MoE ICT Infrastructure & Data Center
MoE data center & MoE cloud slideshow
This program has three Sub-Programs: Education Infrastructure Development, Education Administrative Development, and Strategic Management Development
To provide a proper, conducive and safe learning and administrative environment for all students and educational staff through balanced development of education infrastructure throughout the country
By the end of 1393 (2014):
The provision of decent buildings for all students is a main goal of the Ministry and the Ministry will use all means provided by development partners, the private sector and local communities to achieve this goal.
Over the next five years the Ministry will design, supervise and inspect the construction of 65,000 new classrooms, 2000 science and ICT labs, the rehabilitation of 16,000 existing classrooms and the building of 2,000 boundary walls for general schools. In addition the Infrastructure Department will oversee the construction of new facilities for Islamic Education, namely 3,500 new classrooms, 220 boundary walls, dormitories for 180 schools and 32 Dar-ul-Ulums. For Technical and Vocational Education, the Department will oversee construction of 110 new and rehabilitation of 34 existing TVET complexes, 364 district TVET schools and 121 dormitories for TVET schools.
The Ministry will also oversee the construction of 48 teacher training colleges, 412 teacher resource centers and 55 dormitories. Other construction projects include buildings for 20 Provincial Education Departments and warehouses in all provinces and districts. The Department has developed guidelines and construction standards for all of its projects and has deployed engineering teams to all of the provinces to monitor adherence to the Ministry’s construction standards. The Department will continue to strengthen its planning and inspection systems to ensure that all learners have access to a safe and conducive learning environment throughout the country.
Provide effective, efficient and transparent support services and facilities for the successful implementation of education programs throughout the country.
The Ministry is committed to the process of decentralization and delegation of more authority to decentralized levels and to the reform and simplification of administrative and financial procedures. As part of this commitment the Ministry will continue to roll-out the Afghanistan Financial Management Information System and program-based budgeting to provincial and district levels to record, report on and monitor program expenditures. The Ministry will also expand the use of ICT to improve efficiency at all levels.
Another of the Ministry’s priorities is to encourage donors to channel their assistance through the government’s core development budget instead of the external development budget. This will increase aid effectiveness by allowing the Ministry to allocate budgets to identified priorities and to redress provincial disparities in access to and quality of education. The involvement of the private sector will also be encouraged to assist with the implementation of the strategic plan, although the Ministry will supervise activities conducted by private implementers.
The civil service law, recruitment procedures and the pay and grade scheme have all been approved and the Ministry has started making appointments based on the new Tashkil and the pay and grade scheme. Due to budget and capacity constraints, only 46,000 teaching and administrative positions will go through the pay and grade process in 1388 (2009). The remainder of the Ministry’s 206,000 staff will have been through the process by the end of 1391 (2012). The implementation of the national competency test for teachers will also be a part of this process. Over the last three years the number of attacks against schools and students has increased. The Ministry is committed to ensuring the safety of all learners, teachers and school buildings. Accordingly the Ministry is working with security institutions and communities to identify and respond to threats against schools and to provide the necessary protection. The Ministry has employed protection officers who will assist with these processes.
To increase effectiveness, efficiency, accountability and transparency of the Ministry of Education at a strategic level and within the framework of national laws and international commitments.
By 1393 (2014)
The Education Law of Afghanistan was developed and approved by the Cabinet in 1387 (2008), and awaits approval by the Parliament. The regulations for private educational institutes were also developed and approved in late 1385 (2006). Other regulation and guidelines are in progress based on the new Education Law.
The process of operational planning has started at both central and provincial levels. This process will continue to be strengthened so that by 1393 (2014) all departments, provinces and districts will assume responsibility for the development of annual operational plans and budgets based on their identified needs. The Planning and Evaluation Department will provide support and guidance as needed. As part of these processes the Department will continue to specify the main program activities of the Ministry in order to develop associated standard costs. This will facilitate the development of standard plans and proposals as well as implementation of activities.
The EMIS has been developed and comprehensive surveys were conducted in 1386 and 1387 (2007 and 2008). The Ministry plans to expand the use of EMIS throughout the country to ensure that all educational institutes have access to needed information. The Ministry will also work to develop a comprehensive reporting, monitoring and evaluation system for use in on-going monitoring of NESP implementation and for evaluation of key education activities.
The central Grants Management Unit will be strengthened and focal points will be deployed to the provinces to ensure that education projects are sufficiently funded, to improve coordination between the Ministry and its partners, and to ensure alignment of activities with the NESP.
Improving relations with the media in order to communicate the activities and achievements of the Ministry and provision of information to the public is another priority of the Ministry. The website of the Ministry will also be maintained to provide current information on laws, regulations and plans and other relevant information.
The administrative bureaucracy is aimed to be decreased by formal division of responsibilities and authorities to the lower level in the hierarchy of the Ministry of Education. On the other hand a more regulatory and monitory role of and mechanism within MoE will be strengthened. These measures in combination with strict accountability system and clearer guidelines will increase efficiency and effectiveness of the both human as well as financial resources. It is expected that at least 90 % of the yearly allocated development budget will be utilized.
Implementation and Monitoring and Evaluation
The revised structure of MoE corresponds to the NESP program design. Under the leadership of the Minister of Education there are 5 deputy ministers each leading one of the priority programs. The Directors under the Deputy Minister and Provincial Education Directors are responsible for implementation of program components. Community, non-governmental organizations and the private sector will also participate in implementation of the NESP. Annual implementation plans will be developed and facilitate implementation of activities across the country. Program implementation will be supervised by relevant authorities at national, provincial, district and school levels. The EMIS system will be strengthened and deployed at provincial level to improve and accelerate the data collection process for monitoring and evaluation. The EMIS data could also be used to rack poverty related expenditure. The Ministry of Education is aware of the risks and constraints associated with implementation of the plan and has developed clear risk mitigation plans to tackle them.
The MoE will organise six-monthly meetings in cooperation with the EDB. The meetings will serve as a common review process of programme performance including MoE, NGOs, private sector education partners and external funding partners to the sector. One meeting will review progress in the previous fiscal year and the other will review the proposed work-plan and budget for the next fiscal year. NESP implementation will be monitored and periodic reports will be generated. The NESP monitoring will consist of three elements; monitoring of progress against targets, monitoring of resource use and expenditure against budget, and monitoring of development partners’ contribution through the external budget. External reviews and studies will be commissioned to assess actual outcomes of the NESP and/or assess specific areas of focus under the NESP. Mid-term and final evaluations of the NESP will be carried out. The final evaluation will assess the outcomes of the strategic plan on the overall status of education in Afghanistan and review the lessons learned from the implementation of the strategic plan. The results will be used for the development of the next strategic plan.
Costing and Financing
Achieving the educational goals of NESP by 1393 (2014) and addressing the challenge presented by the Millennium Development Goals and Education for All will be costly. The pressure created by the number of students already in the system and our shared objective to increase access, quality and relevance of their education is greater now than it was five years ago. The Ministry must accommodate the new entrants, build new schools, recruit and train additional (and current) teachers to higher standards of knowledge and skills and simultaneously manage short-term changes that will have long-lasting impact. In addition, implementation of the new government-wide Pay and Grade system will have huge cost implications. While the investment required is great, education is the basic right of all children and adults and a pre-condition for democratic processes and social participation. It is the foundation for poverty reduction and development of human resources required for economic development of the country and can contribute to bringing peace and unity. A formula-based annual budget allocation to provinces will be used to address gender and regional disparities.
Based on the increase in pupil enrolment and an improved pupil-teacher ratio, over 165,000 new staff will be recruited in the coming five years. In order to allow for the supply of sufficient teaching and learning material to schools/students, maintenance and repair of buildings constructed through the development budget, and covering the per diem and traveling costs to improve supervision and monitoring, an increase in the ratio of non-salary costs (budget line 22 and 25) is proposed over the five year (25% for non-salary costs by 1393 (2014).The government of Afghanistan is not in a position to cover the cost of education through the ordinary budget due to lack of internal resources. Donors’ contributions to education are preconditions for success in achieving the NESP objectives and MDG and EFA goals.