J I C A (JICA)open_jicareport.jica.go.jp/pdf/11717253.pdf · seriously the urgent rehabilitation and reconstruction of the country by pledging the financial assistance amounting to

JAPAN INTERNATIONAL COOPERATION AGENCY (JICA)

URGENT REHABILITATION SUPPORT PROGRAMME IN AFGHANISTAN - EDUCATION, HEALTH AND

BROADCASTING SECTOR (URSP-EHB)

PART 4: SUPPLEMENTARY SURVEY ON THE EDUCATION SECTOR THE EDUCATION SITUATION SURVEY AND

HEAD TEACHER TRAINING

FEBRUARY 2003

PACIFIC CONSULTANTS INTERNATIONAL, TOKYO JAPANNHK INTEGRATED TECHNOLOGY INC., TOKYO JAPAN

P R E F A C E

In response to a request from the Government of Afganistan, the Government of Japan decided to conduct The Urgent Rehabilitation Support Programme in Afghanistan (Education, Health and Broadcasting) and entrusted the programme to the Japan International Cooperation Agency.

JICA selected and dispatched a study team headed by Mr. Itaru MAE of Pacific Consultants International to Afghanistan, two times between April 2002 and August 2002.

The team held discussions with the officials of the Government of Afghanistan, conducted field surveys, and implemented of the rehabilitation projects at the study area. Upon returning to Japan, the team conducted further studies and prepared this final report.

I hope that this report, as the basic strategy, will contribute to the reconstruction of the country and to the enhancement of friendly relationship between our two countries.

Finally, I wish to express my sincere appreciation to the officials concerned of the Government of Afghanistan to their close cooperation extended to the study.

February 2003

Takao Kawakami

President Japan International Cooperation Agency

Letter of Transmittal

Six months have passed since the Interim Report on the Urgent Rehabilitation Support Programme in the Education, Health and Broadcasting Sectors in Kabul (URSP-EHB) was submitted in August 2002. Though naming of the reports complies with those of the conventional social development study by JICA such as Interim Report, Draft Final Report and Final Report, each of them covers different study outputs obtained by the time of their submission as if they were of independent nature. Taking the previous Interim Report, for example, it contained the reports on the pre-construction arrangements of the selected urgent rehabilitation projects and the short-term rehabilitation plans for the education and the health sectors in Kabul. This Draft Final Report contains the progress report on the construction of the urgent rehabilitation projects as of the end of February 2003 including important issues experienced during the reporting period and their countermeasures that have been or will be undertaken by the URSP-EHB Project Management Team. Also, as separate volumes, the Draft Final Report contains the survey reports on the education and the health sectors, which were respectively prepared by AED and MEDAIR on a subcontracted basis. The Final Report, which will be submitted sometime in July 2003 upon completion of the urgent rehabilitation projects, will include basically the combined contents of the Interim Report and the Draft Final Report, together with the abridged summary of the overall implementation progress, and the conclusion and recommendations for the URSP-EHB. It is indeed our pleasure that the URSP-EHB, which is a very first package of the whole URSP, is so far achieving reasonable progress without encountering crucial problems or difficulties. It is to be particularly noted that the Afshar Girls High School was renovated completely in August 2002 and furnished with new chairs and desks in October 2002, which provided students with incomparably comfortable learning environment. Also, should the current progressive situation continue, the Darulaman Medical Center including the NTP Center and the Darulaman Polyclinic will be completed by the end of March 2003 as scheduled, and rebuilding of five other schools will be completed in July 2003 as scheduled. Taking advantage of this opportunity, we would like to express our sincere appreciation to all the parties concerned for their effective cooperation with the implementation of the URSP-EHB, and hope your continuous concern until its final completion.

Itaru Mae Project Leader

February 2003, Tokyo

ABBREVIATIONS AED Academy for Educational Development GOJ Government of Japan JICA Japan International Cooperation Agency MOE Ministry of Education MR Multi-purpose Classroom NGO Non-governmental Organization URSP Urgent Rehabilitation Support Programme URSP-EHB Urgent Rehabilitation Support Programme: Education, Health, Broadcasting

Sector

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TABLE OF CONTENTS PREFACE LETTER OF TRANSMITTAL ABBREVIATIONS PHOTOS OF THE HEAD THEACHERS’ TRAINING

Page

PART 4 SUPPLEMENTARY SURVEY ON EDUCATION SECTOR

CHAPTER 1: INTRODUCTION ........................................................................... 1 - 1

CHAPTER 2: THE EDUCATION SITUATION SURVEY AND HEAD TEACHERS’S TRAINING FOR THE URSP-EHB IN AFGHANISTAN ............................................................................. 2 - 1

2.1 Background..................................................................................................... 2 - 1 2.2 Objectives....................................................................................................... 2 - 1 2.3 Study Area and Size of Beneficiaries................................................................ 2 - 2 2.4 Scope of Work................................................................................................. 2 - 2 2.5 Implementation period.................................................................................... 2 - 3 2.6 Collaborating Agencies ................................................................................... 2 - 3

APPENDIX 1: FINAL REPORT FOR EDUCATION SITUATION SURVEY AND HEAD TEACHERS’ TRAINING FOR THE URGENT REHABILITATION PROGRAM IN AFGHANISTAN

Part 4

Supplementary Survey on Education Sector (1-1)

CHAPTER 1: INTRODUCTION

In the wake of the demise of the Taliban regime and the long-awaited ceasefire of the war-torn situation in Afghanistan, the international community has resumed to address seriously the urgent rehabilitation and reconstruction of the country by pledging the financial assistance amounting to about 45 billion dollars over the coming two-and-a-half years. The pledge was made at the International Conference on Reconstruction Assistance to Afghanistan held in January 2002 in Tokyo.

Accordingly, the Government of Japan (GOJ) pledged to share the financial assistance of 500 million dollars for the said period particularly for urgent humanitarian assistance in the sectors of education, health and medical care, resettlement of repatriated refugees, landmine clearance, and empowerment of women.

Under the circumstances, the GOJ sent a preparatory mission for supporting the then Afghanistan Interim Administration (AIA) from March 3 to 13, 2002. The mission held meetings with ministries of the AIA and other organizations concerned, and inspected various facilities, with a view to grasping concrete needs for Japanese future assistance. Those concerned ministries and organizations on the Afghan side expressed their great expectations for the earliest possible implementation of the assistance that could be seen in the immediate future.

As a consequence of the findings by the mission, the GOJ decided to proceed with the Urgent Rehabilitation Support Programme (URSP) as a so-called “quick impact and visible program” covering education, health and broadcasting sectors on a priority basis.

Along the line of the commitment made by the GOJ, the Programme aims at realizing earlier implementation of the rehabilitation projects of the above three sectors, with the objectives as follows.

(1) The first objective is to rehabilitate or reconstruct the war-damaged and devastated building facilities and their associated equipment for selected schools, the National TB Institute and its annex, Kabul TB Center (hereinafter collectively called “the TB Center”), and the purchase or lease of equipment for satellite TV broadcasting.

(2) The second objective is to formulate a short-term sector rehabilitation plan covering the education and the health sectors so that the above-stated urgent rehabilitation projects should be rightly positioned in the short-term rehabilitation plans and seamlessly sustained from urgent rehabilitation towards future reconstruction

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The URSP-EHB covers the scope of work for supplementary surveys in the education and the health sectors in order to produce information directly or indirectly useful for the effective implementation of the URSP projects.

The supplementary surveys have been conducted by appropriate organizations conversant with the sector issues in Kabul. Such organizations have been selected and sub-contracted with the URSP-EHB Team.

During the period of the URSP-EHB Team’s stay in Kabul in April, discussions were held with prospective organizations including NGOs regarding their possible involvement in the supplementary surveys. As a consequence, the URSP-EHB Team decided to subcontract "The Education Situation Survey and Head Teachers Training for the Urgent Rehabilitation Support Programme in Afghanistan” on education sector to the Academy for Educational Development (AED), an NGO.

The “Terms of Reference” for the Survey is shown in Chapter 2, and the final report of the survey is attached in Appendix 1.

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CHAPTER 2: THE EDUCATION SITUATION SURVEY AND HEAD TEACHERS TRAINING FOR THE URSP-EHB IN AFGHANISTAN

2.1 Background

As described in Chapter 2, Part 1, of the Interim Report, the URSP-EHB will provide six schools with necessary number of classrooms, head teachers’ rooms, Multi-purpose Classrooms (MR), separate pit latrines for girls and boys, wells and fences. The inclusion of an MR in the school rehabilitation plan has generated very positive feedback from the Afghan Ministry of Education (MOE) personnel, respective teachers, and community members in the school locality. Due to lack of any organized training facility in Kabul City, these MRs are being viewed as a first step in provision of quality in-service teacher training in Districts 3, 5, and 6 of Kabul City.

Even though the teachers and surrounding communities of schools where these MRs would be provided are enthusiastic about their “own” learning facility, there is still a need to build the capacity of head teachers so that they are able to develop an action plan with the surrounding schools and communities for expanding learning opportunities for Afghan population. In this regard, the URSP-EHB Team and the MOE recommended that training of head teachers for effective utilization of the MRs be introduced in the URSP-EHB in response to the government policy, community needs, and the primary objective of the URSP-EHB in light of linking urgent rehabilitation with the future reconstruction.

2.2 Objectives

The URSP-EHB’s rehabilitation/reconstruction work has a scope of urgent need for quality education and future reconstruction of the education sector by providing MRs as well as the necessary school facilities. The aim of establishing MRs is not only to meet the needs of children and teachers at targeted schools but also to provide more learning opportunities to teachers of surrounding schools. The objectives of the Project, therefore, are to:

(1) Prepare baseline data on six schools and surrounding schools to examine enrolment trends and training needs;

(2) Prepare head teachers of targeted six schools and surrounding schools to effectively utilize the MRs;

(3) Assist head teachers to mobilize teachers and communities of schools to pull together for planning activities at MRs;

(4) Encourage community’s commitment and participation including maintenance of provided MRs and other school facilities; and

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(5) Systematize the school management to strengthen the community’s capacity to sustain school operation including MRs.

2.3 Study Area and Size of Beneficiaries

(1) Target Schools

Based on the initial survey conducted by the JICA URSP-EHB Team and the MOE, six schools located in Districts 3, 5, and 6 were selected for implementation of the Project. The six selected schools are listed below:

Abu Zar Gafari High School (District 5) Qlah Bakhtiar Middle School (District 6) Mirwis Hostaky Boys Middle School (District 3) Sufy Asllam Girls Middle School (District 3) Afshar Girls’ High School (District 5) Dashte Barchi Boys High School (District 6)

(2) Size of beneficiaries

The Project shall directly benefit 25-30 head teachers and their assistants in targeted areas while it will eventually benefit all population of Districts 3, 5, and 6 of Kabul City for quality education through increasing learning opportunity for the areas.

2.4 Scope of Work

The training programme shall be managed by the NGO and handled by its project officer or trainers closely working with the MOE, Municipality of Kabul, and related community organizations.

(1) Situation Analysis

The in-depth survey of the six schools, surrounding schools, and local communities is conducted for capturing enrolment trend of the area and training needs. The following are the items to be covered under the survey.

With regard to schools:

(i) List of head teachers and teachers of the six schools and surrounding schools by gender and qualification

(ii) Number of students as of March and July 2002 in the six schools and surrounding schools by gender and grades to examine enrolment trends

(iii) Past training record of teachers (iv) Current school maintenance system of the targeted six schools

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With regard to communities:

(i) General socio-economic situation of the area (ii) Current learning opportunities (including home schooling, etc.) (iii) Education level of communities and learning needs (iv) Demand estimation of number of students for the six schools

(2) Development of Work Plan and Preparation of Training Materials

Based on the situation analysis, the work plan will be developed. The project officer(s) shall design a detailed work plan in consultation with the head teachers. The work plan is intended to prepare an action plan that draws up a list of actors (stakeholders), action, responsibility, time frame and so on during the project period. At the same time, training materials will be developed and prepared in close collaboration with MOE and the Education Department of Municipality of Kabul.

(3) Training

Actual training for head teachers of the six schools and surrounding schools are conducted based on the agreed training materials between the NGO and MOE. As output of the training, an action plan for MR utilization and a school maintenance plan will be produced in each of the six schools.

(4) Evaluation and Report Writing

The project evaluation will be made to the URSP-EHB Team and the Ministry of Education through reports prepared by the implementing NGO. To ensure the viability and sustainability, the interim report will be submitted by mid-August 2002 with a situation analysis and work plan, and the final evaluation report shall be written up by the end of October 2002.

2.5 Implementation Period

The Project shall be implemented from 1 July – 31 October 2002.

2.6 Collaborating Agency

In line with the original concept and objective of the URSP-EHB, the selected NGO shall implement the project in special collaboration with the MOE, Municipality of Kabul, targeted schools and communities. The close linkage with these stakeholders is intended not only to facilitate the project implementation but also to build up the capacity of project management by those organizations. Therefore, the Project is expected to create the system and establish the networking of those different stakeholders so that they can interact with each other.

Final Report

Education Situation Survey and Head Teachers Training

For the Urgent Rehabilitation Support Program in Afghanistan

Funded by Japan International Cooperation Agency

by

Academy for Educational Development January 2003

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TABLE OF CONTENTS

INTRODUCTION .................................................................................................................................. 3

PROGRAM ACCOMPLISHMENTS.................................................................................................... 4

DESCRIPTION OF THE LRC SCHOOLS AND COMMUNITIES .................................................... 4

DESCRIPTION OF HEAD TEACHER TRAINING ............................................................................ 7

LOOKING TO THE FUTURE: EFFECTIVE USE OF RESOURCE ROOMS ................................. 8

RECOMMENDATIONS...................................................................................................................... 10

ANNEX A: SUPPLIES AND MATERIALS IN THE RESOURCE ROOMS.................................... 11

ANNEX B: LIST OF WORKSHOP PARTICIPANTS ...................................................................... 13

ANNEX C: SURVEY OF TARGET SCHOOLS AND COMMUNITIES.......................................... 16

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Final Report Education Situation Survey and Head Teachers Training

For the Urgent Rehabilitation Support Program in Afghanistan

Introduction Background: The JICA Urgent Rehabilitation Support Program (URSP) was initiated in April 2002 to formulate a short- to medium term reconstruction plan for education in Kabul, and to rehabilitate six destroyed schools in Kabul City. AED provided technical assistance to Pacific Consultants International (PCI) in developing the reconstruction plan and integrating a strong gender equity element. In addition to the reconstruction of the target schools, the URSP will provide the schools with classrooms and teacher rooms, pit latrines, wells, fences, and a Learning Resource Center (LRC1). The Resource Centers are an innovation in Afghanistan that will serve as the first step in providing school based in-service teacher training in Kabul. In order to enhance the use of the LRCs, AED was contracted to train the head teachers of each school to equip the rooms and plan for effective usage. The expectation is that the Learning Resource Centers will serve not only the school in which they are located but also the surrounding schools and communities. Contract Objectives: The Project has the following objectives:

1. Prepare baseline data on the six schools and the surrounding schools to examine enrollment trends and training needs.

2. Prepare head teachers of the targeted schools to effectively utilize the learning resource centers (LRC).

3. Assist head teachers to mobilize teachers and communities. 4. Encourage the community’s commitment and participation, including

maintenance of the LRCs and facilities; and 5. Systematize the school management to strengthen the communities’ capacity to

sustain school operations. In the Interim Report, AED provided a general overview of the target communities and described the plan for teacher training. In this final report, we will describe the establishment of the resource rooms and the head teacher training, as well as provide more detailed information about each of the target schools and communities. At the request of PCI, the AED field staff also made a rapid assessment of the student population at the end of the year, to determine the extent to which returning refugees have substantially changed the demographics.

1 In the URSP reports, Learning Resource Center (LRC) or Resource Room (RR) was renamed as Multi-purpose Room.

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Program Accomplishments The project was initiated in July and was completed in December of 2002. The training workshop dates were delayed because of delays in procurement of furniture for the first resource rooms and scheduling changes for the workshops to accommodate the Ministry of Education. The final activities were completed in December with the additional work required to update the community statistics. The activities included:

July: Dr. Uzma Anzar who was a member of the JICA URSP team initiated the program and hired three well-qualified Afghan educators to implement the program. Working closely with the JICA representative, MOE officials, and the school officials from the six target schools, the AED team developed instruments for the school-community survey. The survey consisted of four instruments to collect data about students, teachers, the school, and the community. Copies of the survey instruments were submitted with the Interim Report. August: The school-community survey is completed in all of the target schools and communities. The data was tabulated and analyzed for use in planning the program, and used as input for discussions with head teachers. August-September: The AED team completed participatory planning for the head teacher training. Discussions with head teachers and the MOE were held to finalize the list of equipment and materials to be provided to each Learning Resource Center. The head teacher workshop was planned and objectives established. October: Equipment and materials were purchased for the resource rooms. Storage arrangements were made for the equipment destined for schools still under construction. The workshop plans and materials were finalized and agreement was reached with the Ministry of Education about the content and scheduling of the workshops. The school furniture provided by JICA/PCI is procured and installed in the first school. November: The workshops were held for the head teachers of the six target schools and for head teachers of the surrounding schools. November-December: The school and community survey was updated to reflect changes in the population. The data was tabulated and analyzed.

Description of the LRC Schools and Communities The Learning Resource Centers are located in the six schools in three districts of Kabul that will be reconstructed with JICA assistance. The resource centers are intended to provide support and resources to the surrounding schools. The target areas and communities include high schools (grades 1-12), middle schools (grades 1-9) and primary schools. Several of the identified target and surrounding schools exist only in name –

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they have no facilities, classrooms, or students. Twelve of the schools currently have no classrooms, including two of the target schools. The surveys of the schools and communities were completed in two phases – in the planning stage in July, and as a follow-on activity in November. In light of the dynamic nature of the Afghan education sector, some new schools have been started in the interim, and some schools have duplicate names. Therefore, the number of schools in each area was different in the later survey (new schools are in bold below). District URAP Resource Center School Surrounding Schools

5 Abu Zar Ghafari Girls High School Hasht-Senfi Middle School Deh Araban High School Qala-i-Kashef Intermediate School Fazel Beg Intermediate School Nahid-i-Shahid High School Speen Keli High School Khosh-hal Khan Intermediate School

5 Afshar Girls High School Afshar Intermediate School Durkhani High School Qalai Qazi Middle School Deh-Boree High School Qalai Wahid Elementary School

6 Abdur Rahim Shaheed High School Zainab Kobra High School Homayun Shaheed Elementary School Asif Mayel High School Chehel Dukhtaran Middle School

6 Qualai Bakhtiar Girls Middle School Abdul Ali Mustaghni High School Char Qala-e-Chardehee Gul-Khanah Middle School Hesa Awal Qala Shadah High School Hesa Do Qala Shadah Middle School Mahmood Tarzi High School Rukhshanah High School Qala-i-Bahader Khan Elementary School Qala-i-Qaazi Elementary School Allowdeen Elementary School

3 Mirwais Hotaki Middle School Adbul Hakim Shaheed Middle School Abdul-Rahman-i-Lodin Elementary School Deh Naw Deh Buri Middle School Ghazi High School Ibn-i-Seena High School Sayed Jamal-u-din Afghan Middle School Qalai Wazir Middle School Hazrat-i-Abaas Elementary School Sayed Jamaluddin Experimental Intermediate School

3 Sufi Islam Intermediate School Amir Hamza/Mir Ahmad Middle School No. 13 Jamal Mina Middle School Mahmood Hottaki High School No. 19 Jamal Mina Elementary School No 9. Hayaatee Elementary School Rabia Balkhi High School Rahman BaBa High School Sayed Jamal-u-din Afghan Middle School Sooria High School Amir Dost Mohammed Khan Intermediate

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Student Characteristics In the initial school survey conducted in July and August, the estimated school population in the target areas was 93,639 students. Of these, almost 80,000 (85% of the total) are enrolled in primary grades (1-6). Overall, 38% of the student population (36,329 students) are enrolled in first grade, which necessarily includes many overage children who have not had previous opportunities to attend school. The high school classes constitute only 3.6% of the students currently enrolled in school. In the follow-up survey conducted in November and December 2003, an additional 8,431 students were enrolled in the original survey schools in the target districts. This represents an increase of over 9% in less than six months caused by returning refugees and late enrollments from resident children. These increases are not evenly distributed among the six schools. In the Mirwais Hotaki Middle School area, the student population increased by over 26% in this relatively short period. This degree of fluctuation in the student population presents a significant challenge for educational planners and teachers. Overall, gender equity is very good. Sixty percent of the students in the schools are male and forty percent are female. This average percentage holds fairly steady at all grade levels, with a slightly higher proportion of girls (42%) in the primary grades. Of course there are differences among schools – some schools are single sex in some or all grades. Teacher Characteristics An estimated 3,051 teachers are currently working in the schools in the target area, fifty-five percent of whom are female. The largest schools have between 150 -200 teachers, whereas the smallest may have fewer than 10. It should also be noted that there is a significant difference in the total number of teachers and students being served by each of the Resource Center schools – ranging from a high of 769 to a low of 186. This has implications for the type and amount of resources and support needed by each Resource Center. The teachers have a range of qualifications, with approximately the largest group of teachers having a certificate from a two year teacher training college (TTC). The next largest group of teachers, with a third of the total, have completed the higher teacher training college (HTTC) and the next group have completed BA degrees. Relative to teachers in other regions, particularly in rural areas, this teacher corps is well qualified.

Region BA HTTC TTC Total Sufi Islam 119 126 126 371 Abu Zar Ghafari 166 94 169 429 Afshar 72 96 67 235 Mirwais Hotaki 75 85 64 224 Qalai Bakhtiar 101 191 201 493 Abdur Rahman Shaheed 63 82 130 275 Total 596 674 757 2027 Percentage 29% 33% 37%

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Community Characteristics No reliable census figures exist, so the AED team collected statistics on community characteristics based on estimates of informed residents. These data should be viewed with considerable caution as statistics. However they do represent the beliefs of the residents and thus are likely to accurately represent broad patterns. The target communities are all comprised of mid to very low socio-economic level groups, and are located in the districts of some of the greatest destruction in Kabul. There is little access to clean water, sanitation, or basic health facilities. An estimated 198,850 households live in these districts. The Afshar area is the smallest, with an estimated 6,300 households, and the Qala Bakhtiar area is the largest, with 110,200 households. An estimated 18,825 households were returned refugees. The proportion of refugees in the total population varied considerably among districts, from almost half in the Mirwais district to less than 4% in the Qala Bakhtiar district. The ethnic makeup of the districts also varied widely. In most of the districts, the Tajik and Pushto populations made up around 80% of the households, with significant clustering. The Sufi Islam and Mirwais districts, for example, were predominately Tajik with a Pushto minority (Sufi Islam 71%/10%, Mirwais 59%/19%), while the Abu Zar Ghafari was predominantly Pushto (65%) with a strong Tajik minority (23%). The Afshar district was almost evenly split between Tajik and Pushto (41% and 43% respectively). In Qala Bakhtiar, however, the Tajiks and Hazara form the majority of the population (42% and 40% respectively), Adbur Rahim Shaheed district is almost entirely Hazara (98%). The detailed reviews of each target school and surrounding area are included in Annex B.

Description of Head Teacher Training The objective was to train the Head Teachers of all schools surrounded by the 6 schools in three districts (district 3, 5 and 6). The training began on October 30th and was completed successfully on November 5th, 2002. All participating Head Teachers received certificates of achievement in an official ceremony. Mr. Moien Marastial, the Deputy Minister of Education, joined official representatives of JICA and AED in the awards ceremony, which was adjourned by light lunch. The training program was designed as a series of five, half-day workshops. The workshops were participatory, using effective adult learning methodologies to engage the head teachers in defining their needs, brainstorming in how best to use the facilities, planning for effective management, and identifying key issues. The head teachers were actively involved in all aspects of planning and furnishing the rooms, and as a result have a high degree of ownership of the program. The workshops addressed all of the key concerns, including orientation to the idea of resource rooms, identifying the range of possible activities, management of the resource, maintenance of the facility, and new

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approaches to school-based teacher training. One of the workshops was devoted to encouraging community participation in the use and maintenance of the facility. An outcome of the workshop was an initial action plan for the resource center in each school and a maintenance plan for the center. The Head Teachers identified the following as high priority activities that could be associated with the resource rooms and would motivate the teachers to use the resource:

• Maintain a good library in the school • Provide regular training and refresher courses for teachers • Conduct winter training courses for students who need extra help • Training on the job • Provide sufficient materials and supplies for teachers to make learning materials • Providing sufficient books and school supplies for the students • Increasing the number of hours in school

In order to encourage parents to use the facilities and to assist in maintenance, the head teachers identified a range of activities that can be initiated, including:

• Create programs for parents in schools • Create membership for parents to attend certain programs in schools • Invite parents to volunteer to help the school in social events • Invite parents to examine the RRs • Initiate parent/teacher regular meetings to discuss the child’s progress • Invite the community to help keep the school and its surroundings tidy • Make the resource room available for community events and meetings

Description of Resource Rooms The Resource Rooms are designed to provide a common space that is dedicated to supporting teachers, head teachers, and the communities. Each of the resource rooms is furnished with basic working tables and chairs as well as a range of pedagogical materials, supplies, and a library. The materials include 40 sets of primary and secondary school teaching tools (maps, charts, alphabet, etc.) made by the UNO Press, pedagogical materials from UNESCO, supplies, and a small professional and teaching library. The specific list of items provided to each school is listed in Annex A.

Looking to the Future: Effective Use of Resource Rooms The initial steps taken to equip and furnish the Resource Rooms and to train head teachers in their use are a good beginning. However, most of the target schools will not be fully renovated and operational until July 2003 and many of the surrounding schools will not be ready even then. The training program conducted in November 2002 provides a general orientation, but will not be sufficient to enable schools to fully take advantage of the opportunities in the resource rooms. There are several reasons for this: the concept

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of resource rooms – and particularly of in-school teacher training - is new to Afghanistan; there will be a considerable time lag after the training until the schools and resource rooms will be operational; and the schools will have many competing priorities. As with any new approach, continuing support and encouragement will be needed to assure that the resource rooms are well used. At a minimum, this continuing support should include some refresher training and facilitated professional exchange of ideas and activities among the participating schools. The head teachers identified a number of issues that must be addressed to eliminate functional constraints to the effective use of the resource rooms. These include the availability of a basic budget for replenishment of supplies and conducting social and professional events, planned activities and budgets for on-going training, a maintenance and repair budget, and, perhaps most importantly, transportation. The concept of a central resource to be used by several schools is a good one in theory, but in practice the limited availability and cost of transportation for teachers, head teachers, and parents from the surrounding communities is a significant obstacle to regular use of the system. Either the number of Resource Rooms needs to be increased or transportation needs to be provided for those who are located far away. The participating teachers also identified additional materials and activities that could be provided in the future to make the best use of the facilities, including:

• Availability of computer equipment and technology • Audio-Visual equipment, including teacher training videos • Providing a nursery and/or kindergarten with good facilities for their children • Expand the training activities to include school management, leadership training,

diversity training, managing sports and recreational programs. They also suggested that the programs should be coordinated with the public health services to provide health advice and medical services (such as vaccinations) in the resource centers.

• Study tours to visit schools in other countries to learn new approaches. The head teachers were all enthusiastic and motivated to improve their schools. At the same time, they recognize that continued motivation among teachers and parents will depend on addressing the major constraints identified here, as well as the structural problems in the Afghan educational system that undermine participation and commitment. The most important of these are teachers’ salaries – both the salary level and the regular payment of salary. The salary issue is beyond the scope of the URSP project, but will directly affect the utilization of the resources. Any teacher will be hard pressed to stay motivated when salaries are not regularly paid, and continued very low salaries will require teachers to take second and third jobs, leaving them little time for professional development in the Resource Room

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Recommendations JICA’s contributions to the reconstruction of Afghan education through its programs in Kabul and Kandahar create an important foundation for increasing access to quality education. We recommend that these initial steps be followed by on-going assistance to have a broader impact on the educational system, specifically in the following areas:

1. Encourage the MOE to adopt the Learning Resource Center as a standard element in school design, regardless of the funding source. By changing this from a donor project to a national policy, the LRC can become structural part of the education system. This should be seen as a central educational policy issue, because it affects not only school design, but also facilitates the adoption of school-based teacher training, which has been shown to be one of the most effective and low-cost options for professional development.

2. Provide follow-up training and workshop facilitation for the target schools in

Kabul when the school reconstruction phase is completed. Ideally, quarterly workshops would be held for a year to assure that the programs are in place.

3. Coordinate with the MOE to expand the workshops to the other schools in Kabul

as part of an integrated teacher development program. Work with other donors involved in teacher training to encourage the use of the LRCs.

4. Expand the program to Kandahar and other cities.

5. Address some of the critical constraints to widespread utilization of the LRCs,

including transportation and operating budgets.

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Annex A: Supplies and Materials in the Resource Rooms

Dari and English Books Pashto Subjects Holy Quraan with Translations Pashto Dictionary Upbringing & Psychology Pashto Grammar Principles of Psychology Hero of Civilization Urfan Magazine Ulfat`s Gathering Education Liala Majnoon Guidelines to Child Disease Pashto Proverbs Afghan History After Islam Intended Independence Afghanistan History Alphabetical Letters Afghanistan in Five Centuries Khushal Khan`s Dastar Naama First Aid Popular Afghan Guidelines for Librarians Sidique`s Gathering Child and Learning Abdullah Ansari Child and Smart Intellectual Writers & Honor Afghan Natural Geography Poet Bhahaee Jaan English Persian Dictionary Orange Flower Poetry Persian English Dictionary Kabul Historical Geography Persian Grammar 1 Afghan Languages Persian Grammar 2 Theory of the Short Stories English Persian Almanac Children and Literature Educational Principles Hidden Treasury Child and Learning Bamyan Afghan Political History Afghanistan & Britain-India Seestan History Gazni After 2 Centuries Learning and Nourishment Child and Melody Songs Learn and lead English Dictionary Farsi Dictionary Grand Assembly Proverbs English to Farsi Farsi Grammar Afghanistan Map Where there are no Doctors for Ladies

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Supplies and Materials Whiteboard with Stand 120cmx90cm Flipchart with Stand 60cmx120 Noticeboard with Stand 120cmx90 WB Marker (packs of 12) White Sheets Hard (construction) Paper File Holders WB Erasers Globe/ Large Glue Stick Rulers Punch Geometrical Box Stapler Pencil Eraser (box of 30) Colored Pencil (each pack of 12 piece) Table Pencil Sharpener Mini Colored Markers Ball Point Pens Cutter Cutter Blade Notepad (large) Registry Book Tape Holder Diary (each) Staples Alpine Scissor Clip Flipchart Whit Sheets (23x36) 1bundle Fluid (each bottle)/ Germany Pins Pin Cushion Metal Box (each/ 90Cmx45Cm)

Pedagogical Materials 40 Sets of (Dari) classroom charts and posters for primary school (UNO)

1. Prayer time chart 2. Afghanistan Map 3. Numbers 4. Dari Alphabet 5. Alphabets used in different words 6. Mathematical times table

13

40 Sets of (Dari) classroom charts and posters for secondary school (UNO) 1. The Globe 2. Open your books 3. Blood circulation system 4. The skeleton 5. Periodic Table of the Elements

Six Sets of UNESCO teaching and curriculum aids, preliminary books, and social science charts: 1: Teacher's Guide 2: Peace Culture 3: Teacher's Manual for using Instructional Charts 4: Healthy Growth of Children 5: Air and Water 6: Living Together 7: Tips for Head Teachers 8: Population Explosion 9: Miracles of Science

14

Annex B: List of Workshop Participants

Head-Teacher Training Workshop Utilization & Maintenance Plan of the Learning Resource Center

Name of the Head Teacher Name of School Location 1: Bahawal Khan Afshar Girls High School 5 2: Ahmad Zia Naibi Afshar Middle School 5 3: Uzra Faizad Durkhanai Girls High School 5 4: Ghulam Naqshband Qalai Qazi Middle School 5 5: Shafiqa Wardak Abuzar Ghafari Girls High School 5 6: Sultan Mohamad Hasht Senfi Khushal Middle School 5 7: Mohamad Kazim Qalai Kashif Middle School 5 8: Abdul Mutalib Khairi Spen Kelai High School 5 9: Fatma Habib Siddiqi Naheed Shaheed Girls High School 5 10: Sayed Mehdi Ahmad Fazil Baig Middle School 5 11: Mohamad Naeem Sharifi Deh Araban High School 5 12: Fazel Ahmad Sufi Islam Middle School 3 13: Parween Hashmi Soria Girls High School 3 14: Sayed Hassan Pervizi Sayed J. Afghan Middle School 3 15: Haji Nasrullah Amir Hamza Middle School 3 16: Hadesa Miakhil Rabia Balkhi Girls High School 3 17: Malalai No 9 Hayati Middle School 3 18: Belqis No 19 of Jamal Mena Middle School 3 19: Shamsuddin Mahmood Hottaki High School 3 20: Aziza No 13 of Jamal Mena Middle School 3 21: Aadena Illias Alauddin Middle School 3 22: Shamsul Ahmad Shams Mirwais Hottaki Middle School 3 23: Daud Shah Abdur Rahman Luddin Middle School 3 24: Abdul Ghani Ibrahim Qalai Wazir Middle School 3 25: Sayed Ziauddin Zia Ibn-I-Sina High School 3 26: Sardar Mohamad Barialai Ghazi High School 3 27: Ameenullah Sayed J. A Exp Middle School 3 28: Muzafar Jahed Abdur Rahim Shaheed High School 6 29: Mohamad Akbar Hommayoun Shaheed Middle School 6 30: Zarghoona Mayar Zainab Kobra Girls High School 6 31: Mohamad Aziz Azimi Abdul hakim Shaheed Middle School 6 32: Abdul Wahed Khan Asif Mayel High School 6 33: Ghulam Dastgir Muneer Qalai Bakhtiar Girls Middle School 6 34: Faiz Mohamad Qalai Bahader Khan Boys Middle School 6 35: Sayed Asghar Hashmi Mahmood Tarzi High School 6 36: Ahmad Ali Char Qalai Chardhi High School 6 37: Wakil Nawabi Gul Khana Middle School 6 38: Abdur Rahim Sangar 1st part of Qalai Shadah High School 6 39: Sharif Khan 2nd part of Qalai Shadah Middle School 6

15

40: Abdul Ghiyas Abdul Ali Mustaghni High School 6 41: Najeebullah Rukhshana Girls High School 6 42: Gul Mohamad Khan Amir Dost Mohamad Khan Middle School 6 43: Ghulam Murtaza Qalai Wahed Boys Middle School 6 44: Niamatullah Ibrahimkhel Deh Naw Deh Buri Middle School 6 45: Mohamad Ishaq Hazrat Abbas Bs&Gs Middle School 6

16

Annex C: Survey of Target Schools and Communities

17

0

500

1000

1500

2000

2500

1 2 3 4 5 6 7 8 9 10 11 12

Grade

Student Enrollment by Grade and Gender

MaleFemale

Sufi Islam Middle School

Location: Sufi Islam Middle School is located in District 3 of Kabul City. TRC School Description: Sufi Islam is a co-educational middle school, serving 730 students in grades 1 – 9. At this time, the school has no physical facilities (rooms, toilets, etc.) so the classes are being held in nearby buildings or outside. This school will be reconstructed under the JICA program. The Head Teacher is Mr. Fazel Ahmad. Community Schools: The Resource Center located at Sufi Islam Middle School will support nine neighboring schools. The community schools range from a very large high school, with more than 2,000 students, to small primary and middle schools. Two of these schools, like Sufi Islam, have no physical facilities at this time – Sayed Jamal – u – din middle school and No. 19 of Jamal Mena Primary school. The Rahman Baba High School does not exist at all – it has neither physical facilities, nor students, nor teachers. School 1) Amir Hamza/Mir Ahmad Middle School

Student Population

1,420 2) Jamal Mena Middle School 1,682 3) Mahmood Hottaki High School 2,375 4) No 19 of Jamal Mena Primary School 1,239 5) No 9 Hayatee Middle School 226 6) Rabia-e-Balkhi Girls High School 1,309 7) Rahman Baba High School (not existing at the present time)

0 8) Sayed Jamal-u-Din Afghan Middle School 815 9) Soria Girls High School 1,729 TOTAL 11,045 Student Population: A total of 11,045 students are served in the schools in this area. As the chart below illustrates, the vast majority of the students are enrolled in the younger grades. More than 39% of the students are in Grade 1 and a full 50% are in the first two grades. This reflects the lack of educational opportunities in the past. Many of these students are overage. The enrollment in the higher grades dwindles, with only 1,224 students enrolled in middle school and 269 in high school. The high school enrollment represents only 2.5% of the school population in the area. Gender Equity: The overall gender balance of students in the district is equitable. Fifty-two percent of the students are female and 48% are male.

18

Student Gender by School

0%10%20%30%40%50%60%70%80%90%

Amir Ham

za

Jamal

Mena

Mahmoo

d Hotta

ki

No 19 of J

amal

Mena

No 9 H

ayatee

Rabia-

e-Balkh

i l

Rahman

Bab

a

Sayed J

amal-u-D

in

Sufi Isla

m

Soria G

irls

MaleFemale

Overall Gender Balance

Male48%Female

52%

0%10%20%30%40%50%60%70%80%90%

100%

Amir Ham

za

Jamal

Mena

Mahmoo

d Hott

aki

No 19 o

f Jam

al Mena

No 9 H

ayatee

Rabia-

e-Balk

hi l

Rahman

Bab

a

Sayed Ja

mal-u-D

in

Sufi Is

lam

Soria

Girls

Teacher Distribution by Gender

MaleFemale

Teachers by GenderMale20%

Female80%

0%

10%

20%

30%

40%

50%

BA HTTC 2 Year

Teacher Qualifications

DistrictSufi Islam

The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The two girls' high schools (Rabia-e-Balkhi and Soria) enroll boys up to grades 4 or 5, but enroll only girls in the upper grades. As was noted in the table above, high school enrollment is overwhelmingly female – 78% of high school students are girls.

Teacher Characteristics: Gender Balance. Female teachers outnumber male teachers by a considerable margin in this district. Of the 376 teachers in this district, 80% are female. This ratio also varies considerably by school. Male teachers are in the majority in only two schools. In most schools, only one or two teachers are male – in Sufi Islam, the TRC school there are 29 female teachers and 1 male teacher.

Teacher Qualifications The average qualification of teachers in all schools in the district shows an approximately equal distribution between teachers with BA degree, with HTTC degrees, and with 2 year teacher training college degrees. In the TRC school, Sufi Islam, 30% of the teachers have a BA (including the male teacher), 23% trained at a Higher Teacher Training

19

Ethnic Composition of Households in the Community

73%

9%

18%

TajikPashtunMixed

Ethnic Composition of Communities Surrounding Sufi Islam

72%

9%

13%

6%

Tajik

Pashton

Hazara

Mixed

College (HTTC), and 47% have completed a two-year teacher training college. Compared to the district averages for the surrounding schools, the teachers at Sufi Islam have somewhat lower qualifications, with many more two year teacher training school graduates and fewer HTTC graduates. Community Description: Sufi Islam Middle School is located in a community by the name of U/Bus Stop, district 3. There are approximately 550 households in this community. Of the 550 families, 400 are of the Tajik background (north of Afghanistan). Another 50 families are of the Pashtun background and the remaining 100 are mixed. Of this community, approximately 100 families are newly returned refugees (slightly less than 20%) Communities Surrounding Sufi Islam: Within these 8 communities, there are 9,800 households. The ethnic composition of the communities surrounding Sufi Islam reflects a very similar ethnic makeup. The numbers of Tajiks are higher than that of Pashtons. There is a slightly higher percentage of Hazara residents. Approximately 25% of the families are returned refugees. Income: The monthly income of these families, 94% make less than one million Afghanis, roughly converted to $20. 4% of the families make between 2-3 million Afghanis, roughly converted to $40-$60. The remainder 2% make between 4-7 million Afghanis, about $80-$140. The monthly income of the 8 surrounding communities is very similar to that of Sufi Islam’s neighborhood. * All the conversions above are based on the old Afghani School Population Increase: An estimated 2,370 additional students enrolled in the target schools between July and November, for an increase of over 20%.

20


0

1000

2000

3000

4000

5000

6000

1 2 3 4 5 6 7 8 9 10 11 12

male female

Abdur Rahim Shaheed High School

Location: Abdur Rahim Shaheed School is located in District 6 of Kabul City. TRC School Description: Abdur Rahim is a very large co-educational high school serving 10,389 students in grades 1 – 12. The school has 33 rooms, 8 toilets, and boundary walls. The Head Teacher is Mr. Muzafar Jahid. Community Schools: The Resource Center located at Abdur Rahim Shaheed High School will support four neighboring schools. The community schools range from 2 very large high schools, with more than 4,000 students, to a middle school with about 1,000 students. One of these schools, Chehel Dukhtaran Middle School, has no physical facilities or attending students at this time. School Student Population

2) Chehel Dukhtaran Middle School 0

3) Hommayoun Shaheed Middle School 995

4) Zianab Kobra High School 4,433

TOTAL 10,857

Student Population: A total of 21,246 students are served in the schools in this area. As the chart below illustrates, the largest number of students are enrolled in the first grade. More than 43% of the students are in Grade 1 and a full 50% are represented in the first two grades. Many of these students are overage. The enrollment in the higher grades dwindles, with only 2,315 students enrolled in middle school and 655 in high school. The high school enrollment represents only 3% of the school population in the area. Gender Equity: The overall gender balance of students in the district is presented below. Approximately 41% of the students are female and 59% are male. The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The two girls' high schools (Rabia-e-Balkhi and Soria) enroll boys up to grades 4 or 5, but enroll only girls in the upper grades. As was noted in the table above, high school enrollment is overwhelmingly female – 78% of high school students are girls.

21


59%

41%Male Students

Female Students


0%10%20%30%40%50%60%70%80%90%

Abdur

Rahim

Asif M

ayel

Chehe

l Duk

htaran

Hommayo

un

Zainab

male

female

Teachers by Gender

52%48%

male teachers female teachers


0%20%40%60%80%

100%120%

Abdur

Rahman

Asif M

ayel

Chehe

l Duk

htaran

Hommayo

un

Zainab K

obra

male teachers

female teachers

Teacher Characteristics: Gender Balance The percentages of male and female teachers in this district are fairly equitable. Of the 230 teachers in this district, 48% are female. This ratio also varies considerably by school. Male teachers are in the majority in only two schools- Abdur Rahman and Hommayoun.

Teacher Qualifications The average qualification of teachers in all schools in the district shows a varied distribution between teachers with BA degree, with HTTC degrees, and with 2 year teacher training college degrees. In the TRC School, Abdur Raheem, 20% of the teachers have a BA, 41% trained at a Higher Teacher Training College (HTTC), and 40% have completed a two year teacher training college. Compared to the 0%

10%

20%

30%

40%

50%

BA HTTC 2 Year


District

Abdur Rahim

22

Ethnic Composition of Surrounding Communities

9%

4%

87%

tajik

Pashtoon

Hazara

district averages for the surrounding schools, the teachers at Sufi Islam have somewhat higher qualifications, with more teachers with BA’s and graduates of HTTC. Community Description: Abdur Rahim High School is located in the Dasth-e-Barchi community in District 6 which is home to approximately 4000 households. This community is entirely composed of the Hazara ethnic group. There are no Tajiks or Pashtuns living in this community. In this community, approximately 2000 households are newly returned refugee families, or almost half of the population. Communities Surrounding Abdur Rahim: Within these 5 communities, there are 8,400 households. The ethnic composition of the surrounding communities also reflects the predominantly Hazara ethnic makeup of Abdur Rahim High School’s community. There are only 9% Tajik and only 4% Pashtun. An estimated 5,800 families are returned refugees in this area, approximately 46% of the total. Income: The monthly income of families residing in the Abdur Rahim High School area is: 90% make less than one million Afghanis (approximately $20), 5% of the families make between 2-3 million Afghanis ($40-$60), and the remaining 5% make between 4-7 million Afghanis ($80-$140). All the conversions above are based on the old Afghani exchange rate. School Population Increase: An estimated 970 additional students enrolled in the target schools between July and November, for an increase of 5.8%.

23


0200400600800

10001200140016001800

1 2 3 4 5 6 7 8 9 10 11 12

Grade

male

female

Afshar Girls High School

Location: Afshar Girls High School is located in District 5 of Kabul City. TRC School Description: Afshar is a co-educational high school, serving 1,021 students in grades 1 – 12. The school has 36 rooms, 16 toilets, and boundary walls. The Head Teacher is Mr. Bahaul Khan. Community Schools: The Resource Center located at Afshar Girls High School will support 3 neighboring schools. The community schools range from a very large high school, with more than 2,000 students, to small primary and middle schools. Two of these schools, like Sufi Islam, have no physical facilities at this time – Sayed Jamal – u – din middle school and No. 19 of Jamal Mena Primary school. The Rahman Baba High School does not exist at all – it has neither physical facilities, nor students, nor teachers. School Student Population

1) AFSHAR GIRLS MIDDLE SCHOOL 2,225

2) DURKHANI GIRLS HIGH SCHOOL 3,855

3) QALAI QAZI MIDDLE SCHOOL 90

TOTAL 7,191

Student Population: A total of 7,191 students are served in the schools in this area. As the chart below illustrates, the vast majority of the students are enrolled in the younger grades. More than 33% of the students are in Grade 1 and a full 51% are in the first two grades. Many of these students are overage. The enrollment in the higher grades dwindles, with only 558 students enrolled in middle school and 205 in high school. The high school enrollment represents only 2% of the school population in the area. Gender Equity: The overall gender balance of students in the district is fifty-eight percent female and 42% male. The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The two girls schools (Afshar High and Afshar Middle) enroll boys up to grades 6 or 7, but enroll only girls in the upper grades. As was noted in the table above, all of the students in high school are female.

24


0%

10%

20%

30%

40%50%

60%

70%

80%

90%

AfsharHigh

AfsharMiddle

Durkhani Qalai Qazi

male

female

Teachers by Gender

35%

65%

male teachers

female teachers


0%

20%

40%

60%

80%

100%

120%

Afsh

ar G

irls

Afsh

ar M

iddle

Durkh

ani

Qalai Q

azi

male teachers

female teachers

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

BA HTTC 2 Year


District

Afshar Girls


42%

58%

male

female

Teacher Characteristics: Gender Balance. Female teachers outnumber male teachers by a considerable margin in this district. Of the 235 teachers in this district, 65% are female. This ratio also varies considerably by school. Male teachers are in the majority in only two schools, Afshar Girls and Qalai Qazi. Qalai Qazi Middle School is a special case since it only has 3 teachers total, all being male.

Teacher Qualifications The average qualification of teachers in all schools in the district shows an approximately equal distribution between teachers with BA degree and with 2 year teacher training college degrees though the HTTC degrees are higher in number. In the TRC school, Afshar Girls, 39% of the teachers have a BA, 30% trained at a Higher Teacher Training College (HTTC), and 31% have completed a two-year teacher training college. Compared to the district averages for the surrounding schools, the teachers at Afshar Girls

25

Ethnic Composition of Households in Community

63%

31%

6%

Pashton

Tajik

Hazara


42%

39%

9%

10%

Tajik

Pashton

Hazara

Mixed

have somewhat higher qualifications, with more BA graduates and fewer HTTC graduates. Community Description: Afshar Girls High School is located in a community by the name of Kushal Khan, district 5. There are approximately 800 households in this community. Of the 800 families, over 500 (63%) are Pashtun and 250 are of the Tajik background. The remaining 50 are mixed. Of this community, approximately 50 people are newly returned refugee families. Communities surrounding Afshar High: Within these 3 communities, there are 5,500 households. The ethnic composition of the communities surrounding Afshar High reflects a different ethnic makeup, with the Tajiks and Pashtuns more balanced and a higher percentage of Hazara and mixed residents. In the overall community, over 20% of the households are refugees. Income: The monthly income of families in the Afshar High area is low, with 90% making less than one million Afghanis (approximately $20), 5% of the families with between 2-3 million Afghanis ($40-$60), and the remaining 5% making between 4-7 million Afghanis ($80-$140). In comparison, the communities surrounding Afshar High are mostly similar in monthly income except for the community of Karte Mamorin. Karte Mamorin, where Durkhani Girls High School is located, seems to be relatively richer than the other areas. In Karte Mamorin, 70% make less than 1 million, 20% earn between 2-3 million, 5% make between 4-7 million, and 5% make more than 8 million. All the conversions above are based on the old Afghani. School Population Increase: An estimated 600 additional students enrolled in the target schools between July and November, for an increase of 8.5%.

26


0

1000

2000

3000

4000

5000

6000

1 2 3 4 5 6 7 8 9 10 11 12

Grade

malefemale

Qalai Bakhtiar Middle School

Location: Qalai Bakhtiar Middle School is located in District 6 of Kabul City. TRC School Description: Qalai Bakhtiar is a co-educational middle school, serving 1,561 students. The school has 32 rooms, 6 toilets, and existing boundary walls. The head teacher is Mr. Dastagir Monir. Community Schools: The Resource Center located at Qalai Bakhtiar Middle School will support eight neighboring schools. The community schools range from very large high schools, with more than 4,000 students, to small primary and middle schools. All of the schools have physical facilities at this time. School Population of Students 1) Abdul Ali Mustaghni High School 4,236 2) Char Qalai Chardhi 4,297 3) Gulkhana Middle School 2,072 4) Hesai Awal Qalai Shada 7,345 5) Hesai Do Qalai Shada Middle School 1,752 6) Mahmood Tarzi High School 1,944 7) Qalai Bahadur Khan Middle School 862 8) Rukhshana High School 2,502 Student Population: A total of 26,571 students are served in the schools in this area. As the chart illustrates, the majority of the students are enrolled in the younger grades, with more than 35% of the students enrolled in Grade 1. This reflects the lack of educational opportunities in the past. Many of these students are overage. The enrollment in the higher grades dwindles, with only 2,378 students enrolled in middle school and 1,047 in high school. The high school enrollment represents only 4 % of the school population in the area. Gender Equity: The overall gender balance of students in the district is shown in the chart below, with 39% of students female and 61% male. The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The only girls high school, Rukhshana High School, enrolls boys up to grade 1, and are girls-only in the other grades. The two boys' high schools (Abdul Ali Mustaghni High School and Mahmood Tarzi High School) enroll girls up to the third grade only.

27


39%

61%

female male

Teachers by Gender

47%53%

Male Teachers

Female Teachers


0%20%40%60%80%

100%120%

Abdul

Ali

Char Q

alai

Gulkha

na

Hesai

Awal

Hesai

Do

Mahmoo

d Tarz

i

Qalai B

ahad

ur

Ruksh

ana

male

female

0%

10%

20%

30%

40%

50%

60%

70%

BA HTTC 2 Year


District

Qalai Bakhtiar


0%

20%

40%

60%

80%

100%

120%

Abdul

Ali

Char Q

alai

Gulkha

na

Hesai

Awal

Hesai

Do

Mahmoo

d Tarz

i

Qalai B

ahad

ur

Qalai B

akhti

ar

Ruksh

ana

male

female

Teacher Characteristics: Gender Balance. The numbers of female teachers and male teachers are comparable in this district. Of the 598 teachers in the district, 47% are male and 53% are female. This ratio also varies considerably by school. Please see the chart Teacher Distribution by Gender for more information.

Teacher Qualifications The average qualification of teachers in all schools in the district shows the majority of the teachers with only a two year teacher training college certificate. . In the TRC school, Qalai Bakhtiar, 11% of the teachers have a BA, 26% trained at a Higher Teacher Training College (HTTC), and 63% have completed a two-year teacher training college. Compared to the district averages for the

28

Ethnic Composition of Households in the Community

73%

9%

18%

TajikPashtunMixed


42%

5%

40%

13%

Tajik

Pashton

Hazara

Mixed

surrounding schools, the teachers at Qalai Bakhtiar have somewhat lower qualifications, with many more two year teacher training school graduates and fewer HTTC graduates. Community Description: Qalai Bakhtiar Middle School is located in a community by the name of Bakhtiar. There are approximately 1,500 households in this community, of whom 1,200 are Tajik, 200 families are Pashtun, and the remaining 100 are mixed. Of this community, approximately 700 people are newly returned refugee families. The level of support for girls' education in this community is very high. Surrounding Communities: The 8 communities surrounding Qalai Bakhtiar are made up of 108,700 households. This is the largest district among the program communities. The ethnic composition of the surrounding communities is different, with a much larger Hazara community and mixed groups, and relatively smaller Tajik presence. An estimated 3,750 households in this district are returned refugees, which is a large number but, at 3% of the total population, a relatively smaller presence than in other districts. Income: The monthly family income is low in this area, with 96% of the households earning less than one million Afghanis (approximately $20), 2% of the families making between 2-3 million Afghanis ($40-$60) and the remaining 2% making between 4-7 million Afghanis ($80-$140.) This income level is comparable to most of the surrounding communities, but three areas are wealthier -- Abdul Ali Mustaghni High School, Char Qali Chardhi High School, and Rukhshana High School. Abdul Ali Mustaghni‘s area has 10% of its households making between 4-7 million and 10% making more than 8 million Afghanis. Char Qali Chardhi has 10% of its households making between 4-7 million. Rukshana’s area has 20% of its population making between 2-3 million and 10% making between 4-7 million. All the conversions above are based on the old Afghani.

29

Population Change: In the five month period since the community and school surveys were first completed, an estimated 1,178 new students enrolled in the project schools, representing an increase of approximately 4%.

30


0

500

1000

1500

2000

2500

1 2 3 4 5 6 7 8 9 10 11 12

male

female

Mirwais Hottaki Middle School

Location: Mirwais Hottaki Middle School is located in District 3 of Kabul City. TRC School Description: Mirwais Hottaki is a co-educational middle school, serving 1,290 students serving grades 1-9. Mirwais Hottaki does not have any facilities at this time (rooms, toilets, boundary walls) so the classes are being held in nearby buildings or outside. This school will be completely reconstructed under the JICA program. The head teacher is Shams-u-Rahman Shams. Community Schools: The Resource Center located at Qalai Bakhtiar Middle School will support seven neighboring schools. The community schools are small middle schools and high schools. One of the schools, Deh Naw Deh Buri Middle School does not exist - it has neither physical facilities, nor students, nor teachers. Only Ghazi High School has existing physical facilities at this time.

School Student Population 1) Abdul Hakim Shaheed Middle School 1,167 2) Adur Rahman Ludin Middle School 244 3) Deh Naw Deh Buri Middle School 0 4) Ghazi High School 897 5) Ibn-e-Sina High School 483 6) Sayed Jamal-u-Din Middle School 1,241 7) Qalai Wazir Middle School 1,376

Student Population: A total of 8,811 students are served in the schools in this area. As the chart below illustrates, the vast majority of the students are enrolled in the younger grades. More than 36% of the students are in Grade 1 and the student population in is low in the higher grades. However, the distribution of students in the higher primary grades is more balanced than in many of the other districts. Many of these students are overage. The enrollment in the higher grades dwindles, with only 1,122 students enrolled in middle school and 560 in high school. There are no girls enrolled in grades 10, 11, or 12. The secondary school enrollment represents only 6 % of the school population in the area.

31


68%

32%male

female


0%

20%

40%60%

80%

100%

Abdul H

akim

Adur Rahman

Deh N

aw Ghazi

Ibn-e-Sina

Mirwais

Sayed Ja

mal

Qalai W

azir

male

female

Teachers by Gender

79%

21%

Total female Teachers total male Teachers


0%20%40%60%80%

100%120%

Adur R

ahman

Deh N

awGha

zi

Hazrat

Ibn-e-

Sina

Mirwais

Sayed

Jamal

Qalai W

azir

female teachers

male teachers

0%

10%

20%

30%

40%

50%

60%

BA HTTC 2 Year


District

Mirw ais Hottaki

Gender Equity: The overall student population is predominantly male, with 68% male students and 32% female students. The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The two boys high school, Ibn-e-Sina High School and Ghazi High School, enrolls girls up to grade 3, and are boys-only in the other grades. All of the students at the upper secondary level are male.

Teacher Characteristics: Gender Balance. Female teachers outnumber male teachers by a considerable margin in this district. Of the 214 teachers in this district, 79% are female. This ratio also varies considerably by school. Female teachers are in the majority in all schools. In most schools, only one or two teachers are male.

Teacher Qualifications Overall Qualifications: The average teacher qualification in the district shows an approximately equal distribution between teachers with BA degree, with HTTC degrees, and with 2

31

32

Ethnic Composition of Community

75%

20%

5%

Tajik Pashtun Mixed

Ethnic Composiition of Surrounding Communities

54%

19%

22%

5%

Tajik

Pashton

Hazara

Mixed

year teacher training college degrees. In the TRC school, Mirwais Hotaki, 27% of the teachers have a BA, 56% trained at a Higher Teacher Training College (HTTC), and 17% have completed a two-year teacher training college. Compared to the surrounding schools, the teachers at Sufi Islam have good qualifications, with many more HTTC training school graduates and fewer 2 year graduates. Community Description: Mirwais Hotaki Middle School is located in a community by the name of U/Bus Stop. There are approximately 2,000 households in this community. Of the 2,000 families, 1,500 are of the Tajik background (north of Afghanistan). Another 400 families are of the Pashtun background and the remaining 100 are mixed. This is a predominantly returned refugee area, with 1,500 refugee families (75% of the total. The level of support for girls' education in this community is very high. Communities Surrounding Mirwais Hotaki: There are 6,700 households in the 5 surrounding communities around Mirwais Hottaki. The ethnic makeup of the surrounding communities has more Hazara and people of mixed origins and a less dominant Tajik presence than in the community of Mirwais Hottaki. An estimated 4,100 households in this district are returned refugees, representing almost 43% of the population. Income: The monthly income of families in the Mirwais community is very low -- 95% make less than one million Afghanis (approximately $20) and 4% have an income of between 2-3 million Afghanis ($40-$60). The monthly income of the 5 surrounding communities is comparable to that of the Mirwais Hottaki community, except in the community of Sayed Jamal Din, where the lowest income group includes only 70% of the households, and an estimated 5% have an estimated income of between 4-7 million Afghanis ($80-$140.) All the conversions above are based on the old Afghani.

33

Student Population Change in 2002: In the approximately five-month period between July and November of 2002, the student population in this community increased by an estimated 1650 students – an increase of over 18%.

34


0

1000

2000

3000

4000

5000

1 2 3 4 5 6 7 8 9 10 11 12

male female


0%10%20%30%40%50%60%70%80%

DehAraba

n

Fazel B

aig

Hasht S

enfi

Nahid-e -sha

heed

Qalai Kash

if

Spin Ke lai

Male

Female

Abu Zar-e-Ghafari High School

Location: Abu Zar-e-Ghafari High School is located in District 5 of Kabul City. TRC School Description: Abu Zar-e-Ghafari is a co-educational high school, serving 4,519 students in grades 1 – 12. At this time, the school has no physical facilities (rooms, toilets, etc.) so the classes are being held in nearby buildings or outside. This school will be completely reconstructed under the JICA program. Community Schools: The Resource Center located at Abu Zar-e-Ghafari High School will support six neighboring schools. The community schools include 2 very large high schools, with more than 3,000 students, 1 large middle school with over 2,500 students and one large primary school with over 2,000 students. Two of these schools are lacking toilets at this time –Deh Araban High School and Hasht Senfi Middle School. Schools Student Population 1) Deh Araban High School 2,076 2) Fazel Baig Primary School 2,167 3) Hasht Senfi Middle School 127 4) Nahid-e-Shaheed High School 3,348 5) Qalai Kashif Middle School 2,619 6) Spin Kelai High School 3,919 Student Population: A total of 18,775 students are served in the schools in this area. As the chart illustrates, the vast majority of the students are enrolled in the younger grades. More than 41% of the students are in Grade 1 and a full 55% are in the first two grades. Many of these students are overage. The enrollment in the higher grades dwindles, with only 2176 students enrolled in middle school and 688 in high school. The high school enrollment represents only 3% of the school population in the area. Gender Equity: The overall gender balance of students in the district is presented in the following graph. 61% of the students are male and 39% are female.


39%

61%

female male

35


0%10%20%30%40%50%60%70%80%90%

100%

DehAraban

Fazel Baig HashtSenf i

NahidShaheed

Spin Kelai

female

male

Ethnic Makeup of Community

44%

56%

Tajik

Pashtun

Teachers by Gender

40%

60%

male teachers female teachers

0%

10%

20%

30%

40%

50%

BA HTTC 2 Year


District

Abu Zar

The gender balance varies considerably by school. All of the community schools are co-educational for at least some of the classes. The two boys' high schools (Deh Araban and Spin Kelai) enroll girls up to grades 6 or 7, but enroll only boys in the upper grades. Teacher Characteristics: Gender Balance. Female teachers outnumber male teachers by a wide margin in this district. Of all the teachers in this district, 60% are female. This ratio also varies considerably by school. Male teachers are in the majority in only two schools. In most schools, female teachers are the majority.

Teacher Qualifications The average qualification of teachers in all schools in the district shows an approximately equal distribution between teachers with BA degree and with 2 year teacher training college degrees, with the HTTC training lagging behind. In the TRC School, Abuzar Ghafari, 43% of the teachers have a BA, 28% trained at a Higher Teacher Training College (HTTC), and 28% have completed a two year teacher training college. Compared to the district averages for the surrounding schools, the teachers at Abuzar Ghafair have higher qualifications, with many more BA holders and fewer 2 Year school graduates. Community Description: Abu Zar Ghafari School is located in a community by the name of Charahi Qambar, district 5. There are approximately 1,800 households in this community. Of the 1,800 families, 800 are of

36


20%

65%

9%6%

Tajik

Pashton

Hazara

Mixed

the Tajik background (north of Afghanistan). The rest of the 1,000 people are Pashtun. Of this community, approximately 600 households, or one-third, are newly returned refugee families. Ethnic Composition of Surrounding Communities: Of the 6 surrounding communities, there are 12,300 households. The ethnic makeup of these communities is different from that of Abu Zar area, with fewer Tajiks and more Hazara and mixed communities. Approximately 1,400 families are returned refugees, representing 10% of the population. Income: The monthly income of the households in the area of Abu Zar High make the following 60% make less than one million Afghanis, roughly converted to $20. 30% of the families make between 2-3 million Afghanis, roughly converted to $40-$60. The remainder 10% make between 4-7 million Afghanis, about $80-$140. In comparison to all the other communities, the areas of Abu Zar High School and Nahid-e-Shaheed High School are the richest. The area of Nahid-e-Shaheed High School has the following monthly income. 51% make less than one million, 23% make between 2-3 million, 16% make between 4-7 million, and 10% make more than 8 million Afghanis. This is a significant difference in comparison to the majority of any of the areas discussed thus far. * All the conversions above are based on the old Afghani Increase in Student Population: An estimated 1,713 additional students enrolled in the target schools between July and November, representing an increase of slightly over 9%.

Documents

J I C A (JICA)open_jicareport.jica.go.jp/pdf/11717253.pdf · seriously the urgent rehabilitation and reconstruction of the country by pledging the financial assistance amounting to