EU Education Programme Assessment

THE EUROPEAN UNION’S ASIA PROGRAMME FOR PAKISTAN
Monitoring of Education Sector Reform Programme in Khyber
Pakhtunkhwa, Pakistan
Letter of Contract N°2013/319077
FINAL REPORT
Prepared by Malik Khalid MEHMOOD
Ghulam MUSTAFA
Muhammad Khan NIAZI
August 2013
The project is implemented by IBF International ConsultingThe project is financed by
The European Union

“The contents of this publication are the sole responsibility of the
author and can in no way be taken
to reflect the views of the European Union.”

Monitoring of Education Sector Reform Programme in Khyber Pakhtunkhwa, Pakistan Page 3 of 109
TABLE OF CONTENTS
Table of Contents .................................................................................................................................... 3
Abbreviations and Acronyms................................................................................................................... 4
EXECUTIVE SUMMARY......................................................................................................................... 6
1 Objectives......................................................................................................................................... 6
2 Approach and field visits .................................................................................................................. 6
3 Assessment of General Eligibility Criteria ........................................................................................ 7
4 Scoring table of the DLIs.................................................................................................................. 9
5 Key issues in the education sector................................................................................................. 10
SECTION B. GOVERNANCE AND PFM .............................................................................................. 16
SECTION C. ACCESS, FACILITIES, QUALITY AND LEARNING OUTCOMES ................................. 28
REFERENCES ...................................................................................................................................... 35
CONSULTATIONS................................................................................................................................ 36
List of Annexures................................................................................................................................... 38
Annexure CA 1 ...................................................................................................................................... 39
Annexure CA 2 ...................................................................................................................................... 52
Annexure CA 3 ...................................................................................................................................... 73
Annexure CA 4 ...................................................................................................................................... 97

ABBREVIATIONS AND ACRONYMS
AF Action Fiche
AG
ASP
Auditor General
Assessment and Strengthening Program
AUSAID Australia Aid International Department
BE Budget Estimate
CDP
CDS
Capacity Development Program
Comprehensive Development Strategy
CVT Capital Value Tax
CM Chief Minister
CDS Comprehensive Development Strategy
CPI Consumer price index
cif Cost, insurance and freight
CSP Country Strategy Paper
DFID Department for International Department
DE&SE Department of Elementary and Secondary Education
DAC Departmental Accounts Committee
DCTE Directorate of Curriculum and Teacher Education
DG Directorate-General
DLI Disbursement Linked Indicator
DMG District Management Group
DMOs District Monitoring Officers
DSP District Strategic Plan
EFA Education for All
EMIS Education Management Information System
ESP Education Sector Plan
ESR Education Sector Reform
ESRU Education Sector Reform Unit
E&SED Elementary and Secondary Education Department
EEF Elementary Education foundation
EC European Commission
EU European Union
EFF Extended Fund Facility
FBR Federal Board of Revenue
FRA Fiduciary Risk Assessment
FD Finance Department
FY Financial Year
FP Financing Proposal
FDI Foreign Direct Investment
GBS General Budget Support
GST General Sales Tax
GIZ German International Agency for Aid
GovKP Government of Khyber Pakhtunkhwa
GDP Gross Domestic Product
IMDCU Independent Monitoring and Data Collection Unit

IBP International Budget Partnership
IMF International Monetary Fund
KP Khyber Pakhtunkhwa
MTBF Medium Term Budget Framework
MoU Memorandum of Understanding
MDG Millennium Development Goals
MDG Millennium Development Goals
M&E Monitoring and Evaluation
MVT Motor Vehicles Tax
NFC National Finance Commission
NHP Net hydel profit
NGO Non-Governmental Organization
NPL Non-performing loans
ODA Official development assistance
OECD Organization for Economic Cooperation and Development
OBB Output Based Budget/budgeting
Rs Pak Rupees
PTC Parent Teacher Council
P&DD Planning and Development Departments
PC-1 Planning Commission - Performa 1
PBS Portfolio Budget Statement
PRGF Poverty Reduction and Growth Facility
PRS Poverty Reduction Strategy
PRSP Poverty Reduction Strategy Paper
PPP Private Public Partnership
PMIU Project Management Implementation Unit
PMS Provincial Management Services
PAC Public Accounts Committee
PEFA Public Expenditure and Financial Accountability
PEM Public Expenditure Management
PER Public Expenditure Review
PFM Public Finance/Financial Management
PSDP Public sector development programme
RE Revised Estimate
RM
RSPN
Roadmap
Rural Support Programmes Network (Pakistan)
SBS Sector Budget Support
SBS Sector Budgetary Support
SOP Standard Operating Procedure
SBP State Bank of Pakistan
TA
TNA
Technical Assistance
Training Need Assessment
UNDP United Nations Development Programme
USAID United State Agency for International Department
US United States of America
UIPT Urban Immovable Property Tax
WB World Bank

EXECUTIVE SUMMARY
A mission comprising three senior experts selected by the European Union Delegation (EUD), Dr.
Malik Khalid Mehmood – Team Leader, Mr. Ghulam Mustafa - Education Expert, and Muhammad
Khan Niazi - Public Finance and Procurement Expert, undertook a joint monitoring review to assess
fulfilment of the criteria for tranche disbursement by providing a comprehensive assessment of the
progress of the Education Sector Reform Programme (ESRP) in Khyber Pakhtunkhwa against the
agreed disbursement linked indicators (DLIs) of the common policy matrix. This mission visited
Islamabad, Peshawar and two districts of Abbotabad and Buner from 24th of June until the 11th of
August 2013.
1 OBJECTIVES
The specific objectives of this assignment are (1) to assist the EUD in its assessment of the payment
trigger requirements for the fourth tranche of sector budget support through providing a
comprehensive assessment of the progress of the education reforms against the agreed indicators of
the common policy matrix; (2) to assist the EUD in its assessment of budget support eligibility related
to the final tranche release; (3) to join DFID and AusAid in their KP Education 'light' review. This
should result in a report with an assessment of the progress of the education reforms against the
agreed indicators of the common policy matrix as well as of the budget support eligibility criteria, and
an overview of issues and state of play in specific areas of the sector.
In serving the terms of reference, the mission was guided by the provisions of European Union,
Budget Support Guidelines, September 2012. Disbursements under EU’s budget support programmes
are subject to four eligibility criteria: national/sector policies and reforms; stable macro-economic
framework; sound public financial management; and transparency and oversight of the budget.
Besides the general eligibility criteria, the monitoring of Education Sector Reform Plan (ESRP)
progress is against the DFID/AusAid policy matrix of disbursement linked indicators which was agreed
with the Government of Khyber Pakhtunkhwa (GovKP). As required, this assessment evaluates the
relevance and credibility of the partner GovKP’s policy, strategy and performance related to each
eligibility criterion. The target wise assessments are made using a dynamic approach, looking at past
and recent policy performance benchmarked against reform commitments, but allowing for shocks and
corrective measures and refining the objectives and targets as necessary.
2 APPROACH AND FIELD VISITS
The approach consisted of a combination of desk work, meetings with GovKP officials and other
stakeholders, and field study visits to districts education offices and schools with a focus on fact
finding. The mission started the study with examination of the ESRP related documents, briefings by
EUD staff on the budget support, and meetings with other stakeholders in Islamabad to obtain a good
understanding of the context, prior data/reports, relevant variables and issues to perform the study.
The experts also attended meetings relating to the DFID/AusAid’s 'light' review of their KP Education
programme. Field visits focused on Peshawar, Abbottabad and Buner, where extensive consultations
took place with GovKP officials, district education and concerned officials. These districts were

selected strategically for diverse characteristics - Abbottabad is an urban district with better
educational indicators, Peshawar is urban but has weak indicators, and Buner a rural district being
supported with DFID conditional grants.
3 ASSESSMENT OF GENERAL ELIGIBILITY CRITERIA1
The macroeconomic outlook is stable. Pakistan’s macroeconomic growth prospects have improved
slightly in recent times. The new democratic government has settled in and there is relative political
calm. The country’s medium-term macroeconomic framework envisages a gross domestic product
growth of 3.4% for 2013-14 gradually rising to 7% in 2015-16. The investment environment is better,
stock markets are booming and foreign direct investment is coming in. The federal government is
trying to address three main issues affecting the economy: high fiscal deficit, deteriorating reserves
position, and power outages. It has announced a series of policy measures in the 2013-14 budget,
and is negotiating a $5.3 billion Extended Fund Facility (EFF) package of further reform measures with
the International Monetary Fund (IMF).
2
The economy of Khyber Pakhtunkhwa is largely agricultural and rural, and heavily depends on inputs
from the rest of the country. The Government of Khyber Pakhtunkhwa has been attempting to address
the main development challenges facing the province, viz. raising income per capita, improving human
development and access to social services, exploiting natural resources, good governance and
optimal utilization of the available resources.
The GovKP is implementing a Public Finance Management (PFM) Reform Program to improve service
delivery with the available resources which have faced the usual macroeconomic risks. The PFM
Reform Program has progressed in recent years but only slowly. The strategic interventions consist of:
strategic budget formulation by linking policies and budget priorities (Medium Term Budget
Framework)(MTBF); credible, results oriented budgets for better service delivery (Output Based
Budgeting)(OBB); introduction of business plans and annual action plans in six line departments and
in districts with conditional grants; capacity building (audit, internal audit and Public Accounts
Committee (PAC)); strengthening monitoring structures; and pre-budget consultation workshops. The
overall PFM reform progress is positive, yet a number of weaknesses remain. Main strengths are: a
well-defined budget process with both executive and legislative adhering to a schedule; budget
documentation is fairly comprehensive; budget classification follows international standards; the
external audit function is well-developed; transparency measures are in place for information sharing
and pre budget workshops are held. Most weaknesses are in the budget execution: revenues are
uncertain; capacities are weak; the processes, linking outputs to budgets and accounting results
against budgets, are weak; records are poor; and financial reporting and internal controls are weak.
The overall assessment of PFM reform progress is favourable. The reform strategy is relevant to the
development objectives of the province in that it addresses key weaknesses in the PFM system
hampering improvement of basic service delivery. The reform program is well sequenced with
implementation strategy focusing on certain core interventions, building strategic planning/budgeting
1
This subsection gives the gist of details given in the four Compulsory Annexures below on assessments of
Macroeconomic Framework, Public Financial Management, Budget Transparency and Accountability, and E&SE
Sector Policy.
2
The proposed $6.6 billion loan has finally been agreed by the IMF Board on 4/9/13.

capabilities at the province and district levels. The reform is home grown and enjoys sufficient
ownership from the Cabinet, target beneficiaries and a cadre of finance and planning officials at
province and in districts.
Budget process is reasonably transparent, oversight structures are in place, and the GovKP has been
attempting to improve the budget transparency/accountability. Budget documentation is
comprehensive; its format conforms to international standards, and is presented to the provincial
assembly. Information on the annual budget is available – the Finance Department publishes budget
documentation on its official website, e.g. Annual Budget Statement, OBB/MTBF covering budget
forecast up to three years, White Paper, etc. The external audit function is well developed and being
strengthened although delays in the consideration of annual audit reports are common. Similarly, the
monitoring and evaluation structures for reporting results are being strengthened. But there are
problems in accessing in/end-year execution and delays in audits reports. The budget preparation
process can become more transparent, open and participative through repeat pre-budget
consultations and making some key budget documents like mid/in-year reports, year-end financial
statements and annual audit reports available.
The education sector is confronted with several short term and medium term challenges. The sector
finances remain short in the face of fast growing student population and the focus on increasing
access to girls schooling. The non-salary budgets have shrunk and subject to rationalization cuts
which have affected negatively the provision of textbooks, teachers training, and maintenance of
school facilities. The financial management in the education sector is relatively poor. Some key PFM
weaknesses in the Elementary and Secondary Education Department (E&SED) are: no direct linkage
with performance and budgets, despite the OBB/MTBF and monitoring and reporting are in place; lack
of financial and performance reporting capability at the province and district levels; poor planning and
monitoring at district level in the use of non-salary resources; lack of registry information for teachers
and non-teacher personnel; poor cash planning and lack of predictability in fund releases for purchase
of textbooks/supplies, construction and maintenance of infrastructure.
Besides the financial management issues alluded to above, there appears to be less emphasis on
qualitative depth into the sector. The E&SE sector is faced with severe issues of human resources
management and monitoring learning progress. There is no registry and information system that
captures whether education personnel report for work, what the quality of their teaching is, and
whether they are included in the AGP payroll system. Hence absenteeism is common. And no
monitoring mechanism is in place to measure teaching and learning progress at school and district
levels. So that it is difficult to measure how, if at all, the increased spending is improving performance
in schools.
The GovKP remains committed to uplift the status of education in the province. The government policy
focuses on improving access to primary schools, reducing gender gap, improving quality of education,
providing adequate and suitable infrastructure, providing alternative or non-formal education,
encouraging public-private partnership and community involvement, and enhancing budgetary
allocation for education. To achieve all these goals, the government has prepared an Education
Sector Plan (ESP) which is being implemented. The Plan's strategy is to address issues in three major
areas, improving E&SED’s PFM, increasing access to formal schooling, and improving the quality of
education.

The policy measures to attract children to school include fee exemptions at secondary level for all
children in government schools, free textbooks in government schools, stipends to all girl students
from 6
th
to 10
th
grade classes in public schools, and a special focus on girls’ education by increasing
the ratio of ADP share to 70:30 for girls and boys, and increasing number of girls’ secondary schools.
Besides, the Government has embarked on an accelerated program for constructing new schools,
additional classrooms, renovation of the existing old buildings and providing missing facilities through
Parent Teacher Councils (PTCs).
The improvement of quality of education is being given special attention. The Institutional Framework
for Teacher Development encompasses a strategy for the improvement of teacher education and
teacher professional development. Over-crowding in early childhood classes has been reduced, the
curriculum has been modified, and child‐friendly teaching practices adopted. Primary schools are
better supervised with designation of head teachers; quality of textbook material has been improved,
and teacher management is improving. A regular year‐round system of classroom assessment of
teachers and students is being introduced. Teaching and management cadres are being separated,
with an appropriate share of women. Communities and parents are gradually becoming involved in
school supervision and management. Overall, greater attention is being paid to outcomes at the
school level.
4 S
CORING TABLE OF THE DLIS
The overall assessment of the DLI targets for FY 2012-13 that underpin the payment triggers is not
positive, with an average achievement of 5.242 out of 12. The recapitulative table suggests that there
are three DLI areas where there is no achievement at all, six DLI areas where the achievement is half
or less than half of what was targeted and three DLI areas where the targets were met.
Overall Assessment/Eligibility
DLI No. Targets Achieved Number of Targets Average Achievement
1 1 2 0.5
2 0.5 1 0.5
3 0 3 0
4 1 1 1
5 1 3 0.333
6 1 1 1
7 0.75 2 0.375
8 0 3 0
9 2 2 1
10 0 2 0
11 0.2 1 0.2
12 1 3 0.333
Overall Assessment 5.242
Source: Section B and C.
Areas where the most progress is being achieved are (1) output based budgets; (2) community level
management; and (3) curriculum and implementation.

There is no progress in the audit system, private sector programs of Elementary Education
Foundation, and students learning outcomes. More details on progress are covered in the Summary
Table given below.
One of the reasons for poor progress may be that the general elections during Financial Year (FY)
2012-13 distracted the GovKP’s attention to governance and other ESE reforms. The government,
which had designed the ESP, faced tough competition from other political parties and finally lost the
government in the May 11 elections. Also the E&SE staff including teachers performs key election
duties and hence they are important stakeholders in the general elections.
5 KEY ISSUES IN THE EDUCATION SECTOR
There are very significant short term and medium term challenges to the education system in KP.
While resources have been allocated towards enhancing the education sector horizontally, there
appears to be less emphasis on introducing qualitative depth into the sector.
In addition to the limited capacity to improve revenue mobilization, financial management for whatever
revenue is there is sub-standard. Poor planning at district level in the use of non-salary resources
contributes to inefficient allocation of resources. Financial and performance reporting capability is
particularly insufficient. These reports are required to provide substantive information that allows
district officials to calculate the amount of public resources planned and used and the cost of teaching
per student and other costs and whether these outputs are commensurate with the results achieved.
Budget resources are not linked with outcomes. Despite the introduction of output‐based budgeting,
the shifts in expenditure have been volatile, in both current and development expenditures, with no
direct linkage with performance. Externally funded development projects are not reported in a
consolidated manner together with operating expenses and other recurrent budgets in a consolidated
format and on a regular basis. Better coordination with budget authorities is required so that reporting
of donor aid flows is provided prior to the budget submission to the Provincial Assembly.
Procurement of supplies and services is problematic. Release of funds is unpredictable, making cash
planning impossible. As a result, programming purchases of textbooks, school supplies, infrastructure
construction and maintenance pose a challenge. Laws and guidelines in the field of procurement are
ineffectively implemented and enforced, even though there are well drafted regulatory and legal
frameworks. Another contributing but rather structural factor influencing the effectiveness of
procurement reforms in KP Province is the overcrowding of government interventions: the
government’s involvement in every sector as a direct market participant is estimated at 50%,
obstructing private sector entry, impeding the development of competitive markets and installing poor
quality regulation.
Human resource management is faced with severe issues. There is no automated registry process
and information system that captures whether education personnel report for work, what the quality of
their teaching is, or whether they are included in the AGP payroll system.
No monitoring mechanism is in place to measure teaching and learning progress at school and district
level, so it is difficult to measure how, if at all, the increased spending is improving performance in
schools.

This having been said, the government of KP is determined to uplift the status of education in the
province. Government policy focuses on improving access to primary schools and reducing the gender
gap, improving quality of education, providing adequate and suitable infrastructure, providing
alternative or non-formal education, encouraging public-private partnership and community
involvement, and enhancing budgetary allocation for education. To achieve these goals, the
government has prepared an education sector plan which is being implemented. The plan tries to
address the main major issues.
One of the main priorities is to increase access to formal schooling. The Government has taken many
steps to attract children to schools like the fee exemption at secondary level for all children in
Government schools, free textbooks in government schools, stipends to all girl students from 6
th
to 10
th
grade in public schools, and a special focus on girls’ education by increasing the ratio of ADP share as
70:30 for girls and boys and increasing the number of girls’ secondary schools. Government has
embarked on an accelerated program for constructing new schools, additional class rooms, renovation
of the existing old buildings and providing missing facilities. It has allocated more funds for missing
facilities at the community level.
Improvement in the quality of education is given special attention. The Institutional Framework for
Teacher Development encompasses the strategy for the improvement of teacher education and
teacher professional development in the province, including a capacity development strategy and the
setting up of 300 operational local circle offices with staff, office budget and physical resources. In
early childhood classes, over-crowding has been reduced, the curriculum has been modified and child
friendly teaching practices adopted that are appropriate for children of this age. In primary schools,
designated posts of head teachers of primary schools have been created, and hence there is better
supervision, textbook and material quality has been improved, and teacher management is better now.
A regular year round system of classroom assessment of teachers and students is being introduced.
This includes a uniform centralized examination system at 5th and 8th grades to assess primary and
middle level teachers and students, a system of regular and comprehensive classroom assessments
in primary schools, and reformation of examinations towards more objective and cognitive based
assessment.
Overall, greater attention is being paid to outcomes at the school level. And critically (although very
hard), communities and parents are gradually becoming involved in school supervision and
management. Teaching and management cadres are being separated, with an appropriate share of
women.

SUMMARY OF PROGRESS AGAINST DISBURSEMENT LINKED INDICATORS (DLIs)
Performance
Indicators
Target for FY 12012-13 Progress in FY 12012-13
DLI
Progress
GROUP 1: GOVERNANCE & PFM
DLI 1: E&SED
non-salary and
development
budget allocation
increase both in
real terms and as
a percentage of
total education
budget is
protected
E&SED/ GoKP to approve PC-I for Girls
stipend, summary for recurrent PTC
expenditures as well as summary for
Monitoring function and start judicious
expenditures to ensure additionally of
DFID funds.
Target met. The project PC-1 Girls’ stipends in FY 2012-13 was approved and
implemented. Similarly, the summary for PTC expenditures in FY 2012-13 was
approved and funds were released to DDOs for onward disbursement to
PTCs. The E&SED set up a much stronger monitoring arrangement during the
year.
1/2
E&SED actual expenditure on Non-salary
& development to be at least 75% of the
budget estimates (Provincial & District
level).
Target not met. The E&SED actual non-salary and development expenditure
in FY 2012-13 is estimated at 66.5% of the budget estimate, which remains
short of the prescribed threshold of 75%.
DLI 2:
Organizational
Development
Institutional analysis of ESRU, EEF and
SED with a view to develop
recommendations for organizational
restructuring.
Target partially met. The EEF’s institutional analysis was carried out and a
combined institutional analysis of ESRU, ESED and its Directorates is being
carried out, which is expected to be completed soon. The organizational
restructuring of EEF has been agreed but the final approval is still awaited.
0.5/1
DLI 3: Audit
system
Internal audit charter & cell established
(organizational structure approved, posts
sanctioned & appointments made) at FD &
similar actions taken for establishing &
operationalizing the internal Audit function
at E&SED. Capacity building plan
designed & implemented.
Target partially met. Finance Department has created posts for Internal Audit
cell at ESED. Progress on the development of IA charter is in formulation
stages with the TA team of DFID for the ESED program is preparing a
capacity building plan.The case for establishing internal audit charter and cell
is still being studied at the Finance Department, and actions for establishing
and operationalizing the internal audit function at E&SED remain on hold, and
the capacity building plan for the Internal Audit Cell is not in sight as yet.
1/3Internal Audit. Target partially met. Internal Audit cell established in the budget of 2013-
14,however staff for the same not yet appointed. Internal Audit Cell in E&SED
has not been established; hence, there has been no internal audit of E&SED
during FY 2012-13.
Annual External audit of KPESP by
Auditor General's office covering the flow
& utilization of DFID funds along with any
irregularities found during the course of
audit.
Target not met. The target achievement is nil. The FY 2012-13 has just ended
and the provincial AG Office has not started as yet the annual external audit of
KP ESP covering the flow & utilization of DFID funds during the year.

DLI4: Output
based Budgets
E&SED OBB approved with improved
targets & indicators. OBB rolled out to at
least 6 Districts.
Target met taking a dynamic approach based on the GovKP's commitment.
While the provincial level OBBs have been implemented with improving
indicators and targets and are well grounded, the district level OBBs have yet
not started. However, some background works, like staff training and
preparation of strategic plans, at district level have been undertaken. These
plans combined with staff mentoring from the provincial Departments may
finally translate into district level OBBs. Thus there are weaknesses which
need to be made up. The implementing of a fully functional OBB/MTBF at all
levels of government is ambitious, which may be considered as a long term
objective.
1/1
GROUP 2: ACCESS & FACILITIES
DLI 5: Girls
Stipends
100% girls who meet attendance criterion
receive stipends in time according to the
on-going programme.
Target met. In order to attract girl students to continue their studies after
primary school, a monthly stipend of Rs. 200/- per month is given to every girl
student from Grade 6 to 10. This has a direct impact on the retention of girl
students in the school and had helped them to complete their studies up to
10th Grade. The disbursement is made through money orders by the Pakistan
Post. The parents and the children are appreciative of the stipend program.
The head mistresses attribute the increase in enrolment to this facility which in
some cases was about 30%.
1/3
Branchless banking pilot initiated for
stipends delivery in 4 Districts
Target not met. To bring more transparency and to further facilitate the
students the Government has agreed with the donors to initiate the
disbursement of stipends through Branchless banking. The process is yet to
start.
Analytical work to re-design the
programme through improved targeting,
benefit structure and attendance
verification completed.
Target not met. The work on analytical work to re-design the programme
through improved targeting, benefit structure and attendance verification is yet
to start
DLI 6 :
Community Level
Management
Without overlap with OBB Districts & in
line with recommendations of TPV on
PTCs in KP, PTCs policy, financial &
procurement rules improved & notified
with a continuous capacity development
programme (CCDP) developed.
Target met. There is a comprehensive policy on training of PTC executives,
their capacity development, PTCs’ role and functions, school improvement
program, planning, budgeting and procurement, PTC meeting, decisions and
records, communication with stakeholders, etc. The PTC’s Continuous
Capacity Development Plan, February 2013 – April 2014 has been prepared.
PTC Guide has been prepared and training of PTC members has been
started. A third party validation (TPV) has been conducted. The report is
favourable despite some perverse indications.
1/1

DLI 7: Low Cost
Private Sector
Establish a comprehensive strategy for
public private partnership (PPP) in
education facilitating the low cost private
sector with setting out clear standards for
quality.
Target partially met, and GovKP is working in the right direction. A study of the
low cost private school sector in KP was started in March 2013, which will
decide the definition of ‘low cost private institution’ and other matters.
0.75/2Analyze (using EMIS data & through EEF)
location & viability of low cost private
sector primary & secondary schools &
draw partnership proposal
Target not met. To analyze (using EMIS data & through EEF) location &
viability of low cost private sector primary & secondary schools & draw
partnership proposed to the Department. No such analysis of location and
viability of low cost private sector schools, both primary and secondary, for
public-private partnerships have been carried out. It will be carried out in the
light of the study on Low Cost Private Schools cited above.
DLI 8: Elementary
Education
Foundation (EEF)
Return to learn second chance education
for children & training opportunities for
women designed by EEF in conjunction
with all stakeholders & clear proposals
agreed with DFID.
Target not met. A scheme for return to learn second chance education for
children & training opportunities for women was designed by EEF in
conjunction with all stakeholders and clear proposals agreed with DFID. For
this purpose a case for a scheme for literacy and skills on the pattern of
‘Literacy for All’ was prepared for setting up 2000 centers and submitted to the
E&SED vide EEF MD office No. 345 dated 26/3/2012. Since then, there has
been no further action or follow up.
0/3Second chance return to learn
opportunities provided to primary &
secondary aged out of school children
according to the agreed proposal & as
validated by TPV
Target not met. The issue of learning opportunities for the out-of-school
children at the primary & secondary school ages will be covered under the
above mentioned scheme for establishment of centers of literacy and skills.
Literacy & skills trainings provided to
illiterate women according to the agreed
proposal & as validated by TPV
Target not met. The literacy and skill trainings for the illiterate women will be
covered under the above mentioned scheme for establishment of centers of
literacy and skills.
GROUP 3: QUALITY & LEARNING OUTCOMES
DLI 9: Curriculum
Implementation
Establish joint steering committee
comprising of (BISE, PEAS, KPTBB &
DCTE) to execute the curriculum
implementation framework.
Target met. A joint steering committee, comprising BISE, PEAS, KPTBB &
DCTE, to execute the curriculum implementation framework has been set up.
A notification has been issued to this effect. The committee has held its first
meeting.
2/2
Adapting the Punjab lesson plans to
contextual realities of KP, utilize lesson
plans for teaching all subjects at primary
level in at least 10 Districts.
Target met. Primary level lesson plans on the pattern of Punjab have been
aligned with the new curriculum. The lesson plans are being printed which will
be implemented in all 25 districts. In the 1st phase training of Lead Trainers
have been completed.

DLI 10: Students
Learning
Outcomes
Develop a home grown strategy for
systematically measuring & improving
students learning outcomes in KP.
Target not met. As informed by the ASI team, this DLI target is to be revised.
0/2
Development of effective reading
instruction strategies as part of GPE
Reading Action Plan.
DLI 11: Improving
School
Performance
School report cards developed & tested in
at least 25% of primary & secondary
schools in 5 Districts.
Target partially met. The scheme of school report cards has been piloted in 2
out of 3 sub-divisions of District Swab, Lahore and Swabi, while the third sub-
division Topi has not been included. According to a DEO (F) in Swabi, about
25% of schools have been included in the scheme. The related trainings of
PTCs along with the Head Teachers have been conducted in these schools.
The work on the scheme is in progress.
0.2/1
DLI 12: Improving
Teachers
Management
Minimum classroom level performance
standards for teachers established.
Target not met. The DFID TA Team has drafted and shared the concept note
of Professional Standards for Teachers (PSTs) with E&SED. The E&SED is in
the process of forming a working group who will be involved in reviewing and
adapting the National Professional Standards for teachers in KP context. The
TA team expects that these PSTs will be established by the end of August,
2013.
1/3
Establish a teachers professional
development framework.
Target not met. The DFID TA team drafted the concept note for a Continuous
Professional Development Framework and shared it with the E&SED during
the year. Some meetings with DCTE, PITE and DE&SE were also scheduled
in May and June 2013 in Abbottabad to discuss the concept of CPD
Framework and to identify capacity needs of institutions. However, the DCTE
officials informed this consultant team that these meeting were not held. An
exposure trip to DSD Lahore was also planned for the E&SED officials to see
the Punjab model of CPD as well as some field visits to districts. This
exposure trip has however not materialized. The CPD framework is expected
to be developed by end Aug 2013.
Strategy developed for rationalizing
teaching posts at school level based on
school needs including enrolment.
Target met. The notified policy about teachers’ availability is that the students-
teacher ratio will be 40:1, and the E&SED is in the process of ‘rationalization’
of teachers in the province with regard to students-teacher ratio. The Director
E&SE informed the consultants' team that he has directed all DEOs to carryout
rationalization of teachers based on the prescribed standards of students-
teacher ratios in their respective districts. Furthermore, the role of PTC has
been changed, and now they can hire temporary teachers out of the PTC
funds on need basis.
Source: Section B and C.

16
SECTION B. GOVERNANCE AND PFM
Macroeconomy
The macroeconomic outlook is stable.
Pakistan’s macroeconomic growth prospects have improved slightly recently. The new democratic
government has settled in and there is relative political calm. The country’s medium-term macroeconomic
framework envisages a gross domestic product growth of 3.4% for 2013-14 gradually rising to 7% in
2015-16. Inflation has tapered down to 7.5% by the end of 2012-13 compared with being in double digits
over the last few years. Investment environment is better, stock markets are booming and foreign direct
investment is coming in.
The federal government is trying to address three main issues affecting the economy; high fiscal deficit,
deteriorating reserves, and power outages. It has announced a series of policy measures in the 2013-14
budget for controlling the fiscal deficit and resolving the energy crisis. In addition, negotiations are on-
going with the International Monetary Fund over an Extended Fund Facility (EFF) package. This will
consist of further tax revenue and expenditure control measures and a comprehensive energy policy to
control electricity load shedding. If the negotiations are successful, the agreement will not only provide
access to the funds (tentative figures is $6.6 billion)
3
but also send a positive signal to other donors.
The KP economy is largely agricultural and rural, and heavily depends on inputs from the rest of the
country. The industrial sector is small, mostly restricted to small scale and mineral based industries. The
province is rich in minerals and has a vast potential for hydroelectric power generation and tourism
industry. It is located at the crossroads of important international trading routes; hence trade and service
sectors constitute a large part of its economy.
The province’s socio-economic development has been adversely affected by the conflict that has been
going on along the Afghanistan border. Presently, KP houses about 25 million people, of which about
38% live below poverty line, and the province’s social indicators are very poor, e.g. unemployment rate is
over 7%, maternal mortality 275/1000 and under-five mortality 100/1000
4
The Government of Khyber Pakhtunkhwa has been attempting to address the main development
challenges, viz. raising income per capita, improving human development and access to social services,
exploiting natural resources, good governance and optimal utilization of the available resources.
GovKP’s Expenditures - Key Focus Areas
The Constitution assigns the government expenditure on education, health, law and order and municipal
administration to provinces. The key focus areas of the GovKP, as presented in the 2013-2014 budget,
are established so as to address the province’s socio-economic development:
 Education has been declared a priority – improving participation rate at primary and secondary levels,
enhancing quality of education and removing gender/ethnic disparities.
3
The proposed $6.6billion EFF package has finally been agreed by the IMF Board on 4/9/13.
4
UNICEF, Khyber Pakhtunkhwa Multiple Indicator Cluster Survey 2008.

17
 Health: improve public access to healthcare facilities, immunization and preventive health programs,
achieving Millennium Development Goals (MDGs), encourage community health programs, health
insurance, etc.
 Law and order: the province adjoins the western border volatile tribal areas; hence the law and order
situation is very poor in the province and public order and safety affairs takes a substantial amount,
14.2%, of the revenue budget.
 Urban development: plans for main cities covering public services such as water, sanitation,
drainage, streets and public infrastructure to accommodate private services in transport, agriculture
and trade, and a road transport network for Peshawar City. Overall, the urban sector is relatively
small.
 Energy and power: to take full advantage of the province’s hydro-electric, thermal and solar potential.
 Infrastructure: improve and expand the road network, increase resources for road maintenance.
 Economic Management of agriculture and industry
o Agriculture development: to shift from conventional to high value crops, fruit and vegetables,
efficient use of water, minimize environmental risks, and reform the agricultural marketing.
o Industrial development: an Industrial Estate Management Company has been set up with an
aim to improve the investment and business climate, facilitate private sector development,
and improve technical education.
Uncertainty surrounds GovPK revenues
The GovKP’s revenues are highly dependent on federal transfers. These transfers accounted for 90% of
the total provincial revenues in financial year 2012-2013. The 7
th
National Finance Commission award
has raised the provincial share of revenues in the federal divisible pool, to 57.5% from 47.5%. The
divisible pool mainly consists of Federal Board of Revenue revenues, and with stagnant economic growth
and mal-governance, this Board has been missing its revenue targets, e.g. the estimated shortfall in
actual collections in financial year 2012-2013 was 14%.
Hydro-electric profits are another significant source but its proceeds are uncertain. There have been
problems in settling these profits according to the original methodology due to the differences of opinion
about the computation of Hydel profits. Pending full settlement, the GovKP has:
 received regularly a flat sum of Rs 6 billion per annum;
 received a sum of Rs 110 billion in past arrears up to financial year 2005 in the four years, 2009-
2014;
 requested payment of Rs. 101.59 billion in the outstanding arrears for the last 8 years (July 2005 -
June 2013);
 requested full payment of the Hydel profit every year in future.
The province's own tax bases are generally weak, except for the recently devolved sales tax on services.
The KP’s economy is largely agriculture and informal.Besides, the provincial economic outlook has been
vulnerable due to the poor law-and order situation and stubborn energy outages. Nevertheless, the
GovKP has been attempting to increase the province’s own collections with insignificant yields. In the
coming years, the GovKP plans to: establish its Revenue Authority and enact a provincial Sales Tax on
Services Act to administer the sales tax on services; expand the tax net and revise old tax rates; attempt
better tax enforcement and simplification of tax laws; and carry out an independent survey for tax
administration assessment and collection.

18
Foreign aid inflows are quite uncertain and have largely depended on the country relations with donor
countries.
GovKP PFM Reforms
A sound Public Finance/Financial Management system is critical to implement government policies and
deliver public services. The PFM system encompasses the full budget cycle including: revenue
administration, budget preparation, budget execution with cash management, procurement systems,
internal controls and internal audit, accounting and reporting, external audit and scrutiny. A sound PFM
system would collect the required resources from the economy, integrate them into the budget, allocate
and use them in an efficient, effective, equitable and accountable manner.
The GovKP has thus been implementing a comprehensive Integrated PFM Reforms Strategy. This
strategy builds on the findings of the most recent Public Expenditure and Financial Accountability (PEFA)
assessment and Fiduciary Risk Assessment (FRA). The stated objectives of the PFM strategy are to:
make the budget strategic by linking policies and priorities with budget allocations; make the budget
credible and result oriented for better service delivery and accountability; improve budget execution and
reporting; and build capacities of the work force involved. A good budget has to be strategic,
encompassing a multi- year financial and operating plan that allocates resources on the basis of identified
goals.
5
The main interventions of the GovKP’s PFM program are summarized below.
Provincial OBB/MTBF: To ensure good budget characteristics, the GovKP has been implementing output
based budgeting (OBB) and medium term budget framework (MTBF) for the past few years. The
provincial OBB/MTBF for 2012-13 and 2013-14, giving the details of departmental outcomes, outputs and
medium term (3 years) budget estimates for service delivery, are printed in the Finance Department
publications, Budget Estimates for Service Delivery, 2012-15 and 2013-16.
The formulation of FY 2013-14 OBBs has entailed elaborate processes all over the GovKP, including:
preparing an MTBF 2013-16 to gauge the resource envelope and expenditure pressures; Budget Strategy
Papers to the Cabinet for approval; determining the year’s recurrent budget ceilings for all departments;
four pre-budget consultation workshops with stakeholders on sector priorities; steering of the budget
preparation process by the senior management of administrative Departments to prepare budget
estimates in the light of strategic priorities with appropriate performance indicators; and finally the pre-
budget negotiations with the FD for resource allocations. These processes, which have been improving
over the years, are expected to ensure aggregate fiscal discipline, efficient resource allocation according
to the government’s policy priorities, and operational efficiency in public service delivery.
E&SED OBBs: The E&SED OBBs has been prepared with improving targets and indicators. Details can
be found in the documents cited above. More recently as a part of PFM reform, the DFID TA team has
prepared a more elaborate E&SED Portfolio Budget Statement (PBS) for 2013-14. This PBS is a multi-
dimensional consolidated budget statement of the E&SED initiatives and explanations of appropriations
specified by outputs and programmes. It will be released soon after its ownership/approval of the GovKP.
5
See GovKP FD, White Paper 2013-14, pp 49-59 for a government narrative on PFM Reforms.

19
District OBBs: The GovKP has also attempted to implement OBBs in Districts but this has not progressed
significantly. According to the GovKP
6
, the OBB was extended during the year 2011-12 to two Districts,
D.I Khan and Buner, having access to conditional grants for improving service delivery in the E&SED and
Health Department. Reportedly, the results were encouraging, hence the conditional grant program model
was replicated in four more Districts during FY 2012-13, i.e. Lakki Marwat, Karrak, Haripur and Nowshera,
for which the GovKP allocated a sum of Rs. 1 billion for PTCs. The expenditures against these conditional
grants have entailed extensive discussions with stakeholders to improve service delivery and preparation
of district business plans with a set of indicators and targets. Standard Operating Procedures (SOPs) for
conditional grants include development of a business plan with performance indicators, reporting and
monitoring and evaluation arrangements, audits and third party validations. The district level capacities
are however extremely weak. The roll out of the OBB/MTBF is planned for six Districts of Malakand
Division: Swat, Malakand, Shangla, Chitral, Dir Upper and Dir Lower. This will happen under an EU
funded project.
7
Business Plans: The GovKP has piloted the concept of business plans in the six provincial departments
which have prepared their business plans as part of their 2013-14 budget. A business plan makes it much
easier to translate it into a strategic plan/budget. It will help the provincial government achieve aggregate
fiscal discipline, allocative and operational efficiency by reducing in year adjustments, i.e. re-
appropriations, supplementary/excess grants and surrenders, and will help in further reducing the budget
outturn variations. The concept will be extended to other departments in the coming years based on
learning in the pilot phase.
Internal Audit: Internal audit contributes to effective implementation of the government policies and
programs and the most economic and efficient utilization of resources. GovKP has implemented the
internal audit pilot in the FD in the form of an Internal Audit Unit. Reportedly, this Unit has carried out
internal audit of payroll and pensions, which resulted in the identification of greater cost efficiency. The
provincial government plans to extend the internal audit functionality to other line departments with
adequate institutional mechanisms to ensure high quality audit in the most economic, efficient and
effective manner. In this regard, the FD has recently got completed a study on internal audit (IA) , its role,
modalities, best practices, etc. (3 volumes – IA Framework and two IA Toolkits for E&SE and C&W
Departments) through Assessment and Strengthening Program and Rural Support Programmes Network
(Pakistan ASP/RSPN/USAID and is reviewing its recommendations.
PFM Reform Issues
8
The GovKP’s PFM reforms program has progressed in recent years, but only slowly. The strategic
interventions in FY 2012-13 consisted of: strategic budget formulation by linking policies and budget
priorities (MTBF); credible, results oriented budgets for better service delivery (OBB); introduction of
business plans and annual action plans in six line departments and in districts with conditional grants;
capacity building (audit, internal audit and Public Accounts Committee (PAC)); strengthening of
6
See Finance Department, 2013-14 White Paper, pp. 49-50.
7
EU’s Technical Cooperation Assistance on Public Financial Management to Selected Districts of Khyber
Pakhtunkhwa, DCI-ASIE/2012/ 295-933, For Pakistan.
8
The views in this subsection are based on PFM Eligibility Assessment given in Annexure CA 3.

20
monitoring structures (an Independent Monitoring and Data Collection Unit (IMDCU), Education
Management Information System (EMIS) and surveys); and pre-budget consultation workshops.
The PFM reform progress is positive largely because of a credible and policy-oriented budget process.
Main strengths are: a well-defined budget process with both executive and legislative adhering to a
schedule; budget documentation is fairly comprehensive; budget classification follows international
standards; the external audit function is well-developed; transparency measures are in place for
information sharing and pre budget workshops are held.
Yet a number of weaknesses remain in the operating of the PFM system. Most weaknesses are in the
budget execution: revenues are uncertain; capacities are weak; the processes linking outputs to budgets
and accounting results against budgets are weak, records are poor; financial reporting and internal
controls are weak.
Other areas where improvements are required include cash management, registry, human resources,
procurement, fixed asset management, inventories, revenue administration and the dichotomy in
recurrent and development budgets causing operational difficulties.
The overall assessment of PFM reform progress is quite favourable despite these listed shortcomings
(see Annexure CA 3), because:
 The PFM reform strategy is quite relevant to the development objectives of the province in that it
addresses key weaknesses in the PFM system hampering improvement of basic service delivery.
 The reform strategy is home-grown, and the action plan approved by the GovKP Cabinet addresses
general areas of concern.
 The reform program is well sequenced with reform implementation strategy focusing on certain core
interventions, building strategic planning/budgeting capabilities at the province and district levels.
 The reform enjoys sufficient ownership from the Cabinet, target beneficiaries and a cadre of finance
and planning officials at province and districts. The overall reform is championed by the Finance
Department.
Education Sector PFM Issues
Several issues confront the E&SED but we shall highlight here four significant ones.
1. The sector finances have fallen short in the face of fast growing student population and the focus
of increasing access to girls' schooling despite the rapid growth in education expenditure and in
teacher appointments over the past ten years.
2. The non-salary budgets have shrunk and affected negatively the provision of textbooks, teacher
training, and maintenance of school facilities. The recurrent budgets have been subject to various
forms of rationalization cuts except for wages and salaries.
3. Expenditure priority is clearly tilted towards secondary education at the expense of primary
education, a clear disconnect is pointed between sector strategy and expenditure allocation.
4. Financial management in the education sector is relatively poor.
Some of the cited key PFM weaknesses in the E&SED are:
1. No direct linkage with performance and budgets, despite OBB/MTBF or monitoring and reporting,
is in place.
2. Lack of financial and performance reporting capability at the province and district levels.

21
3. Poor planning and monitoring at district level in the use of non-salary resources, e.g.
inappropriate school locations, school infrastructures and supplies.
4. Lack of registry information for teachers and non-teacher personnel - absenteeism is thus
common.
5. Poor cash planning and lack of predictability in fund releases for purchase of textbooks/supplies,
construction and maintenance of infrastructure - all affecting negatively the quality of schooling
services.
6. Problems in reporting of externally funded development projects together with operating
expenses in recurrent budgets.
Budget Transparency and Oversight
9
Budget transparency, defined as full disclosure of all relevant fiscal information, is a key element of good
governance and a prerequisite for domestic accountability. With access to budgetary information, the
general public and the control bodies like parliament, auditors, local authorities, civil society organizations
and media, can scrutinize the budget and hold the decision makers accountable for collecting and using
public funds effectively and efficiently, and call for policies that improve service delivery. A program to
support national legislative and oversight bodies as well as internal control structures is necessary in
order to address their capacity weaknesses. Domestic accountability mechanisms can also be
strengthened by a participatory budget approach.
Salient features of the GovKP policy measures to improve transparency/accountability of public resources
are:
 Budget documentation is comprehensive; its format conforms to international standards, and is
presented to the provincial assembly.
 Information on the approved annual budget is available – FD publishes budget documentation on its
official website, e.g. Annual Budget Statement covers budget summary, OBB/MTBF covers budget
forecast up to three years, White Paper summarizes the government plan.
 The external audit function is well developed although delays in consideration of the annual audit
reports are common.
 Monitoring and evaluation structures for reporting on results are being strengthened. These include
IMDCU, district level monitoring, Monitoring Directorate of Planning and Development Departments
(P&DD), EMIS and surveys.
 But there are problems in accessing in/end-year execution and delays in audits reports.
In preparation of budget for FY 2013-14, the GovKP engaged the stakeholders in consultation to seek
their guidance. The FD in collaboration with P&DD and with technical assistance of development partners
organized four pre budget consultative workshops in May 2013. Some future initiatives include: preparing
citizen’s budget; sharing budget strategy paper with citizens; and sharing budget execution reports with
public, including the end of the year budget execution report.
10
9
This subsection is based on Transparency and Oversight Eligibility Assessment given in Annexure CA 4.
10
Reportedly, the present government is very sensitive on transparency, and has prepared a right of access to
information bill which is about to be presented in the provincial assembly to improve the access.

22
PEFA reports have been cautious and have consistently given low scores on budget transparency and
oversight. The PEFA 2011 reports the following key weaknesses.
Public Expenditure and Financial Accountability (PEFA) Framework—KP Province
Indicator Description Score
2007
Score
2011
PI-6 Comprehensiveness of information included in budget documentation B B
PI-10 Public access to key fiscal information C C
PI-23 Availability of information on resources received by service delivery units B D
PI-24 Quality and timeliness of in-year budget reports C+ C+
PI-25 Quality and timeliness of annual financial statements B B+
PI-26 Scope, nature and follow-up of external audit D+ D+
PI-27 Legislative scrutiny of the annual budget law C+ D+
Overall,
 Budget preparation process can become more transparent, open and participative through repeat
pre-budget consultations.
 Some key budget documents are not available - budget mid/in-year reports, year-end financial
statements, annual audit reports are issued but with extended delays. The availability of these
reports can significantly improve budget transparency.
Progress on Governance and PFM DLIs
Overall Assessment
The overall implementation progress on the four DLIs, 1 to 4 under Governance and PFM, is 2/4.
DLI 1: E&SED non-salary and development budget allocation increase both in real terms and as a
percentage of total education budgets is protected.
Target 1 for year 2012-13: E&SED/GovKP to approve PC-I for Girls stipend, summary for recurrent PTC
expenditures as well as summary for monitoring function and start judicious expenditures to ensure
additionality of DFID funds.
Target met. The GovKP approved and implemented the project PC-1 Girls’ stipends in FY 2012-13,
similarly, the government approved a summary for PTC expenditures in FY 2012-13 and funds were
released to DDOs for onward disbursement to PTCs, and the E&SED has been setting up a much
stronger monitoring arrangement during the year. The related details are given in the following
paragraphs.
Girls’ stipends: The disbursement of girls’ stipends is effected from the development budget in project
mode; a project PC-I for the amount to be disbursed during a financial year is prepared every year. For
FY 2012-13, a project PC-1 for girls’ stipends, amounting to Rs 1 billion, was prepared and approved by

23
the P&DD. This project was implemented during the year and the amount fully utilized by disbursing
stipends, Rs 200/month and related cost Rs 36/stipend through Pakistan Post. The PC-1 is presented in
Annex OA 1. Field visits to girl’s schools by this team and third party validation confirm the
disbursements.
For FY 2013-14, the E&SED has prepared a project PC-1 for girls’ stipends, amounting Rs 1.58 Bill
11
.
This constitutes an increase in the budget allocation. However, P&DD is still awaiting the PC-1 but
expected to approve the project soon. The draft PC-1 is placed below in Annex OA 2.
Future plans regarding girl’s stipends include preparing a communication strategy and instituting
branchless banking pilot in four districts.
PTCs’ Expenditures: The disbursement of PTCs’ expenditures is from the recurrent budget.
Administrative approval is sought from the Chief Minister (CM) for the amount to be disbursed during the
financial year on a summary prepared by the E&SED and FD.
The administrative approval for disbursement of PTCs’ expenditures in FY 2012-13 from the recurrent
budget was given, but the funds were released by the Auditor General (AG) on the last day of the
financial year (28
th
June, 2013). This late release of funds was largely due to late and incomplete
submission of the release bills to the AG by the E&SED, a capacity issue, which had caused pre-audit
queries and time-consuming correspondence. Even the release on the last day, Rs 128 million, has been
made provisionally to DDOs for onward credit to the PTCs’ bank accounts. The provision is that DDOs will
submit the disbursement accounts with supporting documents within a month. The Accountant General
letter is given in Annex OA 3. Although a bit late, the PTCs are expected to get these funds shortly in their
accounts.
Monitoring Function: Until FY 2012-13, the disbursements of monitoring function was from the recurrent
budget requiring administrative approval of the CM for the amount to be spent during the financial year.
This approval was given on a summary prepared by the E&SED and FD. The disbursements from the
recurrent budget during the year have been small, consisting of salaries of the three Monitoring Officers
working in the Education Sector Reform Unit (ESRU) and the related field monitoring expenditures.
During FY 2012-13, the GovKP decided to shift the monitoring function to the development budget.
Hence, a project costing Rs 650 million with the aim to set up an Internal Monitoring and Data Collection
Unit under the E&SED was approved and its execution started (the project PC-1 is given in Annex OA 4).
The initial staff strength proposed for the unit is 465 monitors including 165 women. These will visit all
schools and report on indicators like teacher absenteeism, student assessment, text books availability,
DEO visits, etc. every month. Districts will be ranked every two months on the basis of monitoring reports.
The Unit has however not started the monitoring function as yet. Presently, the Unit is headed by an
acting project director, its bank account has been opened, its hard/software is being procured, the
monitoring indicators have been developed and recruitment of staff is in process. It is expected that the
11
The allocation in ADP 2013-14 is Rs 1000.01 million.

24
recruitment process will be completed by August 2013 and the unit will be functional by September 2013.
Consequently, the three positions of the existing monitors in ESRU will be abolished.
Target 2 for FY 2012-13: E&SED actual expenditure on non-salary & development to be at least 75% of
the budget estimates (Provincial & District level).
Target not met. As can be seen in Table 1 given below, the E&SED actual non-salary and development
expenditure in FY 2012-13 is estimated at 66.5% of the budget estimate, which is short of the prescribed
threshold of 75%.
Table 1: Elementary and Secondary Education Budget Mill Rs
S.No. Head 2012-13BE 2012-13RE Budget
Utilization
1=2+10 Total Expenditure - Revenue and Development 63,821 66,628 104.4%
2=6+9 Expenditure met from Recurrent Budget 46,732 56,206 120.3%
3 O/w Non-salary 1,601 2,003 125.1%
4 Provincial 681b 945b 138.8%
5 O/w Salary 462c 600e 130.0%
6=4-5 O/w Non-salary 219 345 157.3%
7 Districts 46,051d 55,261 120.0%
8 O/w Salary 44,669c 53,603f 120.0%
9=7-8 O/w Non-salary 1,382 1,658f 120.0%
10 Expenditure from Development Budget 17,089a 10,422a 61.0%
Memo
11 Non-salary and Development Expenditure 18,690 12,425 66.5%
12 As % of Total Expenditure 29.3% 18.6%
Source: a. ABS 2013-14
b. Demands for grants Current expenditure 2013-14, Volume III (Part H/1)
c. Finance Department
d. Assuming salary part is 97%
e. Assuming 30% budget overrun
f. Assuming 20% budget overrun
DLI 2: Organizational Development
Target for FY 2012-13: Institutional analysis of ESRU, EEF and SED with a view to develop
recommendations for organizational restructuring.
Target partially met. The EEF’s institutional analysis has been carried out and a combined institutional
analysis of ESRU, ESED and its Directorates is being carried out, which is expected to be completed
soon. The organizational restructuring of EEF has been agreed but the final approval is still awaited. More
details on the DLI 2 progress are given below.

25
EEF: DFID consultants have carried out the institutional analysis of EEF and restructuring of EEF has
been approved by the EEF Board (see minutes of the Board meeting in Annex OA 5). However while
approving, the EEF Board noted that additional staff of EEF will be paid from the recurrent budget, and
the case for this is still pending with the FD. The restructured EEF will have a powerful 14-member Board
under the CM and meet regularly every quarter. The consultants also recommended changes in
organizational structure, business plan and job descriptions. They drafted EEF’s service and fund
investment rules. The new EEF legislation draft is with the CM and will require approval of the PA. The
restructuring changes have been agreed, but a formal approval of the FD/GovKP and subsequent
notifications are required. The EEF has been operating with the endowment grant of Rs 400 million and
been given an additional Rs 150 million grant in aid in the FY 2013-14 budget.
ESRU: No separate institutional analysis of ESRU was carried out during FY 2012013, but that does not
affect the assessment of the programme against this DLI. The ESRU had been shrinking during the year
because of dwindling DFID support and shifting of the project activities into the regular E&SED activities.
The existing ESRU has a Director, a Deputy Director and three Monitoring Officers. The positions of three
monitors are expected to be abolished after setting up of the IMDCU in E&SED.
More recently, the restructuring of ESRU is being considered along with E&SED and its Directorates for
which an institutional analysis is being carried out. This study started in April 2013 and is likely to be
completed by end August 2013. Although it is premature to conjecture, the ESRU is likely to be
restructured along lines similar to those followed by PMIU in Punjab. The E&SED's officials want the
ESRU to have flexibility and be supported outside the regular budget, to cut through government
procedures and push the reforms. Donors also appreciate this idea, as it is likely to facilitate donor
coordination. However, the unit should be staffed by competent people, selected on open merit from the
government and private sectors.
E&SED: As noted, a combined institutional analysis of ESRU, E&SED and its Directorates is being
carried out to develop recommendations for organizational restructuring. The study started in April 2013
and is likely to be completed by end August 2013.
DLI 3: Audit system
All three given targets on audit system for FY 2012-13 were not met. The target-wise details are given in
the following paragraphs.
Target 1 for year 2012-13: Internal audit charter & cell established (organizational structure approved,
posts sanctioned & appointments made) at FD & similar actions taken for establishing & operationalizing
the internal audit function at E&SED. Capacity building plan designed & implemented.
Target not met. The FD plans to initiate internal audit in all major departments for improvements in
internal control and audit, leading to more reliable financial statements. Accordingly, a charter of the
Internal Audit Cell in E&SED, with templates, checklists, procedures, has been approved. The Cell’s
organizational structure with six posts (1 BPS-18, 2 BPS-17 and 3 Assistants) has also been sanctioned.
But the appointment process has not yet started. The FD is currently thinking of an overhaul (e.g. how will

26
auditors perform internal audit, how will they make up the enormous skill requirements, etc.) and
reviewing the recommendations of a recent study on internal audit, its role, modalities, best practices, etc.
(3 volumes – IA Framework and two IA Toolkits for E&SE and C&W Departments) completed through
ASP/RSPN/USAID. Thus, the actions for establishing and operationalizing the internal audit function at
E&SED remain on hold for another six months approximately, and the capacity building plan for the
Internal Audit Cell is not in sight as yet.
Target 2 for FY 2012-13: Internal Audit
Target not met. Internal Audit Cell in E&SED has not been established; hence, there was no internal audit
of E&SED during FY 2012-13.
Target 3 for FY 2012-13: Annual External audit of KPESP by Auditor General's office covering the flow &
utilization of DFID funds along with any irregularities found during the course of audit.
Target not met. The FY 2012-13 has just ended and the provincial AG Office has not started as yet the
annual external audit of KP ESP covering the flow & utilization of DFID funds during the year. A Senior
Planning Officer from the E&SED, referring to a clause in the DFID-GovKP agreement, had written a letter
to provincial AG’s Office (see Annex OA 6), stating that the DFID funds are subject to special audit by
private auditors, thereby preempting the role of the AG. This confusion has resulted in unnecessary
correspondence and delay. The AG’s Office audits all projects funded by the international community,
and would like to undertake immediately the audit of the use of DFID funds. Therefore, the AG’s Office
has written to the Secretary E&SED for beginning the audit of DFID funds. Thus this audit may begin
soon.
The provincial AG’s Office has been regular in auditing the E&SED accounts. The AG’s Office has
audited the E&SED accounts up to FY 2011-12. Reportedly, there are 12 audit comments in the draft FY
2011-12 E&SED Audit Report although the Departmental Accounts Committee (DAC) under the
Secretary E&SED has yet to hold a meeting to resolve some of these comments. The FY 2010-11
E&SED Audit Report was prepared by the AG’s Office and discussed in DAC meeting, but still contains a
few outstanding audit comments. The full provincial FY 2010-11 Audit Report will be considered by the
next PAC (yet to be constituted by the new government).
The audits by the provincial AG’s Office did not cover the audit of district schools which had been
devolved to District Audit Offices.
DLI4: Output Based Budgets
Target for year 2012-13: E&SED OBB approved with improved targets & indicators. OBB rolled out to at
least 6 Districts. The related details are given below.
Target met taking a dynamic approach based on the GovKP's commitment.
12
While at the provincial level
OBBs are well grounded, the district level OBBs have not yet started. Some background work, like staff
12
The EU Budget Support Guidelines defines dynamic approach for satisfactory progress: it should be based on a
dynamic approach, looking at past and recent policy performance benchmarked against reform commitments, but

27
training and preparation of strategic plans at district level have been undertaken. These plans, combined
with staff mentoring from the provincial departments, may finally translate into district level OBBs for
managing results and more accountable governments. In sum, there are weaknesses which need to be
made up. The implementing of a fully functional OBB/MTBF at all levels of government is ambitious,
which may be considered as a long term objective.
Provincial OBBs: The GovKP has been implementing a MTBF and OBB for the last few years. The
OBB/MTBF was piloted in three departments in 2010-11 and extended to nine more in 2011-12. In FY
2012-13, the GovKP rolled out the OBB to all 32 provincial departments with improved targets and
indicators. Full 2012-13 OBB/MTBF, giving details of the Departmental outcomes, outputs and medium
term (3 years) budget estimates for service delivery, was printed in Budget Estimates For Service
Delivery, 2012-15. The FY 2013-14 OBB has also been prepared along with MTBF which is printed in the
Budget Estimates for Service Delivery, 2013-16.
E&SED’s OBBs have also been prepared with improving targets and indicators. The details of E&SED’s
OBBs are also printed in the abovementioned two documents; the 2012-13 OBB in Budget Estimates For
Service Delivery, 2012-15 on pages 11-27 and the 2013-14 OBB in Budget Estimates For Service
Delivery, 2013-16 on pages 12-29.
District OBBs: According to the GovKP
13
, the OBB was piloted during the year 2011-12 in two Districts,
D.I Khan and Buner, with conditional grants to improve service delivery in the E&SED and Health
Department. Reportedly, the results were encouraging, and the conditional grant program model was
replicated in four more districts during FY 2012-13, i.e. Lakki Marwat, Karrak, Haripur and Nowshera for
which the GovKP allocated a sum of Rs. 1 billion for PTCs. These conditional grants have entailed
extensive discussions with stakeholders to improve service delivery which led to the development of
detailed district business plans with a set of indicators and targets. Some important SOPs for the
execution of conditional grants are development of a business plan with performance measurement,
reporting and M&E mechanisms, audits and third party validations. A sample of work undertaken under
the conditional grants in District Buner is given in Annex OA 7.
District level capacities are extremely weak. A visit to district Buner indicated that the OBB/MTBF
concepts are yet not well understood by district officials, who are unable to relate outcomes/outputs with
activities/inputs and costing them into budget line items of MTBF. The DFID consultants reviewed the
progress on District OBB/MTBF and documented several weaknesses/risks.
14
The capacity building of districts officials in six Districts of Malakand Division, Swat, Malakand, Shangla,
Chitral, Dir Upper and Dir Lower, is being supported by TA consultants under another EU funded
allowing for shocks and corrective measures and refining the objectives and targets if necessary. See EU Budget
Support Guidelines, Part I pp 4.
13
See Finance Department, 2013-14 White Paper, pp. 49-50.
14
ASI, Khyber Pakhtunkhwa, Pakistan: Towards a Medium-Term Program for Reform of Public Financial
Management Systems with Elementary and Secondary Education Sector – A review of Conditional Grants Pilot and
Output Based Budgeting and Other Systems, 31 October 2012 (see Annexure OA 14).

28
project.
15
During 2012-13, these consultants developed: documentation of local government decision
processes; district business plans/strategies; OBB/MTBF training modules; training of district government
staff; supporting the provincial Departments to buy in their support of district government reforms. They
prepared materials for the 2013-14 budget documents for the FD and facilitated four pre-budget
consultative workshops.
With the amendment in local government law, the district level administrative setup has become a part of
the provincial government with effect from July 1, 2013. This administrative change will significantly affect
the plan for application of OBB/MTBF at district level.
SECTION C. ACCESS, FACILITIES, QUALITY AND LEARNING
OUTCOMES
Background
Khyber Pakhtunkhwa is one of the least developed areas of Pakistan in terms of social indicators with
50% of the adult population illiterate, 67% of women and 32% of men. These low literacy rates are largely
due to limited access and poor quality of education. The net enrolment rate at primary level is 51%, 57%
for boys and 45% for girls. The year-to-year overall transition rate is 77%, 74% for girls, 79% for boys,
with a drop-out rate of 45%, 53% for girls, 39% for boys, up to 5th grade, meaning that nearly half the
students who start school never finish the 5th grade.
16
In Pakistan, the delivery of education services is devolved to the provinces. After the 18
th
Constitutional
Amendment, the responsibility for curriculum, syllabus, planning, policy, centers of excellence, and
standards of education have been transferred to the provincial education departments. Only the planning
and policy and standards of education beyond Grade 12 are covered under Federal Legislative List.
However, the capacity of existing institutions is very weak to deliver on these tasks with acceptable
quality.
The government of KP is determined to uplift the status of education in the province. The government
policy focuses on improving access to primary schools and reduce gender gap, Improving quality of
education, providing adequate and suitable infrastructure, providing alternative or non-formal education,
encouraging public-private partnership and community involvement; and enhancing budgetary allocation
for education. To achieve these goals, the government has prepared an education sector plan which is
being implemented. The plan tries to address the following major issues.
Issues and state of play
Budgetary Management: A major difficulty in achieving universal primary education in Khyber
Pakhtunkhwa has been due to mismatch of distribution of resources and budgetary management. The
GovKP has been increasing the budget allocations for ESE sector but still has not been able to ensure
15
EU’s Technical Cooperation Assistance on Public Financial Management to Selected Districts of Khyber
Pakhtunkhwa, DCI-ASIE/2012/ 295-933, For Pakistan.
16
Pakistan Social & Living Standard Measurement Survey 2010-11, as reported in the TOR.

29
100% schooling of all school-age children and address gender inequalities. A bulk of the expenditure is
on salaries and the share of quality expenditure on non-salary and development budget is very low.
Nonetheless, the situation is improving, albeit only slowly, because of the increased financial allocations,
protection of non-salary expenditures, communities’ involvement and capacity development in the E&SE
sector.
Facilities in government schools: The government has embarked on an accelerated program for
constructing new schools, additional class rooms, renovation of the existing old buildings and providing
missing facilities. The government has also allocated more funds for PTCs for providing the missing
facilities in a phased manner at the community level like boundary wall, drinking water, electricity and
latrines. More suitable school environment would improve the access and quality of education.
Strengthening of PTCs: As a matter of policy, the government is involving communities to further the
educational process. The PTCs are being strengthened to play a more effective role in different ways.
Their financial powers have been enhanced and their scope of work has been widened. The training
programmes of PTC executives all over the province have started. The Government has also piloted a
program of conditional grants for construction of classrooms through PTCs in two districts viz. Buner and
Dera Ismail Khan. Initial reports about this program are very favourable. However, a fuller mobilization of
communities is required with regard to the female education.
Curriculum implementation and textbook development: A curriculum implementation committee has been
formed to review the implementation process of the 2006 curriculum currently in place. A text book review
committee has also been formed to review the books before students start using them. The Directorate of
Curriculum and Teacher Education has been mandated under the 18
th
Amendment of the Constitution to
play a key role in all matters pertaining to curriculum and text books. The Text Book Board has adopted
the policy of multiple text books (i.e. the TBB will ask through tender from the interested parties to write
and publish text books according to the curriculum and then more than one books will be selected and
approved for use by the students. The schools will be free to select any one of the approved books for
their students) and publishers have been shortlisted.
Availability of Teachers: The notified policy of the department about teacher availability is that the
student-teacher ratio will be 40:1. The department is in the process of recruiting 4000 teachers to come
up to the policy requirements. Furthermore, the E&SED is in the process of ‘rationalization’ of teachers in
the province with regard to students-teacher ratio. The Director E&SE has asked all DEOs to carryout
rationalization of teachers in their respective districts. However, it is a long process and many external
forces may resist the move. Moreover, the role of PTC has also been revised, and now they can hire
temporarily teachers out of PTC funds on a needs basis.
Teacher Development: The government of KPK has taken important decisions in the pre-service trainings
as well as in-service trainings. The department has adopted Associate Degree in Education and B.Ed
(Hon) Elementary to provide graduate teachers to fulfil the requirements of National Education Policy
2009. A Teacher Development Strategy has been developed.

30
Education Management Information System (EMIS): EMIS is one of the main tools for planning in the
province. The EMIS provides information on schools, students and teachers in the public and private
schools. But it does not show any information about financial matters. Moreover, it does not provide
information about teacher’s trainings. The EMIS collects data on 31
st
October every year, and compiles a
report on/around 31
st
March. Printing is not regularly budgeted and hence is dependent on donor support.
Monitoring Function: The E&SED is strengthening its monitoring function for which an Internal Monitoring
and Data Collection Unit is being set up as a development project. Presently, the Unit is headed by an
acting project director, its hard/software is being procured, monitoring indicators have been developed,
and recruitment of staff is in process. It is expected that the staff recruitment process will be completed by
August 2013 and the unit will be functional by September 2013.
E&SED Capacity is very weak. There are serious issues of ‘capacity’ in the E&SED. For instance, any
new initiation for development in the Department, a concept paper, proposal or Memorandum of
Understanding, should come from the Department and not from the donors. But Department staff does
not have the required capacity to draft these documents. Technical Assistance should have capacity
development as one of its main objectives. Besides, the issue may get resolved through providing more
staff and equipping them with appropriate office equipment. Thus a program of restructuring, training and
strengthening in all branches of the E&SED is required.
Progress on Access & Facilities DLIs
Overall Assessment
The overall implementation progress on the four DLIs, 5 to 8 under Access & Facilities, is 1.708/4.
DLI 5: Girls Stipend
Target 1 for FY 2012-13: 100% girls who meet attendance criterion receive stipends in time according to
the on-going programme.
Target met. The process is that a PC-1 is prepared on the basis of EMIS data (for girls’ enrolment) and
submitted to the P&DD. On its approval by the competent forum, the amount is allocated by the FD to
each district. The DEO office submits the claim along with copies of approved PC-1, FD sanctions and the
list of students is sent to the AG KP and the District Accounts offices. On acceptance of the claim, a
cheque is issued to the concerned DEO who in turn deposits the cheque in her designated account. As
per students’ enrolment, she issues a cheque in the name of Post Master General along with the filled-in
money orders (MO) forms and list of students. The Pakistan Post issues the MOs, students receive it, and
a separate record is kept in the shape of a register duly signed by the concerned teacher and
countersigned by the Head Mistress. Later on, the concerned DEO reconciles these scholarship
disbursements with the Pakistan Post. The consultants visited four schools in two districts, Buner and
Peshawar; the findings were that this procedure was followed and all the enrolled girls received the
stipends. The attendance criterion is generally followed. The parents and the children are appreciative of
the stipend program. The head mistresses attribute the increase in enrolment to this facility which in some

31
cases was about 30%.
Target 2 for FY 2012-13: Branchless banking pilot initiated for stipends delivery in 4 districts.
Target not met. The Government has agreed with the donors to initiate the disbursement of stipends
through branchless banking. It has been decided to pilot the scheme in four districts viz. Peshawar, Upper
Dir, Nowshera and Haripur, for which a study is being carried out to work out the details.
Target 3 for FY 2012-13: Analytical work to re-design the programme through improved targeting, benefit
structure and attendance verification completed
Target not met. The DFID TA team of consultants is carrying out a study to re-design the programme for
improved targeting, benefit structure and attendance verification. The report is yet to come.
DLI 6: Community Level Management
Target for FY 2012-13: Without overlap with OBB Districts & in line with recommendations of TPV on
PTCs in KP, PTCs policy, financial & procurement rules improved & notified with a continuous capacity
development programme (CCDP) developed.
17
Target met. There is a comprehensive policy on training of PTC executives, their capacity development,
PTCs’ role and functions, school improvement program, planning, budgeting and procurement, PTC
meeting, decisions and records, communication with stakeholders, etc. The PTC’s Continuous Capacity
Development Plan, February 2013 – April 2014 is presented in Annexure OA - 8. In the two schools in
Buner that we visited, the PTC executives confirmed that they did go through a one-day training. In one of
these schools, a PTC executive had displayed some of the training material also. PTCs are supposed to
have their bank accounts and government funds are directly transferred to these accounts.
A PTC Guide was issued in March/April 2013 by the GovKP for the use of the members which gives the
PTC policy, rules and related financial and procurement procedures. The revised PTC Guide is given
Annexure OA–9.
The third party validation (TPV) of PTCs conducted in 2011 is supportive overall despite some
reservations. Some of the recommendations of the TPV have been implemented. A Continuous Capacity
Development Plan for PTC has been developed. The training of Education Managers has started. The
implementation of some other recommendations, like presence of students and teachers ought to be
ensured so far PTCs have failed to control both these serious shortcomings of the system. To keep
regular track of admissions and drop outs must be kept. The rest of the required actions mentioned in the
TPV are being planned.
The TPV done in 2011 is given in Annexure OA 10.
17
Copy of TPV annexed as Annexure ‘H’

32
DLI 7: Low Cost Private School Sector
Target 1 for FY 2012-13: Establish a comprehensive strategy for public private partnership (PPP) in
education facilitating the low cost private sector with setting out clear standards for quality
Target partially met, and GovKP is working in the right direction. A study of the low cost private school
sector in KP was started in March 2013 which will decide the definition of ‘low cost private institution’ and
other matters. The ToR of the study on Low Cost Private Schools is given in Annexure OA 11. The final
report of the study was not available at the time of writing.
Target 2 for FY 2012-13: Analyse (using EMIS data & through EEF) location & viability of low cost private
sector primary & secondary schools & draw partnership propos
Target not met. No analysis of location and viability of low cost private sector schools, both primary and
secondary, for public-private partnerships has been carried out. It will be carried out in the light of the
study on Low Cost Private Schools cited above.
DLI 8: Elementary Education Foundation (EEF)
Target 1 for FY 2012-13: Return to learn second chance education for children & training opportunities for
women designed by EEF in conjunction with all stakeholders & clear proposals agreed with DFID.
Target not met. A scheme for return to learn second chance education for children and training
opportunities for women was designed by EEF in conjunction with all stakeholders and clear proposals
agreed with DFID. A case for a scheme for literacy and skills on the pattern of ‘Literacy for All’ was
prepared for setting up 2000 centers and submitted to the E&SED (vide EEF MD office No. 345 dated
26/3/2012). Since then, there has been no further action or follow up.
Target 2 for FY 2012-13: Second chance return to learn opportunities provided to primary & secondary
aged out of school children according to the agreed proposal & as validated by TPV
Target not met. The issue of learning opportunities for the out-of-school children at the primary &
secondary school ages will be covered under the above mentioned scheme for establishment of centers
of literacy and skills.
Target 3 for FY 2012-13: Literacy & skills trainings provided to illiterate women according to the agreed
proposal & as validated by TPV.
Target not met. The literacy and skill trainings for the illiterate women will be covered under the above
mentioned scheme for establishment of centers of literacy and skills.
Progress on Quality & Learning Outcomes DLIs

33
Overall Assessment
The overall implementation progress on the four DLIs, 9 to 12 under Quality & Learning Outcomes, is
1.533/4.
DLI 9: Curriculum and Implementation
Target 1 for FY 2012-13: Establish a joint steering committee comprising of BISE, PEAS, KPTBB & DCTE
to execute the curriculum implementation framework.
Target met. A joint steering committee has been set up, comprising BISE, PEAS, KPTBB & DCTE, with a
mandate to execute the curriculum implementation framework (CIF). A notification for the constitution of
Steering Committee for CIF and its TOR is presented in Annexure OA 12. The committee has held one
meeting and the second could not be held due to the change in Government.
Target 2 for FY 2012-13: Adapting the Punjab lesson plans to contextual realities of KP, utilize lesson
plans for teaching all subjects at primary level in at least 10 Districts
Target met. Primary level lesson plans are aligned with the new curriculum. The lesson plans are being
printed and will be implemented in all 25 districts. DFID staff have carried out the 1
st
phase of training of
lead trainers. The 2
nd
phase of training to prepare master trainers has not started as yet. The training
manuals are ready but the funds for training have not been released by the FD. The DCTE has been
assigned to conduct trainings in 12 districts (about 1850 teachers); training in the remaining 12 districts
will be carried out by PITE.
DLI 10: Students Learning Outcomes
Target 1 for FY 2012-13: Develop a home grown strategy for systematically measuring & improving
students learning outcomes in KP.
Target not met. The ASI team informed the consultants that this DLI target is to be revised.
Target for FY 2012-13: Development of effective reading instruction strategies as part of GPE Reading
Action Plan
DLI 11: Improving School Performance
Target for FY 2012-13: School report cards developed & tested in at least 25% of primary & secondary
schools in 5 Districts
Target partially met. The scheme of school report cards has been piloted in 2 out of 3 sub-divisions of
District Swab, Lahore and Swabi, while the third sub-division Topi has not been included. According to a

34
DEO (F) in Swabi, about 25% of schools have been included in the scheme. The related training of PTCs
along with the Head Teachers has been conducted in these schools. The work on the scheme is in
progress.
DLI 12: Improving Teachers Management
Target 1 for FY 2012-13: Minimum classroom level performance standards for teachers established
Target not met. The DFID TA Team has drafted and shared the concept note of Professional Standards
for Teachers (PSTs) with E&SED. The E&SED is in the process of forming a working group who will be
involved in reviewing and adapting the National Professional Standards for teachers in KP context.
Members of this working group will be taken from DCTE, PITE and DE&SE. The TA team expects that
these PSTs will be established by the end of August, 2013.
Target 2 for FY 2012-13: Establish a teachers’ professional development framework
Target not met. The DFID TA team drafted the concept note for a Continuous Professional Development
Framework and shared it with the E&SED during the year. Some meetings with DCTE, PITE and DE&SE
were also scheduled in May and June 2013 in Abbottabad to discuss the concept of CPD Framework and
to identify capacity needs of institutions. However, the DCTE officials informed this consultant team that
these meeting were not held. An exposure trip to DSD Lahore was also planned for the E&SED officials
to see the Punjab model of CPD as well as some field visits to districts. This exposure trip has however
not materialized. The CPD framework is expected to be developed by end Aug 2013.
Target 3 for FY 2012-13: Strategy developed for rationalizing teaching posts at school level based on
school needs including enrolment
Target met. The notified policy of the department about teachers’ availability is that the students-teacher
ratio will be 40:1, and the E&SED is in the process of ‘rationalization’ of teachers in the province with
regard to students-teacher ratio. The Director E&SE informed the consultants that he has directed all
DEOs to carryout rationalization of teachers based on the prescribed standards of students-teacher ratios
in their respective districts. Furthermore, the role of PTC has been changed, and now they can hire
temporary teachers out of PTC funds on need basis. The Director E&SE has informed that instructions
have issued to all districts to carryout rationalization based on the prescribed standards of students-
teacher ratios in all schools.

35
REFERENCES
1. Government of Pakistan, Finance Division, Advisor Wing, Pakistan Economic Survey, 2012-13.
2. Government of Pakistan, Pakistan Bureu of Statistics, Pakistan Social & Living Standard
Measurement (PSLM) Survey 2011-12 Reports
3. GovKP, E&SED, Education Sector Plan
4. GovKP, E&SED, Teacher Education Strategy
5. GovKP, E&SED, EMIS Reports
6. GovKP, Finance Departments, 2013-14 White Paper
7. GovKP, Finance Departments, Budget Estimates for Service Delivery, 2012-13
8. GovKP, Finance Departments, Budget Estimates for Service Delivery (Green Book), 2013-14
9. GovKP, Finance Departments, Annual Budget Statement, 2013-14
10. GovKP, Finance Departments, Budget Strategy Paper, 2013-14
11. GovKP, Finance Departments, Demand for Grants Current Expenditure, 2013-14, Vol-III (Part-A)
12. GovKP, Planning and Development Departments, Comprehensive Development Strategy 2010-
2017
13. UNESCO Website
14. UNICEF, Khyber Pakhtunkhwa Multiple Indicator Cluster Survey 2008.
15. European Union, Budget Support Guidelines, September 2012
16. European Union, Technical Cooperation Assistance on Public Financial Management to Selected
Districts of Khyber Pakhtunkhwa, DCI-ASIE/2012/ 295-933, For Pakistan, 14th-Bi-weekly-Report-
16-31-May-2013 on: http://eupfmta.org.pk/wp-content/uploads/2013/01/14th-Bi-weekly-Report-
16-31-May-2013.pdf

36
CONSULTATIONS
In GovKP, Elementary and Secondary Education Department, Peshawar
1. Joudat Ayaz, Secretary
2. Akhundzada Riaz Behar, Additional Secretary/Director ESRU
3. Jamaluddin, Chief Planning Officer
4. Hina Saeed, Monitoring Officer
5. Fauzia, Monitoring Officer
6. Noor Alam Khan, Section Officer Budget
7. Section Officer Audit
In GovKP, Elementary and Secondary Education Department, Abbotabad
8. Bashir Hussain Shah, Director DCTE
9. Zulfiqar Khan, Deputy Director DCTE
10. Farid Khan, Deputy Director DCTE
11. Miss Tahira Jabeen, Asst Director Training, DCTE
In GovKP, Finance Department
12. Nadeem Bashir, Additional Secretary Development
At GovKP, Planning and Development Department
13. Ali Raza Khattak, Chief Foreign Aid/Director Bureau of Statistics
14. M. Nadeem, Assistant Chief Education Section
Elementary Education Foundation, Peshawar
15. Ahmed Khan, Managing Director
16. Director E&SE KP
In District Buner
17. Fida Muhammad Khan, DEO
18. DDEO
19. ADEO
20. Headmistress of Girls Middle School, her staff
21. PTC Chaiperson of Girls Middle School
22. Head Teacher of Boys Primary School
23. PTC Chaiperson of Boys Primary School
In District Peshawar
24. DEO (F)
25. Headmistress Gilrs Middle School Peshawar Cantt
26. PTC Chairperosn and membbers, Gilrs Middle School Peshawar Cantt
27. Headmistress Gilrs High School Khyber Colony
28. PTC Chairperosn and membbers, Gilrs High School Khyber Colony
In District Sawabi
29. DEO (F) Sawabi
30. SDEO (M) Topi

37
Accountant General Khyber Pakhtunkhwa, Peshawar
31. Farhad Khan, Accountant General
32. Onab Gul, Deputy Accountant General
Auditor General Office, Peshawar
33. Dr. Fawad Khan, Director General
34. Lal Muhammad, Director
At Adam Smith International, Islamabad
35. Arshad Nafees, Coordinator
36. Rehana Sheikh, Advisor
37. Izza Farrakh, Advisor
38. Shabana Bhatti, Advisor
39. Ali Salman, Advisor PFM
At Adam Smith International, Peshawar
40. Khalid, Deputy Team Leader ASI Peshawar
41. Salman Ishfaq, PFM Expert
42. Sohail Reza, Monitoring Expert
43. Saleem Khan, Roadmap Expert
Oxford Policy Management (OPM) Peshawar
44. Jehanzeb Pervez, PFM Expert and Team Leader
At European Union Delegation Islamabad
45. Ms. Wendy Fisher, Development Advisor (Education and HRD)
46. Muhammad Siddique Bhatti, Development Advisor (Education)

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