» Topic List
	5.1 Summary of Progress Made, 2001 - 2004
	5.2 Key Capacity Building Activities
	5.3 Sustaining Capacity Building for Decentralization

5.1 Summary of Progress Made, 2001 - 2004 » Up

The ESSP reviews 2002 and 2003 acknowledged that significant progress has been made, including a) schools have improved the way that they implement PAP funded activities; b) quality of spending has increased since 2000 (schools use funds better); c) since Oct 2002, there are clear principles for spending PAP funds (sub-decree, inter-ministerial prakas); and d) Education budget has increased in total, per head of population and as a % of total government spending since 1997.

Significant progress in financial management has been made, including: a) PAP reporting system working with reports being checked and returned for revision where necessary; b) Provincial Financial Management Information System (PFMIS) has been implemented; and c) the Internal Audit Team has been established to monitor expenditure in terms of accountability, transparency and economy. Significant progress has also been made in financial capacity building, especially improved communication, upgrading of equipment and training workshops for BMC staff. Budgeting systems have also been strengthened as part of a movement towards results-based management and greater transparency. Training has included foreign language, ICT, and specific technical areas.

The 2003 ESSP review also recognized continuing challenges, including: a) staff overload at school level; b) coordination difficulties when more than one department is involved in PAP implementation and c) Late delivery of important information. Key challenges in financial management that need to be addressed include a) improved financial reporting, b) expanding BMCs in remote areas and c) ensuring operational internal audits.

5.2 Key Capacity Building Activities » Up

The Ministry has taken steps to implement a number of the review recommendations in 2003, including:

» Comprehensive and coordinated approach to capacity building work planning and program implementation through capacity building coordination groups located in each Directorate General, including for provincial levels.

» Completion of a draft education law and associated regulations, which will be reviewed in late 2004 for anticipated finalization gradually from 2005.

» Extensive training programs for MoEYS provincial, district and school directors in a) financial reporting, b) program monitoring and c) information management.

» Extending the range of the IEC capacity through a) expansion of the MoEYS website, b) broadening of the scope of the enrolment campaign, with greater emphasis on girls and ethnic minorities and c) increased focus on results based management (RBM) information.

» Strengthening of MoEYS Internal Audit Committee (IAC) and Internal Audit Unit to conduct sample audits in central, provincial and district BMCs and schools.

» Strengthening and extending the monitoring of sector performance, especially education quality and efficiency.

» Prepare regulation for managing all expenditure.

» Consultation, sharing lessons-learned and providing recommendations on the use of all expenditure, especially PAPs at provincial and district level.

» Training specialized staff in developing and the use of curriculum at provincial and district level.

In addition, the Ministry has extended its training programs for management and monitoring, including a) training of school directors, trainers and cluster coordinators, b) examination preparation, administration and management, c) implications of child friendly schools, inclusive education and their environment, d) upgrading of management of a number of priority action programs and e) strengthening communication between MoEYS with donors, and NGOs.

5.3 Sustaining Capacity Building for Decentralization » Up

A key lesson learned from delegating authority and responsibility is an intrinsic part of capacity building and helps to focus both on-the-job in cluster and more formal training programs. Another lesson learned has been that to exercise delegated responsibility effectively, requires both confidence building and sustained operational support and financing. Another key consideration is that it takes some time for delegated authority to be translated into a clear understanding and definition of new roles and responsibilities, especially between central MoEYS departments and provincial education offices.

Another lesson learned is that measures are needed to strengthen institutions and capabilities at the grassroots level, especially a review of roles and functions at district and community levels in ensuring timely and efficient transfer of information related to policy and program implementation progress. The new education legislation will be critical for MoEYS in assisting with the institutionalization of these responsibilities and authority.

In this context, the Ministry will implement four main strategies for institutional development and improved capacity building for decentralization, summarized as a) strengthening central provincial, district, cluster and school planning and monitoring systems, b) enhanced district and school/institutional management systems, c) improved governance and regulatory systems and d) improved higher education institutional development and capacity. All of these MoEYS focus on financial management.

» Topic List
	5.1 Summary of Progress Made, 2001 - 2004
	5.2 Key Capacity Building Activities
	5.3 Sustaining Capacity Building for Decentralization