Implementation

Implementation of BESP

6.1. IMPLEMENTATION CYCLE OF BESP 6.2. UNPACKING THE SECTOR PLAN 6.3. EVALUATION 6.4. OVERSIGHT AND MONITORING 6.5. ROLE OF PPIU 6.6. MONITORING INDICATORS 6.7. RISKS TO IMPLEMENTATION

Implementation of the Balochistan Education Sector Plan (BESP) 2020-25 is based on the premise that it will be a living document. It will function as the reference point for all education reforms over the next five years. Deliberations on reform will not end with the preparation of the Plan. As implementation ensues, each measure recommended in BESP will be debated, prioritised and planned in detail for operationalisation in Annual Operational Plans (AOP) . Strategies and activities recommended in BESP will be reviewed annually in the light of lessons learnt from the implementation and monitoring of preceding AOPs. All of this will be undertaken through a structured process explained in this chapter.

Implementation Cycle of BESP

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6.1. Implementation Cycle of BESP
BESP will be implemented as a rolling plan reviewed annually. The respective organisation will prepare its plans for each financial year in consultation with the Planning and Development Department, Finance Department and relevant donors/partners. Each organisation, and district, will prioritise strategies every year based on the initial timelines suggested in the ‘Implementation Matrix’.

Figure 6-1 Implementation Cycle of BESP

In subsequent years priorities and strategies selected will depend on the lessons learnt from the implementation and monitoring of AOPs of the preceding year.

Unpacking the Sector Plan

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6.2. Unpacking the Sector Plan
As already detailed in the previous chapter the Sector Plan provides three matrices: program, implementation and results.
• Program matrix lays out the strategies, activities and targets recommended for each programmatic or thematic area of education
• Implementation matrix delineates timelines, costs, and implementation responsibility for achieving the targets set in the program matrix
• Results matrix outlines indicators for monitoring implementation of strategies and activities on an annual basis

These will be used to priotritise strategies, develop Annual Operational Plans and prepare and implement monitoring plans for each year.

Operational Plans

6.2.1. Operational Plans
The most important step in the implementation of BESP will be the development of rolling Annual Operational Plans (AOPs). Program and implementation matrices will be used to develop AOPs for example: programs and strategies that are planned to be implemented in year 1 will be included in the first operational plan. The structure of Annual Operational Plans (AOPs) will be finalized in consultation with the Planning and Development Department (P&D) to ensure the AOPs are aligned with the requirements of the Public Sector Development Programme and the structural needs of the budget books. Policy Planning and Implimentation Unit (PPIU) will coordinate with all attached organisations and P&DD for development of the first, and subsequent, operational plans. Annual Operational Plans (AOPs) will have the following components:

i. Annual Strategic Objective (derived from the sector plan objectives)
ii. Sub-sector objectives for the year
iii. Main Strategies
iv. Activities against strategies, to be identified by each level of implementation for the given year
v. Monitoring indicators (derived from the overall indicators framework)
vi. Budget
vii. Timelines for the specific year
viii. Annual targets
ix. Implementation modality

Each organisation will be responsible for the implementation and monitoring of its own components, as shown in the Implementation and Results Matrices and will prepare its annual operational plan based on the implementation and program matrices. A focal person will be nominated by each organisation (i.e BTBB, BOC&EC etc.) for coordination with the Policy Planning and Implementation Unit (PPIU) and reporting on progress against activities and indicators for its component.
Each district will prepare its own prioritisation and Annual Operational Plan (AOP) to be collated into the Annual Operational Plan (AOP) of the Directorate of Education (Schools). Districts will review the Sector Plan to indicate their priorities in terms of objectives and strategies over the five years of the plan period, prior to the AOP. These will depend on the initial educational status of each district. For example, a district with low access and high gender disparity may prioritise these areas for improvements in numbers, initially.
Districts will have their own monitoring and implementation mechanisms. District Education Authorities (DEA) will function as the oversight bodies for implementation plans. Office of the District Education Officer will be strengthened to function as the secretariat for implementation and monitoring of the district level plans.

Monitoring Plan

6.2.2. Monitoring Plan
Annual monitoring plans aligned to the AOPs will be developed using the indicators in the results matrices. There will be additional activity-based indicators included in the operational plans for monthly monitoring of the progress. All organisations and districts will report on the progress, through an agreed format, to PPIU.

Annual Monitoring Process

6.2.3. Annual Monitoring Process
In addition to the routine monthly reporting, progress on an annual basis will be reviewed based on the indicators given in the Results Matrices. PPIU will prepare a data collection plan for annual indicators as a follow up to the BESP. Data for most indicators will be collected through respective tools identified in the Results Matrices. Surveys will need to be conducted for monitoring progress against some programs. In some cases, secondary sources may also be used.

Key Steps in Monitoring

6.2.4. Key Steps in Monitoring
Monitoring will be undertaken at four levels:
I. The organisations and districts that will directly implement the Sector Plan: This will be on the basis of detailed indicators included in the operational plan. In the districts, monthly monitoring meetings will be held by the District Education Authority (DEA).
II. The Policy Planning and Implementation Unit: This has been described in detail below.
III. Local Education Group: The LEG will oversee progress based on the operational plan and the key indicators identified in the BESP.
IV. High-Level Committee: It will review progress against the operational plans as well as the annual review of the indicators given in the Performance Assessment Framework (PAF).
Details of High Level Committee and LEG are provided in section 6.4.

Evaluation

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6.3. Evaluation
There will be two evaluations of the Sector Plan. First at the end of two years and the second at the end of 4 years. The findings of the second evaluation will be used as the basis for the next sector plan. These evaluations will be undertaken by an independent third party. Its findings will be presented to the LEG and the High-Level Committee.

Oversight and Monitoring

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6.4. Oversight and Monitoring
A multi-tiered oversight and monitoring mechanism will be developed. The oversight mechanism will consist of a two-tiered committee model supported by the Policy Planning and Implementation Unit (PPIU) as the secretariat for monitoring and reporting. The first level constitutes the high-level oversight committee.

Figure 6-2 Oversight and Monitoring Structure for BESP

The high-level committee will consist of:

i. Additional Chief Secretary
ii. Secretary Secondary Education
iii. Secretary Higher Education
iv. Secretary Social Welfare
v. Secretary Labor and Manpower
vi. Secretary Finance
vii. Secretary P&D
viii. Two Vice Chancellors
ix. Director Colleges
x. Director Schools
xi. Director Literacy and Non-Formal Education
xii. Managing Director, BTEVTA
xiii. Focal Person PPIU (Secretary)
xiv. Two members from civil society (at least one from the business community)

The Committee will meet, at least, twice a year to review progress and will have the following powers:

i. Oversee progress on implementation of the Sector Plan, at least, twice a year
ii. Approve prioritised areas and annual operational plans
iii. Approve changes in the BESP, if required.
iv. Give directions to PPIU on the Plan and its implementation process as needed.

The second level constitutes of Local Education Group (LEG) at the secondary education level that will be headed by the Secretary, Secondary Education. The composition of the committee will be as follows:

1. Secretary Education	9. Chairman BBISE
2. Secretary Social Welfare	10. Director BOC&EC
3. Secretary Higher Education	11. Director PITE
4. Managing Director, BTEVTA	12. Chairman BAEC
5. Focal Person PPIU	13. Development partners
6. Director of Education (Schools)	14. Members from civil society
7. Chairman Balochistan Textbook Board	15. Academis
8. Director Literacy & NFE	16. Private schools, madaris and teacher associations

The rest of the committee will decide the exact number of participants and actual members for serial numbers 14 and 15, in its inaugural meeting. This committee will review performance, as well as, the processes involved in the implementation. It will meet at least once per quarter to review progress. While its detailed terms of reference will be finalised through mutual discussion and agreement (and notified by PPIU) the Committee will perform the following key functions:

i. Review of implementation of the Sector Plan (at least one meeting per quarter)
ii. Suggest feedback on implementation and revisions in the Plan
iii. Provide feedback on the evaluation of the implementation of the Sector Plan.

Whenever possible progress on the Sector Plan will be presented to the Standing Committee on Education of the Provincial Assembly. These presentations will be led by the Provincial Education Minister.

Role of PPIU

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6.5. Role of PPIU
PPIU will play a central role in the implementation of the Sector Plan. It will undertake the following tasks:

i. Serve as Secretariat to the High-Level Committee and LEG
ii. Disseminate BESP
iii. Coordinate for development of “Operational Plans” to be prepared by each implementing organisation (attached departments and districts etc.)
iv. Monitor and evaluate progress
v. Report to committees on progress
vi. Make changes to the Sector Plan authorized by the Oversight Committee
vii. Coordination and conduct of Joint Education Sector Reviews (JESRs)

An important concomitant task of the monitoring process will be capacity development of PPIU on a fast track basis as it will function as the secretariat to all the above committees and as coordinators of the implementation process.

Secretariat to Committees

6.5.1. Secretariat to Committees
As secretariat to the two committees mentioned above PPIU will perform the following tasks:

i. Schedule meeting plans for every year
ii. Issue call notices for meetings
iii. Report progress against agreed indicators
iv. Minute the meetings and issue the same
v. Follow up on any recommendations made by the committees
The follow up may include changes required to be made in the Sector Plan following discussions.

Dissemination of BESP

6.5.2. Dissemination of BESP
The concepts, targets and indicators of the Sector Plan will be disseminated to teachers, students, headteachers, administrators, civil society, political leadership and media. Multiple tools will be used to ensure that the concepts reach the grass root level. PPIU will coordinate, plan and implement the dissemination of the Plan in partnership with districts and other attached departments of SED. This will be an ongoing activity.

Coordination of Operational Plans

6.5.3. Coordination of Operational Plans
PPIU will collate Annual Operation Plans prepared by districts and organisations at the provincial level, which will be used for monitoring to report to LEG and High-Level Committees.
PPIU will follow up on timely preparation of these plans at the district and organisational levels and submit the collated plans, as per the requirements of the PSDP, to P&D for any components that require budgets. PPIU will also engage with development partners to identify options for filling financial gaps.

Monitoring and Evaluation of progress

6.5.4. Monitoring and Evaluation of progress
PPIU will use the Implementation and Results Matrices to monitor implementation of the Sector Plan. Depending on the level of details, indicators will be monitored on a monthly, bi-annual and annual basis. These will include indicators identified in the Sector Plan, as well as additional ones in the Operational Plans and the Performance Assessment Framework.

Reporting to Committees on Progress

6.5.5. Reporting to Committees on Progress
Meetings of technical committee, LEG and the High-Level Committee will require reporting of progress. PPIU, based on indicators agreed for the period, will present progress to these committees.

Changes in the Sector Plan

6.5.6. Changes in the Sector Plan
During the BESP implementation process, new issues will come to the fore, both, in terms of the level of ease of implementation and additional information. This may require changes in the strategies and priorities of the Sector Plan. PPIU will collate all such feedback and present it to the High-Level Committee. Any changes authorized by the High-Level Committee will then lead to modification of the Sector Plan by PPIU.

Coordination of JESRs

6.5.7. Coordination of JESRs
Joint Education Sector Reviews (JESRs) will be conducted once a year to review progress on Sector Plan implementation through a group of representatives and experts of development partners. PPIU will be responsible for coordination and facilitation of Joint Education Sector Reviews (JESRs) .

Monitoring Indicators

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6.6. Monitoring Indicators
Two sets of monitoring indicators have been developed for BESP: annual and for the plan period as given in the Performance Assessment Framework (Table 6-1). The following set of indicators have been prepared for the BESP’s Performance Assessment Framework:
Table 6-1 Performance Assessment Framework

	Performance Assessment Framework
	Indicator		Base Value		Final Value		Source		Approach
	Learning Design
	% students at Grade 3 and Grade 5 who can read at least at minimum standards Total Female Male		TBD on the basis of BAEC (sample based) assessmen t		15% growth over baseline		BAEC		BAEC will develop a reading assessment based on EGRA or use the one prepared by PRP and apply on a sample basis annually using RTSM staff especially trained for the purpose.
	% students at Grade 3 and Grade 5 who perform at least at minimum standards in arithmetic		TBD on the basis of BAEC (sample based)		15% growth over baseline		BAEC		BAEC will develop a reading assessment based on EGMA or use the one prepared by PRP and apply on a sample basis
	Total Female Male		assessmen t						annually using RTSM staff especially trained for the purpose.
	% students at Grade 8 who can successfully attempt questions on application Total Female Male		TBD on the basis of BAEC (sample based) assessmen t		15% growth over baseline		BAEC		BAEC will prepare diagnostic assessments for the purpose and administer with the help of DOE(S) in years 1, 3 and 5 of the Plan picking a sample of students for each district.
	% students at Grade 10 who can successfully attempt questions on application Total Female Male		TBD on the basis of BBISE exam		15% growth over baseline		BBISE		This will require BBISE to change its reporting pattern from simple overall results to more detailed analysis on the same lines as BAEC.
	% students with minimum B in Secondary examinations Total Female Male		32%		47%		BBISE		The current pattern of reporting will provide the data.
	% students with minimum B in Higher Secondary examinations Total Female Male		Percentage as per annual examinatio ns 2020		15 increase over baseline%		BBISE		The current pattern of reporting will provide the data.
Teacher Effectiveness
Teacher absenteeism rate Total Female Male		20%		1%		RTSM		Data is already being reported by RTSM.
% teachers expressing satisfaction with support received from head teachers and supervisors		NA		50%		DOE(S)/ PPIU survey		These surveys will be developed by PPIU in consultation with DOE(S) and conducted on a sample of the
Total Female Male								teachers through PPIU teams in partnership with third parties.
% teachers expressing satisfaction with feedback mechanisms Total Female Male		NA		50%		DOE(S)/ PPIU Survey		These surveys will be developed by PPIU in consultation with DOE(S) and conducted on a sample of the teachers through PPIU teams in partnership with third parties.
% teachers expressing satisfaction with grievance redressal Total Female Male		NA		75%		DOE(S) Survey		These surveys will be developed by PPIU in consultation with DOE(S) and conducted on a sample of the teachers through PPIU teams in partnership with third parties.
% teachers who test at least satisfactorily in follow up evaluations of CPD activities Total Female Male		NA		75%		DOE(S)/ PPIU/PITE		PITE will prepare evaluation tools, which will be administered by DOE(S) and data collected by PPIU as part of progress against BESP.
% newly recruited teachers corresponding to needs identified in the long term plan Total Female Male		0		100%		DOE(S)/ PPIU		DOE(S) to build profile of new entrants against requirements and share with PPIU
Assessment and Examination
% questions in school summative assessments testing application		TBD		35% growth over baseline		DOE(S)/BA EC		BAEC will form a team to analyse on a sample basis.
% increase in questions of BBISE examination papers testing for application		TBD		100% growth over baseline		BBISE/BAE C		BBISE & BAEC will form a team to analyse on a sample basis.
% reduction in the incidence of cheating in examinations		TBD		50% growth over baseline		SED/BAEC/ BBISE		Joint team will calculate based on sample based candidate feedback.
% schools that conduct formative assessments		TBD		50% growth over baseline		DOE(S)/BA EC		DOE(S)/BAEC to measure through sample based survey.
regularly % teachers who receive training on assessment		TBD on the basis of BBISE exam		25% growth over baseline		DOE(S)/PIT E		PITE data
Child Welfare
% Grade 1 students who received one year of quality ECE Total Female Male		14%		25%		DOE(S)		EMIS data will provide the enrolment.
% new school buildings applying codes for inclusiveness in structures Total Female Male		0		100%		DOE(S)		Monitoring tool for inclusiveness will be developed and implemented by field officers in at least 10% of schools under their jurisdiction every month.
% reduction in incidence of corporal punishment in schools		0		60%		DOE(S)/ PPIU		These surveys will be developed by PPIU in consultation with DOE(S) and conducted on a sample of the teachers through PPIU teams in partnership with third parties.
% reduction in incidence of bullying in schools		0		60%		DOE(S)/ PPIU		These surveys will be developed by PPIU in consultation with DOE(S) and conducted on a sample of the teachers through
								PPIU teams in partnership with third parties.
% students screened for health issues at least twice in 5 years Total Female Male		0		100%		DOE(S)/DO H		Data will be collected and included in EMIS once an agreed process is designed in partnership with the Department of Health.
Access and Participation
Gross enrolment rate at primary (6 to 10)		50%		88%		EMIS
Gross Enrolment Rate Middle (11-13)		34%		50%		EMIS
Gross Enrolment Rate Secondary (14- 15)		17%		24%		EMIS
Gender Parity Index Primary		0.61		0.86		EMIS
Gender Parity Index Middle		0.62		0.74		EMIS
Gender Parity Index Secondary		0.55		0.68		EMIS
Percentage Decrease in Out of School Children Overall - Primary		50%		12%		PPIU/DOE( S)		Using national data
Percentage Decrease in Out of School Children Male – Primary		46%		15%		PPIU/DOE( S)		Using national data
Percentage Decrease in Out of School Children Female – Primary		54%		9%		PPIU/DOE( S)		Using national data
Percentage Decrease in Out of School Children Overall – Post Primary		74%		63%		PPIU/DOE( S)		Using national data
Percentage Decrease in Out of School Children Male – Post Primary		73%		64%		PPIU/DOE( S)		Using national data
Percentage Decrease in Out of School Children Female – Post Primary		76%		62%		PPIU/DOE( S)		Using national data
Survival rate in Primary Overall		41%		62%		EMIS
Survival rate in Primary Male		41%		62%		EMIS
Survival rate in Primary Female		40%		62%		EMIS
Survival rate in Middle Overall (Public schools)		77%		89%		EMIS
Survival rate in Middle Male (Public schools)		74%		85%		EMIS
Survival rate in Middle Female (Public schools)		81%		95%		EMIS
Adult Literacy Rate Over (15 Plus)		38%		50%		DLNFE/PPI U
Adult Literacy Rate Over (15 Plus) Male		56%		68%		DLNFE/PPI U
Adult Literacy Rate Female (15 Plus)		18%		30%		DLNFE/PPI U
Data and Research
Number of Annual Development Plans for School Education aligned with needs-based operational plans		0		5		PPIU
Number of Annual Development Plans for NFE aligned with needs-based operational plans		0		5		PPIU
Number of Annual Development Plans for TVET aligned with needs-based operational plans		0		5		PPIU
% Policies reviewed and developed based on empirical evidence		0		60		PPIU
Number of research identified in the BESP conducted		0		5		PPIU
Governance and Management
Number of meetings of High Level Committee		0		10		PPIU
% age of complaints in Complaints redressal system resolved		0		50%		PPIU/SED
Number of Meetings of Standing Committee on Education on education service delivery		0		5		PPIU
% age improvement in public satisfaction with education service delivery		0		50%		PPIU/SED
Technical and Vocational Education Training
Increase in percentage of TVET graduates employed disaggregated by gender		TBD		10%		BTEVTA		This will require a tracking system to be developed by BTEVTA. Initial baseline will be developed on the basis of a sample survey.
% annual increase in number of TVET institutes disaggregated by gender and location		Existing numbers		5%		BTEVTA
% age increase of persons who consider TVET as a viable option		TBD		20%		BTEVTA		This will be a sample based survey through a third party.

  

The Performance Assessment Framework includes outcome level indicators for all areas. This will serve as the high-level performance framework for the Sector Plan and will be reviewed with the High-Level Committee at the end of each year. Information on the following indicators will be collected through sample-based surveys conducted by third parties with oversight of PPIU and coordination with DOE(S): i. All information on out of school children ii. Teacher satisfaction iii. Public satisfaction Adult literacy rate will also be collected through the third party on the basis of representative samples. Directorate of Literacy and Non-Formal Education (DLNFE) will coordinate with PPIU for the purpose.

Risks to Implementation

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6.7. Risks to Implementation
The Sector Plan faces three types of risks to implementation: fluctuations in political commitment, weak capacity of the organisations responsible for implementation and financing gaps. As the sector plan period includes an election year, there is a possibility of changes in the political commitment that is currently being provided by the government. The capacity of organisations needs to grow faster than the past to ensure that the ambitions of the Plan are met. Finally, there is the issue of financing. The bulk of budgetary expenditure is projected on increased access and participation. Given the large number of out of school children, this is absolutely necessary. If the budgets are not provided there will be shortfalls.
Another risk is that day to day work overtakes the need to focus on the Sector Plan for implementation. This includes the possibility of annual development plans being based on considerations outside the remit of BESP.

Risk Mitigation

6.7.1. Risk Mitigation
Firstly, the issue of political commitment. The Sector Plan will be presented to the Provincial Assembly’s “Standing Committee on Education” as frequently as possible. This is a bipartisan committee with representation from all political parties. It will help with across-the-board ownership of BESP. Secondary Education Department will also present updates on the implementation of the Sector Plan on an ongoing basis to the Chief Minister through the Minister for Education. Additionally, political leadership from across party divides will be included in dissemination sessions of BESP.
As per the strategies delineated in the Plan, capacity development is a cross-cutting area. However, the risk remains in the transition period. SED will seek technical support available in the market to tide over this period for critical activities.
The issue of financing will be resolved partly through engagement with the Department of Finance and Planning and Development, both of whom have agreed to the outlay projected in the Plan. However, there will be engagement with development partners based on the Plan to ensure Balochistan receives more support than the past.
Finally, the implementation process will be improved based on lessons learnt from the past, as seen in the section 6.7.3.

Implementing Under COVID 19 Threat

6.7.2. Implementing Under COVID 19 Threat
COVID-19 pandemic has disrupted life as we have known it. Education has been one of the worst-hit areas. To prevent the spread of infection, educational institutions have been shut down. The closure of schools has posed a massive challenge to education managers. The pandemic is uncharted territory and it is difficult to predict the path it will take in coming months. Even the most optimistic estimates predict that it may take the world 18-24 months to develop a vaccine and further 12-18 months to scale, commercialize and distribute it. A complete return to normalcy is certainly unlikely in the coming year. Only time will tell whether the current measures of social distancing and lockdowns will reduce risks and allow return to some degree of the past routine. The response will have to adjust as the situation unfolds. Irrespective, the return to ‘normalcy’ will eat into a major portion of the timeframe of BESP. Therefore, implementation will adjust on an ongoing basis.
It is important to continue by all means possible as the threat has led to a situation where all the risks of a weak education system are magnified. This means more children will now be out of school, learning will be weaker than before and if the break-in schooling becomes too long, then a lot of students who would have continued their education may prefer to opt-out. This may be induced by an increased threat of poverty and survival. An effective response will minimise this potential damage.
The COVID 19 threat directly impacts the following areas:
i. All forms of schooling: formal, non-formal, TVET.
ii. High stakes examinations conducted by the Balochistan Board of Intermediate and Secondary Education (BBISE).
iii. Pre-service teacher education.
iv. Teacher professional development.

On schooling (both formal and non-formal), strategies in BESP already have a provision for innovation as per local conditions. Additional strategies provide options of schooling through the internet, television and radio to the extent outreach of these media exists in Balochistan. As the risk reduces, specialised classroom arrangements can begin under advice of the Department of Health.
High stakes examinations are more tricky, and strategies call for staggering the examinations over a longer period of time with coverage in limited geographic areas to control for numbers and risks.
Pre-service education and professional development may be the easiest to manage. Given the number and exposure of participants of these activities, distant training and education through the use of the internet will be much easier, and strategies to the effect are part of BESP. The same can apply to Technical and Vocational Education and Training (TVET) except that practical work is not possible with distant learning, although computer-based modelling can be introduced or the class arrangements can be reviewed.
Many of the other activities in the Sector Plan can continue within the current environment. These include development of a curriculum framework and standards. For others timelines can be reviewed on an ongoing basis.

I. Implementation Risks of COVID Induced Options

The first limitation is the availability of distance learning options beyond major urban centres. Even in the latter, the most significant risk is the actual use of distance learning options at home. Households adjusting to the needs of children’s schooling to give up television, use of limited internet options (which will be a small percentage) and even radio requires a shift in the attitude.
To mitigate the risk and ensure maximum possible benefits from these actions, clear and persistent messaging will have to be pursued on media. The Chief Minister and Minister for Education will have to be part of this messaging to communities so that there is awareness on the importance of adjusting to the requirements of new schooling options in the households.
Similarly, staggering of examinations will mean there will be different papers for each cohort of candidates. The issue of standardisation may result. Again clear messaging will be required to pre-empt potential fallouts when results are announced. It remains a risk as these are high stake examinations that impact the careers of students.

Building on Lessons Learnt from BESP 2013-18

6.7.3. Building on Lessons Learnt from BESP 2013-18
Only 36% of BESP 2013-18 was implemented. Most of the impetus was in the initial two years of implementation. Several reasons were identified for slow or inadequate implementation. These are presented below:

i. The capacity of PPIU was never developed for the coordination, monitoring and review of the Sector Plan. Changes in personnel took place, but no process was operationalised to orient new incumbents into the details and implementation of the Sector Plan.
ii. Focal Persons or units were not operationalised either in any of the organisations or districts. In fact, after initial distribution, effective dissemination plans were neither developed nor implemented.
iii. Except for one, no meetings of the High-Level Committee were conducted.
iv. Local Education Group meetings were not fully attended by all development partners.
For successful implementation of the current Sector Plan, all of the above points will need to be institutionalised at the outset, beginning with capacity development of PPIU and notification of all the other processes. Most critically, there will have to be sustained political ownership. In the previous Sector Plan, political ownership waned after the initial years. This time continued interaction with a multiple set of political leadership will be an important component for successful implementation.