UNESCO, Bättre utbildningssystem för Afghanistans framtid 2018-2023
Insats-ID : SE-0-SE-6-11337På denna webbplats visas öppna data om det svenska biståndet, som visar när, till vem och för vilket ändamål svenskt biståndsmedel betalas ut, samt vad det har gett för resultat. Denna sida innehåller information om en av de insatser som finansieras med svenskt bistånd.
Syftet med insatsen är att bidra till rättvis tillgång till utbildning av hög kvalitet i Afghanistan 2018-2023. Unescokontoret i Kabul kommer att säkerställa genomförandet av programmet, inklusive samordning, expertstöd, uppföljning och utvärdering. Sveriges bidrag är 180 miljoner SEK. Det övergripande målet med insatsen är att bidra till tillgång av utbildni...
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- B03 - Bidrag till specifika program och fonder genom internationella organisationer (multilaterala, INGO)
Mer om insatsen
Syftet med insatsen är att bidra till rättvis tillgång till utbildning av hög kvalitet i Afghanistan 2018-2023. Unescokontoret i Kabul kommer att säkerställa genomförandet av programmet, inklusive samordning, expertstöd, uppföljning och utvärdering. Sveriges bidrag är 180 miljoner SEK. Det övergripande målet med insatsen är att bidra till tillgång av utbildning av god kvalitet för den afghanska befolkningen, med ett särskilt fokus på flickor och kvinnor.
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Resultat
Following the political transition in August 2021 and the coming to power of the de facto authorities, UNESCO has reprogrammed the BESAF interventions so that they are aligned with the guidelines provided by Sida. Particularly with regards to engagement with the de facto authorities. Additionally, the COVID-19 pandemic has had prolonged impact on the operating environment of the BESAF programme due to measures undertaken to prevent further spread of the virus. Despite these changes the major achievements of selective activities are as follows: Planning and Management - Blended Training Programme To reduce the gender gap in the education sector, the BESAF programme initiated the development of a Blended Training Programme in distinct areas of educational planning and management for the MoE female staff, particularly for those who are based in provincial and district education departments and offices. Both in person and distance training opportunities where included in the programme. The first step was a Training Needs Assessment (TNA) exercise where a few interviews were held with male and female staff of the MoE and educational development partners in April 2021. However, due to the political transition and MoE restructuring process the TNA programme has been suspended since August 15, 2021. - Emerging Talent Programme The plan was to have continuous support to the Emerging Talent Programme for female university graduates. The programme aimed to provide on-the-job training opportunities and candidates were expected to be assigned to different departments at the MoE. In July 2021, 25 candidates were identified, however, due to the political transition the programme has been suspended. -Advanced Training Programme (ATP) The BESAP programme provided scholarships for two selected technical members of MoE. Nevertheless, the political developments have had an impact on the programme and the scholarships have not been disbursed because of it. - Development of the curriculum framework Kabul Education University (KEU) an MoE with support from UNESCO, provided advanced training to those educational planning experts who have completed the training on basic skills on education planning and management and professional staff in the education sector. With support from UNESCO, KEU hosted technical meetings prior to August 2021. However, due to the political transition the activity has been suspended. - Education management information system (EMIS) capacity development The aim was to improve the MoE EMIS capacity in data management, analysis and reporting. UNESCO planned to support the development of a package of interactive training modules to train the statistical staff at a national level. To this end, a Training Needs Assessment (TNA) was initiated. A draft report was developed drawing on the data collected from more than 300 statistical staff. Recruitment of a qualified international firm was initiated for the development of the training of the statistical staff and master trainers. The procurement process for the task was not completed due to suspension of any capacity development activities following the political transition. - Annual School Census MoE requested UNESCO to support the Annual School Census 2021, particularly with data collection and verification. some initial coordination begun, however the implementation of the activity was suspended due to the political transition. Curriculum Development - Curriculum UNESCO has continued support provided on curriculum development despite challenges due to the new reform agenda. Moreover, UNESCO conducted rapid research on the viability of reforms by assessing the current capacity of private institutes and Masjids. This rapid research raised some key points for consideration for the implementation of these reforms. The research was informally shared with the Education Advisor ant the Deputy Minister of Education. However, since the political transition these initiatives have been paused. - Textbooks MoE wanted to adopt examples from STEM textbooks from other countries - especially low-cost STEM made from local materials. Therefore, UNESCO begun to search for textbooks that could fit into this description and that was copyright free or relatively inexpensive as well as with a similar national context as Afghanistan. Eventually, a list of possible textbooks where handed over to the MoE so that they could conduct an internal assessment. Nevertheless, after the political transition further progress in this area could not be realised. -Training Website A training website called Qalam was developed. The website contains all the BESAF training materials that has been provided to curriculum developers in previous workshops. The site also contains documents on subject syllabus and curriculum framework as well as samples of textbooks for internal use. - Guide to gender and inclusion Since the operating environment has changed, UNESCO have focused on the ongoing development of resources which can be used in the curriculum development in the future. A short guide on gender and inclusion has been prepared and a guide regarding curriculum development. It is planned to be finalised during 2022. Research have also been made on neighbouring and other Islamic countries and how they promote education. - Higher Education Curriculum MoHE planned do an assessment on the new curriculum in 2021 and then finalize the curriculum reform process for 27 areas related to education. However, this did not happened due to the political transition. Therefore, UNESCO was unable to provide technical assistance - as planned - to help in the process since the curriculum reform process led by MoHE was suspended. Provision of Literacy through non-formal Education - Literacy courses Basic General Literacy (BGL) courses where provided up un till August 2021. The BGL courses reached 7050 learners in 12 provinces - more than 60% were female. After the political transition UNESCO reprogrammed the implementation approach and increased the community outreach. An expert in community outreach has been involved to do an assessment through phone interviews and focus group discussions. - Platform for Youth and Adult Education In late 2021 UNESCO coordinated a platform for youth and adult education to increase the demand and access to education. The platforms has more than 90 members of education stakeholders. During 2021 the platform had two meetings and the meetings will take place on a monthly basis. - Increased public awareness on youth and adult education UNESCO used social media for awareness-raising purposes. During three press releases UNESCO shared information on women and adolescent girls right to education. Over 53 different media channels delivered the press release. Despite COVID-19 restrictions UNESCO were able to develop three success stories that were shared with target audience. Additionally, a document called What's at stake in Afghanistan? A 20-year review was developed and published. A campaign called 'Literacy for a Brighter Future' was initiated and is expected to reach more than two million citizens though different kinds of media. Likelihood that the objectives will be achieved by the end of the intervention given the overall risk. It is very difficult to assess if the objectives will be achieved by the end of the intervention. Because of the political transition in August 2021, UNESCO have reprogrammed the BESAF porjec and all activities aumed to support the capacities of the ministry of Edcation has been paused. The planned objectves regarding system strengthening will not be achieved. However, activities regarding education access and quality ca still be reached, but most probably to a reduced extent that planned. . Outcome 1 - The MoE has the capacity to develop robust education sector plans integrating a gender perspective, underpinned by accurate and reliable education sector data, and to support and monitor their implementation. The likelihood of achieving outcome 1 is due to the political transition and the changed operating environment unlikely. Outcome one is supposed to strengthen the system through building the capacity of the then MoE. Most of the activities under outcome 1 are proposed to be re-allocated to a new intervention to support monitoring and mapping of educational data. Outcome 2 - Revised curricula and learning resources for formal basic education (grades 1-12), non-formal adult education (levels 2) and curriculum standards for higher education (selected education related priority areas) are developed and implemented. In general, the likelihood of UNESCO achieving outcome 2 is unlikely due to the political transition. UNESCO has developed a variety of curriculum documents within the BESAF programme. However, since direct technical support to the de facto authorities is prohibited, the curriculum activities have been reprogrammed into new interventions. The new programme have a renewed focus to support teachers: with a focus on quality of teaching and learning and advocating girls education. Particularly, teachers will continue to be trained in existing curriculum and learning materials for general education and be provided with teacher guides and assessment tools. Outcome 3 - Access to and demand for adult education and literacy for marginalized and disadvantaged groups and communities are expanded. The likelihood of achieving outcome 3 is less likely due to the political transition and the new ban on girls education. The objectives have stayed the same for the youth and adult education interventions. There have been limited engagement with the de facto authorities, while a community-based and stakeholder-based approach is being applied to ensure increased responsiveness to the needs of learners within the current operating context. Since the de facto have instituted a ban on secondary school for girls (even though some provinces have kept schools open for girls). New challenges have emerged for girls access to education.
Due to the change of regime in Afghanistan 15th of August 2021, and change of donor's principles of working in the country, the intervention have been revised during the fall 2021 and winter 2022. The purpose of the intervention is to contribute to access to quality education in Afghanistan and prevention of a total collapse of the education system. UNESCO has the UN mandate to work with SDG 4 and plays an important role in sector coordination and in the education sector with its focus on life long learning, youth and adult literacy as well as higher education. UNESCO also has a key role in data collection, analysis and monitoring of the sector, which are fundamental for management of the sector. The revised outcomes in the programme are: Outcome 1: Monitoring education data integrating a gender perspective to ensure the right to education for all children and youth in Afghanistan. Output 1.1, 1.2, 1.3, 1.4, 1.6 and 1.7 have been removed. Output 1.5: Strategic framework for youth and adult literacy and basic education developed and studies on adult learning and YALBE learners conducted (Including Afghan Literacy Assessment Survey (ALAS) developed.) Output 1.8 is new: Education data on the state of education sector in Afghanistan, especially girl's education, is available on a timely basis for all education stakeholders and partners. Outcome 2: Quality of education is enhanced through developing curriculum for non-formal adult education, teacher training support, higher education, and girls' education. Output 2.2, 2.4, 2.6, 2.7 has been removed. Output 2.1 Curriculum Guides for general education finalised. Output 2.3 School principles and teachers trained in existing curriculum and learning materials for general education. Output 2.5 Revised and updated YALBE curriculum framework for all three levels (equivalent to grades 1-9 of formal Output 2.8 is new: Higher Education sub-sector supported for the continuity of education, particularly females, in providing human resources for sectors necessary for the development of the country.
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