement in
maths and science English and
Nepali in grade 3
99

Nepali in grade 5
Nepali in grade 8
2.2.7 Increased internal
efficiency
Repetition rate, basic education
Boys
Girls
Repetition rate, grade 1
Repetition rate, grade 5
Repetition rate, Grade 8
Survival rate by cohort method
grade 5
Survival rate by cohort method,
grade 8
Completion rate, basic level
Coefficient of internal efficiency
at basic level
3. Secondary Education
3.1 Improved access and equity in secondary education
3.1.1 Ensuring free
secondary education
Gross enrolment rate, secondary
education
Boys
Girls
Net enrolment rate, secondary
education
Boys
Girls
Percentage of children (never
enrolled or dropped out) out-of-
school
100

13-16 years old (CwDs)
% of children with disabilities
enrolled in secondary education
of the Equity Strategy
Gender parity index
Average of 10 districts with
highest education disparity
ESPIG/
SDG
% of schools that have adapted
infrastructure and materials to
accommodate CwDs
SDG
Number of large secondary
schools that provide special
education for CwDs
1 2 2 2 1
Number of teaching learning days
in basic education schools
By region/province
3.1.3 Need based
establishment of
secondary schools
Number of school relocated and
merged based on GIS and
demographical mapping
of a two-tier education
system
3.1.5 Incentive and
family support schemes
Development of integrated
scholarship eligibility criteria
Number of children receiving
scholarships to access and
participate in education based
on:
Disabilities and special needs 16,400 22,800 29,200 34,600 13,000 13,000 13,000
Disadvantaged economic
context
243,000 243,000 243,000 243,000 243,000 243,000 243,000
Gender 6,000 6,000 6,000 6,000 6,000 6,000 6,000
Remoteness 3,000 3,000 3,000 3,000 3,000 3,000 3,000
101

Caste/ethnicity 3,500 3,500 3,500 3,500 3,500 3,500 3,500
Merit 500 1,000 1,000 1,000 1,000 1,000 1,000
3.2 Improved quality and relevance of secondary education
3.2.1 Secondary
education curriculum is
competency based
Interactive didactics incorporated
in curriculum
Number of schools applying Soft
skills incorporated curriculum
Competency based curriculum
developed
Number of textbooks developed
based on the revised curriculum
(including competence-based soft
skills)
Number of textbooks with
teacher guides based on the
revised curricula
Number of teacher and officials’
participation curriculum
dissemination training.
% of schools that provide life
skills based health and sexuality
education
3.2.2 Minimum
enabling conditions for
secondary schools met
in all community
schools
Secondary education student
attendance rate
Boys
Girls
By region/province
Secondary education cycle
completion rate
Boys
Girls
By region/province
Student-teacher ratio at
secondary level based on
SDG
102

approved positions
By province/region
Number of secondary schools
equipped with science labs
equipped with libraries with
adequate reading materials
2,000 2,000 2,000 2,000
3.2.3 Strengthen
secondary science
stream
Enrolment grade 11-12 science
stream
Boys
Girls
% of constituencies with at least
one secondary school with
science stream
By province
% of constituencies with at least
one secondary school with
integrated science lab for grades
9-10, science labs for grades 11-
12 and IT enabled learning and
computer literacy
200
By region/province
3.2.4 Effective
implementation of CAS
assessment
3.2.5 Assessment and
examination reform
Implementation of single subject
certification in the school leaving
certificate (SLC) and higher
secondary examinations
GPE ESPIG Single
subject
issued for
+2 exam
+2 pass rate
By province
Girls’ pass rate
Gross enrolment ratio for tertiary
education
3.2.6 Reduced disparity
in performance of
Number of lowest performing
schools to receive conditional
750 750 750 750 750 750 750
103

secondary schools booster grant
Number of volunteer teachers to
support in the five districts with
lowest outcomes in core subjects
500 500 500 500 500 500 500
3.2.7 School support
networks through
establishment of lead
schools
Number of cluster lead schools
established
350 350 353
3.2.8 Model (large)
schools with ICT
Number of model schools
established
1000
Large secondary schools 5 25 70 50 50 50 50
Of which residential schools for
children with disabilities
100
3.2.9 SLC improvement
strategy
SLC pass rate
By province
Girls pass rate
3.2.10 Increased
learning outcomes
maths and science in Grade 10
maths, science, English and
Nepali in Grade 12
3.2.11 Increased
internal efficiency
Repetition rate, basic education
Boys
Girls
Transition rate from Grade 8 to
Grade 9
Transition rate from Grade 10 to
Grade 11
Grade 10
104

Grade 12
Completion rate grade 10
Completion rate Grade 12
Coefficient of internal efficiency
at secondary level
3.3 Enhanced governance and management in secondary education
3.3.1 Effective
decentralized school
based management
% of schools with functional
school management committee
(SMC)
By region/province
% of secondary schools with
single head teacher for Grades 9-
12
By region/province
3.3.2 Effective
monitoring of students’
education status and
performance
Number of schools where
Educational Management
Information System (EMIS) data
is shared with SMC
By region/province
4. Technical Education and Vocational Training
4.1 Improved access and equity in technical education and vocational training
4.1.1 Expansion of
access to school and
non-school based
technical education and
vocational training
(TEVT) programmes in
areas with low
employment and
economic status
Number of students enrolled in
the secondary technical and
vocational stream
13,140 20,340 24,570 37,800 46800 5,5800 64,800
Boys
Girls
Establishment of schools offering
5 specific subjects in TEVT
curricula
240
4.1.2 Need based
support programme for
CwDs to access TEVT
programmes
Number of CwDs enrolled in TEVT
programmes
4.2 Improved quality and relevance in technical education and vocational training
105

4.2.1 Enforced
compliance with
minimum standards
within TEVT
programmes
% of TEVT programmes
complying with minimum
standards
4.2.2 TEVT programmes
updated based on
regular need
assessments
Number of TEVT programmes
using classroom based formative
assessment
4.2.3 Teacher
professional
development (TPD) for
TEVT experts and
facilitators
Number of experts/facilitators
receiving TEVT TPD
5. Non Formal Education and Lifelong Learning
5.1 Improved access and equity through non formal education and lifelong learning
5.1.1 Need based
expansion of non-
formal education (NFE)
programmes to areas
with low education
outcomes and high
disparities
Functional literacy and numeracy
rate 6+
SDG
Functional literacy and numeracy
rate 15+
SDG
Literacy Gender Parity Index (15+
years), ratio
Number of children access and
complete non-formal education
services
5.1.2 Tailored NFE
interventions for CwDs,
working children and
out of school youth
Number of CwDs being enrolled
in NFE programmes
Girls
By province
5.1.3 Strengthened
transition to formal
education and/or
accreditation of NFE
programmes
Number of children that re-enter
formal education through NFE
programmes
Girls
By province
5.2 Improved quality and relevance of non-formal education programmes
5.2.1 Links with
livelihood support
Number of centres that run basic
level NFE programmes for
284
106

packages for lifelong
learning (LLL)
programmes
women
Number of centres that run
secondary level NFE programmes
for women
18
5.2.2 Targeted
programmes to support
social and financial
literacy
Number of centres that
implement community-based
early grade reading assessments
5.2.3 Accredited open
schools
Number of secondary schools (9-
10) providing open school
concept 84 217 217 217 217 217 217
(11-12) providing open school
concept 7 7 7 7 7 7 7
5.2.4 Capable and
competent NFE
facilitators
Number of NFE trainers/experts
trained
100 100 100 100 100 100 100
5.3 Improved quality and relevance of lifelong learning programmes
5.3.1 Strengthening
institutional capacity to
implement LLL
programmes through
community learning
centres (CLCs)
Number of CLCs running LLL
programmes
200 200 200 200 200 200 200
5.3.2 Capable and
competent LLL
facilitators
Number of LLL facilitators
6. Teacher Professional Development and Management
6.1 Quality education through improved teacher (re)distribution and management
6.1.1 Increased number
of teachers with
minimum qualifications
and competencies
% of teachers with the minimum
qualifications at basic level
competencies at basic level
qualifications at secondary level
competencies at secondary level
6.1.2 Enhanced
student-subject teacher
Number of secondary education
schools having qualified and
107

ratios in upper basic (6-
8) and secondary levels,
especially for maths,
science and English
subjects
trained subject teachers for
science and maths
Student-subject teacher ratio in
secondary level
By province/region
6.1.3 Ensure availability
of teachers and subject
teachers in all schools
as per norms
Number of schools having three
or more subject teachers
6.1.4 Professional
development of full-
time head teachers
Number of schools with separate
head teacher in position
Female head teachers
6.1.5 Effective
implementation of the
Teachers’ Competency
Framework
competencies at Basic level
competencies at secondary level
6.1.6 Mechanism for
quality assurance of
teacher’ professional
development
Number of teachers receiving
basic pre-service training
6.2 Teacher recruitment
6.2.1 Redefine the
minimum qualifications
and competencies for
teacher candidates
Number of teachers that comply
with revised minimum
qualifications and competencies
Female
By province
6.2.2 Mandatory
induction training of at
least one-month for all
new teachers at time of
joining service
Number of teachers completed
one month induction training
Female
By province
6.2.3 Provision of
separate head teacher
position in all schools in
a phased manner
Number of schools with separate
head teacher positions
Female
By province
108

6.3 Teacher (re)deployment
6.3.1 Undertake
teacher redeployment
from areas with low to
high student-teacher
ratios (STRs), and from
primary to upper levels
Number of teachers redeployed
from low to high STR schools
By region/province
Number of teachers redeployed
from primary to
(lower)secondary level
By region/province
6.3.2 Provision of
subject teachers,
especially in maths,
science and English in a
phased manner
Number of schools having
qualified and trained subject
teachers for science
1,000
teachers for maths
1,000
teachers for English
6.4 Teacher management
6.4.1 Teachers having
minimum
qualifications,
competencies and
certification
competencies at Grades 9-10
% of teachers in basic and
secondary level schools with
required certification
% of teachers in secondary level
schools with required
certification
Share of female teachers
At basic level
At secondary level
6.5 Teacher professional development
6.5.1 Teachers having
sufficient pre and in
service professional
development
basic pre service training 4,000 5,000 6,000 5,000 6,000 6,000 6,000
basic in service training
109

At basic level 51,089 51,089 51,089 51,089 51,089 51,089 51,089
Female
At secondary level 10,234 10,234 10,234 10,234 10,234 10,234 10,234
Female
From traditional schools 400 400 400 400 400
6.5.2 Certification/
induction training (one
month) organized for
all newly recruited or
redeployed teachers for
science and maths
% of teachers in basic and
secondary level schools to have
required certification
100% 100% 100% 100% 100% 100% 100%
6.5.3 Develop revised
training programmes
for subject teachers
and head teachers
Number of head teachers trained
6.5.4 Strengthened
secondary education
science and maths
teachers
Number of schools in which
science and maths teachers have
been trained
1,000 1,000 1,000 1,000 1,000 1,000 1,000
6.5.5 Implementing
mechanisms for lead
schools to support
feeder schools in
professional
development of
teachers and whole
school improvement
Number of lead schools
established
6.5.6 Mandatory
Continuou Professional
Development (CPD)
using centrally
designed modules for
teachers of different
levels and subjects
Number of school teachers in
Grades 1-3 receive training in
early grade reading
assessment
6.5.7 Design and
implement a
programme for
improving teachers’
proficiency in English
and mother tongue,
and improved materials
and methods for
Number of teachers certified with
English proficiency
110

teaching English
through collaboration
with a Teachers of
English to Speakers of
Other Languages
(TESOL) agency
6.5.8 Promotion of
subject-specific teacher
circles in lead and
feeder schools
6.6 Teacher performance evaluation
6.6.1 Provision of
student/beneficiary
monitoring of teacher
attendance
Head teacher to
conduct mandatory
biannual performance
appraisals of all
teachers in their
schools
6.7 Strengthened TPD institutions
6.7.1 Strengthen and
reform the resource
centre arrangement
6.7.2 Strengthen
education training
centres (ETCs’) staffing
and infrastructure for
curriculum and training
at provincial level
Number of ETCs with … staff
By province
7. Governance and Management
7.1 Strengthened institutional arrangements
7.1.1 Implementing
constitutional mandate
of federal arrangement
and other policy
reforms
Education Bill adapted to
constitutional provisions
7.1.2 Establish National
Education Board (NEB)
and align
administrative
functions in existing
examining bodies (OCE,
111

HSEB)
7.1.3 Support packages
for areas that have very
low education
indicators
7.1.4 ETCs, lead
resource centres (LRCs)
and resource centres
(RCs)/ resource persons
(RPs) function under
guidance and control of
National Centre for
Education
Development-
Curriculum
Development Centre
(NCED-CDC)
7.2 Strengthened financial management
7.2.1 Establish internal
control and oversight
capacity within the
Ministry of Education
(MoE) for supervision
of district education
offices (DEOs) to
strengthen compliance
with financial
regulations
Implementation of Financial
Management Action Plan (FMAP)
Strengthening financial
management at school level
Effective utilization of SIPs by
schools to enhance quality
Number and percentage of
unsettled audit observations
resolved
Number of civil servants trained
on educational management and
planning
Number of teachers trained on
educational management and
planning
7.2.2 Recruit/appoint
chief finance and
administrative officer
positions within DoEs
with qualifications
relevant for the
position
Non-development and
development share of SSDP
budget
Percentage execution of both
non-development and
development budget of SSDP
112

7.2.3 DoE supervision/
inspection of school
level financial
management including
teacher payrolls and
grant utilization.
7.2.4 Improved
compliance with
financial regulations
evidenced by reduced
number of Office of the
Auditor General (OAG)
recurring observations
related to overspending
of budget heads
including teachers’
salaries
Reduction of % of ineligible
expenses
By province
7.3 Strengthened management and accountability at school level
7.3.1 Full-time head
teachers lead school
improvement in large
secondary schools with
authority and
accountability
7.3.2 Creation of a
separate cadre for full-
time head teachers
7.3.3 Define
responsibilities and
authority for school
management vis-à-vis
SMCs
7.3.4 Work out
arrangements for
schools’ performance
appraisal and head
teacher accountability
7.3.5 Development of
guidelines in financial
management and
related training at the
school level
8. Capacity Development
8.1 Capacity development as integral part of planning
113

8.1.1 Develop a costed
capacity development
plan that outlines
competencies and skill
sets for different
position and levels
8.2 Teacher professional feedback and peer support mechanisms
8.2.1 Establishment of
peer support and
mentoring/coaching
schemes through non-
monetary incentives for
teachers who can be
mentors
9. Disaster Risk Reduction and School Safety
9.1 All children receiving education in safe learning facilities
9.1.1 Develop and
implement time-bound
action plan for the
(re)construction of safe
basic and secondary
schools
Number of schools
rebuilt/retrofitted in seismically
vulnerable zones
21,000
Number of classrooms rebuilt in
seismically vulnerable zones
38,000
Number of classrooms retrofitted
and retro-maintained in
seismically vulnerable zones
19,500
9.1.2 Develop and
approve prototype
designs for new school
construction that are
resilient to multiple
hazards and have
inclusive designs
Number of disaster resilient basic
schools built
9.1.3 Increase numbers
of qualified staff for
technical oversight
during construction
and/or retrofitting of
schools.
Number of disaster resilient
secondary schools built
9.1.4 Define and
monitor community
involvement by
introducing block grant
modes to ensure safe
Number of schools retrofitted
114

school facilities and
more resilient
communities
9.1.5 Register and
monitor all
organisations involved
in school construction
to ensure they comply
with government rules
and regulations
Number of schools retro
maintenance
9.2 Strengthen school disaster management
9.2.1 Develop and
monitor a standard set
of approved key
messages for
comprehensive school
safety and disaster risk
reduction (DRR) in
schools and standard
operating procedures
(SOPs) for different
types of disasters
Number of classrooms
established with minimum
conditions and DRR requirements
7,000 7,000 7,000 5,000 4,000 4,000 4,000
Number of school blocks (4
rooms) established with
minimum conditions and DRR
requirements
7,000 7,000 7,000
Number of damaged classrooms
repaired and retrofitted
6,500 6,500 6,500
Numbers of schools retrofitted 150 150 150 150 150 150 150
9.2.2 Training of
teachers, students and
SMCs in disaster risk
management (DRM), by
developing and
disseminating standard
teaching-learning
materials on DRM
9.2.3 Incorporate key
DRR messages into
professional
development and
training packages.
Disseminate these
through a range of
different mechanisms
to reach children,
teachers, SMC
members and
communities
9.2.4 Develop a set of
standard educational
115

training packages on
DRR for teachers, head
teachers and SMCs,
using a range of
different approaches
including audio-visual
materials such as
videos, DVDs and
dramas
9.2.5 Provide guidelines
for head teachers and
SMCs on incorporating
risk assessment and
school safety planning
into the SIPs
9.2.6 Include specific
DRR related roles and
responsibilities in the
terms of reference of
SMCs
9.2.7 Mobilize child
clubs to engage
children in active
learning for DRR
9.2.8 Ensuring that all
school disaster
management materials
are accessible for all
and have been
developed on gender
equality and social
inclusion (GESI)
principles
9.2.9 Review, update
and regularly test the
contingency and
preparedness plans of
the education sector
9.2.10 Incorporate a
DRR component within
EMIS to ensure it can
capture both
preventative and
response activities
within the education
sector
116

9.3 Institutionalizing risk reduction and resilience education
9.3.1 Review the scope
and sequence of the
curriculum and
incorporate learning
outcomes for DRR
throughout ECED,
primary and secondary
grades
9.3.2 Based on the
revised curricula,
update the pre- and in-
service teacher training
and other relevant
training packages to
incorporate DRR
9.3.3 Children become
aware about disaster
risk mitigation
strategies and are able
to assess risks from
their environment and
trigger fast and
adequate responses to
thereby minimize
human losses during
disasters
9.3.4 Make all risk
reduction and
education accessible
for all and incorporate
Gender Equality and
Social Inclusion (GESI)
principles
9.3.5 Integrate DRR
into academic, informal
(non-formal) and
professional curricula
progressively from
basic awareness to
vocational training and
advanced knowledge
and skill sets
9.3.6 Use appropriate
provisions, such as local
117

curricula, to roll out risk
reduction and
resilience education
9.3.7 Use non-formal
education and
appropriate venues to
disseminate risk
reduction and
resilience education.
9.3.8 Develop a
communications
strategy to promote the
use of a range of tools
to disseminate DRR
information to children,
communities and
parents
10. M&E and Assessment
10.1 Increased institutional capacity for policy level analysis and evidence based planning
10.1.1 Strengthen the
institutional capacity of
the Education Review
Office (ERO) to
independently review
and audit the education
system including
student assessments
assessment
10.1.2 Strengthen the
policy level EMIS in its
linkage to the
Department of
Education’s (DoE’s)
EMIS and other
education data sets as
well as capacity to
undertake formative
research
10.1.3 Support the
integration of National
Assessment for Student
Achievement (NASA),
Early Grade Reading
Assessment (EGRA),
NFE-MIS, SLC data and
DRR into EMIS to
118

establish a
comprehensive data set
for the school
education sector and
reflection in Flash
reporting
10.2 Strengthening EMIS for increased transparency and accountability
10.2.1 Strengthened
EMIS and other
databases (e.g. Teacher
Information System and
Scholarship
Management System)
for information on key
performance indicators
including MECs,
availability of subject
teachers, scholarships,
school infrastructure
status, student learning
outcomes
10.2.2 Linkage of
learning data into EMIC
(e.g. SLC database,
EGRA results etc.)
10.2.3 Make EMIS web-
based and school-based
allowing for tracking
progress of individual
schools
10.2.4 Enhance
transparency by making
databases available in
the public domain
10.3 Strengthened quality and use of educational data at district, sub district and local level
10.3.1 Develop
automated production
of regional, district,
school profile cards
using IEMIS data and to
prepare tools to
support analysis of
district and school
profile cards to inform
RCs, DEOs and SIPs
119

10.3.2 Categorize and
compare districts and
schools based on equity
indexes at district and
sub-district levels to
inform school grant
formulas
10.3.3 Pilot and
introduce new
technologies for data
collection and
feedback, including for
monitoring time-on-
task and assessing
physical maintenance
priorities
10.3.4 out-of-school
children data in EMIS to
be verified and
validated at school
level
10.3.5 Collect
information and
standardize public
reporting on languages
of students, languages
taught in schools and
caste/ethnic groups
10.3.6 Develop the
Equity Index as an
integrated part of EMIS
10.4 Assessment for education
10.4.1 Development of
grade and level specific
learning competency
assessment framework
10.4.2 NASA developing
item banks to analyse
National Assessment of
Student Achievements
(NASA) outcomes
11. Examination and Accreditation
11.1 Strengthen classroom based assessments for education
11.1.1 Conduct Community schools where GPE ESPIG 3,000
120

classroom based EGRAs
in a phased manner
standardized classroom-based
early grade reading assessments
for Grades 2 &3 are conducted by
teachers, observed by parent
representatives, and results are
shared and discussed with
parents
Number of schools piloting
school-based assessment training
Percentage of head teachers and
teachers who have received
school-based assessment training
11.1.2 Simplify CAS to
focus on improving
student learning
instead of record
keeping
11.1.3 Reform school
based periodic tests
and examinations with
use of standardized test
items that measure all
cognitive domains as
well as skills and
attitudes
11.1.4 Reform district
level examination in
Grade 8 with focus on
standardization across
districts and use of
items to measure all
cognitive domains as
well as skills and
attitudes
11.2 Assessment and examination reform
11.2.1 Development
and implementation of
National Qualification
Framework
1
of single subject
certification policy for
SLC (Grade 10) and
121

higher secondary
(Grades 11-12) exams
11.2.3 Development
and implementation of
standardized
examinations for
grades 10 and 12
11.2.4 Establishing
minimum standards for
achievement in key
areas of each subject
11.2.5 Assessment
framework developed
for grade 8, 10 and 12
that supports the
desired learning
including higher order,
application based
learning
11.2.6 Improve the
quality of term tests
and annual
examinations by using
standardized test items
11.2.7 Comprehensive
reform of SLC and HSE
exams (including
standardized high
quality test items)
11.2.8 Implementing
NASA in Grade 3,5,8
and 10
11.2.9 Number of
recommendations
implemented based on
NASA findings
11.2.10 Core and non-
core and single subject
certification for SLC and
HSE
11.2.11 Establishment
of National
Examination Board
12. Financing
12.1 SSDP financing
122

12.1.1 Central
government allocation
Education budget as % of the
GDP
Education budget as % of
national budget
12.1.2 Local
government allocation
12.1.3 External support
(SWAp)
12.1.4 External support
(non-SWAp)
12.2 Allocation within the education budget
12.2.1 Sufficient
resources to implement
school sector education
programmes
Public expenditure on school
sector as % of total public
expenditure on education
Development share of SSDP as %
of total SSDP budget
% of education budget to ECED
% of education budget to basic
education
% of education budget to
secondary education
% of education budget to TEVT
% of education budget to NFE/LLL
12.2.2 Development
and utilization of the
Equity Index
Extent to which formula based
policies reallocate education
resources based on disparities in
education outcomes
ESPIG/
SDG
12.3 Financial Management
12.3.1 Number and % of unsettled audit
observations resolved
Percentage execution of both
non-development and
development budget
123

Annex 3: Growth Scenarios for Nepal’s Education Sector
124

Annex 4: Sub sector/ thematic breakdown of SSDP budget cost
SSDP Budget Estimate for PPC/ECED (in USD million)
Cost Categories Activities 16/17 17/18 18/19 19/20 20/21 21/22 22/23
Total –
7 yrs
Salary and
Remuneration PPC/ECED facilitators
62.
79
69.
15
76.
48
84.
49
92.
91
101.80 111.5
2
599
.14
Program Costs Review and
Development of Policy,
Guidelines, Manuals
etc.
0.
03 - - - -
-
-
0.
03
Development,
Production and
Distribution of
textbooks, learning
materials
3.
66
4.
02
4.
42
4.
87
5.
35
5.88 6.
45
34
.64
Other miscellaneous
program costs
0.
18
0.
20
0.
20
0.
21
0.
23
0.25 0.
28
1.
55
Management
and
Administration
Cost
Meetings, Networking
and Coordination
0.
08
0.
08
0.
09
0.
10
0.
11
0.12 0.
13
0.
72
Total
66.
73
73.
45
81.
19
89.
67
98.
60
108.06 118.
39
636
.08
125

SSDP Budget Estimate for Basic Education (in USD million)
Total - 7
yrs
Salary and
Remuneration
Lower Basic
308.5
5
339.4
1
373.3
5
410.6
9
451.7
6 496.93
546.6
2
2,927.
31
Upper Basic
114.1
2
125.5
3
138.0
9
151.8
9
167.0
8 183.79
202.1
7
1,082.
68
Program Costs
Review and
Development of
Policy, Guidelines,
Manuals etc.
0.
08 - - - - - -
0.
08
Development,
Production and
Distribution of
textbooks, learning
materials
23.
10
25.
51
27.
93
30.
73
33.
80 37.18
40.
90
219
.15
Training and
Capacity
Development
0.
03
0.
03
0.
04
0.
04
0.
05 - -
0.
19
Scholarships
21.
99
24.
49
27.
23
30.
13
33.
49 37.05
42.
95
217
.34
Incentives and
Support
15.
10
16.
83
18.
75
20.
90
23.
28 25.93
28.
88
149
.66
ICT
0.
18
0.
07
0.
19
0.
28
0.
38 0.25
0.
28
1.
63
Construction -
Classrooms, WASH,
Toilet, Post-
Earthquake
reconstruction
243.3
3
267.7
0
294.7
1
80.
83
72.
78 80.06
88.
06
1,127.
47
Other program
costs
26.
18
37.
08
40.
79
44.
96
49.
36 54.30
26.
33
279
.01
Management and
Administration Cost
Operation Cost
5.
37
5.
91
6.
50
7.
15
7.
86 8.65
9.
51
50
.93
Other
miscellaneous
program costs
1.
60
1.
76
1.
93
2.
12
2.
34 2.57
2.
83
15
.14
Meetings,
Networking and
Coordination
0.
02
0.
02
0.
03
0.
03
0.
03 0.03
0.
04
0.
20
Total
759.
65
844.
33
929.
53
779.
75
842.
21 926.75
988.
57
6,070.
80
126

SSDP Budget Estimate for Secondary Education (in USD million)
Total - 7
yrs
Salary and
Remuneration
Higher Secondary
111.7
9
122.9
7
135.2
7
148.7
9
163.6
7 180.04
198.0
4
1,060.
57
Secondary
107.1
2
123.2
6
137.1
7
157.6
3
173.6
4 191.33
210.4
6
1,100.
61
Program Costs
Review and
Development of
Policy Guidelines
0.
03 - - - - - -
0.
03
Development,
Production and
Distribution of
textbooks, learning
materials
25.
45
28.
07
29.
79
32.
76
25.
40 28.06
30.
99
200
.52
Scholarships
14.
18
15.
66
17.
28
19.
01
20.
91 23.00
25.
31
135
.36
Incentives and
Support
6.
92
12.
08
16.
71
22.
15
7.
80 8.58
9.
44
83
.68
ICT
3.
80
8.
15
13.
40
19.
62
0.
11 0.12
0.
14
45
.35
Construction -
Classrooms, WASH,
Toilet, Post-
Earthquake
reconstruction
12.
84
28.
26
46.
78
68.
88
0.
92 1.21 -
158
.89
Equipment and
Other Fixtures
0.
37
29.
33
36.
59
47.
55
52.
30 - -
166
.15
Comprehensive
Schools
0.
26
0.
58
1.
58
3.
49
3.
83 5.06 -
14
.80
Inclusive Education -
0.
06
0.
13
0.
14
0.
15 0.08 -
0.
56
Monitoring - - -
0.
14 - - -
0.
14
Other
miscellaneous
program costs
0.
94
1.
02
0.
82
1.
23
1.
36 1.49
1.
64
8.
50
Management and
Administration Cost
Administrative
Staff
4.
61
5.
07
5.
58
6.
14
6.
75 7.42
8.
17
43
.73
Non Teaching Staff
25.
21
27.
73
30.
51
33.
56
36.
91 40.60
44.
66
239
.18
Operation Cost
3.
17
3.
72
4.
60
5.
62
6.
79 7.81
8.
59
40
.29
Program/School
Operation Cost
0.
02 - - - - - -
0.
02
Total
316.
72
405.
96
476.
20
566.
71
500.
56 494.82
537.
43
3,298.
39
127

SSDP Budget Estimate for Technical Education (in USD million)
Total
7 yrs
Salary and
Remuneration
Secondary
technical
3.
94
5.
72
7.
83
12.
20
17.
37
23.45
25.
80
96
.32
Program Costs
Review and
Development of
Policy Guidelines
-
0.
01 - - -
-
-
0.
01
Other
miscellaneous
program costs
- -
15.
21 - -
-
-
15
.21
Management and
Administration Cost Operation Cost
4.
09
6.
72
10.
64
16.
31
21.
40
26.07
30.
07
115
.30
Total
8.
03
12.
46
33.
68
28.
52
38.
77 49.52
55.8
6 226.84
128

SSDP Budget Estimate for Lifelong Learning and Non-formal Education (in USD million)
Total - 7
yrs
Salary and
Remuneration
Non-Formal
facilitators
1.
21
1.
65
2.
12
2.
34
2.
57
2.83
3.
11
15
.84
Program Costs
Development,
Production and
Distribution of
textbooks, learning
materials
0.
06
0.
07
0.
12
0.
13
0.
14
0.16
0.
17
0.
85
Training and
Capacity
Development
0.
01
0.
01
0.
01
0.
01
0.
01
0.01
0.
01
0.
08
ICT -
0.
05
0.
05 - -
-
-
0.
10
Equipment and
Other Fixtures
0.
01
0.
01
0.
01
0.
01
0.
01
0.01
0.
01
0.
05
Other
miscellaneous
program costs
0.
42
0.
47
0.
52
0.
56
0.
61
0.67
0.
74
4.
00
Management and
Administration Cost
Operation Cost
0.
18
0.
20
0.
22
0.
24
0.
27
0.29
0.
32
1.
73
Program/School
Operation Cost
28.
79
31.
90
35.
09
38.
60
42.
46
46.70
51.
38
274
.92
Total
30.
67
34.
36
38.
14
41.
89
46.
07
50.68
55.
75
297
.57
129

SSDP Budget Estimate for Teacher Management and Development (in USD million)
Total - 7
yrs
Program Costs
Training and
Capacity
Development
4.
93
8.
29
9.
43
9.
76
6.
28 1.40
1.
60
41
.69
ICT
0.
04
0.
08
0.
07
0.
08
0.
06 0.06
0.
06
0.
44
Other
miscellaneous
program costs
0.
29
0.
32
0.
36
0.
38
0.
41 0.46
0.
50
2.
72
Management and
Administration Cost Pension
88.
41
98.
21
109.0
9
121.1
7
134.5
7 149.43
165.9
3
866
.81
Total 0
93.
67
106.
91
118.
95
131.
39
141.
32 151.34
168.
09
911
.67
130

SSDP Budget Estimate for Governance and Management (in USD million)
Total - 7
yrs
Salary and
Remuneration Staffs
0.
45
0.
50
0.
55
0.
60
0.
66 0.73
0.
80
4.
29
Program Costs
Review and
Development of
Policy Guidelines
0.
03
0.
02 - - - - -
0.
04
Development,
Production and
Distribution of
textbooks, learning
materials
1.
35
1.
49
1.
63
1.
80
1.
98 2.18
2.
39
12
.82
Incentives and
Support
0.
11
0.
12
0.
13
0.
14
0.
16 0.17
0.
19
1.
02
Training and
Capacity
Development
0.
31
0.
34
0.
37
0.
41
0.
45 0.49
0.
54
2.
91
Construction -
Classrooms, WASH,
Toilet, Post-
Earthquake
reconstruction
0.
51
0.
56
0.
62
0.
68
0.
75 0.82
0.
90
4.
83
Monitoring
3.
07
3.
38
3.
72
4.
09
4.
50 4.95
5.
44
29
.15
Other
miscellaneous
program costs
0.
96
0.
96
1.
06
1.
16
1.
28 1.40
1.
54
8.
36
Management and
Administration Cost
Meetings,
Networking and
Coordination
8.
26
9.
09
10.
00
11.
00
12.
10 13.31
14.
64
78
.38
Others
1.
16
1.
27
1.
40
1.
54
1.
69 1.86
2.
05
10
.96
Program
Management
0.
01
0.
01
0.
02
0.
02
0.
02 0.02
0.
02
0.
12
Total 0
16.
22
17.
73
19.
48
21.
43
23.
57 25.93
28.
52
152
.89
131

SSDP Budget Estimate for Capacity Development (in USD million)
Subcomponents Activities 16/17 17/18 18/19 19/20 20/21 21/22 22/23
Total - 7
yrs
Program Costs
Training and
Capacity
Development
0.
25
0.
28
0.
30
0.
33
0.
37 0.40
0.
45 2.39
Incentives and
Support
0.
13
0.
14
0.
15
0.
17
0.
18 0.20
0.
22 1.19
ICT
1.
66
1.
83
2.
01
2.
21
2.
43 2.68
2.
94 15.77
Construction -
Classrooms, WASH,
Toilet, Post-
Earthquake
reconstruction
0.
74
0.
82
0.
90
0.
99
1.
09 1.20
1.
32 7.06
Equipment and
Other Fixtures
1.
32
1.
46
1.
60
1.
76
1.
94 2.13
2.
34 12.55
Monitoring
0.
04
0.
05
0.
05
0.
06
0.
06 0.07
0.
07 0.40
Other
miscellaneous
program costs
2.
80
3.
08
3.
39
3.
73
4.
10 4.51
4.
97 26.59
Total
6.
95
7.
65
8.
41
9.
25
10.
18 11.19
12.
31 65.95
132

SSDP Budget Estimate for Monitoring and Evaluation (in USD million)
Total - 7
yrs
Salary and
Remuneration Monitoring
3.
50
3.
85
4.
23
4.
66
5.
12 5.64
6.
20
33
.20
Program Costs Monitoring
1.
14
1.
38
1.
53
1.
67
1.
82 2.00
2.
20
11
.74
Total
4.
64
5.
23
5.
76
6.
33
6.
94 7.64
8.
40
44
.94
133

SSDP Budget Estimate for Central Organizational Management (in USD million)
Subcomponents Activities 16/17 17/18 18/19 19/20 20/21 21/22 22/23
Total - 7
yrs
Management and
Administration Cost
Overall
Management
45.
55
50.
11
55.
12
60.
63
66.
69 73.36
80.
70
432
.15
Total
45.
55
50.
11
55.
12
60.
63
66.
69 73.36
80.
70
432
.15
134

Annex 5: School Education Sector Institutions in Nepal
Basic education schools: Basic education schools cover Grades 1 to 8 as defined by the Education Act. All
government schools do not have all these grades as some only cover Grades 1–3 and 1–5.
Community learning centres: These centres are the community owned centres that are registered with
district administration offices. They are established through the initiative of the Ministry of Education
although their mandate goes beyond that of the education ministry. They can conduct a variety of activities
mainly for lifelong learning and non-formal education under MoE.
Community schools: Community schools are Nepalese schools that have been established on the request
of local communities with their establishment and operations partly funded in kind and in cash by local
communities. Such contributions mostly come from individual and community donations including from
trusts and local bodies. This does not include tuition fees. These schools still mainly rely on central
government grants for their operation.
Comprehensive schools: Comprehensive schools are large secondary model schools that cater to scattered
populations of students from disadvantaged backgrounds. Comprehensive These schools serve a minimum
of 500, 700 and 1000 students in the mountain, hill and Terai regions respectively. In addition to all the
features of model schools (see above), these comprehensive schools have residential facilities mainly for
secondary level students from disadvantaged scattered communities. They also provide scholarships for
these students. Comprehensive schools have a separate legal basis ensuring more management autonomy.
ECED (community-based): Early childhood education and development (ECED) centres deliver pre-primary
education and early childhood development services. Community run ECED centres are DEO-approved and
are supported for the costs of facilitators and educational materials.
ECED (school-based): Schools can also establish ECED centres and now it has been mandated for all the
schools to have school based ECED centres, and they get all the support that is arranged for community
based ones.
Education training centres: ETCs are sub-regional centres for teacher training and the development of
other school human resources. They come under the National Centre for Educational Development (NCED).
Inclusive schools: In inclusive schools, children with disabilities are enrolled in regular classes and peer-
exchange between students is encouraged by teachers. Additional educational resources are provided to
support the learning of children with disabilities.
Integrated schools: These are schoolswith resource teachers that apply different levels of inclusion of
children with disabilities in mainstream classes. These schools are the bridge between resource schools,
where the needs of children with disabilities are catered for in separate learning environments (resource
classes) and inclusive schools where children with disabilities are mainstreamed in general education.
Institutional schools: These schools are owned and operated by the private sector under the Companies
Act and are profit oriented entities. They are regulated by the Ministry of Education.
Mobile schools: Mobile schools are operated for migratory communities of Himalayan districts where
extreme climatic conditions do not permit people to live in the same place throughout the year.
135

Model schools: Model schools are well resourced and performing schools that provide technical support in
terms of professional development and administrative needs to nearby schools. Schools that are supported
to become model schools will be selected on the basis of (a) geographical and demographical spread, (b)
size of school-going population in catchment areas, (c) electricity and internet accessibility, and (d)
educational achievements of the school.
Model schools have to have the following infrastructure:
• the minimum number of classrooms to maintain the student-teacher ratio within government norms;
• toilets connected to water and with sanitation facilities, with separate toilets for girls;
• a library and a science laboratory; and
• have been built or retrofitted in line with approved disaster risk reduction norms.
Model schools also have to have the following teaching and learning resources:
• sufficient subject-wise teachers (English, maths, science) in line with student-teacher ratio norms;
• separate head teacher positions;
• digital teaching-learning resources, including a digital library and internet access; and
• science and math resources (kits) for Grades 6–8.
Resource centres: Resource centres provide technical backstopping to clusters of schools and report to
DEOs.
Resource classes and schools: Some selected schools run resource classes for students with disabilities, but
not necessarily in the same classes for students without disabilities.
Secondary education schools: Secondary schools provide education from Grades 1 to 8, with the possibility
of inclusion of pre-basic education (ECED) and higher secondary (Grades 11 and 12) classes. There are four
types of secondary schools:
• Community secondary schools will be changed to model schools once they achieve certain minimum
facilities and criteria. They will be encouraged and supported to achieve this.
• Once model schools expand their facilities and meet advanced criteria, they will be converted to
comprehensive schools,
• Comprehensive schoolswill be encouraged and supported to expand their level of service delivery.
Special schools: Special schools have residential facilities for students with disabilities and provide
education that is otherwise would difficult to provide by distributing scare resources to many locations.
Traditional schools: Traditional schools are the traditional and religious schools run by religious
institutions. These schools are gradually being mainstreamed into the national education system with
Government support. They include gurukuls, gumbas and madarshas.
• Detailed costing is not available and many key results are in need of further concretization and corresponding indicators.
• The next version of the draft can elaborate on the following areas: (A) implementation arrangements including management
structure, roles and responsibilities from schools/communities to districts and the center level agencies and support/partner
agencies; (B) PFM arrangements including procurement, financial management, funds flow, financial reporting, disbursement
arrangements, budget heads, PFM action plans, and external financing management ; (C) Monitoring, Evaluation and
136

Reporting including arrangements for results-based financing and Disbursement Linked Indicators (DLIs); (D) Financing/Costing
details; (E) Details on Technical Assistance including TA administration and financing; (F) Safeguards details including
environmental and social management frameworks and monitoring arrangements; and (G) risk management details including
governance and accountability action plan.
• Program management and monitoring need to be given due importance for a strategic program of importance that SSDP is.
• It may also be useful to check what all of the suggested strategies and actions would require in terms of inputs (work) for e.g.
CDC, NCED, DoE and MoE. How many new policies, curricula, guidelines etcetera need to be developed? This would be help to
assess how much new capacity is needed to carry out the plan at different levels.
• The new constitution envisions greater role of individual states in the provision and management of the schools. At least the
Program should leave some room or flexibility to operationalize the new Acts and Regulations as per the new constitution. The
strategy and timeline for change and the challenges to the new federal arrangement with provinces and local authorities are
not clearly outlined for (a) quality and assessment aspects (b) educational management (c) teacher management and
development (d) financing etc. Considering the major impact of the transformation of the country into federal system, it
would be important to describe and analyze more in-depth (in chapter 1) the changes in governance and its repercussions on
education.
• A risk analysis regarding governance transformation is needed: for example, with regard to the likelihood of the Education Act
being amended, the roll out of the federal structure and if it takes long to establish and get functional the provincial and local
governments what are the results that will suffer (those to be funded by local governments like scholarships etc.) and what
would be alternative (plan B) ways of operating if the risk materializes. Education will probably be the pioneer to test the
decentralization policy.
• The SSDP should include a risk assessment of this shared venture and responsibility of financing education in Nepal and
eventual responses to such risks. The SSRP did have a short passage on risk & mitigation measures, however this needs to be
further developed and documented in the SSDP. There will always be risks involved when there is partners working together
that not always see eye-to-eye on issues.
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Ssdp final draft --april 4, 2016

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Ssdp final draft --april 4, 2016