Joint Proposal Form

Extra-budgetary programme
Capacity Development for Education for All (CapEFA) Programme (step 4) 2012-2013

COUNTRY PROPOSAL
To be submitted to efaprog@unesco.org by 21 May 2012.

SECTION 1 – BASIC INFORMATION

I.1 Title: Building capacities for strengthening literacy and lifelong learning in Nepal
I.2 Country: Philippines
I.3 Responsible Field Office: UNESCO National Commission of the Philippines
I.4 Lead Program Officer: Hon. Teodoro Locsin Jr.
I.5 Co-implementing program specialist(s) (name, ED HQ divisions, Institutes, Reg. Bureaux)

1. CapEFA UNESCO HQ: Omar Diop, Bruno Mesquita Valle

2. UIL : Ulrike Hanneman, Rika Yoruzu
3. Regional Bureau BGK: Abdul Hakeem, Miyazawa Ichiro

I.6. Immediate target groups – Ministries, national institutions and administrations, NGOs,
CSOs in Nepal.
 DEPARTMENT OF EDUCATION
 COMMISSION ON HIGHER EDUCATION



I.7. Partners - Multi-& bilateral partners, incl. development frameworks within which the
proposal falls, NGOs, private sector
o INGOs: World Education
o NGOs: ASMAN, Namuna resource center,
o CLCs
o Bilateral: Japan
o Multilaterals: UNICEF

I.8. Total budget: USD10,000.00

I.9. Main area(s) of interventions:

- Literacy and non-formal education

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 Section II - PROGRAMME DESCRIPTION

(MAX 250 words per item)

II. 1 Needs and country ownership – describe the proposed interventions in relation to UNESS;
UNESS status vis-à-vis country validation; and/or other needs assessment and ex-ante-appraisals; and
how proposed interventions are embedded in national development processes and frameworks.

The project is in line with objective 3 of the UNESS for Nepal 2008-2013, particularly objective 3
“Supporting national efforts in non-formal education to improve literacy rates and strengthening community
learning centres” and with the UCPD 2011 – 2013, particularly programme priority “Promoting literacy for
all with a particular focus on women and disadvantaged groups within the framework of LIFE”.
It is based on a capacity assessment of Nepal’s non-formal education sector carried out in early 2012 and
is designed within the Capacity Development Framework established after the assessment, The
framework covers five major areas which are deemed important for effective planning and implementation
of literacy/NFE, namely leadership and community engagement, institutional capacity, organizational
capacity, quality and equity, and knowledge and learning
As regards to national development processes, the project responds to the three year national
development plan (TYP 2011-2013) recognizing adult illiteracy, especially amongst women, as a primary
challenge for education in Nepal and showing concern at the slow success of literacy campaigns and
programmes to date. It furthermore corresponds to the national education goals as reflected in the
Education for All National Plan of Action 2001-2015, the School Sector Reform Plan (SSRP), ‘A 10-Year
Literacy/NFE Policy and Programme Framework’, 2006, the NFE Policy (2006) and other national
development plans.
Finally, the project corresponds to the UN Development Assistance Framework for Nepal 2011-2013 and
anticipates the strong focus of the subsequent UBDAF (2013-2017) on addressing illiteracy as one of the
root-causes for exclusion, marginalization and poverty in Nepal.

II.2 Justification – describe WHY the proposed interventions are needed in the specific country; use
quantitative information as relevant.

Illiteracy remains a persistent development challenge in Nepal. Despite progress, literacy rates are low.
The Nepal Living Standard Survey 2011 reflects a 15+ literacy rate of only 56.5%. This reflects an
increase in comparison to 2004 (48%) and 1996 (35.6%). However, the recent household-based literacy
survey (UNESCO/CERID, 2011) which used proxy indicators of literacy, showed a lower literacy rate in
the survey districts compared to the self- declared survey studies. Statistics also reflect huge variations
between urban and rural areas (86 % populations live in rural areas), geographical zones, and between
different castes and ethnic groups.
There have been several attempts to increase literacy in Nepal. For example, the Ministry of Education
undertook a literacy campaign in 2008-2010 with the aim to eradicate illiteracy in two years. However, this
and other initiatives did not yield the expected results, mainly because of lack of proper institutional and

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organizational capacities, as evidenced by the recent capacity assessment of Nepal’s non-formal
education sector.
For example the capacity assessment identified very low capacities of NFE providers in such areas as
‘knowledge and learning’ (1.5 or 30% weakness as rated in the 5-point scale), ‘monitoring and evaluation’
(1.7 or 34% weakness) and ‘community responsive planning’, etc. These same capacity areas were rated
poorly at the district level as well, indicating a national deficit needing urgent attention. Another area of
weakness was identified in terms of ensuring quality of NFE provision.
Despite the generalisation of CLCs and numerous pilot projects for improving literacy and non-formal
education, the quality and real impact of programmes is variable at best. It is critically important that the
government agencies responsible for creating programmes and the local officials and CLCs who deliver
them, have the capacity to do so. This includes the need for a greater vertical and horizontal cooperation
in supply of literacy and non-formal education. The institutional capacity of the government is presently
inadequate, and this is clearly perceived by the donor community, which hesitates to commit resources to
the sub-sector.
This is why the proposed intervention addresses the need to strengthen capacities at the levels of local
service providers of NFE programmes, of District Education Offices and at the central NFEC level.

II.3 Impact – describe HOW UNESCO will address this need; in line with its normative and advisory policy
role and/or as a technical partner; as well as the value-added in the specific area of intervention vis-à-vis
other development partners.

Building upon UNESCO Kathmandu’s past support to strengthen literacy and non-formal education (e.g.
through the creation of the CLC movement), its partnership with NFEC (preparation of 10-year policy
framework in this area, pilot projects involving use of indigenous languages, CapEFA 1 st phase 2008-11
including NFE-MIS pilot project), UNESCO is well placed to help building capacities for strengthening
literacy and lifelong learning in Nepal. This project will contribute Government of Nepal’s (GON) endeavors
to achieve national goals in literacy, thereby realizing, in particular, EFA Goal 4, and also EFA Goals 3 and
5.

The strategy of the project is reflected in following interventions:

o Strengthening data management and M&E of literacy and non-formal education
programmes at central, district and CLC levels.
o Enhancing capacity of NFEC and CLC and other providers for effective Literacy service
delivery
o Enhancing life skills and livelihood components in literacy curricula and materials o
Formulating equivalency programmes particularly linkages between non-formal and formal
education.
These interventions will strengthen the capacity of the government to more efficiently plan and monitor
NFE programmes through improving data collection, analysis and its use. This will include the training of a
wide number of NFE planners and managers, practitioners and CLC managers at various levels.
Strengthened capacity of government and NFE providers will help in proper planning of literacy and
nonformal education programmes including in CLCs. Improved quality of literacy and NFE programmes
need to be supported with the equivalency/accreditation with the formal sector which will ultimately
contribute to achieve literacy goals.

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UNESCO will continue to develop further capacity of the NFE sub-sector under the Cap EFA 2012-2013
project through these interventions. There will be appropriate reviews and researches of NFE sub-sector
to examine the gaps and effectiveness and feasibility of the new approaches as evidences for expansion
and for improvement of NFE and literacy programme in Nepal. UNESCO Kathmandu will closely
cooperate with HQ, UIL and UNESCO Bangkok in implementing the project

II.4 Beneficiaries – describe WHO will benefit from the interventions, keeping in mind the upstream role
of UNESCO.

• Government bodies: Ministry of Education (MOE), Non-formal Education Centre (NFEC), District
Education Offices (DEOs)
• Non-governmental providers: Community Learning Centers (CLCs), NGOs
• Ultimate target groups: Illiterates through trained literacy facilitators

II.5 Minimizing risks – identify the main risks that could impact the success of interventions and describe
the strategy for minimizing them, such as potential partnerships; country-owned processes; alignment with
development frameworks.

Risks that can affect the realisation of project objectives are as follows:
• Political instability leading to sudden changes in the administrative leadership of the MOE,
administrative structure and transfers of staff engaged in the project;
• Inadequate (professional and administrative) capacity of the NFEC, DEOs, insufficient number of
staff engaged in the project, and interruptions in their availability;  Inconsistent cooperation
from CLCs and other education providers.

The following strategies will be adopted to minimize above risks:

• Consultation and briefing: A process of consultation with key officials of the Ministry of Education
and I/NGOs will ensure participation of stakeholders in planning and implementation, in this way
contributing to smooth collaboration on the project.
• Signing of MoU: UNESCO Kathmandu will sign a Memorandum of Understanding
(Implementation Agreement) with MOE to formalize and guarantee its support for the project and
engagement of MOE staff. The MoU will provide a shield against disruption arising from sudden
changes at policy or leadership levels.
• Sufficiently strong UNESCO project structure is foreseen to fill in eventual staffing gaps affecting
research, monitoring, etc.

II.6 Exit strategy (sustainability) – describe the strategy to ensure that benefits from UNESCO action will
be sustained, mainstreamed and/or scaled up.

A lot of emphasis needs to be put on capacity building at national and sub-national levels. The activities
proposed under the project aim to build the capacity of the NFEC and NFE providers in the country. Once
these outputs are secured, it is expected that they will be integrated into government policy and practice
including provision for regular training assessment and evaluation. Their successful integration should
also stimulate both funding for literacy programmes and technical assistance from other elements of the
international community. With the refinement of NFE database, UNESCO’s further role will be restricted to

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promotion of the results of the project and advocacy vis a vis the international community. Integration of
literacy and non-formal education into a federalized system will, however, be addressed by the UNESCO
Kathmandu Office transition programme. Since the interventions in revision of NFE and equivalency
curriculum is planned for developing the standard framework, norms and standards for the NFE subsector
in the long run, it is expected that benefits from UNESCO action in these areas will be used by any future
project based interventions of UNESCO and other agencies in the country.

UNESCO Kathmandu will ensure the monitoring and evaluation of the project by involving independent
experts in close consultation with the RBE, UIL and ED/UNP/UNLD.

This project will be implemented under the leadership of the NFEC/MOE which will ensure the
mainstreaming of the programme with an increased level of funding for literacy and non-formal education
programmes contributing to its sustainability.

II.7 Knowledge-generation for capacity-development – describe HOW lessons and good practice will
be extracted in cooperation with UNESCO units to make other Member States benefit from the
experience. The country outcomes in this respect will be used by Regional Bureaux as part of their
regional strategy.

Sharing knowledge and good practice is one of the important components of the CapEFA 2012-2013, in
particular the reviews and relevant researches on NFE programmes at the different levels. ED/UNP,
Bangkok APPEAL and AIMS, UIL and, more generally, UNESCO FOs will, on the basis of reports on the
project and the utilization of the NFE database by the government, be able to take what is useful from the
project for similar activities elsewhere. The experience should be shared by Nepalese government officials
and UNESCO Kathmandu staff in conferences and meetings organized by other UNESCO units.
Furthermore, NFE and literacy forums at national and international levels will enhance NFE knowledge to
improve capacity of the NFE sector in effective service delivery. Capacity Assessment of NFE sub-sector
provided an overall framework for required capacity. CapEFA will support some part of the capacity
requirement and NFEC can seek support from other EFA development partners in other capacity
requirements as indicated in the framework.

II.8 Capacity and delivery strategy – demonstrate the capacity of the FO in charge and the division of
labour among the various collaborating units and external partners, including responsibilities for
monitoring.

• UNESCO Office in Kathmandu: - National Programme Officer with experience in literacy and
nonformal education, including project implementation, notably involving training, and who has
worked closely on the EMIS project for formal education. Regular office staff and project staff will
carry out monitoring with NFEC and DEO officials. UNESCO Office in Kathmandu will coordinate
with EFA local donor group, EFA annual review/consultation meetings and UN inter-agency group
meetings
• ED/UNP/UNLD and Bangkok/UIS/AIMS and APPEAL: Advise on improving the NFE database and
delivery of training programmes, monitoring and evaluation of the project.
• Bangkok/APPEAL and UIL: Provide technical assistance for upstream work; provide examples of
good practice identified elsewhere; advise on assessment of literacy programmes and monitoring
and evaluation of the project.

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 • NFEC/MOE : Advice for all aspects and stages of the project; responsible for providing sufficient
staff for training, assessment activities of the project and monitoring, including from other
government departments and DEOs; main responsible government body for assuming ownership
of project results, their application and further development. Prepare a core group of trainers for a
series of workshops for planning, implementation, monitoring and management.
• DEO: Resource persons, facilitating the implementation of the project at the local level, including
monitoring and evaluation.
• CLCs: Primary resource institutions for delivery of literacy and non-formal education programmes
and important facilitators for cooperation with NGOs.
• I/NGOs: Resource institutions for literacy and non-formal education programmes.
• JICA, UNICEF: Participate in the Steering Committee meetings, contribute in development of
materials and involve in monitoring and evaluation.
• A follow up plan will be established to involve a team of people who get opportunities in various
trainings and capacity development programmes to share and utilize their knowledge and skill.

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 SECTION III – PROGRAMMING and BUDGET

III.1 log frame matrix

Literacy 36 C/5 Expected result:
National capacities strengthened to plan, manage and scale up gender-sensitive, quality literacy and non-formal education policies and programmes

Overall objective of the programme: Support Government of Nepal’s (GON) endeavors to achieve national goals in literacy, thereby realizing, in
particular, EFA Goal 4, and also EFA Goals 3 and 5.

Programme Outcomes Baseline Performance indicators Benchmarks Risks and Assumptions

(SMART)
Outcome 1: • NFEC has low capacity to • Systematic data • Data collection Risks
Capacity in Data management collect, analyze and use collection mechanism mechanism in place 1. Political instability
and M&E of literacy and data/information related to established. • 150 participants that
nonformal education NFE interventions, planning • Number of NFE (NFE might weaken government
programmes at central, district and monitoring. planners,managers and planners,managers and donor commitment.
and CLC levels strengthened. • No established mechanism practitioners trained in and practitioners 2. Uncertainty of future
1
(A3, B5, D4, H2) for the systematic collection the collection and use of )trained federal structure and their
of data. data • Annual reports impact to deliver literacy
• Existing level of institutional • Annual reports and NFE published and non-formal education in
capacity of NFEC is 44%. database systematically • Institutional capacity federal units.
Indicating a 56% gap to the used for planning of NFEC and CLCs
desired level of institutional literacy interventions increased to 70% Assumptions
capacity • Responsible authorities • A handbook on 1. Growing
• The government has use annual assessment assessment and political stabilization
inadequate tools for of results of literacy and monitoring developed and smooth preparation
assessing the literacy non-formal education and published (250 and installation of federal
situation in the country programmes for
structures.

1 Codes refer to the table of interventions identified in the capacity assessment (c f Annex I )
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 2. Adequate support by
development partners for

reviewing and adjusting  copies) achieving the goals of EFA

interventions. by 2015, in particular
 Institutional capacity of literacy and non-formal
NFEC and CLCs education.
increased to 70% A 3. Increased government
 handbook on expenditure to meet the
assessment and challenges of literacy,
monitoring of outof-school children and
literacy/NFE developed school drop outs.
and used

Outcome 2:  Knowledge-sharing  Number of policy makers,  250 literacy/NFE
Capacity of NFEC, CLC and mechanisms existed, but planners, CLCs and participants trained
other literacy providers for had limited impact on practitioners trained in the Capacity in this area

account of the dispersion of processes of planning, increased by about
effective literacy service
actors and weak capacity design and 20% at each of the
delivery enhanced (A5,
levels
C1, C2; D1, D5, F 3, G6, G7, of NFEC as a clearing delivery of
H5) , house and convener. literacy/NFEprogrammes
This area showed a gap of  . Capacity gap
42% in total and 46%, decreased in the final
capacity assessment
40% and 42% gap at the
study.
NFEC,
district and sub-district level
respectively

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Outcome 3:  National curriculum and  Number of literacy/NFE  30 literacy/NFE
Life skills and livelihood learning materials lack planners, managers and planners and
components in literacy appropriate link with local practitioners increased managers trained
life-skills and livelihood knowledge and
curricula and materials
understanding on NFE  Sets of literacy/NFE
enhanced (G2, G3, G4,. G6, skills as indicated by ‘A curriculum and
curriculum development
G7, H1) Comprehensive Review of materials revised and
Literacy/NFE curriculum
the Practices of Literacy tested
 and materials revised by
and Non-formal Education
in Nepal’ , 2006
integrating with  Capacity in this area
increased by about
 Capacity for designing appropriate life skills and 20% at each of the
quality NFE programme livelihood skills. levels
has a 44%,40% and 34% Number of pilot literacy
gap at the NFEC, sub-  classes conducted based
district and district levels on the revised materials.
respectively Reduced gap on the
follow up study

Outcome 4:  Chapter 3 of the SSRP  Number of literacy/NFE  30 literacy/NFE
Equivalency programmes outlines the Governments officials/stakeholders planners and
particularly linkages between commitment to universal have exposure on managers trained
non-formal and formal primary education for all concept and practices of
 10 consultative
education formulated (B1) children aged 5 – 12, equivalency meetings and
recognizing that the 8% of workshops
 Number of consultative
children currently out- meetings and workshops conducted
ofschool must be reached, conducted. Framework of
with special attention to  equivalency
Dalits and to girls  A framework of programme
equivalency programme developed (100
(disadvantaged). There developed copies printed and
 is lack of distributed)
equivalency framework to
accredit and link NFE to FE

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Outcome 5:  UNESCO will provide  Credibility of government
CAP EFA 2012-2013 in operational support while bodies enhanced.
collaboration with NFEC NFEC will be involved in Coordination and

implemented. technical aspects of the partnerships among
project. different agencies
established.

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