Management of recovery and reconstruction: workshop for ... Educational... · Educational Planning and Management in the Earthquake Affected Areas WORKBOOK Management of Recovery

Educational Planning and Management in the Earthquake Affected Areas

WORKBOOK

Management of Recovery and ReconstructionW

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Provincial Institute of Teacher Education, NWFP

The Provincial Institute of Teacher Education (PITE), NWFP and UNESCO gratefully acknowledge the support of the U.K. Department for International Development (DFID) and the Government of Japan in the production of this material.

Provincial Institute of Teacher Education,

NWFP

1 September 2007

Management of Recovery and Reconstruction 1

Table of Contents

Agenda.................................................................................................................................... 2 Session 1.1: Workshop Opening and Welcome .................................................................... 4 Session 1.2: Introduction and Objectives............................................................................... 5

Exercise: Introductions ........................................................................................................ 5 Session 1.3: Situation Analysis.............................................................................................. 6

Exercise: Situation Analysis: Pre-earthquake ..................................................................... 6 Exercise: Current Situation and Challenges........................................................................ 9

Session 1.4: Vision Statements ........................................................................................... 11 Exercise: Vision Statement ............................................................................................... 11

Session 2.1: Day 1 Review and Identification of Priority Responses................................... 12 Exercise: Developing Priority Responses ......................................................................... 12

Session 2.2: Developing SMART Objectives....................................................................... 13 Exercise: Developing SMART objectives .......................................................................... 13

Session 2.3: Objective Trees and Planning to Achieve the Vision ...................................... 14 Reading: Review of Objective Trees ................................................................................. 14

Session 2.4: Constructing the Activity Timeline ................................................................... 16 Session 2.5: Developing Monitoring Indicators.................................................................... 17

Reading: Verifiable Indicators and Means of Verification.................................................. 17 Exercise: Indicators and Means of Verification ................................................................. 18

Session 2.6: Working Together............................................................................................ 19 Exercise: Debriefing .......................................................................................................... 20

Session 3.1: Introduction to Disaster Management ............................................................. 21 Reading: Disaster Preparedness ...................................................................................... 21 Space for your notesExercise: Identifying Vulnerabilities and Capacities......................... 25 Exercise: Identifying Vulnerabilities and Capacities .......................................................... 26

Session 3.2: Disaster Preparedness Planning..................................................................... 27 Exercise: Disaster Preparedness Planning ....................................................................... 27 Reading: “Taking an Initial Step Towards Improving Earthquake Safety in Schools” ....... 29

Session 3.3: Working with Communities.............................................................................. 32 Exercise: Debate Preparation ........................................................................................... 32 Reading: Role and Responsibilities of PTAs (NWFP)....................................................... 33 Exercise: How can PTCs/SMCs help? .............................................................................. 34

Session 3.4: Role of District Managers in Reconstruction ................................................... 35 Reading: Terms of Reference for Executive District Officers – Education, NWFP............ 35

Session 4.1: Overview of NESPAK Reconstruction Procedures and Q&A........................... 37 Reading from ERRA Operational Manual, September 2006............................................. 38 Example of a completed ERRA PC-1 form ....................................................................... 47 Reading: ERRA Monitoring Indicators – Education........................................................... 51

Sessions 4.2 and 4.3: District Action Planning .................................................................... 53 Exercise: District (Organisation) Action Planning.............................................................. 53

Evaluation Form.................................................................................................................... 55


Agenda

Time Session/Activity Key Learning Points/Themes

DAY 1 8:30-9:00 Registration 9:00-10:00 1.1 Workshop

Opening and Welcome

Opening of the workshop Welcome

10:00-10:30 Tea break 10:30-11:30 1.2 Introduction

and Objectives Workshop objectives and agenda shared Review of the project cycle Participants introduced to one another

11:30-13:00 1.3 Situation

Analysis Situation analysis: access, retention, quality

Situation pre-earthquake Situation post-earthquake – one year later Major challenges now

13:00-14:00 Lunch 14:00-15:00 1.4 Vision

Statement Introduction to vision statements Preparation of vision statements

15:00-15:15 Tea break 15:15-16:30 1.4 Vision

Statements (continued)

Preparation of vision statements Agree on one vision statement for planning purposes

16:30 Adjourn DAY 2

8:30-9:15 2.1 Day 1 Review and Identification of Priority Responses

Review of Day 1 challenges Identification of priority responses to achieve the Vision

9:15-10:30 2.2 SMART Objectives

Review of SMART objectives Preparation of SMART objectives for priority responses

10:30-11:00 Tea break 11:00-13:00 2.3 Objective

Trees and Planning to Achieve the Vision

Review of objective trees Preparation of objective trees based on SMART objectives

13:00-14:00 Lunch 14:00-14:30 2.4 Constructing

the Activity Timeline

Planning activities according to a timeline

14:30-15:30 2.5 Developing Indicators

Identifying verifiable indicators Establishing the means of verification for the indicators

15:30-15:45 Tea break 15:45-16:30 2.6 Working

Together Working together to solve a problem

16:30 Adjourn



DAY 3 8:30-9:00 Day 2 Review 9:00-10:30 3.1 Introduction

to Disaster Management

Introduction to disaster management terminology Identification of hazards, vulnerabilities and capacities

10:30-11:00 Tea break 11:00-12:30 3.2 Disaster

Preparedness Planning

Identification of disaster preparedness activities Who is responsible?

12:30-14:30 Lunch 14:30-15:30 3.3 Working with

Communities Debate Role of PTAs/SMCs in reconstruction

15:30-15:45 Tea break 15:45-17:00 3.4 Role of

District Managers in Reconstruction

Influencing other stakeholders

Adjourn DAY 4

8:30-9:00 Workshop Review

9:00-10:30 4.1 Overview of NESPAK Procedures; Q&A

NESPAK presentation Q&A

10:30-11:00 Tea break 11:00-12:00 4.2 Action

Planning Preparation of district (organization) action plans

12:00-13:00 Lunch 13:00-13:45 4.3 Presentation

of Action Plans Group presentations

13:15-15:00 4.4 Workshop Evaluation and Closing

Completion of workshop evaluations Workshop closing Workshop certificates

15:00 Adjourn


Session 1.1: Workshop Opening and Welcome This workshop is the second in a series of educational planning and management workshops for senior educational managers in the earthquake-affected districts of AJK and NWFP. It was developed to meet the stated training needs of senior educational managers as identified in March-April 2006. This workshop builds on the knowledge and skills that were discussed during the first workshop: Introduction to Educational Planning and Management. The goal of the workshop is to contribute to the overall goal of “build back better” and to provide an opportunity for senior managers to discuss their role in the reconstruction process. The workshop will also provide senior managers with additional management tools and techniques that can help them plan and manage recovery and reconstruction in their districts. The specific workshop objectives include:

Begin planning priority educational responses to help “build back better” Apply techniques of educational project planning and management to specific

educational problems that district managers are facing following the earthquake. Be able to begin disaster preparedness activities in the affected districts Understand the current processes and procedures related to government

reconstruction activities Space for your notes


Session 1.2: Introduction and Objectives

Session objectives: At the end of this session you will: Be familiar with the workshop objectives and agenda Have been introduced to one another

Exercise: Introductions Please be prepared to share the following information:

1. Name, title, district (or organisation) 2. How long you have been in your current position?

3. How long you have been an educator in Pakistan?

4. What do you think has been the greatest educational achievement in your district since the earthquake?


Session 1.3: Situation Analysis

Session objectives: At the end of this session you will have: Described the educational situation in your districts prior to the earthquake Identified the changes in the educational situation pre-earthquake and post-earthquake Identified the key challenges facing your districts nearly two years after the earthquake

Exercise: Situation Analysis: Pre-earthquake In your small group discuss the educational situation in your district before the earthquake. Data for 2005 are included below to help with your analysis. Student enrolment, 2005 – pre-earthquake Primary Middle High/Higher Secondary District Boys Girls Total Boys Girls Total Boys Girls TotalAbbottabad 44,823 41,635 86,458 19,970 14,065 34,035 12,829 7,967 20,796Batagram 17,391 10,869 28,260 3,334 470 3,804 1,514 95 1,609Kohistan 27,614 6,049 33,663 2,467 97 2,564 339 4 343Mansehra 68,210 46,733 114,943 22,582 9,973 32,555 11,816 5,027 16,843Shangla 27,854 8,606 36,460 5,832 955 6,787 3,761 231 3,992 Bagh 20,704 19,867 40,571 9,565 8,402 17,967 5,926 4,584 10,510Muzaffarabad 39,728 29,053 68,781 16,165 9,423 25,588 8,675 5,324 13,999Poonch 12,092 12,236 24,328 5,838 5,981 11,819 4,656 4,083 8,739Source: National Education Census, AEPAM, 2007. Teachers, 2005 – pre-earthquake Primary Middle High/Higher Secondary District Boys Girls Total Boys Girls Total Boys Girls TotalAbbottabad 2,283 1,307 3,590 592 440 1,032 1,237 575 1,812Batagram 1,005 345 1,350 143 17 160 248 24 272Kohistan 1,186 160 1,346 361 6 367 98 6 104Mansehra 3,191 1,309 4,500 903 334 1,237 1,534 459 1,993Shangla 1,110 264 1,374 319 63 382 430 11 441 Bagh 503 333 836 695 585 1,280 1,129 615 1,744Muzaffarabad 911 626 1,537 1,068 619 1,687 1,986 875 2,861Poonch 298 296 594 360 478 838 927 685 1,612Source: National Education Census, AEPAM, 2007. Institutions, 2005 – pre-earthquake Primary Middle High/Higher Secondary District B G Mixed Total B G Mixed Total B G Mixed TotalAbbottabad 216 216 969 1401 49 73 40 162 71 34 7 112Batagram 170 133 329 303 21 7 3 28 22 4 1 26Kohistan 608 94 50 702 64 1 1 65 11 1 12Mansehra 336 253 1245 589 99 65 36 164 81 30 16 111Shangla 119 39 442 158 37 15 13 52 21 2 13 23 Bagh 79 107 308 186 42 57 107 99 41 34 32 75 Muzaffarabad 303 293 352 596 92 84 78 176 77 55 38 132 Poonch 105 105 131 210 35 57 34 92 45 44 8 89 Source: National Education Census, AEPAM, 2007.


Write on flipchart paper a description of access, retention and quality in your districts before the earthquake using these questions as a guide. Note: you do not need to answer every question and you may want to discuss some points that are not listed below. Access

< 25% 25-50% 50-75% >75% Net enrolment rate Boys Girls Boys Girls Boys Girls Boys Girls

Primary Middle High/HS

Which children did not have access to school before the earthquake?

Did children with disabilities or special learning needs have access to education?

What are the factors that prevent children from attending school?

Retention Which children do not finish primary school? Why?

Which children do not finish middle school (compulsory education)? Why?

Who goes to high/higher secondary school? Why do others not go?

Continued on next page.


Quality How would you describe the level of teacher absenteeism?

Very big problem

Big problem

Not a problem

How frequently are teachers absent? More than once a week

Once a week

Once a month

How would you describe teachers’ subject matter knowledge

Poor Good Excellent

Urdu Poor Good Excellent English Poor Good Excellent Math Poor Good Excellent Science Poor Good Excellent Geography Poor Good Excellent History Poor Good Excellent Islamiat Poor Good Excellent Other

Poor Good Excellent

How would you describe the teaching methodology in the schools in your district?

How do parents in your communities perceive public education (government schools)? Please describe.

How would you describe the quality of the management systems in your districts, for example those related to, supervision and monitoring, data collection, school administration, etc.?


Exercise: Current Situation and Challenges 1. Consider the same areas of access, retention and quality and describe what has

changed since the earthquake. 2. What are the challenges that you think need to be urgently addressed as a result of the

earthquake? Use the post-it notes to write one challenge on each note making sure that each area (access, retention, quality) is addressed.


Space for your notes


Session 1.4: Vision Statements

Session objectives: At the end of this session you will: Understand the importance of and how to develop a vision statement Have developed and agreed upon a vision statement for education in your province,

state or district Be able to lead others in the process of completing a vision statement

Exercise: Vision Statement A Vision Statement is a brief written statement of what a successful reconstruction effort will produce over the long-term (i.e., 3 - 5 years.) The statement imagines the positive and desirable outcomes that would result from a successful intervention. The statement should be inspirational. It should be challenging and ambitious yet achievable. Vision Statements are used to “know where you are going”; to consider the long-term impacts of proposed interventions, and to help decide strategic priorities. Ask yourselves, "By 2010, if we have truly “built back better” what will education in our districts look like?” Draft your response to this question as a Vision Statement.


Session 2.1: Day 1 Review and Identification of Priority Responses

Session objectives: By the end of this session you will: Have identified priority responses/strategies for achieving your vision for 2010 Be prepared to begin the planning to achieve your vision

Exercise: Developing Priority Responses 1. In your small groups, review the challenges from the situation analysis session. (These

are on the large flipcharts marked Access, Retention and Quality). As a group, brainstorm priority responses that will address the challenges identified on the charts.

2. You have 10 minutes for your brainstorm. 3. Then, as a group, agree on the top 3 priority responses that you think must be

implemented in order to achieve the vision. Write these on index cards – one per card. 4. After your group has identified your top 3 priority responses, place each card on the

flipchart (titled Priority Responses) where you think it is most relevant. Space for your notes:


Session 2.2: Developing SMART Objectives

Session objectives: By the end of this session you will: Be able to draft SMART objectives Have developed SMART objectives for your assigned priority responses

Successful projects are based on clear, measurable objectives. A useful way of conceptualizing an objective is to use the “SMART” approach; that is, an objective should be:

Specific: The objective is not vague. There is no doubt about what the project activity is supposed to accomplish.

Measurable: The objective is quantifiable — in such terms as numbers of affected children to be served, or the desired increase in the Gross Enrolment Rate.

Achievable: The objective can realistically be attained; it is within the capacity of the implementing agency to achieve it.

Relevant: The objective should actually respond to the needs of the population

Time-bound: The objective has a definite starting point and ending point.

Exercise: Developing SMART objectives For your assigned category (access, retention or quality), develop one overall SMART objective for the category and then one SMART objective for each of your three priority responses. Overall objective for our category (access, retention or quality): 1. 2. 3.


Session 2.3: Objective Trees and Planning to Achieve the Vision

Session objectives: By the end of this session you will be able to: Develop objective trees (to the activity level) that are in line with the vision statements of

Day 1. Be able to map the specific activities from your objective trees onto a project timeline Have considered the inter-dependence of activities and begun to formulate a plan

Reading: Review of Objective Trees The objective tree is used to illustrate how certain objectives will be achieved. When you read objective trees from the bottom to the top, you should be able to see the types of activities necessary to achieve a project’s or programme’s intended results or objectives. In addition, you should be able to answer the question why? That is, when you begin at the activity level, the related sub-objective should tell you “why” you are conducting the specified activities. Similarly, the main objective(s) should tell you “why” you have developed the sub-objectives. When you are reading the objective tree from the top to the bottom, you should be able to answer the question how? That is, how will the next the next lower level help achieve each objective. The objective tree is a broad picture of how to address an overall problem situation. It is likely that the tree will contain more objectives than will be included in one project. The final step when analysing objectives is to identify a strategy or number of strategies that will be included in the project, and to identify what will remain outside its scope. It is only when the strategy(ies) have been selected and the project defined more precisely that the specific objectives and overall objective are finalised.

Sample Objective Tree

By 2010, 75% of all children enrolled in elementary school will complete the elementary cycle

• Provide regular monitoring and support

• Provide teaching aids for all teachers

• Ensure equitable distribution of available material

RESULTRESULT

• Conduct regular quality inservice training

• Develop courses that contribute to promotion

• Form professional development groups

• Hold community meetings to listen to the concerns of parents

• Take the school to the community: field visits, community service etc.

SMARTObjective

Sub-Objectives

Parents are actively involved in school activities

50% of teachers improve their teaching skills

• Conduct open days to show to what is being learned

• Invite members of the community into the school to talk to the children about topics of interest.

100% of all teachers meet the teaching qualifications

HOW?

WHY?

ACTIVITIESACTIVITIES


Space for your notes:


Session 2.4: Constructing the Activity Timeline

Session objectives: By the end of this session you will be able to: Plan your activities according to a project timeline



Session 2.5: Developing Monitoring Indicators

Session objectives: By the end of this session you will be able to: Identify indicators to use to monitor the progress of activities Specify the means of verification for these indicators

Reading: Verifiable Indicators and Means of Verification Verifiable indicators are realistic, measurable success criteria that allow project managers and stakeholders to monitor the progress of the project and evaluate its achievements. Indicators are explicit criteria for monitoring and evaluation. They should be defined during the project planning and design stage. Indicators are measures that describe how well a program is achieving its objectives. Whereas an objective identifies what we hope to accomplish, indicators tell us specifically what to measure to determine whether the objective has been achieved. Indicators are usually quantitative but may also be qualitative observations. They define how performance will be measured along a scale or dimension, without specifying a particular level of achievement. (Planned levels of achievement – targets -- are separate from the indicators themselves). Examples of indicators Number of head teachers trained Number of head teachers obtaining course certificate by the end of year 2 Funds raised by PTCs/SMCs Number of PTC/SMC members trained Number of teachers using small group work in their classrooms

For each indicator, means of verification should be defined, that is, where the information can be found or how it will be produced1 (for example, computerised list of certificates awarded for successful completion of the head master training courses, to be found at the Ministry of Education Teacher Training Department).

1 Danida, LFA, 1998, p.39.


Exercise: Indicators and Means of Verification Activities Indicators Means of

verification Who will monitor?


Session 2.6: Working Together

Session objectives: By the end of this session you will: Be able to recognise the elements needed to work together as a team Be able to practice some of these elements through the activity Appreciate the necessity of working with all available resources to complete the plan and

“build back better” Space for your notes:


Exercise: Debriefing Members of my group What did he/she do? Write one word that

best describes each person’s role.


Session 3.1: Introduction to Disaster Management

Session objectives: By the end of this session you will: Be familiar with disaster management terminology and the meaning of “disaster

preparedness” Have considered disaster preparedness elements that can be incorporated in your

districts

Reading: Disaster Preparedness2

What is a disaster? There are many different definitions of disaster used by practitioners worldwide. Examples include the following. UNDMTP (United Nations Disaster Management Training Programme, UNDP/OCHA) “A disaster is a serious disruption of the functioning of a society, causing widespread human, material, or environmental losses which exceed the ability of affected society to cope using only its own resources. Disasters are often classified according to their speed of onset (sudden or slow), or according to their cause (natural or human-made).” International Federation of Red Cross and Red Crescent Societies “Disasters are the combination of a number of factors: vulnerability, capacities, hazards, risks. Most commonly agreed definitions of disasters contemplate the element of capacity to cope with the situation. For example: life threatening situations which put people at risk of death or severe deterioration in their health status or living conditions, and which have the potential to out-strip the normal coping capacity of the individual, family, community and state support systems.”

What is a hazard? A hazard:

is an event, or phenomenon, with the potential to adversely affect human life, property and activity to the extent that it can cause a disaster

can be predominantly natural or human induced may cause physical damage, economic losses, or threaten human life and well-being,

directly or indirectly.

2 This reading is excerpted from the Sphere Project training resources.


Human-made hazards are conditions that derive from technological processes, human interaction with the environment, or relationships within and between communities. Examples include:

hazardous material spill radioactive accident war contamination of the environment

Natural hazards are those that are predominantly caused by biological, geological, seismic, hydrologic, or meteorological conditions or processes. Examples include:

earthquakes landslides mud-slides floods volcanic eruptions drought

The hazard is not the disaster. For example we can have a drought without it being a disaster. Furthermore, it is becoming more and more difficult to label a hazard as purely “natural”. For example, deforestation and the “greenhouse effect” may be accelerating changes in weather patterns that will eventually result in hazards of “natural” origin.

What is risk? Risk is generally defined as the expected impact caused by a particular phenomenon. It combines:

the likelihood or probability of a hazard occurring the negative effects that result if the disaster happens

The potential impact of an event (or hazard) on human beings is a function of how exposed, or vulnerable, people are to the effects of that hazard, and their capacity to deal with the situation.

Therefore it is not enough to focus on hazard or vulnerability alone when defining disasters. Instead, to determine risk, you need to take into account the combination of:

the probability of the hazard or the event occurring the vulnerability of those potentially affected by it.

Risk elimination, or at least reduction, is a main concern of disaster preparedness. While the hazard may not be possible to predict and prevent, human vulnerability can be predicted and sometimes prepared for in advance.

How factors determine risk Risk increases according to:

the potential impact of the hazard the vulnerability of the affected populations.

Risk decreases if the affected populations have greater capacity to cope. However, disaster is a relative term, and what for some may seem a “small” and controllable situation, may not be perceived in the same way for others. It all depends on how able the local population is


to deal with the situation. The criterion is not magnitude of death and destruction, but the capacity to cope with a situation.

What makes a disaster? Disasters are the combination of a number of factors: vulnerability, capacities, hazards, and risks. Most commonly agreed definitions of disasters usually include:

triggered by a hazard capacity to cope with the situation vulnerability.

UNDP highlights that the poor and vulnerable are hit hardest by disasters, experiencing most of the resulting loss.

What is human vulnerability? Human vulnerability is the extent to which an individual, community, sub-group, structure, service or geographical area is likely to be damaged or disrupted by the impact of a particular hazard. There are a number of factors that determine vulnerability, including:

physical economic social political technical ideological cultural ecological institutional organisational

It is repeatedly shown that while natural events may be disastrous for all races and all social and economic classes, people living in poverty suffer most. They are generally:

the most vulnerable the least well equipped the least protected the most exposed to potential hazards

Often, they live in highly vulnerable conditions and places, for example, on the banks of rivers, on land-fills or on precarious mountain sides. Their physical well-being may already be compromised before any event occurs. Their resources, including health, may be so limited that an event, which would have little or no impact on more wealthy populations, can be catastrophic for people living in poverty.


What is disaster preparedness? Disaster preparedness is the result of a wide range of activities and resources that practitioners and communities carry out in the hope of:

preventing and mitigating disasters better responding to disasters if they occur.

Definition proposed by the UNDMTP “Disaster Preparedness Module”: “Disaster preparedness minimises the adverse effects of a hazard through effective precautionary actions, rehabilitation and recovery to ensure the timely, appropriate and effective organisation and delivery of relief and assistance following a disaster.” Definition from “Reducing Risk” (Von Kotze and Holloway 1996, IFRC) “Measures to ensure the readiness and ability of a society to forecast and take precautionary measures in advance of an imminent threat, and to respond to and cope with the effects of a disaster by organising and facilitating timely and effective rescue, relief and appropriate post-disaster assistance.”

Example disaster preparedness activities Forecasting and taking precautionary measures before an imminent threat when

advance warnings are possible. Developing and regularly testing warning systems, linked to forecasting systems. Making plans for evacuation or other measures to be taken during a disaster alert

period to minimise potential loss of life and physical damage. Educating and training officials and the population at risk. Training intervention teams. Establishing policies, standards, organisational arrangements and operational plans to

be applied following a disaster.

Mitigation: The reduction of risk Mitigation involves a two-pronged approach:

hazard reduction vulnerability reduction

Practical measures, such as constructing flood protection, improving drainage, reinforcing hillsides and eliminating the foci for disease help to reduce the hazard. Activities such as relocation from river banks, improved school construction, and vaccination programmes may help reduce vulnerability. Any activity that alerts people to their own risks is in itself a capacity building initiative that reduces vulnerability. Example of disaster mitigation activities

Participatory risk and hazard analysis. Technology-based solutions such as seismic and volcanic sensor systems for early

warning and prediction. Geological and topographical mapping and analysis to detect potential hazards for

example, of mud-slides. Capacity-building in communities, for example public education on how to protect

yourself during an earthquake.


Concrete measures to reduce vulnerability such as relocation from highly vulnerable areas to safe locations, under fully agreed conditions.

Construction of hazard resistant schools and other facilities, for example earthquake-reinforced buildings.

Disaster or response preparedness Disaster preparedness is a readiness to deal with the consequences of a risk becoming an actual disaster. Some of the activities usually associated with disaster preparedness include the following:

Conducting hazard, vulnerability and risk assessments Establishing hazard early warning systems Conducting disaster response planning Developing information management systems Pre-positioning relief items, for example making sure that equipment and food stocks

are in place Mapping worst case scenarios



Exercise: Identifying Vulnerabilities and Capacities Hazard: ____________________________________ Vulnerabilities

Capacities


Session 3.2: Disaster Preparedness Planning

Session objectives: By the end of this session you will have: Identified disaster preparedness activities that can be implemented in your districts Identified who is responsible and actions that must be taken to be better prepared in the

event of a disaster

Exercise: Disaster Preparedness Planning In your small group, review the preparedness and planning measures found on the next page. As a group, choose three of the measures that you will take steps to implement in your districts. Then specify the actions that you will take and who must be involved in order to implement each preparedness measure Preparedness Measure

Actions to take Person/section responsible

1.


Preparedness Measure

Actions to take Person/section responsible

2.

3.


Reading: “Taking an Initial Step Towards Improving Earthquake Safety in Schools”3 Preparedness and planning Effective national programmes should require each school organization and every individual school to take measures to reduce risks and to prepare employees and students to react in safe ways during emergencies. These school safety elements should include the following:

Education. Develop and teach curricula for primary and secondary school students on earthquakes, societal issues relating to earthquakes and preparedness actions. Use the school curricula to promote a culture of prevention in future generations of the community.

Risk reduction measures. Undertake measures to improve the safety of the physical environment by bracing and anchoring furnishings; bookcases; and equipment and building components such as lights, heaters and water heaters.

Emergency plans. Prepare and maintain plans that identify the actions, decisions and responsibilities needed before, during and following an earthquake; the organization and responsibilities to carry out these plans, including determining whether to shelter or release students or to use school facilities as community shelters; and the equipment and supplies needed to carry out these decisions.

Safety assessments. Establish standards, line of responsibility and procedures to assess the safety of buildings following earthquakes, and decide on evacuation, repair and re-occupancy procedures.

Training. Provide training and materials for employees and students on earthquake hazards and actions to take to improve personal safety.

Drills. Hold periodic drills simulating realistic conditions of earthquake events to reinforce training and to test the adequacy of plans and safety assessments.

Community awareness and participation Paramount to the success of a programme to improve the seismic safety of schools is the understanding and involvement of the community. All members of the community should understand the seismic hazard of the region, the vulnerability of existing school buildings, the consequences of not properly constructing new school buildings or improving the resistance of existing buildings, and the feasibility of improving seismic safety. In particular, those members of the community who are involved in the construction of school buildings need to understand why they are required to follow prescribed practices, and the consequences of their failing to do so. An effective community awareness effort should include:

Programmes to raise public awareness and knowledge of the risk from earthquakes and other natural hazards

Educational programmes to transfer and disseminate technical knowledge and to explain risk in terms understandable to community stakeholders

Activities to empower the community to be part of, and contribute to, the reduction of seismic risk in schools

Use of school curricula to promote a culture of prevention in the future generations of community members

3 Source: “Taking an Initial Step Towards Improving Earthquake Safety in Schools: Ad Hoc Experts’ Group Report on Earthquake Safety in Schools” from Keeping Schools Safe in Earthquakes. OECD 2004.


Risk reduction measures for new facilities Verified procedures currently exist to ensure good seismic performance of school buildings and their contents, and the implementation of such procedures is feasible. The following components are needed in a risk reduction element for new facilities:

Determination of seismic hazard in the region and development of seismic hazard maps

Development of performance criteria and codes suitable to the culture and economic conditions of the region with recognition of the fundamental societal importance of schools and the shelter function of school structures in post-disaster emergencies

Development of simple regulations, or best construction practices, for regions where such an approach may have an immediate impact on seismic safety (e.g. simple, low-cost education facilities in rural regions of developing countries)

Training and education of professionals, technicians and the construction workforce Effective building codes and regulations, and rigorous enforcement of these

regulations Risk reduction measures for existing facilities To reduce the seismic risk of existing school buildings, it is important to understand why this risk exists and what actions can be taken by the community to eventually reduce the risk. Community values, economic conditions, financial possibilities and the type of building materials available in the region should be considered when developing and implementing a risk reduction plan. Key ingredients for an effective risk reduction element for existing facilities include:

Determination of the seismic hazard and preparation of hazard maps Assessment of risk to existing schools and their contents Evaluation of the consequences of not taking corrective action Development and implementation of technical guidelines to improve performance of

existing facilities during earthquakes (e.g. methods and procedures to estimate forces and displacements of the structure and predict damage, acceptable margins of safety or confidence, proper use of building materials, and monitoring of the construction processes)

Formulation of an action programme based on availability of funding, human resources and their qualifications, existing infrastructure and the operational structure of the community

Prioritization and risk reduction plan implementation, considering financial and human resources and the role of school buildings in post-disaster emergency management

Monitoring of effectiveness of plan implementation


Seismic Hazard Zones of Pakistan Source: Geological Survey of Pakistan


Session 3.3: Working with Communities

Session objectives: By the end of these sessions you will: Have discussed the pros and cons of working with PTAs/SMCs Have considered the role that PTAs/SMCs can play in reconstruction

Exercise: Debate Preparation A) “School committees cannot help” B) “School committees can help”

You have 15 minutes to prepare for this exercise.


Reading: Role and Responsibilities of PTAs (NWFP) Terms of Reference of PTA Motivate parents to send their children to school with a view to improve literacy and enrolment Help in reducing drop-outs and bringing children back to school Monitor teacher absenteeism and attitude towards students and report to the District Education

Authority for taking appropriate measures To provide support in the maintenance of school buildings and other day-to-day requirements of

the school Make suggestions to Tehsil/District level education authorities for improvement of access and

quality of education Generate school funds through community contributions in addition to Government funds for

meeting non-salary expenditure such as institutional material and classroom consumable items etc.

The chairperson of the PTA will be elected by members of PTA from amongst the 4 parent members. The secretary of the PTA will have no vote in this regard

The tenure of the PTA will be for 3 years. The parent members will be substituted by other parents as soon as possible as soon as his/her son/daughter graduate from the school. No parent can be a member of the PTA if his/her son/daughter is not studying in the concerned school.

The quorum for holding PTA meetings will be 5 members. The chairperson and the secretary of the PTA will be co-signatories of the PTA bank account and

other monetary transactions. Any other special task assigned in the interest of the school.

Responsibilities of PTA Physical facilities Construction and repair of school building Provision and repair of school furniture Improvement of existing facilities and arranging for the required facilities To protect school buildings, equipment from misuse and illegal operations To help in purchasing furniture, science equipment and other things for necessary use. Availability of basic facilities in school

Teachers To provide protection to teachers, particularly female teachers To ensure teachers’ attendance To inform the higher authorities for continuous absence and poor performance of teacher To provide free accommodation facilities for non-local teachers, particularly female To hire extra teachers (to be paid by the community) To make alternative arrangements for teachers on long leave.

Students To get financial assistance for poor students To ensure education for all children of the community especially girls’ education To increase enrolment in school To reduce the drop out rate To work for character building of children. To provide financial help to the poor and talented students To provide financial help to poor and talented students To arrange scholarships for talented students To provide books and uniforms for students To arrange religious, academic and national days to promote the importance of education for

students’ encouragement and appreciation To find solutions for students’ problems in time.


Exercise: How can PTCs/SMCs help? List 5 specific ways that PTCs/SMCs can provide assistance to meet the needs of their schools. Then, as a group discuss ways that you can “influence” communities and PTCs/SMCs to provide this needed assistance.

Assistance needed What can I do to influence others to provide this assistance?

1.

2.

3.

4.

5.


Session 3.4: Role of District Managers in Reconstruction

Session objectives: By the end of these sessions you will: Have reviewed relevant elements of the TOR for EDO-E Have discussed the importance of “influence” in the process of building back better

Reading: Terms of Reference for Executive District Officers – Education, NWFP4 General The Executive District Officer (EDO), who is an immediate subordinate to the Director Schools & Literacy Dept: shall be the head of the group of the offices of S&L Department in the District and represent him (the Director NWFP) at the district. Besides the EDO shal be answerable to DSL and to Zila Nazim through District Coordination Officer (DCO) for all activities pertaining to Schools & Literacy Department. Being a Departmental Accounting Officer for the respective group of offices/officers, the EDO shall be responsible and accountable to the District Accounts Committee (DAC) of the Zila Council for coordination and effective control of budget. The EDO shall plan, manage and organize all activities in the district including managing the district cadre, preparing, controlling and monitoring the district budget, looking after the institutional network and supporting the district officers in organizing teachers training programmes, supervising the inspection system, establish new schools, upgrade the existing schools according to planning criteria. … Planning and Development The EDO shall: 1. Proposals for

establishment of new schools

(i) ensure identification and formulation of developmental schemes

(ii) supervise the preparation of proposals for the establishment of new schools in accordance with the planning criteria, and ensure that all the new schemes have been included in the ADP

(iii) ensure Development of District Database and its updating

2. Feasibility Report (PC-II)

(i) Check and countersign the feasibility reports submitted by the District Officers, and visit the proposed sites, where necessary

3. ADP meetings (i) Attend ADP meetings in Finance and Planning Dept., Schools & Literacy Dept., P&D Dept, Federal Govt and other departments, whenever required and justify the schemes and discuss the same in such meeting forums.

4 Department of Schools & Literacy, Government of NWFP, Job Descriptions for officers of Schools and Literacy Department in the districts, Revised Edition, November 2003.


4. PC I, PC III, PC IV, PC V proformas

(i) Check and countersign all relevant proformae, and ensure that these have been submitted to the officers/offices concerned in time, correct and complete in every respect

5. Upgradation of Schools to the next higher level

(i) Check and countersign schemes for up-gradation of existing schools to the next higher level as per planning criteria

6. Additional class rooms and boundary walls

(i) Check and countersign proposals for construction of additional classrooms, boundary walls etc. and forward the same to the quarters concerned by the due date for approval/sanction

7. Purchases of land for playgrounds

(i) Check proposals for purchase of land for playgrounds according to the need and availability of funds

8. Repairs and maintenance of schools, etc.

(i) check and countersign lists of schools, which need special, major, minor, petty repairs and countersign the proposed schools for such repairs to the concerned departments, according to the amount allocated for this purpose

9. Directives of President/PM/Governor/CM

(i) Ensure prompt disposal of the directives related to P&D and include the feasible ones in the ADP proposals, as per allocations and need as well as planning criteria

10. Inspection and progress of construction work

(i) Inspect under construction and completed buildings and prepare report about the quality and quantity of work for further submission to the DCO/Director S&L and Works & Services Department

11. Preparation of short/long term plans

(i) Prepare short and long-term plans (e.g. Five Years Plan, Ten Years – Twenty Years Plans etc.) with the help of the District Officers and submit the same to the department concerned in time for appropriate action

12. Data collection DEMIS etc.

(i) Monitor data collection for DEMIS, EMIS, PMIS etc. and supervise the activities of DEMIS

13. Taking over buildings and completion certificate

(i) Instruct the District Officers to take over the completed buildings after thorough inspection and comparison with administrative approval/PC-I and Bill of Quantities (BOQs) etc and countersign the completion report (PC-IV)

14. Auction of Government buildings/building material etc.

(i) Approve and monitor auction of the material of the demolished/dangerous buildings (other than those on books of the Works and Services Departments) after due inspection as per delegation of powers


Session 4.1: Overview of NESPAK Reconstruction Procedures and Q&A

Session objectives: By the end of this session you will: Be fully briefed on the NESPAK reconstruction process and procedures Have the opportunity to ask questions regarding reconstruction issues in your district

Space for your notes:


Reading from ERRA Operational Manual, September 2006 This reading is an excerpt from the ERRA Operational Manual. The full manual may be downloaded from www.erra.gov.pk (see link for Project Planning Rules). Umbrella Development Programme 2.1 ERRA shall formulate a comprehensive umbrella development programme to provide for:

planned settlements, housing, government buildings and offices, utilities and services, infrastructure, health and education facilities, irrigation and agriculture activities;

environmental rebuilding including cleaning of watersheds, reforestation programmes and other environmental interventions to restore the ecosystems which shall be approved by the Council of Earthquake Reconstruction and Rehabilitation Authority.

Development of Programmes / Projects 2.2 Individual programmes, projects, schemes etc., within the umbrella development programme, shall be identified by the ERRA, Reconstruction Agencies and District Reconstruction Units of NWFP and AJ&K and all other executing agencies in consultation with local communities. The programmes, projects, schemes etc., shall be formulated by the concerned agencies in accordance with the guidelines issued by the ERRA and shall be approved by them from the appropriate forum after due project appraisal. Programmes, projects, schemes etc., falling outside the purview of any approving authority e.g. DDWP, PDWP shall be approved by the Council of the ERRA. The approved programmes, projects, schemes etc., shall be submitted to the ERRA for review and funding. ERRA shall be responsible for overall co-ordination with the Governments and Reconstruction Agencies of NWFP and AJ&K and other executing and implementing agencies with respect to various programmes, projects, schemes etc. to be undertaken in the earthquake affected areas. ERRA shall also be responsible for monitoring and evaluation of all activities undertaken by the reconstruction agencies and all other executing and implementing agencies financed through ERRA funds. Project Appraisal 2.3 While undertaking appraisal of various programmes, projects, schemes etc., the relevant appraisal agencies / authorities shall take into account the following factors:

Desirability of the programme, project, scheme etc., in terms of location, number and type of beneficiaries and impact on the economy and environment.

Capacity of the executing / implementing agency or NGO / PO to undertake the programme, project, scheme etc. within the stipulated time and cost.

Arrangements for the running and maintenance of the programme, project, scheme etc. after completion including staffing arrangements, where required e.g. health and education establishments, and payment of user charges, if any.

Economic and / or social benefits to the community in quantifiable terms. Participation of the community in the programme, project, scheme etc. Financial Management arrangements for the programme, project, scheme etc.

Provision of Funds 2.4 Before any programme, project, scheme etc., proposed by the Reconstruction Agencies of NWFP and AJ&K or by any other executing and implementing agency is prioritized and finally cleared by the ERRA, the Authority shall ensure the availability of funds for its implementation. The programmes, projects, schemes etc. finally cleared by the ERRA shall only be undertaken after funds have been released by the ERRA. The funds shall be released according to financial phasing and / or the provisions of the contracts and release of further funds shall be subject to rendition of monthly expenditure statements and financial

http://www.erra.gov.pk


and physical progress reports or any other information as may be required by the ERRA. Funds allocated / released for a particular programme, project, scheme etc., shall not be used for another programme, project or scheme without the prior approval of ERRA. … Inflow and Outflow of Funds 3.2 All moneys consisting of loans, credits, grants and donations received by the Government and contributions of the Government meant for reconstruction and rehabilitation activity in the earthquake affected areas shall be deposited in the Federal Consolidated Fund with the State Bank of Pakistan (SBP). The Ministry of Finance shall allocate funds to the Authority out of the above said resources. The Government shall release these funds to the assignment account of ERRA which shall be maintained with National Bank of Pakistan. The Reconstruction Agencies and District Reconstruction Units of NWFP and AJ&K and other executing and implementing agencies shall open dedicated bank accounts to be maintained with National Bank of Pakistan to receive funding for the programmes, projects, schemes etc. to be implemented by them. The ERRA funds shall remain federal funds at all levels and shall be kept separately in the dedicated bank accounts to avoid mixing of these funds with other funds. For the programmes, projects, schemes etc., that shall be implemented through the Reconstruction Agencies of the Governments of NWFP and AJ&K or through the line departments of the two Governments or by the District authorities viz. District Coordination Officers (DCO) / Deputy Commissioners (DC), District Reconstruction Units (DRU) etc., the funds shall be released to the dedicated bank accounts of the respective reconstruction agencies to be opened with National Bank of Pakistan. The Reconstruction Agencies may make further disbursements to the District Reconstruction Units through a dedicated imprest account which shall be maintained with National Bank of Pakistan. The disbursements shall be made as per the financial phasing of various programmes, projects, schemes etc., and the stipulations of the agreements, if any, entered into by ERRA with such organizations. The ERRA funds shall only be utilized by these organizations for the eligible expenditures pertaining to the projects entrusted to them by the ERRA. The moneys shall be disbursed from the dedicated bank account(s) in accordance with the provisions of GFR and FTR. The respective organizations shall be responsible for the preparation of accounts in respect of the programmes, projects, schemes etc., entrusted to them, on a monthly basis, in such form/format as may be required by ERRA. The Reconstruction Agencies shall obtain the accounts from all the Implementing Agencies / District Reconstruction Units to whom the funds are released by them, verify the correctness of those accounts and submit the same along with their own accounts to ERRA on such dates as may be fixed by the ERRA. District Reconstruction Unit (DRU): A District Reconstruction Unit shall be established in each district affected by the earthquake.

The DRU shall comprise of such members as may be notified by the Government of the NWFP and the Government of Azad Jammu and Kashmir.

The DRU shall have the following duties and responsibilities: − Consolidate Annual Work Plans for reconstruction and rehabilitation activities in

the district and submit them for approval; − Act as the secretariat for the District Reconstruction Advisory Committee (DRAC); − Coordinate and facilitate planning and execution of all reconstruction and

rehabilitation projects in the district; − Monitor execution of each project in the district; − Submit monthly and quarterly reports to PERRA/SERRA; − Disburse funds against the work done under a project; and − Any other function assigned to it by ERRA.


District Reconstruction Advisory Committee (DRAC): A District Reconstruction Advisory Committee shall have the following members: In case of North West Frontier Province:

a) District Nazim Chairman b) District Coordination Officer c) Program Manager DRU Secretary d) Tehsil Nazims concerned e) A representative of Planning Wing of ERRA Member f) EDO Finance and Planning Member g) EDO Works Member h) EDO of the line department proposing to Member undertake the project. i) The District Reconstruction Advisory Committee may co-opt any additional members

depending upon need and relevance. In case of State of Azad Jammu and Kashmir:

a) Deputy Commissioner Chairman b) Program Manager DRU Secretary c) A representative of Planning Wing of ERRA. Member d) A representative of the State Finance Department Member e) A representative of the State Planning Department Member f) District Officer of the line department proposing Member to under take the project g) Executive Engineer of the concerned Member engineering department h) The District Reconstruction Advisory Committee may co-opt any additional members

depending upon need and relevance. The Governments of Azad Jammu and Kashmir and the NWFP may include any other members in the District Reconstruction Advisory committee in consultation with ERRA. Powers and functions of DRAC: The District Reconstruction Advisory Committee shall:

a) Approve the Annual Work Plans prepared by the DRU and forward the same to PERRA/SERRA;

b) Approve reconstruction and rehabilitation projects costing below Rs.100 million; c) Scrutinize and clear all projects costing more than Rs.100 million before their

submission to PERRA/SERRA; d) Hold quarterly meetings to review on going projects; e) Ensure full cooperation and support from all concerned departments in the planning

and implementation of projects; and f) Perform any other duties assigned to it by ERRA.

Composition of Provincial/State Steering Committee: A Provincial/State Steering Committee shall have the following members:

a) Chief Secretary or Additional Chief Chairman Secretary Development b) Director General PERRA/SERRA Secretary c) A representative of Planning Wing of ERRA Member d) Secretary Finance Department Member e) Secretary of the Line Department executing Member the project f) Chief Engineer of the concerned Member Engineering Department g) Deputy Commissioner/DCO of the concerned district Member h) Program Manager of the respective DRU Member i) The Steering Committee may co-opt any additional members depending upon need

and relevance.


Powers and functions of the State/Provincial Steering Committee: The State/Provincial Steering Committee shall:

a) Approve the Annual Work Plans forwarded by the District Reconstruction Advisory Committee and forward the same to ERRA;

b) Approve reconstruction and rehabilitation projects costing up to Rs.250 million; c) Scrutinize and clear all projects costing more than Rs.250 million before their

submission to ERRA; d) Hold quarterly meetings to review on going projects; e) Ensure full cooperation and support from all concerned departments in the planning

and implementation of projects; f) Assign projects to various implementing agencies and districts after careful

assessment of capacity, and where such capacities are not available, decide on alternative means of implementation;

g) Ensure implementation of all reconstruction and rehabilitation projects in accordance with the standards set by ERRA; and

h) Perform any other duty assigned to it by ERRA. State Earthquake Reconstruction and Rehabilitation Agency (SERRA): In the State of Azad Jammu and Kashmir, a State Earthquake Reconstruction and Rehabilitation Agency (SERRA) shall be established by the Government of Azad Jammu and Kashmir.

It shall act as Secretariat for the State Steering Committee. It shall have such duties and powers as may be determined.

Provincial Earthquake Reconstruction and Rehabilitation Agency (PERRA): In the NWFP, a Provincial Earthquake Reconstruction and Rehabilitation Agency (PERRA) shall be established by the Government of NWFP.

It shall act as Secretariat for the Provincial Steering Committee. It shall have such duties and powers as may be determined.

… ANNUAL WORK PLAN Preparation of Annual Work Plan: In line with the Strategy Paper, each District Reconstruction Unit, in consultation with the respective line departments, shall prepare an Annual Work Plan for each sector to be known as the District Work Plan for the respective sector. The District Annual Work Plan for a sector shall be prepared on the format provided at Appendix A and shall include name, scope, estimated cost, funding source and gestation period of each project that the District Reconstruction Unit plans to undertake in the respective sector during a year. A project spread over more than one year shall also be mentioned in the Annual Work Plan along with annual phasing. Approval of the Annual Work Plan: The DRU shall submit the District Annual Work Plan for each sector to the DRAC for approval along with suggestions/comments, if any.

1) The District Annual Work Plans approved by the DRAC shall be submitted by the DRAC to PERRA/SERRA.

2) PERRA/SERRA shall compile all District Annual Work Plans in a single document to be known as Provincial/State Annual Work Plan for the respective sector and shall lay it before the Provincial/State Steering Committee, along with any suggestions/comments.


3) Provincial/State Annual Work Plan approved by the Provincial/State Steering Committee shall be submitted by PERRA/SERRA to ERRA which shall compile the Annual Work Plans of the NWFP and AJK into a single document to be known as Annual Work Plan for the respective Sector, and lay it before ERRA Board for approval, along with any comments suggestions.

4) While approving the Annual Work Plan, ERRA Board shall also indicate the total amounts required for funding the execution of the plan.

5) Once approved by ERRA Board the Annual Work Plan for a sector shall be notified. … PROJECT PREPARATION Project PC-I: For each project included in the Annual Work Plan, the line department or the agency planning to execute the project, shall, in consultation with the concerned engineering department and DRU, prepare a Project on ERRA PC-I according to Appendix B. The Project shall include the following:

The Project PC-I as at appendix B. Schedule of Running Expenditure, i.e., the details of manpower, equipment, and

other requirements along with costs of running the facility proposed to be created through the project.

ERRA may specify a separate format for the Schedule of Running Expenditure for each sector. A DRU or the engineering department with prior permission of ERRA, may hire or arrange a consultant to facilitate the preparation of a project. PROJECT APPROVAL Submission of PC-I to the District Reconstruction Advisory Committee: Each Project shall be submitted to the District Reconstruction Advisory Committee for approval.

1) The District Reconstruction Advisory Committee may approve a project with such amendments/modifications as it may deem proper.

2) A Project costing up to Rs.100 million, if approved by the District Reconstruction Advisory Committee shall require no further approval.


Appendix B: ERRA PC-I Form Project Digest 1. Name of scheme/project: 2. Location of scheme/project: 3. Authorities responsible for:

i. Sponsoring ii. Execution iii. Post-completion Operation and Maintenance

4. Facilities which existed prior to earthquake: This is just to get an idea of how much

“better” is being reconstructed: 5. Relation of the project with the umbrella project/program: 6. If the project is a part of a group of projects, indicate the larger program or project. 7. Period of implementation: 8. SUMMARY AND SCOPE OF THE PROJECT 9. Funding Plan & Mode Of Financing Funding source Counterpart funds if any (mention the source, amount and percentage of the total cost to be financed through the counterpart funds. Cost of the project (Rs. In million)

i. Local: ii. Foreign Exchange component: iii. Total

10. PROJECT DESCRIPTION: 10.1 Project Objectives: 10.2 Indicate the quantified contribution (financial, economic & social with indicators) of the project, if possible, to the target area & population. 10.3 Environmental Considerations and Inclusions: (This should include any environmental hazard feared and any steps taken to avoid such hazards mitigate the damage or replenish the environment) 11. MANPOWER REQUIREMENTS:


12. PROJECT COST BREAKUP Item Quantity Unit

Cost Total Cost

Civil works Plant, equipment etc. Furniture and fixture Office stationery Design cost Advertisement Staff training Technical assistance, consulting services

Capacity building Vehicles/transport Human resource requirements (salaries, etc.)

Contingencies Other charges Total

13. FINANCIAL PHASING: Item Year 1 Year 2 Year 3 Total 14. PROPOSED ACTIVITIES WITH TIMELINES

Timeline (dates) Sr. No. Activity Starting Ending

1. 2. 3, 15. PERFORMANCE INDICATORS (Verifiable indicators for monitoring and

evaluation during implementation and post completion). CERTIFICATE Certified that the project has been prepared keeping in view the instructions issued by ERRA on preparation of PC-I for infrastructure sector projects. PREPARED BY: (Name, designation & phone #) CHECKED BY: (Name, designation & phone #) APPROVED BY: (Name, designation & phone #)


Instructions to fill the Project PC-I PROJECT DIGEST 1. Name of the Project:

Indicate name of the project. 2. Location:

Provide name of District/Union Council.

3. Authorities Responsible for: i. Sponsoring ii. Executing iii. Post-completion Operation and Maintenance (the department or agency which run

the facility after its completion)

4. Facilities which existed prior to earthquake: This is just to get an idea of how much “better” is being reconstructed: Effort is to be made that only the facilities existing prior to the earthquake are

reconstructed. However, any improvements may be allowed.

5. Relation of the project with the umbrella program project/program: A reconstruction and rehabilitation project must be in line with the over all policy

framed and approved under the umbrella document. It should be clearly indicated as to how the project is linked to the overall policy given in the umbrella plan.

6. If the project is a part of a group of projects, indicate the larger program or project:

For instance construction of a school may be a part of a bigger project of building says 10 schools in a union council.

7. Period of implementation:

Time taken for the completion of the project and of the facilities created there under. Period of implementation of a project shall start from the date of administrative approval and end upon handing over the facility to the department/agency responsible for running/maintaining the facility created under the project.

8. Summary and Scope of the Project:

Scope of project may include construction, training, capacity building, provision of facilities etc.

9. FUNDING PLAN AND MODE OF FINANCING:

Funding source would in most cases mean funds that flow from ERRA fund. However, elaboration may be required in case some counterpart funding is expected from some other source for example contributions from local or provincial governments. If known the donor from whom the funds are flowing may also be mentioned.

Total capital of the project Foreign exchange component, if any, has to be mentioned separately.


10. PROJECT DESCRIPTION: 10.1 Project objectives:

The project should conform to objectives of the umbrella plan for the sector/sub sector.

10.2. Indicate the quantified contribution (financial, economic & social with indicators) of the project, if possible, to the target area & population 10.3 Environmental Considerations and Inclusions:

This should include any environmental hazard feared and any steps taken to avoid such hazards mitigate the damage or replenish the environment.

11. MANPOWER REQUIREMENTS

A construction project which is to be contracted/out sourced may not require any manpower within the government. However, manpower may be required for capacity building, planning, execution, and operation etc. of a service delivery facility or institution by way of full time/contractual employment or by way of consultancy.

Manpower requirements would also include any manpower that be required for intimate supervision of construction or project execution.

12. PROJECT COST BREAK UP 7.1.2 Basis of costing on which the technical sanction is to be sought (Market rates, scheduled rates or any other basis may be mentioned)

The basis of costing may be a schedule of rates or market rates etc as may be required by ERRA.

The costing shall not include the costs required for running a facility upon its completion given in the Schedule of Running Expenditure. In cases where the facility created under the project is to be run for some time by the executing department/agency/NGO such costs as may be required to run the facility for the specified period of time may be included in the project costing.

13. FINANCIAL PHASING

Required amounts are to be mentioned under the years in which they would be required. ‘Year’ means a financial year.

14. PROPOSED ACTIVITIES WITH TIMELINES

Items to be procured or activities to be performed are to be mentioned. This table is a replacement of the erstwhile table in a traditional PC-I whereby physical targets were filled in. It has been made changed to accommodate all activities so as to make it more comprehensive, and to make a project easier to implement and monitor. Thus activities like tendering, purchase orders are now to be mentioned along with the traditional ‘physical targets.’

15. PERFORMANCE INDICATORS

This would be a set of criteria against which a project would be evaluated after completion. The set would include design and engineering targets in case of construction project and would also accommodate service delivery targets like for instance, the number of patients each day say in a hospital.

CERTIFICATE

The name, designation and phone # of the person/officer responsible for, preparing and checking be provided. It may also be confirmed that Project Request has been prepared as per instructions relevant to the sector.


Example of a completed ERRA PC-1 form 1. Name of scheme/project: Reconstruction of GBPS Rein Kiat, GBPS Khorian

Syedian, GBPS Meer Jali, GBPS Katha Doba, GBPS Nakka sheikhan, GGPS Malsi Zarin,GGPS Parak, GGHS Langerpura,GBHSS Langerpura at Union Council

2. Location of scheme/project: Langerpura Muzaffarabad 3. Authorities responsible for:

iv. Sponsoring: EEAP/ERRA/SERRA/DRU v. Execution: Education/Works Department vi. Post-completion Operation and Maintenance: Education Department

4. Facilities which existed prior to earthquake: This is just to get an idea of how much

“better” is being reconstructed:

[Note: This is just to get an idea of how much “better” is being reconstructed] The Earthquake of October 8th 2005 heavily destroyed the Educational institutions of Muzaffarabad. This natural disaster has surely posed a huge challenge but also provided an opportunity to think and build back, better. Prior to Earthquake there were all kinds of educational institution including (primary Middle High, High Secondary) existing/functional in Union council Langerpura, but the devastating Earthquake on 8th Oct brought all these facilities just into rubbles.

5. Relation of the project with the umbrella project/program:

The project is covered under the umbrella program initiated for reconstruction of earthquake affected areas in AJK & NWFP

6. If the project is a part of a group of projects, indicate the larger program or project.

ERRA programme for Reconstruction and Rehabilitation in Earthquake area 7. Period of implementation:

36 months. (Jan. 2007 to Dec. 2009)


8. SUMMARY AND SCOPE OF THE PROJECT

S# Items Qty Unit Cost Total Cost (Rs.Million)

1 Civil Works 173000 Sft 1620/- per Sft 280.260

2 Add 5% seismic resistance

- - 14.013

3 6% Deptt Charges -- -- 16.815

4 1.5% Work Charge - - 4.203

5 Equipment Labs including Computer

L/S - 6.00

6 Furniture L/S -- 3.00 7 Escalation - -- 27.67

8 Contingences 2.% on Civil Works

- -- 5.605

Total 357.566 9. Funding Plan & Mode Of Financing Funding source Counterpart funds if any (mention the source, amount and percentage of the total cost to be financed through the counterpart funds. Cost of the project (Rs. In million)

iv. Local: 357.566(Millions) v. Foreign Exchange component: vi. Total: 357.566(Millions)

10. PROJECT DESCRIPTION:

Prior to earthquake all sort of educational institutions were functioning in the Council Langerpura but the devastating tragedy on October 8, 2005 completely damaged all educational institutions in the misfortunate areas of AJK and NWFP, which have serious implications for teaching learning activities there. To rehabilitate the educational activities on permanent basis, there is essential need of reconstructing these damaged institutions as soon as possible. This project is envisaged to construct schools buildings in the affected areas. It will also include provision of equipment and furniture for all the schools.

10.1 Project Objectives: [Note: these should be in the form of SMART objectives.]

The main objective of the project is to improve quality of education by reconstructing the damage / destroyed educational buildings of Union Council Langerpur.

Ensure enrolment and retention of student’s atleast at 80%, the pre-earthquake level.

Reconstruction of Schools through seismically safe and improved design of physical learning space.


Recruit and train teachers in the target areas. Improve the target population’s human capital base and contribute a lot to

attainment of the Millennium Development Goals by the quality and access to social service. It will also boost the economic growth.

10.2 Indicate the quantified contribution (financial, economic & social with indicators) of the project, if possible, to the target area & population.

Rehabilitation by reconstructing the damaged education facilities will ensure the provision of all essential education facilities. It will help bring the enrolment to at least at 80% the pre-earthquake level, at first place and then increase it by 6%. It will also help to bridge the gender gap and improve the access and ensure equity at various levels

10.3 Environmental Considerations and Inclusions: (This should include any environmental hazard feared and any steps taken to avoid such hazards mitigate the damage or replenish the environment)

Due steps will be taken not to disturb the environment during implementation phase. There will be no negative impact of the project. Plantation campaigns will be carried out twice a year through the school children. Filled up check list provided by them will be annexed

11. MANPOWER REQUIREMENTS:

Adequate number of staff is already available. However more staff is will be recruited from the market, if needed.

12. PROJECT COST BREAKUP S. No Item No. Area

sq. ft. Rate/sq ft

Amount Rs. millions

(A) Main Buildings 1 Admin Block 2 2000 2 Class Rooms + Hall 50 110908 3 Stores 21 3000 4 Labs 8 14100

SUB-TOTAL 130008 1620/- 210.613(B) Residential/Other Buildings

1 Mosque and Cafeteria 2 2500 2 Teachers/Bachelor Hostel 21 2500 3 Hostel (Student) 2 5500 4 House Cat III (1500) 2 7500 5 House Cat IV (1000) 8 8000 6 House Cat V (606) 8 4848 7 House Cat VI (520) 8 4160 8 Boundary Wall 2 3992

SUB-TOTAL 42992 1620/- 69.647 TOTAL (A+B) 173000 1620/- 280.26 [Include separate table with furniture requirements.]


13. FINANCIAL PHASING: Items Year

2006-07 Year 2007-08

Year 2008-09

Total

Civil Works / Equipment /Furniture fixture/Vehicle

100.000 140.00 117.566 357.566

14. PROPOSED ACTIVITIES WITH TIMELINES [To be completed with proposed dates of each activity.]

Timeline (dates) Sr. No. Activity Starting Ending

1. 2. 3, 15. PERFORMANCE INDICATORS (Verifiable indicators for monitoring and

evaluation during implementation and post completion).

a. Bring back enrolment ratio at 80% b. Add 6% in the pre earthquake enrolment ratio c. Ensure student teacher ratio 1:40 d. Increase literacy ratio above 65%

CERTIFICATE Certified that the project has been prepared keeping in view the instructions issued by ERRA on preparation of PC-I for infrastructure sector projects. PREPARED BY: (Name, designation & phone #) CHECKED BY: (Name, designation & phone #) APPROVED BY: (Name, designation & phone #)


Reading: ERRA Monitoring Indicators – Education Civil Works Percentage/number of damaged educational institutions and administration buildings

surveyed Number and proportion of educational institutions and administration buildings

reconstructed, following the ERRA principles of seismic resistant design and specifications for learning spaces (completed vs. planned – year wise)

Number and proportion of partially damaged educational institutions and administration buildings repaired, following the ERRA principles of seismic resistant design and specifications for learning spaces

Number of targeted educational institutions and administrative buildings fully functional Recruitment and Training of Teaching Staff Number of teachers recruited at all levels (primary school, middle school, high school,

higher secondary school and colleges) – actual vs. planned Number and percentage of teachers trained at all levels (primary school, middle school,

high school, higher secondary school and colleges) for counselling of students to contribute in confidence building – actual vs. planned

Number of educational institutions (primary school, middle school, high school, higher secondary school and colleges) with prescribed number of teaching staff

Number of educational institutions (primary school, middle school, high school, higher secondary school and colleges) without prescribed number of teaching staff

Technical Assistance and Capacity Building of the District Education Services Technical assistance provided (e.g. number of workshops and capacity building sessions

conducted) for management strengthening of the provincial and district level Education Offices (support mechanisms such as personnel, systems, skills and resources that the district must arrange as a precursor to provide higher quality education)

Difference in pre and post earthquake enrolment Provision of One Time Recurrent Cost for Teaching and Learning Aids Budget allocated to cover the approved items under the recurrent cost for academic

institutions (from primary schools to colleges) Number of educational institutions provided with equipment, furniture, books and reading

materials, etc. Percentage of educational institutions able to be fully functional due to support (one time

recurrent budget) Where appropriate, the information is to be gathered and disaggregated by sex, socio-economic group, level and type of institution, and location (rural/urban).


Draft Observation Checklist for New School Construction

A building inspector or engineer is on-site when the foundations are poured.

Footings should be at least 3 feet below grade.

Footings should be about 16 inches wide (wider if it is a multi story building).

The concrete foundation wall should be at least 8 inches thick, 10 or 12 if it is a multi-story masonry building and there should be reinforcing steel, at least horizontally at the top of the wall. There should be extra reinforcing at the corners.

If the construction is concrete block or brick, there should be steel reinforcement around doors and windows, at columns (pillars) every 16 feet or so, and a continuous ring of reinforced steel concrete beam at the top of the wall at each floor level. The vertical reinforcing should be tied into this ring beam.

Windows and doors should be relatively small, that is, not more than 2-3 meters wide

Windows and doors should be more than one meter from a corner or door.

The distance between windows should be at least 2 meters

The overall floor plan should be a simple rectangle.

The roof should be of light frame construction with light materials, such as corrugated zinc or composition material, not heavy clay tiles and heavy timber framing.


Sessions 4.2 and 4.3: District Action Planning

Session objectives: By the end of these sessions you will have: Have drafted and presented an Action Plan for steps you will take following this

workshop

Exercise: District (Organisation) Action Planning In your small groups, discuss specific action steps that you will take following this workshop in order to use the knowledge and skills that you gained here. Write your group’s plan on a flipchart following the format shown below. Steps we will take … … immediately upon return to office and within one month

Who else must be involved?

… within the next six months Who else must be involved?




Evaluation Form TION OF THE CD Management of Recovery and Reconstruction Dates:

Check ( ) the most appropriate box. Please rate the following categories on a scale of 1 – 4, where 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree. 1

Strongly disagree

2 Disagree

3 Agree

4 Strongly

agree

The workshop achieved its aims and objectives.

The content of the workshop is relevant to my work.

What I have learned will impact on the way I work.

The quality of the learning materials and aids was useful.

The facilitation and presentation during the workshop were open and helped me to learn.

What parts of the workshop were most useful for you?

What improvements/changes would you suggest for similar workshops?

Please give any other comments/suggestions.

Thank you for taking the time to fill in this form. Please return it to the workshop facilitator.

Educational Planning and Management in the Earthquake Affected Areas

Trainer’s Notes

Management of Recovery and ReconstructionW

orks

hop

for S

enio

r Man

ager

s

Provincial Institute of Teacher Education, NWFP

The Provincial Institute of Teacher Education (PITE), NWFP and UNESCO gratefully acknowledge the support of the U.K. Department for International Development (DFID) and the Government of Japan in the production of this material.

Provincial Institute of Teacher Education,

NWFP

1 September 2007

Management of Recovery and Reconstruction Trainer’s Notes

PITE/UNESCO 1

Table of Contents

Note to the trainers ................................................................................................................. 2 Agenda.................................................................................................................................... 4 Session 1.1: Workshop Opening and Welcome ..................................................................... 6 Session 1.2: Introduction and Objectives................................................................................ 7 Session 1.3: Situation Analysis............................................................................................. 10 Session 1.4: Vision Statements ............................................................................................ 13 Session 2.1: Review of Day 1 and Identification of Priority Responses............................... 16 Session 2.2: Developing SMART Objectives........................................................................ 18 Session 2.3: Objective Trees and Planning to Achieve the Vision ...................................... 20 Session 2.4: Constructing the Activity Timeline .................................................................... 23 Session 2.5: Developing Indicators ...................................................................................... 24 Session 2.6: Working Together............................................................................................. 26 Session: Review of Day 2 ..................................................................................................... 28 Session 3.1: Introduction to Disaster Management .............................................................. 30 Session 3.2: Disaster Preparedness Planning...................................................................... 33 Session 3.3: Working with Communities............................................................................... 35 Session 3.4: Role of District Managers in Reconstruction .................................................... 37 Session: Review of the Course............................................................................................. 40 Session 4.1: Overview of NESPAK Reconstruction Procedures and Q&A........................... 42 Sessions 4.2 & 4.3: District Action Plans .............................................................................. 47 Session 4.4: Workshop Evaluation and Closing ................................................................... 49


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Note to the trainers

How was this guide developed? This manual has been designed in response to the needs identified by senior education officials in the earthquake-affected areas of NWFP and AJK. The objective of the workshop is to strengthen the management skills of senior-level managers, especially with regard to the recovery and reconstruction process in order to assist them to “build back better” in their districts.

The workshop is based on an inter-active approach, which follows the essential principles of adult learning and models the type of approach that is necessary for teachers and managers to use with students in order to build a stronger and more effective education programme. The workshop uses a variety of approaches and active learning to ensure that participants can internalise what they are learning. It is also designed to be practical and give participants tools that they can use effectively in their work.

How is this guide organised? There are two books: the Trainer’s Notes for the person doing the training and the Workbook for those being trained. The master trainer needs to read these books very thoroughly.

Trainer’s notes The trainer’s notes consist of:

Session plans: These explain the objectives, the time allocated for the session (although this can only be a guide) and directions for the activities. To conduct this training effectively, trainers need to familiarize themselves with the content of each session before conducting it. We strongly encourage everyone to attend and participate in a course before attempting to train it.

Materials required: In addition to the basic materials that are necessary for the running and implementation of this course (see below), each session includes a list of items that are specifically required in order to run the session effectively. The trainer should make sure that all of these materials are prepared in advance of the session.

Activities are designed to be undertaken as they are written. All instructions are provided to the trainer and time allocations are listed both in the trainer’s note and also in the Workbook for the actual activity. Tables, questions, case studies, role play scenarios and extra space for notes are all laid out in the Workbook. Where sample responses are included in the training guide, possible responses (or responses to be added) are included in the text.

Workbook The Workbook is designed as a ‘take-home’ reference for the participants. Encourage participants to record all their notes and responses to activities in their Workbook. All tables, questions and scenarios – everything the participant needs to be able to complete the exercise is in the Workbook. The Workbook also includes reference materials which the trainer should read and familiarize him/herself with in advance of conducting the training.


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Materials needed for this course Each session plan contains a list of materials that are specifically needed for the session. In addition, the following materials are required for all sessions:

Flipchart paper (at least 100 white sheets) Tape or yellow tack to post flip charts on the wall or cards on charts Permanent markers (at least 24) Pens, pencils and erasers for participants Index cards and post-it notes (pieces of paper that are sticky on the back), if these

are not available heavy stock paper can be cut into pieces that are approximately 10 x 15 centimetres each. You will need approximately 300 of these

200 pegs for building towers in the session on working together

In addition, this course has been developed with a series of PowerPoint presentations. If you have a data projector and laptop available, you can use these presentations. If you do not have a data projector and laptop, you can print the PowerPoint slides on overhead transparencies for use with an overhead projector. If you do not have an overhead projector, you should transfer key points or illustrations from the slides onto flipchart paper for use during the sessions.

Basic Training Tips While it is assumed that the course facilitators are experienced trainers, it would still be useful to review the “basic training tips” that are included in either the Training of Trainers workbook or the trainer’s notes for the middle-managers’ course “Quality Educational Response” and the teacher training course for teachers affected by the earthquake. These basic training tips are a helpful reminder to even the most experienced trainers.


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Agenda


DAY 1 8:30-9:00 Registration 9:00-10:00 1.1 Workshop

Opening and Welcome

Opening of the workshop Welcome

10:00-10:30 Tea break 10:30-11:30 1.2 Introduction

and Objectives Workshop objectives and agenda shared Review of the project cycle Participants introduced to one another

11:30-13:00 1.3 Situation

Analysis Situation analysis: access, retention, quality

Situation pre-earthquake Situation post-earthquake – one year later Major challenges now

13:00-14:00 Lunch 14:00-15:00 1.4 Vision

Statement Introduction to vision statements Preparation of vision statements

15:00-15:15 Tea break 15:15-16:30 1.4 Vision

Statements (continued)

Preparation of vision statements Agree on one vision statement for planning purposes

16:30 Adjourn DAY 2

8:30-9:15 2.1 Day 1 Review and Identification of Priority Responses

Review of Day 1 challenges Identification of priority responses to achieve the Vision

9:15-10:30 2.2 SMART Objectives

Review of SMART objectives Preparation of SMART objectives for priority responses

10:30-11:00 Tea break 11:00-13:00 2.3 Objective

Trees and Planning to Achieve the Vision

Review of objective trees Preparation of objective trees based on SMART objectives

13:00-14:00 Lunch 14:00-14:30 2.4 Constructing

the Activity Timeline

Planning activities according to a timeline

14:30-15:30 2.5 Developing Indicators

Identifying verifiable indicators Establishing the means of verification for the indicators

15:30-15:45 Tea break 15:45-16:30 2.6 Working

Together Working together to solve a problem

16:30 Adjourn


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DAY 3 8:30-9:00 Day 2 Review 9:00-10:30 3.1 Introduction

to Disaster Management

Introduction to disaster management terminology Identification of hazards, vulnerabilities and capacities

10:30-11:00 Tea break 11:00-12:30 3.2 Disaster

Preparedness Planning

Identification of disaster preparedness activities Who is responsible?

12:30-14:30 Lunch 14:30-15:30 3.3 Working with

Communities Debate Role of PTAs/SMCs in reconstruction

15:30-15:45 Tea break 15:45-17:00 3.4 Role of

District Managers in Reconstruction

Influencing other stakeholders

Adjourn DAY 4

8:30-9:00 Workshop Review

9:00-10:30 4.1 Overview of NESPAK Procedures; Q&A

NESPAK presentation Q&A

10:30-11:00 Tea break 11:00-12:00 4.2 Action

Planning Preparation of district (organization) action plans

12:00-13:00 Lunch 13:00-13:45 4.3 Presentation

of Action Plans Group presentations

13:15-15:00 4.4 Workshop Evaluation and Closing

Completion of workshop evaluations Workshop closing Workshop certificates

15:00 Adjourn


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Session 1.1: Workshop Opening and Welcome

Learning objectives

At the end of this session: The workshop will be officially opened and participants welcomed UNESCO will share its plans for continued training with educational managers in the

earthquake-affected areas

Session activities

1. Workshop opening and welcome 45 minutes In advance of the workshop, arrange for one or more senior educational representatives

to officially open the workshop and welcome participants.

Share with the representative(s) the objectives and content of this workshop so that he/she can discuss how this workshop fits into the goals of “building back better” in the districts affected by the workshop

2. UNESCO remarks (optional) 15 minutes You may also want to invite a UNESCO representative to attend the opening and to give

some brief remarks about why this training is being offered and to share more generally UNESCO’s planned support for educational managers in the earthquake-affected districts.


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Session 1.2: Introduction and Objectives

Learning objectives

At the end of this session, participants will: Be familiar with the workshop objectives and agenda Have been introduced to one another

Session outline Content Approx. Time Instructional Activity 1. Workshop agenda and

objectives 10 minutes Presentation

2. Review of the project cycle 20 minutes Plenary discussion 3. Participant introductions 30 minutes Individual introductions Total Time 60 minutes

Materials needed for the session Ball or crumpled piece of flipchart paper taped together to use as a ball (for introductions

option 1 when participants all know each other)

Bag or box (for introductions option 2 when participants do not all know each other)

Session activities

1. Workshop agenda and objectives 10 minutes Review the logistical arrangements

with participants – lunch and tea breaks, restrooms, etc.

Review the workshop objectives with participants.

Administration

Workbook

Washrooms

Lunch / tea breaks

Participant list, attendance


PITE/UNESCO 8

2. Review of the project management cycle 20 minutes Review the project management cycle. Explain that the

process is continuous and steps such as assessment should be regularly carried out in order to update information and plans accordingly.

For example, following the earthquake initial assessments were conducted. These assessments, however, were updated as new and better quality information became available. The need for new and better data will continue throughout the school reconstruction process

In this workshop, we will focus on further improving the nature of our response according to this project cycle, focusing specifically on planning better responses. For those who have completed the first senior managers’ course this will be a review but an opportunity to further develop your skills.

Review the workshop agenda with participants by discussing how each session is related to the project management cycle.

3a Participant introductions (option 1) 30 minutes Note: use this option when the participants already know each other. If the group is mixed and not everyone knows each other, use option 2.

Ask participants to stand in a circle in one part of the room.

Throw a ball to one of the participants and ask him/her to introduce him/herself briefly by answering the questions found on page 6 in their workbooks.

After each participant introduces him/herself, he/she should throw the ball to someone that he/she knows saying the person’s name as they throw the ball.

This process should continue until all participants have been introduced.

Capture the educational achievements on a piece of flipchart paper and summarise them after everyone has been introduced.

3b Participant introductions (option 2) 30 minutes Note: use this option when the group is mixed and not everyone knows each other.

Ask participants to think of something that describes themselves (e.g. married with five children, or 30 years of experience in the education department) on a slip of paper. They should not write their names on the paper. Collect all the papers in a box or bag and mix them up.

Move around the room and have each participant take one slip. They should quickly check to make sure that they did not draw their own piece of paper. (If they do, they should replace it and take another one).

Workshop Plan

Assess – Situation analysis

Analyse– Situation analysis– Identification of challenges

Plan, Design, Redesign– Vision statement– Priority responses– Objective trees– Planning activities– Disaster preparedness– Action planning

Implement– ERRA procedures– Working with communities

Monitor and Evaluate – Performance monitoring indicators and role of EDOs


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Now tell the participants to find the person whose paper they have drawn and to find out that person’s name, title and district where they are working; how long they have been an educator in Pakistan and the greatest educational achievement in his/her district since the earthquake. Remind them that while they are looking for a person, somebody else is looking for them so they should make their interviews short and concise.

Explain that they have 10 minutes for this exercise. Then each participant will introduce his/her partner briefly – no more than one minute!

Capture the educational achievements on a piece of flipchart paper and summarise them after everyone has been introduced.


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Session 1.3: Situation Analysis

Learning objectives

At the end of this session, participants will have: Described the educational situation in their districts prior to the earthquake Identified the changes in the situation pre-earthquake and post-earthquake Identified the key challenges facing their districts nearly two years after the earthquake

Session outline Content Approx. Time 1. Introduction 5 minutes 2. Situation analysis: pre-earthquake 40 minutes 3. Current situation and challenges 40 minutes 4. Conclusion 5 minutes Total Time 90 minutes

Materials needed for the session Prepared flip charts for each group as shown in the diagram below. Post-it notes 3 flipchart sheets labelled Access, Retention and Quality respectively. Hang these on

the wall in advance of the session.

Special preparation in advance of the session Post-it notes

Session activities

1. Introduction 5 minutes Review the session objectives with participants.

Refer participants to the project management cycle that we discussed earlier.

The assessment and analysis phases of the project cycle can also be viewed as a situation analysis, which is what we will look at in this session.

Explain to participants that a situation analysis requires us to look at the real situation and the challenges that we need to address in order to move forward.

Project Management Cycle

MonitorEvaluate

Plan, Design,Redesign

Assess

Implement

Analyse

Disaster Situation analysis


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In this session we will look at the situation in each district as it was before the earthquake and as it is now.

Explain that a situation analysis provides us with a baseline so that we can measure progress and see if we are achieving our objectives.

2. Situation Analysis: pre-earthquake 40 minutes Ask participants to find the colleagues from their own district

to form a small group.

Ask participants to turn to pages 6-8 of their workbooks and discuss the educational situation in their districts before the earthquake. Note that basic statistics regarding students, teachers and institutions from the 2005 Education Census are included as a reference. They should use these to help guide their discussion of issues of access, retention and quality that are outlined in their books.

Stress that the points listed in their workbooks are not all- inclusive. They are meant as a guide for discussion. In their responses, participants may include other factors related to access, retention and quality – anything that helps describe the education system in their districts prior to the earthquake.

Give flipchart sheets to each group. Explain that they should fill in their flipchart sheet with the points that describe access, retention and quality in their districts before the earthquake.

Tell the groups that they have 30 minutes to complete their flip charts. They should use the information in their workbooks, any information that they have brought with them and their experience in their districts.

3. Current situation and challenges 35 minutes After 30 minutes, ask the groups to stop working. Now ask them to think about these

same issues of access, retention and quality and, on a second piece of flip chart paper, list the points that describe the situation now. They should highlight in a different colour any areas that have changed since the earthquake.

Tell the groups that they have 20 minutes for this task.

After 20 minutes, ask each group to study their two flipcharts and to think of the key challenges that they are now facing in each of the areas of access, retention and quality.

Give each group a set of post-it notes. Tell them to write one challenge on each post-it note and to make sure that they have written at least one challenge for each of the three areas – access, retention and quality.


After 15 minutes, ask participants to stick their post-it notes onto the big charts you have put on the wall. They should place them on the flipchart that is most relevant to the challenge identified.

Situation Analysis: pre-earthquake

Access

How many children were in school?How many children were not in school?Who was not in school? Why were some children not in school?


RetentionHow many children completed primary school? How many completed compulsory education?Who dropped out?How many children repeated?


QualityWhat was the quality of the teachers and teaching?What was the quality of the management systems (e.g. data collection, supervision and monitoring, administration)?How did parents and children perceive the quality of education?What were the examination results?What were the literacy rates?


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Together with the large group spend about 10 minutes consolidating the notes so that there is a single list of challenges for each area.

4. Conclusion 5 minutes Explain to the groups that we now have conducted a preliminary situation analysis and

identified key challenges. The challenges that they have now identified will form the basis of our planning during this workshop for the reconstruction phase of earthquake recovery. Ideally, they should repeat this analysis when they are back in their districts, using more precise data, in order to develop more specific district plans.

Gathering baseline information and analyzing it as part of a situation analysis is the first step in developing sound plans. Thoroughly understanding the existing situation and the challenges is an essential component of the planning process. Another critical component is having a vision for the education system. We have to know where we are going in order to make realistic and effective plans. This is what we will discuss in the next session – Where do we want to be by 2010?


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Session 1.4: Vision Statements

Learning objectives

At the end of this session, participants will: Understand the importance of and how to develop a vision statement Have developed and agreed upon a vision statement for education in their province,

state or district Be able to lead others in the process of completing a vision statement

Session outline

Content Approx. Time Instructional Activity 1. Introduction to vision

statements 35 minutes Presentation

2. Development of vision statements

45 minutes Small group activity

3. Sharing the visions – similarities and differences

25 minutes Plenary discussion

Total Time 105 minutes

Materials needed for the session No special materials needed for this session

Session activities

1. Introduction to vision statements 30 minutes Review the session objectives with participants.

Refer participants to page 11 in their Workbooks. This is a brief description of vision statements. They may want to follow along and take notes during the presentation.

Begin the session by situating the exercise within the broader context of educational goals in Pakistan.

In addition to the current National Education Policy (1998-2010), Pakistan has also committed to achieving the Education for All goals by 2015. The Pakistan National Plan of Action on Education for All stipulates achievement of universal primary education for both boys and girls by 2015 (2010 for boys) and a reduction of the dropout rate to almost zero in the same time period. The National Plan of Action and the National Education Policy also call for improved quality of education in Pakistan.

Ask participants whether any of them have taken part in the development of district-level EFA plans. If any are familiar with the district-level plans, ask them if they had the same targets.

Objectives

Understand the importance of and how to develop a vision statement

Have developed and agreed upon a vision statement for education in your province, state or district

Be able to lead others in the process of completing a vision statement


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In a strategic planning process, it is important to have both a vision and a strategic framework in which to situate planning.

Keeping in mind the EFA goals and those specified in the National Education Policy, we will now look at developing vision statements for the earthquake-affected areas.

Vision statements are broad overall statements of where we are headed. Once we know where we want to go, we can develop more specific plans for how to achieve our vision.

Review the prepared slide to discuss the importance of vision statements and why they are necessary.

One main reason for preparing a vision statement is to establish a common goal. This allows those concerned – which includes educational managers as well as teachers, parents, community members and children – to work together to achieve the vision.

Vision statements are used in the business world but they are also applicable in the public sector. For the education system to succeed, it must know what it is about. It must be able to clearly describe its purpose and what it is there to achieve. Developing a vision statement is a way of articulating these ideas to yourself, your staff, your communities, your students and their parents. Many of you have mentioned that many parents in Pakistan are sending their children to private schools rather than public schools. Having a vision that inspires the community (and schools that uphold that vision) will help reverse this trend.

A vision statement should describe where you want to see yourselves in the future. It should be challenging, innovative and forward-looking.

Features of an effective vision statement may include: Clear and unambiguous Descriptive of a bright future (hope) Memorable and engaging Realistic aspirations, achievable Alignment with values and culture

Leaders have a responsibility not only to communicate the vision regularly but to act as role models by embodying the vision, creating short-term objectives compatible with the vision, and encouraging others to craft their own personal vision that is compatible with the overall vision.

The value in knowing your final destination (your vision) is that you can choose to take the specific paths that lead you there. Your action is intentional and keeps you pointed in the right direction.

Explain to participants that the vision sets the framework for subsequent planning and helps us to locate our objectives so that we can plan more effectively. We will build our plans around verifiable indicators that will help us to see whether or not we are on track to achieve our vision.


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2. Development of vision statements 45 minutes Share the sample vision statements with participants and

illustrate how each seeks to inspire and challenge. Note in the Microsoft example how the vision statement also changes over time as a company (in this case) or a system develops and changes.

For the Punjab example, ask if anyone can describe what the Chief Minister of Punjab wants. That is, if they achieve their vision in Punjanb, everyone in Pakistan (and elsewhere will think of Punjab as the centre for information technology in the country.

Note how all of the vision statements are ambitious and seek to inspire.

Refer participants to page 11 in their workbooks and review the exercise.

For this exercise, participants will craft a vision statement (or vision of success statement) that will answer the question: "By 2010, if we have truly “built back better” what will that success look like?”

For this exercise, participants will work in district teams. They should spend the next 40 minutes crafting their vision statements. Participants may first want to conduct a mini-brainstorm of what each group member sees as success or elements of a desirable educational system. Then, they can work on writing a statement that summarizes these elements.

Give participants 40 minutes to write their vision statements on flipchart paper. As the groups work, circulate around the room to answer questions and to make sure participants are writing short, one sentence vision statements that capture their elements of success. Encourage them to write multiple versions if possible so that they can choose one that the group likes.

3. Sharing the visions 25 minutes After 40 minutes, ask each group to share its vision statement.

Allow other participants to comment on the vision statement

As a group, decide on a common vision statement (which may contain elements from the different groups) for which there is consensus amongst the group. The agreed upon vision statement will be the one that the group will work during their planning exercises.

Sample Vision Statements

There will be a personal computer on every desk running Microsoft software (first vision statement)

Empower people through great software anytime, anyplace, and on any device (new vision statement)

More examples

Helping to make Montgomery County the best place to be through efficient, effective and responsive government that delivers quality services.

As a leading global sport, cricket will captivate and inspire people of every age, gender, background and ability while building bridges between continents, countries and communities. (International Cricket Council’s vision for cricket)

One more example

The vision of the Chief Minister Punjab is to make Punjab the hub of information technology (IT) and promote economic growth in the IT sector through the implementation of e-Governance policies, IT education, and creation of Software Technology Parks.

Creating Vision Statements

First, everyone in the group should share his/her thoughts on what they think would be “success” or elements of a desirable education system.

Then, write a statement that summarises these thoughts.


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Session 2.1: Review of Day 1 and Identification of Priority Responses

Learning objectives At the end of this session, participants will: Have reviewed their key challenges and vision statements from Day 1 Have identified priority responses/strategies for achieving their visions for 2010 Be prepared to begin planning to achieve their visions

Session outline Content Approx. Time 1. Review of Day 1 15 minutes 2. Identification of priority responses 30 minutes Total Time 45 minutes

Special preparation for the session Update powerpoint slides 3-7 and 9 with the results from the situation analyses

conducted on Day 1 in advance of this session Print outs of the main challenges related to access, retention and quality to give to the

small groups. Depending on the number of participants, you should have 4-5 small groups working on the responses to these challenges. Print out two copies of the challenges for each group, according to the category they are assigned. (For example, if one group is assigned to access, they should receive two copies of the challenges related to access only.)

Session activities

1. Review of Day 1 15 minutes After the recitation, remind participants that this is a “working workshop” and that they

are expected to contribute to sessions, discuss openly and freely about the issues that arise and internalise the knowledge and skills that are learned in this workshop.

To help with this internalization, we will have a review session each day of the workshop to review the work undertaken so far.

After the first day of the workshop, review carefully participants’ small group work from the situation analysis and vision statement sessions. Use this time to review the main reasons why children do not stay in school; the main challenges related to access, retention and quality and the vision statement. Be prepared to discuss your observations with participants.

Make sure to update overheads 3-7 and 9 in advance of this session.


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2. Identification of priority responses 30 minutes Explain to the participants that for the rest of this session they

will be looking for responses to the challenges that they identified during the situation analysis session.

Identifying and agreeing on priorities is an important component of planning as it will help to guide our efforts so that we achieve our vision and more specific objectives. It

should help us see the key areas on which we want to concentrate our efforts and resources.

Form the participants into 4 (or 5) small groups and assign one (or two) groups to access, one group to retention and two groups to quality.

Ask each group to brainstorm all the responses that they think will address the challenges listed on the charts and that will help them achieve their vision. Remind them that a brainstorm should be quick and that they should accept all ideas with no criticism.

Tell participants that they have 15 minutes for their brainstorm.

After the brainstorm, ask the groups to review their brainstorm and evaluate their ideas. Can some be grouped together? Which ones do they think are critical? They should then decide on the top 3 priority responses that need to be implemented in order to address the challenges they have outlined. They should circle these on their flipchart paper.

Ask each group to share the top 3 priority responses that they think are necessary to address their group of challenges (related to access, retention or quality).


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Session 2.2: Developing SMART Objectives

Learning objectives

By the end of this session participants will: Know what makes project objectives SMART Practise setting SMART objectives for their identified priority responses

Session outline Content Approx. Time 1. Introduction 10 minutes 2. Analysis of Objectives 30 minutes 3. Developing SMART objectives 30 minutes 4. Conclusion 05 minutes Total Time 75 minutes

Materials needed for the session 30 orange pegs and 30 blue pegs hidden around the room before the start of the

session.

Session activities

1. Introduction SMART Objectives 10 minutes Review the session objectives with participants.

Those who have already completed the first senior managers’ course should recall that we looked at SMART Objectives.

Ask if anyone can explain what the acronym means.

Show the PowerPoint and ask participants if they can explain each element of SMART. Ask for examples of each term so that those who have not attended the first course understand each concept.

2. Analysis of objectives – peg search 30 minutes Arrange participants into two teams.

Explain that in this game each team will receive a different objective. Each team will be responsible for achieving its objective – the other team is not allowed to help.


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Give team 1 their objective. Find all the orange pegs in two minutes.

After two minutes, count how many pegs they have found.

Ask the team if they have found all the orange pegs.

Ask them how they know that they have found all the orange pegs when they did not know how many pegs there were initially. Point out (if necessary) that this is what we very often do in terms of enrolment of children in school. If we do not know how many school age children there are we can never be sure that we have all children in school.

Give team 2 their objective: There are 30 blue pegs hidden in the room. Find and collect 80% of them in two minutes.

At the end of two minutes, ask team 2 if they have 80% of the blue pegs.

Ask how many pegs there should be [24].

Ask participants to return to their seats.

Discuss with the participants which objective was SMARTer and why. Point out that it is possible to have objectives that are so easily achieved that they do not move us towards our vision. Equally, there are SMART objectives that have assumptions built in (such as knowing how many school-age children there are in a given area). As we already understand the principles of SMART objectives, it is now our responsibility to ensure that any objectives we write are SMARTer and that they truly lead us towards our vision for 2010.

3. Developing SMART objectives 30 minutes In their groups, participants should develop four SMART

objectives – one overall objective for their assigned category (access, retention or quality) and one SMART objective for each of the three priority responses that they identified.

Tell the groups that they have 30 minutes to develop their four SMART objectives.

Move around the room to check that the groups’ objectives are SMART.

4. Conclusion 05 minutes Ask each group to share one of its SMART objectives.

Explain that these SMART objectives will simplify the planning process. They give us something to measure our progress against and provide a clear picture of what it is that we are trying to achieve.

Explain to the participants that in the next session they will use these SMART objectives to develop objective trees, with the purpose of beginning to plan specific activities that must take place in order to achieve the objectives.


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Session 2.3: Objective Trees and Planning to Achieve the Vision

Learning objectives

By the end of this session participants will: Be able to develop comprehensive objective trees to the activity level based on the

vision statements of day 1. Have begun to map the specific activities from their objective trees onto a project

timeline

Session outline Content Approx. Time 1. Introduction 20 minutes 2. Creating objective trees 40 minutes 3. Reviewing objective trees 30 minutes 4. Plotting activities 30 minutes Total Time 120 minutes

Materials needed for the session A 4 metre length of masking tape on the floor or along the wall to use as a timeline,

marked to show from now until 2010 (as shown below).

Pre-earthquake

September 2007

2008 2009 2010

VISION The vision statement written on a large card and ‘September 2007’ written on a large

card Index cards Post-it notes

Session activities


If participants have changed seats, ask them to return to the groups they were in for the previous activity.

Explain to the groups that in this session they are going to develop an objective tree that clearly shows which activities need to be implemented in order to achieve their objectives.

Ask if any of the participants can explain how an objective tree is developed. Take a few responses.


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Then, review how an objective tree is developed. When you are reading the objective tree from the top to the bottom, you should be able to answer the question how? That is, how will the next the next lower level help achieve each objective?

Conversely, when you are reading the objective tree from the bottom to the top, you should be able to answer the question why? That is, when you begin at the activity level, the related sub-objective should tell you “why” you are conducting the specified activities.

Review the sample objective tree that is shown on the powerpoint as well as on page 14 of the workbook.

Participants should start their objective trees by placing their SMART objective at the top of the tree. They should then ask “how” they will achieve that objective. This will help them to develop sub-objectives. Once they have a list of sub-objectives they should again ask the question of “how” they will achieve those sub-objectives. They should continue this process until they reach the level of specific activities.

Emphasise that the objective trees are to include specific activities and that they should think of at least 5 activities for each sub-objective.

Remind participants to check that their SMART objective is being fulfilled by the activities. If they implement the activities, will they achieve their objective?

2. Creating objective trees 40 minutes Give the groups several sheets of flipchart paper and tape explaining that they may need

to tape sheets together to create a big enough chart. Also give them post-it notes for use in making their objective trees so they can move items easily as they discuss and work on their trees.

Allow 40 minutes for the groups to work on their objective trees.

As participants work, circulate around the room and work with the groups to make sure that they understand how to make their objective trees and to answer any questions.

Remind participants that this is a review activity and that most of their time should be concentrated on specifying the activities that will help them achieve their objective.

3. Reviewing objective trees 30 minutes After 30 minutes, ask the groups to stop working on their objective trees and to hang

them on the wall (if they have not already done so).

Ask two groups to work together on the review of the objective trees. Each should review the other group’s objective tree and provide detailed feedback – questions, comments – to the other group. They should take 10 minutes to review each group’s objective tree, asking questions and trying to help clarify the other group’s tree.

Circulate among the groups giving additional feedback and asking questions as necessary.

4. Plotting Activities 40 minutes After 20 minutes, give each group a set of cards (of one colour).

Now ask the groups to write their activities on the cards – one activity on each card – making sure that they have at least 3-5 specific activities for each sub-objective on their objective tree.


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As participants finish writing their cards ask them to come and place the cards on the timeline (previously taped to the floor or wall with the vision statement at one end and the date August 2007 at the other end). The activities should be placed at the times that they need to be conducted. If necessary, groups can write additional cards in order to place them on the timeline appropriately (for example, if the same activity needs to be conducted in each year or at multiple times during a year).

If necessary break for lunch and finish with the timeline after lunch.


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Session 2.4: Constructing the Activity Timeline

Learning objectives

By the end of this session participants will: Have mapped the specific activities from their objective trees onto a project timeline Have considered the inter-dependence of activities and begun to formulate a plan

Session outline Content Approx. Time 1. Reviewing the activity timeline 25 minutes 2. Conclusion 05 minutes Total Time 30 minutes

Materials needed for the session Different coloured index cards (or A4 coloured card stock cut in thirds)

Session activities

1. Reviewing the activity timeline 25 minutes After lunch ask participants to finish hanging their cards on the timeline (if necessary).

Remind them that the cards should be placed in chronological sequence.

When all of the cards have been placed ask participants if they are in a logical sequence or if some need to be moved.

Discuss the placement with the whole group and reorganise the cards if necessary.

Ask the participants to consider whether any of the activities result in over-commitment of those who would be asked to implement the activities. For example, if the DEE or PITE are asked to implement multiple training programmes at the same time, is this possible considering the existing human resources of the organizations involved? Or, if xxx number of teachers are to be trained in multiple workshops during a finite period of time, is there enough time to accomplish the training and what is the impact of the training on the teaching and learning process for the children (i.e. if teachers are continually absent from class)?

Ask them also if the obvious times of other commitments have been taken into account (for example; examinations, vacations, Ramazan) in the planning.

Allow readjustment of the activities timeline (perhaps by putting in extra cards to mark the important times when activities cannot occur).

4. Conclusion 5 minutes Point out to the participants that if they and their colleagues can fulfil the activities that

have been outlined in this session, the reconstruction of the education system will be well underway and they will be moving towards realising their visions.


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Session 2.5: Developing Indicators

Learning objectives

By the end of this session participants will be able to: Identify indicators to use to monitor the progress of activities Identify the means of verification for these indicators

Session outline Content Approx. Time 1. Introduction 10 minutes 2. Establishing indicators and means of verification 40 minutes 3. Conclusion 10 minutes Total Time 60 minutes

Materials needed for the session No special materials needed

Session activities


Review again the project cycle and note that monitoring and evaluation are important activities that must be conducted as projects are being implemented. But, during the planning phase, it is critical to plan how you will conduct monitoring and evaluation so that you are able to collect the information when you need it.

During the planning phase, one key activity is specifying verifiable indicators and the means of verification.

Ask if anyone can define what is meant by indicators and give an example. Take a few responses.

Remind participants that indicators are the signposts that show that we are making progress towards achieving our objectives. They are used to monitor the results being achieved.

Indicators, like SMART objectives need to be specific, relevant and measurable.

Now ask participants what is meant by “means of verification”.

As necessary remind participants that the means of verification can include where the information can be found (for example computerised list of certificates awarded for successful completion of the head master training courses to be found at PITE or DEE), how it will be produced or who will collect the information (for example through school visits and interviews with principals).


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Show the prepared slide with sample verifiable indicators and means of verification.

2. Establishing indicators and means of verification 40 minutes Ask participants to return to the groups that they worked in to

develop their objective trees and activities.

Ask participants to turn to page 17 in their workbooks and look at the table.

Ask the groups to choose five activities that they think are the most likely to help them achieve their objective.

In the first column, they should list their 5 activities.

In the second column “verifiable indicators”, they should write 2-3 indicators for each activity that will clearly demonstrate the success or progress of the activity. Note that an indicator can show that a project has achieved its objective or is not on track – either condition is something that needs to be monitored in case there is a need to change direction or increase emphasis on certain activities. Indicators should be both quantitative (numbers) and qualitative.

In the third column “means of verification” participants should indicate the means of verification for each of their indicators, that is how or where they will collect the information and who will collect it.

Remind participants that identifying the means of verification is a crucial step in order to make sure that the indicators can be monitored in order to determine how well the project is meeting its objectives.

Finally, in the last column they should indicate who is responsible for collecting the information and monitoring progress.

Tell the groups that they should complete the table as a group although each person should complete the table in their own workbook.

Tell the groups that they have 30 minutes for this activity.

Move around the groups ensuring that the indicators reflect the activities and that the means of verification are valid.

After 30 minutes, ask the groups to stop working. Ask each group to share one activity, two indicators and their accompanying means of verification. Write these on a flipchart and improve them as necessary.

4. Conclusion 10 minutes Remind participants that without indicators, there is no valid way of ensuring that

particular activities actually take place, nor that they contribute to the objective that they are meant to support. This is a critical component of monitoring.

Point out that the SMART objectives, the objective trees, the activity timeline and the indicators can be expanded in order to develop a comprehensive workplan for the next three years.


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Session 2.6: Working Together

Learning objectives

By the end of this session participants will: Be able to recognise the elements needed to work together as a team. Be able to practice some of these elements through the activity.

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Building the tallest tower 15 minutes 3. Working together 15 minutes 4. Conclusion 10 minutes Total Time 45 minutes

Materials needed for the session Approximately 25-30 pegs for each group

Session activities

1. Introduction 05 minutes Ask participants to create groups of five choosing people with whom they have not

worked so far in this course.

Explain that they now have a vision of building the tallest tower possible. The groups will be competing to achieve this vision.

2. Building the tallest tower 15 minutes Give each person in each group 3-5 pegs and explain that they need to work together as

a team to build a tower.

Tell the groups that they have plenty of time and that some time should be spent working out how to build the tower and how the team will work.

Tell the groups they have 15 minutes to build their towers. Remind them that each person must contribute – no one may sit and watch.

Move around the groups to watch how the participants interact as members of a team. Watch specifically for whether leaders (visionaries or designers) emerge, note who are the workers and whether anyone serves as the “quality control” member of the team.

Give teams extra if they can use them to build the towers taller.

3. Working Together 15 minutes At the end of 15 minutes ask the groups to stop work. Invite everyone to look at all the

towers and determine which is the tallest.

Ask the participants to think about who contributed to the tower and in what way.


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Explain that it is not enough to say everybody contributed, without thinking of the actual contribution.

Ask participants to turn to page 19 of their workbooks and fill in the table.

Tell participants that they have 10 minutes to fill in the table

Move around the room to see how the tables are being filled in.

Ask someone from each group to read the final column from their table. Take note of the words that they use to describe each person’s role on the team. Note whether there is any overlap in roles on each team. Did any team have more than one leader? Is it possible to have more than one leader?

Discuss with the group that a team typically only has one visionary, although everybody can contribute to the vision. The visionary is the philosophical leader, although there may be another person who is the practical leader.

4. Conclusion 10 minutes Point out to the participants that a team is much more than just another word for a group

of people who work in the same office or area. A team is a group of people who recognise each other’s strengths and utilise them and compensate for each other’s weaknesses. The most effective teams utilise the strengths and talents of each person to do the best possible job. Without doing this, there is no possibility of working together to achieve the team’s objectives.


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Session: Review of Day 2

Learning objectives

At the end of this session, participants will: Be able to identify and recall the learning points of the work undertaken on Day 2.

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Review of Days 1 and 2 20 minutes 3. Conclusion 05 minutes Total Time 30 minutes

Materials needed for the session Glass and a marker for tapping on to make a noise.

Session activities

1. Introduction 05 minutes After the recitation, remind participants that this is the time to see what they have

internalised from the work done so far.

2. Review of days 1 and 2 20 minutes Ask participants to stand in a circle and give the ball to one person.

Explain that this game is called “hot potato” because the ball should be passed very quickly from person to person around the circle.

Explain that you will be tapping on a glass and that the ball should keep moving until the tapping stops.

The person holding the ball when the tapping stops must answer the question. [It is better not to look at the group while you are tapping].


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Questions 1. Name three elements of the project

cycle. 2. What is your vision statement? (Do not

look at the wall) 3. Tell me the most important thing that

you personally learned yesterday 4. What are the parents’ perceptions of

education in your district? 5. What are the three areas of education

that need to be addressed to ‘build back better’?

6. Name 3 challenges that need to be addressed as a result of the earthquake

7. Can you tell me 2 priority responses your group decided on?

8. Why do we make objective trees?

9. What is the purpose of a vision statement?

10. Why do you think having a vision statement is a good idea?

11. Why is it important to conduct a situation analysis as part of the planning process?

12. What does SMART stand for?

13. Name two planning tools that we have discussed so far.

14. How do you read an objective tree?

15. Give an example of an indicator. 16. What is an example of a “means of verification” for the previously mentioned indicator?

3. Conclusion 05 minutes Reviewing work undertaken is part of the internalization process and the more that

participants think about the issues raised in the workshop the more links to other knowledge and skills they will discover; which also helps to internalise.


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Session 3.1: Introduction to Disaster Management

Learning objectives

By the end of this session participants will: Understand commonly used disaster management terminology Be able to explain what is meant by disaster preparedness Be able to identify disaster preparedness related to education

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Hazards and disasters 15 minutes 3. Identifying hazards 15 minutes 4. Disaster management 15 minutes 5. Identifying vulnerabilities and capacities 30 minutes 6. Conclusion 10 minutes Total Time 90 minutes

Materials needed for the session No special materials needed for this session

Session activities

1. Introduction 05 minutes Review the objectives for this session.

Explain that in this session we will first discuss some general disaster management topics and then consider the hazards that apply in the participants’ districts as well as their vulnerabilities and capacities.

2. Hazards and Disasters 15 minutes Begin by showing this slide which shows a number of different

disasters and their effects.

Ask participants how they would define a ‘disaster’.

Take a number of responses from participants and write these on a flip chart.

If participants suggest responses, such as an earthquake or a cyclone, ask questions such as:

Is an earthquake in the middle of an uninhabited desert a disaster? What would make an earthquake a ‘disaster’?


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Try to elicit responses that lead to answers such as loss of life, or disruption so great that a community or group cannot cope without some form of assistance

Stress that while there are many different definitions of disasters, for our purposes, we will focus on the following common elements of disaster definitions.

Compare the list of common elements to the participants’ responses that you noted on the flip chart.

Explain that different organisations and agencies often have different definitions of what constitutes a disaster but that these are the common elements found in most definitions.

You may want to share a specific definition, such as the one on the powerpoint slide:

Note that hazards do not necessarily result in disasters.

Disaster management is concerned with identifying potential hazards for a given area and then identifying:

The probability or likelihood that the hazard will occur and, if so, its likely level of intensity. For example, a category 5 hurricane or cyclone is of far greater intensity and can potentially do much more damage than a category 1 hurricane or cyclone.

The vulnerability of an individual, community, sub-group, structure, service or geographical area that is, the extent to which they are likely to be damaged or disrupted by the impact of a particular hazard.

3. Identifying hazards 15 minutes As a group, brainstorm a list of potential hazards that may occur in participants’ districts.

Encourage participants to think of all hazards that they can, reminding them that hazards can include natural events as well as human-induced events such as epidemics or conflict.

After you have a good list of potential hazards, ask participants to rank each one according to its likelihood of occurrence (1 = unlikely to 5 = almost certain to occur) and its likely negative effects (1 = negligible to 5 = serious disruption of activities, destruction of property and loss of life).

Explain that identification of potential hazards and their effects is a critical component of disaster management.

4. Disaster management 15 minutes Disaster management is also concerned with the issue of risk

and how to reduce it.

Note that, in most cases, it is difficult, if not impossible, to prevent a hazard from occurring, but what we can try to do is to reduce vulnerability and/or the capacity to cope after a disaster.

Note that vulnerability and capacity are concepts that can be


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applied to people as well as to institutions or systems.

Human vulnerability is the degree to which people are susceptible to loss, damage, suffering and death, in the event of a disaster.

Institutions or structures may also be vulnerable, e.g. poorly built houses or schools may collapse in a disaster or an institution may be vulnerable if records are destroyed during a disaster.

Capacity, on the other hand, refers to the resources of individuals, households and communities that enable them to cope with a threat or resist the impact of a hazard.

By decreasing vulnerabilities and increasing capacities (which by itself decreases vulnerability), we can decrease the risk of a disaster. For example, tomorrow we will discuss the issue of school location as a key point of reducing vulnerability. Some areas where schools existed before the earthquake have been declared too hazardous (because of soil conditions, location of fault lines or landslide risk) to reconstruct a school on the existing site. In order to reduce the vulnerability of the physical structure as well as students and teachers, some schools need to be relocated.

5. Identifying vulnerabilities and capacities 30 minutes Form the participants into small groups and assign one

hazard to each group based on the list compiled previously. (Assign those hazards that have a higher probability of occurring and will have resulting negative effects if they do occur.)

Ask participants to turn to their workbooks (page 25) and in their small groups think about the vulnerabilities that exist in the education systems, in terms of their assigned hazard. Ask the group to complete the vulnerability column of the table (each person should fill in their own chart even though they should work together as a group)

Remind the groups that children are particularly vulnerable in emergencies – their world has changed leaving an uncertain present and unknown future. While their vulnerabilities are largely the same as for adults, they can also suffer the loss of parental care, as well as emotional, psychological and developmental effects.

Ask around the groups to share some of the vulnerabilities the groups have identified.

Then ask the groups to continue with their table and complete the capacities that exist that could enable education to continue with minimal disruption.

Ask around the groups to share some of the capacities the groups have identified.

Encourage a short open discussion on the vulnerabilities and capacities outlined and point out that many of them are the same regardless of the potential hazard.

6. Conclusion 10 minutes Education (with other emergency responses) revitalises and strengthens the morale of

children, provides protection, and helps them to build new lives.

Point out to the group that education can also be used as a vehicle for increasing capacities to reduce overall vulnerability to disaster. As educators, the planning for disaster preparedness should encompass the entire learning system (management systems, as well as the teaching and learning process and the children in school) and will have benefits for the whole society.


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Session 3.2: Disaster Preparedness Planning

Learning objectives

By the end of this session participants will have:

Identified disaster preparedness activities that can be implemented in their districts

Identified who is responsible and actions that must be taken to be better prepared in the event of a disaster

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Disaster preparedness planning 60 minutes 3. Analysis of preparedness measures 20 minutes 4. Conclusion 05 minutes Total Time 90 minutes

Materials needed for the session No special materials needed.

Session activities

1. Introduction 05 minutes Review the learning objectives for this session.

Explain to the participants that the identification of vulnerabilities and capacities is of no use unless there is planning that mitigates the vulnerabilities by using the capacities.

In this session we will look at how we can apply these concepts to education, that is, what types of disaster preparedness measures can be taken to help education systems be better prepared to respond and react to disasters.

The ultimate goal of disaster preparedness measures must be to keep children and staff safe as well as to minimize the disruption of children’s and youth’s access to education.

2. Disaster Preparedness Planning 60 minutes Review the definition of disaster preparedness planning with

participants. Stress that the ultimate goal is to reduce the impact of disasters and enable people/communities to respond better should a disaster occur.

Ask the participants to return to their previous groups.

Explain that they are to discuss and develop a series of


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measures that can be put into place to prepare for a disaster.

Ask participants to turn to page 28 in their workbooks. First they should review the six categories of preparedness and planning measures that are described. Then, they should choose three that they would like to implement in their districts.

For each of their selected preparedness measures, they should develop a series of actions to be taken in order to implement the preparedness measure.

For example; if back-up of records is a component of risk reduction measure the specific actions may include regular, timely submission of school records (with copies kept at the school level), compilation of records at the district or UC level (within a week of receipt) and forwarding of those compiled lists to at least two different locations for safe keeping. Ideally this should be done electronically.

Tell the groups that they must develop at least three real actions to be taken for each measure that they choose. In the last column they should list the people or sectors responsible for completing the action. This is on pages 26-27 of their workbooks.

Tell the groups to write their answers on a flipchart and that they should have these completed in 40 minutes.

3. Analysis of preparedness measures 20 minutes Ask one member of each group to present their findings to the participants

Ask the large group if the proposed preparedness measures are achievable and how they fit into the timeline from day 2. When should these activities be conducted?

4. Conclusion 05 minutes Ask participants to think about their outlines and remind them that they need to be

incorporated into their overall planning.

Disaster preparedness should be standard policy. It is the role of the senior managers to advocate for policy changes and support as well as to make sure that the head teachers and the communities know their responsibilities and are able to incorporate disaster preparedness into their activities. This should include knowing what to do in the event of an emergency.


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Session 3.3: Working with Communities

Learning objectives

By the end of this session participants will: Have discussed the pros and cons of working with PTCs/SMCs Have considered the role that PTCs/SMCs can play in reconstruction

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Debate 45 minutes 3. Conclusion 10 minutes Total Time 60 minutes

Materials needed/special preparation for the session Ball for the debate. Two flip charts labelled “CAN help” and “CANNOT help” hung on the wall. Hang extra

blank sheets on the wall in case there are more points than can be written on one flip chart.

Session activities

1. Introduction 05 minutes This session addresses ways that managers can engage parents, guardians and

community members through PTCs/SMCs. While school communities were also deeply affected by the earthquake and their professional, financial, emotional and other resources also overburdened, they can still play a vital role in reconstruction as well as in the on-going activities of their schools.

It is the responsibility of senior managers as well as principals and head teachers to find ways of involving PTCs/SMCs in the running of the schools in their districts and securing their support. This will be essential during this difficult time and will also help create a feedback loop for parents to obtain an accurate idea of their children’s progress.

2. Debate: “School committees cannot help” 45 minutes Divide the participants into two groups. Explain that they are going to take part in a

debate. The first group (A) will develop arguments to support the statement “School committees cannot help”. The second group (B) will argue against the topic (i.e. they are arguing that school committees can help).

Explain that there are particular rules for this debate:

Each point made must be different (that is, the same point cannot be repeated).

Explain to the participants that each side must develop their own arguments, but they must also try to think of what the other side will say and develop arguments against their points.

Tell the participants that they have 15 minutes to prepare their arguments.


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Remind them to use page 31 of their workbooks to help them prepare.

Give the instructions for the debate. Side A has a ball, which they throw to somebody on side B after they make their first point. Side B must try to refute the point and then make a point of their own. Then they throw the ball back to side A, who makes a new point and so on.

Remind the groups that they can only use each point once.

Record each point on the appropriate flip chart.

3. Conclusion 10 minutes At the end of the debate, summarise the main points. Explain to participants that one

reason for thinking through possible objections to school committees is to help the managers develop stronger arguments in favour of the committees and be better able to convince head teachers and communities of the value of school committees.

Even though the communities have suffered enormously as a result of the earthquake, helping others is part of the healing as well as being a directive of Islam. Not only will the schools be helped through the reintroduction of school committees, but so will the communities themselves.


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Session 3.4: Role of District Managers in Reconstruction

Learning objectives

By the end of this session participants will have: Discussed the importance of “influence” in the leadership process Considered specific activities for which they can enlist support from PTAs and school

communities

Session outline Content Approx. Time 1. Introduction 30 minutes 2. Influence role plays 40 minutes 3. Conclusion 05 minutes Total Time 75 minutes

Materials needed/special preparation for the session No special materials needed for this session.

Session activities

1. Introduction 20 minutes In this session, we will continue to explore ways in which PTCs/SMCs may be able to

help in the reconstruction process. We will look not only at specific ways in which they can help but we will also look at the concept of “influence”.

The relationship of education officials with communities and with higher authorities is not one of power or hierarchy. Education officials cannot “order” parents to participate in school activities but they can “influence” them in order to secure their support and assistance.

Begin by showing the two proverbs. Ask participants what is meant and how they can apply these proverbs to their work.


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Show the definition of influence. Stress that the important concept is changing or modifying someone’s behaviour, actions or opinions.

Influence is a key skill for managers to develop. It helps earn co-operation from colleagues and community members, ensures your voice is heard and makes you a better leader. The real skill is learning how to influence through commitment, loyalty and trust, rather than through mere compliance or, at worst, coercion.

Leadership and influence can take many forms. Show the slide and discuss each of the elements briefly.

The way influence is acquired without formal authority is through the "law of reciprocity"— the almost universal belief that people should be paid back for what they do, that one good (or bad) deed deserves another. This belief is held by people in different societies all around the world. Because people expect that their actions will be paid back in one form or another, influence is possible.

Show the slide “sources of influence.” Choose two or three to discuss in more detail with the group.

2. Influence role plays 50 minutes Ask participants to turn to page 33 in their workbooks. As a

group brainstorm a list of ways that the PTCs/SMCs can provide assistance to meet the needs of the schools.

After 10 minutes, conduct a round robin exercise. Ask one table to state one type of assistance that is needed and write this on a flip chart. Then ask the next table to state a different type of needed assistance. Continue around all the tables until you have captured all of the groups’ responses.

Next, ask for four volunteers to play the role of educational managers in a short role play. Explain to them that their job in the role play will be to influence the parents in their community (the rest of the participants) in order to secure their needed assistance. They should practice developing the sources of influence during the role play.

Ask the volunteers to choose one type of assistance for which they will try to influence the parents to provide for the school.

Tell the volunteers that they have 10 minutes to prepare for a short role play on their chosen scenario.

As the volunteers prepare, explain to the rest of the group that their job in the role play will be to act as parents. They may choose to play their roles as they like and they


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should decide what their needs and interests are and why they may or may not want to assist.

If the education managers are successful in their attempts to obtain assistance from the parents, the group may respond positively. If they do not like how they are treated or the strategies used by the managers are not compelling, they may choose not to help.

The role play will last 5-10 minutes.

After the role play, ask the “parents” whether they are willing to help the education managers. If so, which strategies were the most influential in securing their assistance? What could the managers have done differently in order to influence them to provide the requested assistance?

Ask the education managers to describe their “influence” strategy. What were they “offering” to the community? How were they trying to influence the community?

3. Conclusion 5 minutes Conclude by showing the influence checklist and summary.

Remind participants that influence is about exchange – giving something of value

In order to have influence you have to work to develop your sources of influence and you must want to be influential.

District managers have “position authority” because of their official roles. This is a source of influence but it may not be enough in all situations, additional strategies must be tried in order to obtain assistance from communities.

Communities can potentially play a critical role in the reconstruction of the education system. It will be useful for district managers to consider how they would like the communities to be involved and how they can influence community members.


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Session: Review of the Course

Learning objectives

At the end of this session, participants will: Be able to identify and recall the learning points of the work undertaken so far in this

course.

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Review of the course (Quiz) 20 minutes 3. Conclusion 05 minutes Total Time 30 minutes

Materials needed for the session o Ball

Session activities

1. Introduction 05 minutes After the recitation, remind participants that this is the time to see what they have

internalised from the work done so far.

2. Review of the course (Quiz) 20 minutes Divide participants into two teams. Give each person on each team a number. Begin at

one end of the line with number one and continue to the other end of the line. Then cross over to the other team and begin numbering at one again.

Tell the teams that when you shout a number, the two people who have that number should race for the ball. The person who gets the ball earns a point for their team. The team that does not get the ball must answer a question. If they answer the question correctly, they also earn a point.

Tell the group that bonus points will be given at the discretion of the facilitator.


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Quiz questions 1. There are 4 objectives for this

workshop – tell me 2 2. Give an example of a capacity that

exists within the education system in your districts.

3. What is the percentage of children completing the primary cycle of education in one district represented at your table?

4. What is a vision statement?

5. Why should we have a vision statement?

6. Define vulnerability and give an example.

7. Why do we need SMART objectives? 8. There are at least three levels in an objective tree what are they?

9. Why do we need indicators? 10. What is one disaster preparedness measure that you will implement in your district?

11. Define “influence” and how you can use it in your interactions with communities.

12. Name 3 ways that SMCs can help in the reconstruction phase.

13. Name two possible sources of influence.

14. What makes a hazard a “disaster”?

15. Name three responsibilities of senior education managers in reconstruction

16. Tell a proverb or verse from the Quran that describes the importance of working together or seeking to influence people to work together.

17. The PTCs/SMCs have a long list of responsibilities. Name 4 (not previously mentioned)

18. Describe 2 ways that you can motivate members of the SMCs

19. How many orange pegs were there? 20. What was the assumption made in that objective (of finding all the orange pegs)? [That we knew exactly how many “all” was, i.e. 30.]

21. Name two problems that NESPAK is facing in the reconstruction process.

22. What can you (or your office) do to minimize these problems?


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Session 4.1: Overview of NESPAK Reconstruction Procedures and Q&A

Learning objectives

By the end of this session participants will: Understand the NESPAK processes and procedures Be updated on the current reconstruction challenges and status of reconstruction

activities

Session outline Content Approx. Time 1. Introduction 05 minutes 2. NESPAK presentation

Option 1 if NESPAK representative attends Option 2 for use if NESPAK does not attend

60 minutes

3. Q&A 25 minutes Total Time 90 minutes

Materials needed/special preparation for the session No special materials needed. [Option 1] In advance of the session, arrange for representative(s) from NESPAK and/or

ERRA, the PERRA or SERRA or DRU to serve as resource people. If possible arrange also for a representative from a donor organization that is building schools (e.g. ADB, UNICEF, SDC, Lighthouse, etc.)

[Option 2] If you are unable to arrange for a representative from NESPAK to make a presentation, use the presentation provided to present the basic steps of NESPAK’s design process and ERRA procedures.

Option 1 – Session activities

1. Introduction 05 minutes Explain to participants that the majority of this session will be devoted to answering their

questions.

Explain that during this session there will be a short presentation of NESPAK’s design process with a review of the ERRA procedures. Encourage participants to ask and answer questions based on their own experiences in their districts.

2. NESPAK design process 60 minutes Monitor presentation by NESPAK and help facilitate if necessary.

3. Q&A 30 minutes After the invited guests have presented, allow time for participants to ask questions.


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4. Conclusion 05 minutes Thank the outside resource people for their attendance this morning.

Remind participants that part of their role in the districts is trying to coordinate and monitor all of the external agencies that are engaged in the reconstruction process. Coordination will be essential to the process of building back better and will make reconstruction efforts more efficient.

Option 2 – Session activities


Explain to participants that during this session there will be a brief presentation of the NESPAK design process and the ERRA procedures. During the presentations they should think about the issues that they are facing in their districts with regard to reconstruction.

Following the presentation, there will be time for open discussion about the issues participants are facing. They should use this time to try to think of alternative solutions and to learn from other colleagues’ experiences.

2. NESPAK presentation 60 minutes Show the slides that describe NESPAK’s design process. The intent here is not to

describe each step in detail but to inform participants about the range of associated with the design and construction of a school.

The first step in the process of reconstruction is the identification of schools. This first step is critical and is the responsibility of district managers. To speed up the reconstruction process, district managers should “package” schools ensuring that there are no land ownership problems with the selected schools.

In addition, one major problem with the reconstruction is attracting contractors to build the schools. Therefore, district managers need to think carefully about how they “package” schools. They should include a mix of schools that are easily accessible as well as some that are in more remote areas. The packages should look attractive to contractors but should also ensure that all schools are rebuilt. If the schools in a package are all remote, it will be very difficult to obtain bids from the pre-approved contractors.

After district managers have identified the packages of schools, the ERRA PC-1 forms are to be completed in consultation with the DRU and submitted to the DRAC for approval if less than $100 million Rs.

When developing the packages, it is critical that district managers take this opportunity to specify the requirements for each school and why they are needed, especially if the school is bigger or has different facilities than it had before the earthquake.

The next series of steps in the NESPAK process is to assess the sites. In order to build back better, one of the most important criteria at this stage is making sure that safe sites are selected. NESPAK engineers must determine that the site is not on or near a fault line, whether the ground is stable


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enough for the construction of a new building and whether there are other potential hazards in the area, such as landslides or riverbeds subject to flooding, that would make the site unsafe.

During the site assessment, NESPAK teams prepare a detailed photo log for each proposed school and collect detailed data about each school.

Name of the school and head teacher and contact numbers

Location of the school: by district, tehsil, union council, circle, village and settlement levels as well as with the use of a GPS coordinate that precisely locates the school.

Ownership of the land Accessibility and distance from nearest town Type of school: boys, girls, both Number of classrooms and level (primary, middle,

high, higher secondary) and other rooms The extent of the damage: to students and teachers as

well as to the building and facilities Availability of electricity and water and materials for

construction purposes

NESPAK also conducts a seismic hazard assessment based on data provided by the Pakistan Geological Survey. Explain that the fault maps included here are still in the process of being updated as the Geological Surveys obtains new and better information.

Each site is assessed for potential hazards and the NESPAK engineers also inquire

about the availability of alternate sites. A scientific geotechnical evaluation of each site and its condition is also conducted.


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Finally, the NESPAK team completes its Users’ Requirements Form. This form details all the school data including student enrolment before the earthquake and the anticipated present needs for the school.

After the site assessment has been completed and the school packages have been developed, NESPAK prepare the detailed design for each school in the package. NESPAK has developed a number of standard designs which are used for the schools. In addition, NESPAK and other donors will also be introducing pre-engineered, steel structures in the earthquake-affected areas in order to speed up the process.

Once the designs have been completed for all the schools in a package, the bidding documents are prepared and an invitation for bids is sent out.

Finally, after the bids have been evaluated, construction can begin. District managers should be informed about when contractors have been selected so they can monitor how quickly construction begins at their sites.

Ask if participants have any questions about the NESPAK procedures. Encourage them that the better they are in planning the work that needs to be done, resolving land issues and packing their schools, the easier it will be for NESPAK to complete the process and hopefully construction of schools will be faster.

Review the three slides on the ERRA procedures related to the functions and composition of the DRU and the DRAC. Remind participants that if the estimated cost of a “package” of schools is less than Rs. 100 million, the DRAC can approve the packages at the district level without further approval required.


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3. Q&A – Open discussion 30 minutes Use the remaining time in the session to facilitate a discussion among participants. This

is a time for them to discuss with their peers the problems that they have encountered and steps they have taken to solve the problems.

Encourage them to share their success stories with regard to the reconstruction process so that others can learn from their experiences.


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Sessions 4.2 & 4.3: District Action Plans

Learning objectives

By the end of this session participants will: Be able to prepare a viable action plan which will incorporate all aspects of this

workshop. Have drafted an action plan for post-workshop timeline

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Preparing an action plan 45 minutes 3. Presentation of action plans 45 minutes 4. Conclusion 10 minutes Total Time 105 minutes

Materials needed for the session None

Session activities

1. Introduction 05 minutes As this is the final activity of this course, this is the time to synthesise all of what we have

learned and to see how this knowledge and these skills can be implemented.

In this session we will look at developing an action plan that you can carry out in your own job and that will contribute to the vision, utilise the actions that you developed from your objective tree and the outline that you developed during the disaster preparedness session. It is all of these together that should ensure that you can more effectively fulfil the tasks assigned to your position.

2. Preparing an action plan 45 minutes Ask participants to find the colleagues from their own district or institution.

Remind the groups to think back to the timeline actions and to share their disaster preparedness plans.

Tell the groups to turn to page 53 of their workbook and as a group list the steps in sequence that they will need to do to move towards achieving their vision. These should be things that they personally will do – not activities that they think someone else should do. The activities should be phrased as either “I will …” or “We will …”

The steps are at two levels – actions that can be done immediately (such as developing appropriate disaster drills) and then within six months (such as ensuring that all schools are implementing the drills, through monitoring visits and analysis of reports received).

Remind participants to fill in the second column as this will indicate with whom they should liaise to ensure that their plans can be accomplished.



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Move around the groups to make sure that the plans are realistic and do not involve just telling others to “do something”.

Remind participants that each person should complete the table in their workbook as this is the only record that they will have of what they have committed themselves to doing.

3. Action plan presentations 45 minutes Ask each group to give a short 5-7 minute presentation of the action plan for their district.

After each presentation, ask if there are any questions or comments. Provide comments as appropriate.

4. Conclusion 10 minutes Ask the participants if they are truly committed to fulfilling their action plan.

Remind them that as senior managers, they are role models and it is their level of professionalism that will be a guide for others.

Remind participants that these action plans will be built upon with the workshops to come (levels 3 and 4).


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Session 4.4: Workshop Evaluation and Closing

Learning objectives

By the end of this session participants will: Commit themselves to working on the implementation of their workplan Receive their certificates

Session outline Content Approx. Time 1. Introduction 05 minutes 2. Evaluation of the course 30 minutes 3. Closing Remarks 25 minutes Total Time 60 minutes

Materials needed for the session Course certificates

Session activities

1. Introduction 05 minutes Thank the participants for the work that they have undertaken during the workshop.

Remind participants that their feedback is especially important as this is a pilot course and any modifications will be on the basis of analysis and their feedback. Explain that it is more important to have full comprehensive comments than it is to have comments in English.

2. Evaluation of the course 30 minutes Ask the group to turn to page 55 in their workbook and to complete the evaluation form.

Remind participants that it is not necessary to put their names on the evaluation form.

Ask participants to tear the page from their workbooks and hand them in.

3. Closing Remarks 25 minutes If there is a senior official present to close the workshop, introduce them and hand over

for the closing remarks.

Ask the senior official to hand out the certificates

Thank all the participants and organizers and adjourn the workshop.

Documents

Management of recovery and reconstruction: workshop for ... Educational... · Educational Planning and Management in the Earthquake Affected Areas WORKBOOK Management of Recovery