Verification of Danish‐funded Educational Infrastructures under the Danish Bilateral Education Support Programmes to Afghanistan 2003‐2015

FINAL REPORT

Prepared for the Ministry of Education and the Embassy of Denmark

Submitted by Assess, Transform & Reach Consulting (ATR) February 2017 Verification of Danish‐funded Educational Infrastructures

TABLE OF CONTENT

TABLE OF CONTENT ...... 2

ACRONYMS ...... 5

Executive Summary ...... 6

1: Background and Context ...... 8

2 Methodology ...... 9 1. Verification Survey ...... 9 2. Infrastructure Verification ...... 9 3. Locations selected...... 10 4. Limitations ...... 12

Part 3: Findings ...... 14 1. Overview ...... 14 1. Utilization of the infrastructure ...... 14 2. Verification of the physical status of the sites ...... 16 2. Detailed findings of Survey and Infrastructure Verification by site ...... 23 1. Ustad Muhammad Farid Shaheed 8 Classrooms School Building, Nahia 8, Kabul City, Kabul ...... 24 2. Additional Work of Ustad Muhammad Farid Shaheed School (Boundary Wall 416m, Main Gate, 8 Unit Latrines and 100m Water Well), Nahia 8, Kabul City, Kabul ...... 29

3. Lamia Shaheed 8 Classrooms Girls School, Nahia 8, Kabul City, Kabul ...... 32

4. Yousf Elmi 30 Classrooms Mix High School, Nahia 17, Kabul City, Kabul ... 37

5. Zulikha Girls High School, Kabul City, Kabul ...... 44

6. S. Noor Mohammad Shah Boys High School, Nahia 8, Kabul City, Kabul ... 48

7. Repairing of Saraei Ghazni Book Storages, Nahia 1, Kabul City, Kabul ...... 52

8. Guzar Gah Girls High School, Nahia 7, Kabul City, Kabul ...... 53

9. Hasan Basari High School, Bar Arghandi, Paghman, Kabul ...... 57

10. Farza Girls High School, Payen Dah, Farza, Kabul ...... 60

11. Wiar Ahmad Zai School, Mohsin Khail, Bagrami, Kabul ...... 63

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12. Madrasa Maskina, Maskina, Farza, Kabul ...... 66

13. Qulamchaq Primary School, Qulamchaq, Mirbachakot, Kabul ...... 68

14. Ghulam Haidar Primary School, Sanglukh, Istalif, Kabul ...... 71

15. Shamsul Madaris, Shakar Dara, Kabul ...... 73

16. Qalai Jarnail Primary School, Mohammad Agha, Logar ...... 76

17. Qalai Wazir Primary School, Kulangar, Logar ...... 77

18. 500 Cub Text Book Store, Center, Pul‐e‐Alam, Logar ...... 82

19. Karthi Lagan Girls High School, Chil Metra Awal, Lashkargah, Helmand .. 85

20. Boys 16 Classrooms Middle School, Center, Lashkargah, Helmand ...... 87

21. Girls High School 16 Classrooms, Center, Lashkargah, Helmand ...... 91 22. Construction of Boundary Wall and Main Gate for Girls Central High School, Center, Lashkargah, Helmand ...... 92 23. Construction of Boundary Wall for Boys and Girls Dormitories, Center, Lashkargah, Helmand ...... 94 24. RIMA Mazar Institute’s Additional Work, Shahrak Khalid Bin Walid Center, Balkh ...... 98 25. Sajadia 24 Classrooms School, Karte Sajadia, Nahia 10, Mazar‐e Sharif, Balkh ...... 102

26. 500 + 800 Cub Textbook Store with Additional Work, Center, Balkh ..... 107

27. Khaniqa Primary School, Center, Badakhshan ...... 110

28. Kuri Girls School, Center, Badakhshan ...... 114 29. 800 Cub Text Book Store with Additional Work, Center, Faizabad, Badakhshan ...... 117

30. Sang‐e‐Sorakh Middle School, Doshi, Baghlan ...... 120

31. Qara Ahmad Primary School, Doshi, Baghlan ...... 122

33. Wahdat Girls High School, Khezdeh, Farkhar, Takhar ...... 128

34. 500 Cub Text Book Store, Center, Taloqan, Takhar ...... 130

35. Mir Ali Ahmad High School, Charikar, Parwan ...... 134

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36. Mir Abdul Karim High School, Charikar, Parwan ...... 137

37. Mahmood Raqi Girls High School, Center, Kapisa ...... 142

38. Nasir Khan Khail Primary School, Kohistan 1, Kapisa ...... 146 39. Boundary Wall, latrines, and Water Well for Haidar Khani School, Haidar Khani, Center, Laghman ...... 151

40. Haidar Khani School, Haidar Khani, Center, Laghman ...... 155

41. Charbagh Boys High School, Qarghaie, Laghman ...... 159

42. Surkhakan Girls School, Qarghaie, Laghman ...... 164

43. Qarghaie High School, Qarghaie, Laghman ...... 167

44. 500 Cub Text Book Store, Center, Parakh, Panjshir ...... 174

45. Isla School (Madrasa) Chamyar, Behsood, Nangarhar ...... 178 46. Landa Buch Girls School (Mohammad Musa Shafiq Girls High School) Kama, Nangarhar ...... 182

47. Mohammadi Sahibzada High School, Behsood, Nangarhar ...... 187

48. Sayed Abad Primary School, Khewa, Nangarhar ...... 190

49. Kooz Sagai Primary School, Asadabad, Kunar ...... 193

50. 500 Cub Text Book Store, Center, Asadabad, Kunar ...... 196

4:Conclusions and recommendations ...... 198 A: Utilization of the infrastructure ...... 198 B: Verification of the physical status of the sites ...... 198 5:Annexes ...... 200 A: Verification Photos ‐ 1 ...... B: Verifications Photos ‐ 2 ...... C: Verification Photos ‐ 3 ...... D: Verification Photos ‐ 4 ...... E: Full list of 335 Danida‐funded educational infrastructures in Afghanistan ......

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ACRONYMS

ATR Assess Transform & Reach Consulting DAART Danish Assistance to Afghan Rehabilitation and Technical Training DANIDA Danish International Development Agency EMIS Educational Management Information System ISD Infrastructure Service Department MoE Ministry of Education PCC Simple Cement Concrete RCC Reinforced Cement Concrete RDE Royal Danish Embassy

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Executive Summary

The Royal Danish Embassy in Afghanistan has funded and otherwise supported the construction of a range of education infrastructure for a number of years, through a bilateral partnership with the Ministry of Education of the Government of Afghanistan. The infrastructure which has been supported ranges from the construction of entire schools, to the construction of smaller pieces of infrastructure within existing schools. This infrastructure has been delivered by local contractors, under the supervision of the Ministry of Education. The Embassy is now moving towards a multilateral approach to supporting infrastructure in the education sector.

ATR Consulting and Global Trust were contracted to perform a range of work relating to the construction performed under the Embassy’s bilateral engagement. First, the partnership has performed a small verification survey with staff at schools where construction has been performed. This verification survey has also allowed for a comparison to be made between current student enrollment, the number of teachers, and the facilities available at each school, and the data provided by the government’s Educational Management Information System (EMIS) on these areas. Second, a full engineering inspection of the education infrastructure has been conducted. Of the 335 sites where education infrastructure was supported by the Embassy, 50 were selected for inclusion in both of these pieces of work. This report presents the results of the verification survey, the comparison between the verification findings and the EMIS data, and the engineering inspection.

The verification found that all of the infrastructure funded by the Embassy is currently in use, with the exception of one school in Takhar Province, which was not completed by the contractor and which therefore is not being used, and one textbook store in Kabul which has been destroyed and replaced with a full school. The verification also found that although the contractors have completed the work which was originally planned and funded, head teachers in many schools requested that more classrooms and other supporting infrastructure be built in addition. Many of those responding to the verification survey also reported that they face shortages of educational equipment such as textbooks, though this does not fall within the purview of the construction projects funded by the Embassy. Finally, the verification also found that student drop‐out and a shortage of qualified teachers remains an issue in these schools, though again this falls beyond the remit of the construction projects.

The comparison of the verification data and the data from the EMIS found a considerable number of discrepancies. The EMIS for these schools was found to frequently be incomplete, with 37% of the schools included in the verification were missing EMIS data on a relevant area. 71% of the schools had different student enrollment numbers recorded in their on‐site registration books for the current year to the numbers recorded in the EMIS. Of this 71%, three quarters had a greater number of students enrolled than is recorded in the EMIS. More than half of schools were found to have different numbers of classrooms to those recorded in the EMIS. More than half of schools were also found to have different numbers of WASH facilities than were recorded in the EMIS. It is possible this is down to differences in definition between the verification and the EMIS. Numbers of ajeer (support and service) staff were similar between the two data sets, as was the presence of boreholes for water.

The findings from the construction inspection are broadly positive. A full inspection report for each of the 50 schools inspected is presented in the main body of the report text. Two high risk issues were found by the engineering team, one relating to structural issues at a school in Laghman which presents an immediate risk to students and others using the building, and another relating to cracks in the masonry of a boundary wall at a site in Kabul. 22 of the sites also had issues identified by the

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engineering team as being of medium risk. The nature of these issues vary between schools, with few real trends identifiable.

Almost all of the sites inspected have some minor issues, which are predominantly the consequence of insufficient maintenance, though a number are also the consequence of deficiencies in construction. Such minor issues are widespread, and include issues such as damage to paintwork and plaster, damage to classroom furniture, damage to door jambs, swings and locks, broken window glass, minor cracks in sideways and walkways, damaged electrical fittings, and scratched oil painting on main gates.

The report concludes with a small number of recommendations to RDE for future action.

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1: Background and Context

1.1 Background and Scope of Work In 2016, Danish support to the education sector in Afghanistan shifted from a bilateral programme approach to a multilateral approach, anchored in the Education Quality Improvement Project (EQUIP) administered by the World Bank. In closing its bilateral engagement on education, the Royal Danish Embassy in Kabul (RDE) requested that ATR Consulting and Global Trust conduct research in order to verify the current status of educational infrastructure delivered by RDE under this bilateral approach.

The infrastructure which has been constructed by RDE in the education sector comprises 335 projects. These include a range of different kinds of infrastructure. Some schools were constructed in their entirety. Other schools had already been built, and therefore required only the construction of additional child‐friendly infrastructure, such as latrines, water wells, boundary walls, roofing, or the provision of furniture. A number of warehouses for the storage of textbooks were also constructed. This infrastructure has been fully or partially funded by RDE under bilateral support to the Ministry of Education (MoE), with the construction itself performed by a considerable number of local contractors. It has been performed in locations in all regions of Afghanistan.

The assessment has been performed by ATR Consulting and Global Trust, who are working in partnership. It has two components, a short verification survey with staff of the education facilities and a detailed verification of the construction sites, both of which have taken place at 50 of the 335 sites. The aim of the verification survey is to develop an understanding of whether these 50 facilities are sufficiently equipped and whether they are still actively being used for educational purposes. The verification survey also includes an observational component which allows for a comparison to be made between data relating to the schools inspected collected for the current research and the data for the same schools in the Government of Afghanistan’s Educational Management Information System (EMIS), particularly in terms of the number of teachers and students attending the school, and the facilities which are available at the school. This component of the work relates to the utilization of the infrastructure.

The aim of the infrastructure verification is to establish what construction work has been completed on the buildings, what work remains outstanding in comparison to the original plans outlined in the Bill of Quantities, and to recommend future action for the Embassy relating to these buildings. The infrastructure verification also aimed to identify any issues with the construction which are of medium or high risk to those using the infrastructure. A further aim of the verification was to document the current status of the sites using photographs, and to collect and present GPS coordinates of the infrastructure. The output of the verification is a summary of the current status of each site, and a detailed description of any deficiencies found in the infrastructure verification, along with recommendations regarding how these deficiencies may be rectified.

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2 Methodology

This section documents the methodological approaches used to meet the objectives described in the Scope of Work. A total of 50 sites were selected for inclusion in both the verification survey and the infrastructure verification, which have been conducted in the same group of sites. This section also describes some important methodological limitations.

1. Verification Survey

The verification survey was conducted by the field engineers who also performed the infrastructure verification, using a pre‐designed survey tool. The tool predominantly contained closed‐ended quantitative questions, but also included a small number of open‐ended questions in appropriate areas. A total of 33 verification surveys were completed. Surveys were not completed at 15 sites. Many of these sites were those where the work performed under RDE’s support was not on the main school itself, but on structures such as boundary walls or textbook stores.

For 28 of the surveys, 90% of the total, the respondent was the head teacher at the education facility where the construction work had been performed. If the head teacher was not available on the day of the verification, a teacher at the site was used as a second preference. If neither the head teacher nor a teacher was available, the verification survey was instead conducted with another staff member. This took place at only one site, in Kunar, where an assistant was interviewed as no other staff member was available.

The first section of the verification survey collected information on the number of teachers and students in the school, the number of classrooms and other facilities, and whether or not the school was still active. For some of these questions, the responses of the respondent were supplemented by the observation of the field engineer performing the verification survey (eg, through looking at the school’s tashkeel). These questions were asked in order to draw comparisons between the observed reality and the information provided by the government’s EMIS. The findings from this process are presented for each school in section 3.2 of this report.

The second section of the verification survey collected information on the perceptions of those interviewed regarding whether the school is in use or not, challenges around the recruitment of teachers, challenges around student drop‐out, and challenges around access to resources such as textbooks. The overall findings from this section of the verification survey are presented in section 3.1 of this report.

2. Infrastructure Verification

The construction verification took place during the same visit as the survey. A total of 50 verifications were performed. The Bill of Quantities was provided for each construction project, by the MoE or DAART. Field engineers visited each project and assessed what have been constructed, against what is described in the Bill of Quantities. Field engineers also performed an assessment of any issues with the construction or maintenance of the project which have arisen since the completion of the construction.

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Detailed photographs were also taken of all of the project sites, along with GPS coordinates. The findings of the field engineers were written down and communicated to analysts in Kabul.

In Kabul, each of the issues identified by the field engineers was considered and assessed. A rough assessment of the ‘risk’ of each issue was performed. Risk here takes two forms. First, it can be a risk to the safety of students or other users of the site. Second, it can be an important part of the project which has not been delivered by the contractor. An assessment of whether the issue could be rectified was also made by engineering staff in Kabul, as well as the work which would be required to do so.

3. Locations selected

Fifty locations were selected by ATR Consulting and Global Trust from the full list of 335 provided by RDE. This selection was made on a purposive basis, on order to ensure that a full range of geographical locations, urban and rural areas, and types of infrastructure were represented. The locations selected were then reviewed and approved by RDE.

It was not possible to include a small number of the sites initially selected for the verification in the fieldwork. These are shown in the table below, along with the reason why it was not possible to perform the verification in this location.

Name District Province Reason for non‐inclusion Bibi Shamsu High School Kabul Kabul The contract for this school has been initially City replaced and implemented on Lamia Shaheed Girls School. Therefore, verification has been conducted on the later one. Sultan Ghazi Baba School Center Laghman The contract for this school has been initially replaced and implemented on Haidari Khani School. Therefore, verification has been conducted on the later. Kuna Masjid Primary School Pul‐e Baghlan This school has been inspected once, but Kumri since collected data was not satisfactory and did not have GPS points due to insecurity in the area, it was replaced in Sang‐e Surakh School in Baghlan. Kama Darga School Kargiyo Laghman This school has been inspected once, but since collected data was not satisfactory and did not have GPS points due to insecurity in the area, it was replaced with Qarghaie High School in Laghman. Ghazi Abad Middle School Noor Gul Kunar This school has been inspected once, but since collected data was not satisfactory and did not have GPS points due to insecurity in the area, it was replaced with Wahdat Girls School in Takhar.

The final selection of sites inspected is shown in the table and map below.

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# Name District Province

1 Ustad Muhammad Farid Shaheed 8 Classrooms Nahia 8 Kabul School Building

2 Additional Work of Ustad Muhammad Farid Shaheed Nahia 8 Kabul School

3 Lamia Shaheed 8 Classrooms Girls School Nahia 8 Kabul

4 Yousf Elmi 30 Classrooms Mix High School Nahia 17 Kabul

5 Zulikha Girls High School Nahia 11 Kabul

6 S Noor Mohammad Shah Boys High School Nahia 8 Kabul

7 Repairing of Saraei Ghazni Book Stores Nahia 1 Kabul

8 Guzar Gah Girls High School Nahia 7 Kabul

9 Hasan Basari High School Paghman Kabul

10 Farza Girls High School Farza Kabul

11 Wiar Ahmad Zai School Bagrami Kabul

12 Madrasa Maskina Farza Kabul

13 Qulamchaq Primary School Mirbachakot Kabul

14 Ghulam Haidar Primary School Istalif Kabul

15 Shamsul Madaris Shakar Dara Kabul

16 Qalai Jarnail Primary School Mohammad Agha Logar

17 Qalai Wazir Primary School Kulangar Logar

18 500 Cub Text Book Store Pul‐e‐Alam Logar

19 Karthi Lagan Girls High School Lashkargah Helmand

20 Boys 16 Classrooms Middle School Lashkargah Helmand

21 Girls High School 16 Classrooms Lashkargah Helmand

22 Construction of Boundary Wall and Main Gate for Lashkargah Helmand Girls Central High School

23 Construction of Boundary Wall for Boys and Girls Lashkargah Helmand Dormitories

24 RIMA Mazar Institute’s Additional Work Shahrak Khalid Bin Walid Balkh

25 Sajadia 24 Classrooms School Nahia 10 Balkh

26 500 + 800 Cub Textbook Store with Additional Work Center Balkh

27 Khaniqa Primary School Center Badakhshan

28 Kuri Girls School Center Badakhshan

29 800 Cub Text Book Store with Additional Work Faizabad Badakhshan

30 Sang‐e‐Sorakh Middle School Doshi Baghlan

31 Qara Ahmad Primary School Doshi Baghlan

32 800 Cub Text Book Store Pul‐e‐Khumri Baghlan

33 Wahdat Girls High School Farkhar Takhar

34 500 Cub Text Book Store Taloqan Takhar

35 Mir Ali Ahmad High School Charikar Parwan

36 Mir Abdul Karim High School Charikar Parwan

37 Mahmood Raqi Girls High School Center Kapisa

38 Nasir Khan Khail Primary School Kohistan 1 Kapisa

39 Boundary Wall, latrines and Water Well for Haidar Haidar Khani Laghman Khani School

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40 Haidar Khani School Haidar Khani Laghman

41 Charbagh Boys High School Qarghaie Laghman

42 Surkhakan Girls School Qarghaie Laghman

43 Qarghaie High School Qarghaie Laghman

44 500 Cub Text Book Store Parakh Panjshir

45 Isla School (Madrasa) Chamyar Behsood Nangarhar

46 Landa Buch Girls School (Mohammad Musa Shafiq Kama Nangarhar Girls High School)

47 Mohammadi Sahibzada High School Behsood Nangarhar

48 Sayed Abad Primary School Khewa Nangarhar

49 Kooz Sagai Primary School Asadabad Kunar

50 500 Cub Text Book Store Asadabad Kunar

Figure 1: Map of sites inspected (due to the scale of the map, some points on the map cover more than one site)

4. Limitations

There were a few important limitations to the verification, which are noted here. The findings presented in the following section should be considered in light of these caveats.

The targeted sample for verification has been selected in a non‐random approach, which focuses more on the diversity of educational infrastructures and geographical locations. General conclusions may not be drawn from the verification findings with non‐random sample. However, considering the nature of the inspections, which focus more on verifying education infrastructures separately rather than drawing overall statistical conclusions, the sampling method used in this verification study could be

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assessed as adequate. Furthermore, a comprehensive randomized sampling would be too costly and not meet Danida’s objectives.

Laboratory testing of materials has not been conducted for this verification study. The verifications are limited to what could be observed. There are some crucial elements of construction quality which cannot be observed after the construction is complete. This includes the quality of the concrete which is used (most importantly, the ratio of cement to sand and water which is used) and the number of reinforcing steel rods that have been placed inside of reinforced concrete. Both of these are important for the safety of the structure, as poor quality cement and inadequate steel rods can significantly weaken the concrete that has been installed. This report does not provide findings on these unobservable elements of the structures.

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Part 3: Findings

1. Overview This section of the report summarizes the findings from the verification survey, the comparison between the verification data and the EMIS data, and the Infrastructure verification. It provides an overview of findings, while the following section (3.2) describes findings in detail on a site‐by‐site basis.

1. Utilization of the infrastructure and comparison with EMIS data

Of the 50 sites which were included in the infrastructure verification, all except one is currently in use. This equates to 98% of the schools which were inspected. The school which is not in use is Wahdat Girls High School in Takhar, in which construction was not completed. It therefore could not be used as a school. Of the infrastructure where construction has been completed by the contractor, 100% is in use.

The verification survey also collected more detailed information on the current usage of those sites where RDE had supported the construction of school buildings. All of these were currently active and being used for teaching students. The engineers performing the verification survey were able to locate official registration books for all of these schools, which contain data on the number of students enrolled in the school. They were also able to locate the tashkeel document for each school, which records the official number of teachers, administrative, and support staff employed in the current school year (1395, March 2016 to March 2017 in the Gregorian calendar). There is no suggestion from either the verification or the verification that any of the schools which were included in this fieldwork are not being used.

The engineers made assessments of whether they thought the schools were sufficiently equipped to perform their role. In many cases, the field engineers reported that the schools require further rooms and supplies in order to teach students, or that those interviewed for the verification survey had requested such additions. The most frequently suggested additions were the construction of more classrooms, the construction of administrative rooms, water and electricity supplies and furniture for student or staff.

Beyond the hard infrastructure funded by RDE, just under half of those included in the verification survey reported that they have faced challenges in accessing textbooks and other learning resources. Those interviewed requested textbooks, notebooks, laboratory equipment, writing materials, examination materials, and maps.

A small number of questions were asked to survey respondents in order to understand their perceptions of the issues facing the school. 34% of respondents reported that they face issues in recruiting teachers for their school, while 66% reported that they do not face issues in recruitment. Some respondents reported that they did not feel that the school had sufficiently well‐trained teachers. A number of respondents reported that in their school, teachers who have been trained in

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one subject area are also covering other subject areas (for example, chemistry teachers are being hired to teach mathematics)

53% of those interviewed reported that their school faces issues with students dropping out of school. The predominant reason that they suggest this happens is that for households living in poverty, a decision is made for the child to contribute to the household’s work or income rather than for the child to attend school. Other reasons provided by those interviewed for children dropping out of the schools are a lack of interest from parents, and insecurity in the local area.

Data was collected by the field engineers in the survey in order to assess the accuracy of the government’s EMIS data for these schools. There were numerous inconsistencies between the two data sets, specifically with the verification of the number of pieces of furniture, number of classrooms, and the total enrolment figures for the school.

As shown in the far right of the figure below, 30 out of the 35 schools to have their EMIS data verified, 71% had enrolment figures recorded in their on‐site registration books which were different to those in the EMIS. Of those 76% recorded an increase in their enrolment figures, which suggests that schools are more likely to be taking on new students, rather than reducing their student numbers. This could perhaps explain why the verification survey showed that schools did not have sufficient classrooms. It is also possible that the EMIS data is simply inaccurate for these schools. It was not possible within the scope of this research to establish which of these hypotheses is correct.

Proportion of assessed schools with discrepencies between EMIS and survey data, by infrastructure component

77% 71% 57% 57% 51% 54% 37% 31% 31% 20% 17% 11% 9%

Figure 2: Percentage of schools with conflicting data between EMIS and Data Verification

While a number of comparisons could be made between the EMIS data and the data collected through the verification survey, unfortunately there were a number of data points missing from EMIS which prevented comparison in all cases. In total, 37% of the schools included in the verification were missing

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relevant data points in the EMIS data, most commonly when recording the number of WASH facilities, the existence of computer labs, bore wells, and text‐book storage.

More than half of the schools assessed could not adequately confirm the number of classrooms or WASH facilities. This could be attributed to the fact that some classrooms may have been mistaken for administration rooms, libraries or computer laboratories. For the WASH facilities, EMIS counted both functioning and non‐functioning WASH facilities, which may account for the difference between EMIS and data verification due to the time passed between assessments allowing for the repairs to WASH facilities.

However, the greatest discrepancy in data verification came in the counting of pieces of furniture within the school, with 77% of schools recording conflicting data from the EMIS data collection period. This could be explained by the fact that as school enrolment figures increased between the two data collection periods, so too did their need to obtain furniture. With the majority of schools who recorded a change in the number of pieces of furniture recording an increase, schools would be required to resource their classrooms with additional furniture for their increasing students.

Areas where the two data sets were most likely to match included the number of administration rooms, number of support and service (ajeer) staff, and identification of a borehole. This could be a result of the fact that not only are these easily identifiable, but they are less likely to increase or decrease between data collection periods with the changes seen in enrolment figures. Specifically, schools need additional learning and teaching resources to accommodate additional students, but do not necessarily require additional administration, support staff or water sources to meet the new student demand.

2. Verification of the physical status of the sites

Of the 50 sites inspected, only one was incomplete in a major way, namely the school in Takhar noted earlier. Almost all of the other sites can be considered to be entirely complete as per the Bill of Quantities, though there are a small number of cases where small elements of the construction have not been completed. Another site, a textbook store in Kabul, had been destroyed completely by the Turkish Embassy, in order for it to be replaced by a complete school.

Engineers assessed each of the construction and maintenance issues which were identified according to the level of risk they present to the safety of students, the risk they present to the long term functioning of the facility, and the extent to which expected work was not performed by the contractor. Overall, there were very few construction issues which were identified as high risk at the sites which were inspected.

The two issues identified as high risk, however, require immediate action. One school in Laghman was identified as having serious structural problems, and as presenting a risk that the school could collapse while in use, presenting a risk to the lives of students and teachers. One school in Kabul has serious cracks in the brick masonry of the boundary wall as a result of earthquakes in the city, which presents some risk of collapse.

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22 of the 50 sites were also identified as having medium‐level risks. These are presented in the table below. There are few trends in the kinds of issues which have been identified in this category. Broadly, however, they are predominantly the consequence of a lack of maintenance work, rather than a consequence of poor quality initial construction by the contractors. The issues which have been identified vary substantially. The most frequent of the issues are that there are cracks in floors, walkways and sidewalks, and that electrical components have been removed and are now accessible to students. The rest of the issues in this category are mostly specific to individual schools. In a small number of cases, the contractor has not completed elements of the construction which were specified in the Bill of Quantities.

# Site Province Medium‐risk issue 1 Ustad Muhammad Farid Shaheed 8 Kabul Cracks in floors, walkways and sidewalks Classrooms School Building Some electrical switches and sockets are broken

The iron roof sheet has been blown out of place

2 Additional Work of Ustad Muhammad Kabul The planned well has not been Farid Shaheed School constructed, and so the school does not have a water source

The PCC of the ramp to the latrine is damaged

3 Lamia Shaheed 8 Classrooms Girls Kabul There are cracks in the floors, sidewalks School and walkways

The PCC of the ramp to the latrine is damaged

Some electrical switches and sockets are broken

4 Yousf Elmi 30 Classrooms Mix High Kabul All sewer pipes are blocked, and so the School latrines are not in use. Temporary latrines are used instead but are insufficient

There are cracks in the floor of the school building

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Some electrical switches and sockets are broken

Electrical bulbs are hanging from the ceiling and present a safety risk

5 Zulikha Girls High School Kabul The plaster of the exterior cantilever is damaged

Some electrical switches and sockets are broken

6 S Noor Mohammad Shah Boys High Kabul The PCC in the school yard is damaged School Some electrical switches and sockets are broken

7 Repairing of Saraei Ghazni Book Stores Kabul N/a

8 Guzar Gah Girls High School Kabul N/a

9 Hasan Basari High School Kabul N/a

10 Farza Girls High School Kabul N/a

11 Wiar Ahmad Zai School Kabul N/a

12 Madrasa Maskina Kabul N/a

13 Qulamchaq Primary School Kabul N/a

14 Ghulam Haidar Primary School Kabul N/a

15 Shamsul Madaris Kabul N/a

16 Qalai Jarnail Primary School Logar N/a

17 Qalai Wazir Primary School Logar N/a

18 500 Cub Text Book Store Logar N/a

19 Karthi Lagan Girls High School Helmand N/a

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20 Boys 16 Classrooms Middle School Helmand Some electrical switches and sockets are broken

21 Girls High School 16 Classrooms Helmand N/a

22 Construction of Boundary Wall and Main Helmand N/a Gate for Girls Central High School 23 Construction of Boundary Wall for Boys Helmand N/a and Girls Dormitories 24 RIMA Mazar Institute’s Additional Work Balkh N/a

25 Sajadia 24 Classrooms School Balkh The hand pump is not operational, so there is no water source at the school

Plaster has not been installed above the concrete roof slabs, as was planned

Some electrical switches and sockets are broken

26 500 + 800 Cub Textbook Store with Balkh N/a Additional Work 27 Khaniqa Primary School Badakhshan Some of the classroom floors are damaged

28 Kuri Girls School Badakhshan There is settlement in the walkways to the latrines, and they therefore require replacement

29 800 Cub Text Book Store with Additional Badakhshan N/a Work 30 Sang‐e‐Sorakh Middle School Baghlan N/a 31 Qara Ahmad Primary School Baghlan There are cracks in the sidewalks leading to the latrines

The waterproof membrane of the roof has been removed, and the roof is therefore leaking

The bore well and water supply system are not operational

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32 800 Cub Text Book Store Baghlan N/a

33 Wahdat Girls High School Takhar N/a

34 500 Cub Text Book Store Takhar N/a

35 Mir Ali Ahmad High School Parwan The concrete floors of the classroom are cracked

36 Mir Abdul Karim High School Parwan The PCC on some of the floors is damaged

37 Mahmood Raqi Girls High School Kapisa The truss frames on the roof have not been fastened to the slab

Some of the PCC in the floors is damaged

38 Nasir Khan Khail Primary School Kapisa The PCC of the classroom floors has cracks and holes

39 Boundary Wall, Latrines and Water Laghman A planned corridor, which was supposed Well for Haidarhani School to lead to the latrines, has not been built

There are cracks in the stone masonry of the latrines

The hand pump is not operational

40 Haidar Khani School Laghman There are cracks in the parapet of the school building

41 Charbagh Boys High School Laghman There are cracks in the masonry of the boundary wall

42 Surkhakan Girls School Laghman N/a

43 Qarghaie High School Laghman The RCC beams and columns have critical cracks and need to be demolished and rebuilt

The stone masonry requires repointing

20 Verification of Danish‐funded Educational Infrastructures

Most of the windows and doors are broken and require replacement

The PCC of the floors, sidewalks and walkways is damaged

There are substantial cracks in the internal and external plastering of the walls

44 500 Cub Text Book Store Panjshir The iron sheet of the roof is damaged

The corrugated iron sheet of the structure has holes

There is leakage from one of the windows, which has damaged stored textbooks

45 Isla School (Madrasa) Chamyar Nangarhar A ramp and handrail have not been installed, as described in the Bill of Quantities

46 Landa Buch Girls School (Mohammad Nangarhar The soil was not correctly compacted Musa Shafiq Girls High School) before the installation of the walkway

47 Mohammadi Sahibzada High School Nangarhar N/a

48 Sayed Abad Primary School Nangarhar N/a

49 Kooz Sagai Primary School Kunar N/a

50 500 Cub Text Book Store Kunar N/a

A clear finding emerging from the verification reports is that insufficient maintenance is being performed at almost all of the sites. In most cases, the contractor’s guarantee requires that they perform any necessary maintenance for one year after the project is handed over to the MoE, following which the MoE becomes responsible for maintenance work. All of these sites are now the responsibility of the MoE. The majority of minor issues found through the verification process are the consequence of maintenance tasks not being performed. Tasks of this kind are shown in the table below, according to the part of the construction to which they relate.

21 Verification of Danish‐funded Educational Infrastructures

Construction area Minor issues frequently found by engineers Interior and exterior walls Damage to paintwork Damage to plaster Furniture Minor damage and necessary repairs Oil painting is scratched Doors and windows Damage to jambs Damage to swings Broken or removed window glass Broken fly screens Sidewalks and walkways Minor damage and cracks in PCC Roof Damage to waterproof roof membranes Adjustments to iron roof sheets necessary Electrical fittings Damaged or removed by students Ventilation Pipes are broken Gate Oil painting is scratched

These issues are minor, and do not necessarily require urgent attention. However, addressing issues of this kind will improve the quality of the learning environment for students, and will increase the lifespan of the infrastructure. It therefore has both immediate benefits and long‐term benefits. Maintenance was not a planned element of RDE’s work, with the responsibility being held by the MoE.

2. Detailed findings of Survey and Infrastructure Verification by site

22 Verification of Danish‐funded Educational Infrastructures

i. Kabul

Map 1: Location of sites inspected in Kabul province (highlighted in blue)

Site name Province Latitude Longitude Lamia Shaheed Girls School Kabul 34.507565 69.200199 Farza Girls High School Kabul 34.7921396 69.0565721 Ghulam Haider Primary School Kabul 34.82740172 69.10003646 Guzar Gah Girls High School Kabul 34.5009511 69.1546688 Hasan Basari High School Kabul 34.48977628 68.90457233 Maskina Madrasa Kabul 34.78945884 69.06045179 Qulamchaq Primary School Kabul 34.76727543 69.11851816 S.Noor Mohammed Shah High School Kabul 34.508333 69.221111 Saraei Ghazni Stores Kabul 34.510427 69.129381 Shamsul Madaris Kabul 34.68271458 69.03706847 Ustad Farid School Kabul 34.521666 69.212222 Ustad Muhammad Farid Shaheed School Kabul 34.503376 69.225282 Wiar Ahmad Zai School Kabul 34.4976114 69.3239706 Yousf Elmi Mixed High School Kabul 34.578787 69.0853 Zulikha High Girls High School Kabul 34.577647 69.129972 Table 1: GPS coordinates of sites in Kabul Province

23 Verification of Danish‐funded Educational Infrastructures

1. Ustad Muhammad Farid Shaheed 8 Classrooms School Building, Nahia 8, Kabul City, Kabul

Overview On 06/06/2011 the Ministry of Education awarded an AFN 5,320,020 contract to Helmand Wafa Construction Company, an Afghan company, for the Construction of 8 Classrooms in one story for Ustad Muhammad Farid Shaheed School located in Nahia 8, Kabul City, Kabul Province.

The contractor reported completion of the project on 11/11/2011, and was accepted by the Ministry of Education on this date.

Photo 1: Front View of the Ustad Muhammad Farid Shaheed 8 Classrooms School Building, Nahia 8, Kabul City, Kabul Province, Afghanistan

Summary and conclusions

The field engineers visited Ustad Muhammad Farid Shaheed 8 Classrooms School Building on December 28, 2016 to perform the verification. 100% of the project has been completed, though there is a small amount of maintenance work which needs to be performed.

There are two issues identified by the engineer as medium risk. First, there are cracks in the school’s floors, walkways and sidewalks, caused by poor construction workmanship and a lack of maintenance. This issue can be resolved through further work. Second, the electrical switches and sockets are damaged, which presents a safety risk for children. These can be replaced quite easily.

There are also a number of minor issues, most of which can be resolved through maintenance work: ‐ Part of the roof has been blown out of place by the wind ‐ Some plastering on the walls is cracked ‐ Some of the walls require re‐painting

24 Verification of Danish‐funded Educational Infrastructures

‐ Fly screens on the windows are torn, and glass in windows is broken ‐ Some of the door swings are broken ‐ Oil paint on the doors and windows is in bad condition, and requires re‐painting ‐ Some door locks and handles are broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 There are cracks in school building’s floors, walkways and sidewalks due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐1

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Filling cracks by cement and replacing of some parts

Issue 2 Some of the electrical switches and sockets are broken or have been removed by students. There is an electric current in the switch boxes which is unsafe for the children. Most of the electrical sockets should be replaced with new fixtures.

Photos in Annex Annex A ‐ Photo ‐ C‐KBL‐C‐001‐8

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? By installing new switch and sockets

Issue 3 The installed iron sheet in roof is displaced due to windy weather and requires maintenance

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐2

Level of deficiency Low

25 Verification of Danish‐funded Educational Infrastructures

Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Fixing the iron sheet with tapping screws

Issue 4 All plastered interior/exterior walls of the building have visible cracks and minor damages, that needs maintenance and repair

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐3.1, C‐KBL‐C‐001‐ 3.2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 5 The contractor painted all interior and exterior walls to a high standard. However this has been damaged. This requires the repainting of all interior and exterior parts of the building.

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐4.1, C‐KBL‐C‐001‐ 4.2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Low What work would be required? Repainting

Issue 6 The fly screens of the windows are torn, and the window glass is broken

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replacing of broken glasses and tore fly screens

Issue 7 Some of the doors swings are broken

26 Verification of Danish‐funded Educational Infrastructures

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door swings

Issue 8 Doors and windows oil painting are in bad condition and need to be repainted

Photos in Annex Annex A ‐ Photo ‐ C‐KBL‐C‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Oil painting of required areas

Issue 9 Some door locks and handles are broken and not in operation

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐001‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new handles and locks

Data verification analysis

Data verification corroborated EMIS data concerning the number of administrative rooms, teachers, Ajeer staff and the absence of a text book store, library, or a computer lab. Data verification staff observed fewer classrooms and furniture, yet far greater student enrolments and WASH facilities.

The enumerator identified Ustad Muhammad Farid Shaheed School as not having sufficient buildings to function as a school with 8 additional classrooms needed for the students, as they currently have to share the school buildings in shifts. Despite this fact, students and teachers were continuing to use the builds for learning.

No challenges have been faced when recruiting staff, but there are challenges resourcing school supplies, including those needed for examinations. Some students have been leaving school early due to the economic challenges they face in their community.

27 Verification of Danish‐funded Educational Infrastructures

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 8 10 Number of rooms for administration 4 4 Number of WASH facilities 6 1 Library N N Computer Lab N N Furniture 160 600 Text book Storage N N Bore Well Y N Number of teachers according to official hiring Tashkeel 25 26 Number of Ajeer according to Tashkeel 4 4 Number of enrolled male students according to enrolment book 2382 1732 Number of enrolled female students according to enrolment book 1985 1527 Number of total enrolled students according to enrolment book 4367 3259

28 Verification of Danish‐funded Educational Infrastructures

2. Additional Work of Ustad Muhammad Farid Shaheed School (Boundary Wall 416m, Main Gate, 8 Unit Latrines and 100m Water Well), Nahia 8, Kabul City, Kabul

Overview On 26/06/2012, the Ministry of Education awarded an AFN 2,918,860 contract to World Vision Construction Company, an Afghan company, for the Construction of 416m boundary wall, main gate, eight latrines, and a water well of 100m depth, for Ustad Muhammad Farid Shaheed School. The school is located in Nahia 8, Kabul City, Kabul Province.

The Contractor reported completion of the project on 06/01/2013, and was accepted by the Ministry of Education on this date.

Photo 2: Front View of the Ustad Muhammad Farid Shaheed 8 Classrooms School Building, 8th District of Kabul City, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Ustad Muhammad Farid Shaheed School on December 28, 2016. They found some significant issues with the construction and found two major construction problems. First, the proposed well has not been constructed. The school therefore does not have a water source. Therefore, the contractor has had 344,444 AFN (about 12% of the overall budget) deducted from its payment by the MoE. Second, the PCC of the ramp to the latrine is damaged, and requires repair.

There are also a number of minor construction and maintenance issues: ‐ There are holes in the boundary wall brick masonry, and the joints have not been foam‐sealed, which leaves cracks in the wall ‐ The boundary wall requires re‐painting ‐ The oil painting of the main gate is scratched

29 Verification of Danish‐funded Educational Infrastructures

Project Percentage of project which has been completed 88.19% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The water well has not been drilled. The school does not have any water source.

Photos in Annex N/a

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To drill the a water well

Issue 2 The PCC of latrines ramp are damaged

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐004‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? By replacing the damage areas

Issue 3 There are holes in the boundary wall brick masonry, and its joints are not sealed by foam, leaving some visible vertical cracks in the plastered wall

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐004‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fill the holes by foam and re‐plaster the cracks in the wall.

Issue 4 The boundary wall paint is damaged due to a lack of maintenance

30 Verification of Danish‐funded Educational Infrastructures

Photos in Annex Photo Annex A ‐ Photo C‐KBL‐C‐004‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 5 Oil painting of the main gate is scratched

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐004‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

Not applicable.

31 Verification of Danish‐funded Educational Infrastructures

3. Lamia Shaheed 8 Classrooms Girls School, Nahia 8, Kabul City, Kabul

Overview On 16/02/2012, the Ministry of Education awarded an AFN 5,442,224 contract to Maihan Mal Construction Company, an Afghan company, for the Construction of 8 classrooms, 8 latrines, a boundary wall and a bore well for the Lamia Shaheed 8 Classrooms Girls School located in Nahia 8 Kabul City, Kabul Province.

The Contractor reported completion of the project on 05/07/2012, and was accepted by the Ministry of Education on this date.

Photo 3: Front View of the Lamia Shaheed 8 Classrooms Girls School Building, Nahia 8, Kabul City, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Lamia Shaheed 8 Classrooms School Building on December 27, 2016. 100% of the project has been completed. The team identified three issues as being of medium risk. First, there are cracks in the floors, walkways and sidewalks of the building, due to poor workmanship during construction and a lack of maintenance. Second, the PCC work in the ramp to the latrines is damaged. Third, most of the electrical switches and sockets are broken, which presents a safety risk to the children in the school.

There are also a number of minor issues of construction and maintenance: ‐ The plaster of the walls has cracks and other minor damage ‐ Though the contractor painted the walls to a good standard, they now require re‐painting ‐ Some of the door swings and locks are broken ‐ Some of the lightbulbs are broken

32 Verification of Danish‐funded Educational Infrastructures

‐ There are some cracks in the plastering of the boundary wall ‐ The painting on the boundary wall has been damaged ‐ The painting on the interior and exterior walls of the latrines is badly damaged

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 There are cracks in the school building’s floors, walkways and sidewalks

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐8

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To replace the concrete in the damaged areas

Issue 2 The surface PCC work in latrines ramp is damaged

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐9

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concrete

Issue 3 Some of the electrical switches and sockets are broken or removed by students. There is an electric current in the switch boxes which is unsafe for the children. Most of them should be replaced with new fixtures

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐4

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new electrical switches and sockets.

Issue 4

33 Verification of Danish‐funded Educational Infrastructures

All plastered interior/exterior walls of the building have visible cracks and minor damages, that needs maintenance and repairing

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? By re‐plastering of cracks

Issue 5 The contractor painted all interior/exterior walls to a high standard but during our verification painting of most of the areas are damaged that requires repainting all interior/exterior parts of the building

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐2.1, C‐KBL‐C‐002‐ 2.2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 6 Some of the doors and windows swings are not in operation and broken that require repairing

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door and window swings

Issue 7 Some electrical bulbs are not working

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fix the wiring of bulbs

34 Verification of Danish‐funded Educational Infrastructures

Issue 8 There are some cracks in boundary wall plastering work

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐6

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? By re‐plastering of cracks

Issue 9 Painting of the boundary wall is damaged and needs repainting

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 10 Exterior and interior painting of the latrines are in bad condition and needs to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐002‐10

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

School statistics as reported in EMIS indicate a much larger school than that observed in data verification. Data verification identified fewer classrooms, pieces of furniture, teachers and students. Other indicators were much similar in comparison or were exactly the same, such as presence of a library and number of administration rooms.

35 Verification of Danish‐funded Educational Infrastructures

Lamia Shaheed Girl’s School does not have adequate space for all students, with additional classrooms required to make the building fit for purpose, however this does not stop students and teachers using the facilities at present.

No problems have been identified in the recruitment process for teachers, however despite having adequate teaching materials the school requires materials necessary for examination. Moreover, the school faces challenges in trying to keep students in school, due to Pashtun cultural restrictions placed on students, restricting them from attending.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, Y Y admin, and support staff employed by the school for 1395? Number of classrooms 14 35 Number of rooms for administration 3 3 Number of WASH facilities 6 3 Library Y Y Computer Lab N Y Furniture 270 1249 Text book Storage Y N Bore Well Y N Number of teachers according to official hiring Tashkeel 69 148 Number of Ajeer according to Tashkeel 11 12 Number of enrolled male students according to enrolment book 476 440 Number of enrolled female students according to enrolment book 1670 4538 Number of total enrolled students according to enrolment book 2146 4978

36 Verification of Danish‐funded Educational Infrastructures

4. Yousf Elmi 30 Classrooms Mix High School, Nahia 17, Kabul City, Kabul

Overview On 25/05/2010, the Ministry of Education awarded an AFN 23,970,000 contract to DAARTT, for the construction of 30 Classrooms in three stories, with 10 set latrines, for Yousf Elmi 30 Classrooms Mix High School located in Nahia 17, Kabul City, Kabul Province.

the contractor reported completion of the project on 31/11/2011, and it is accepted by the Ministry of Education on this date.

Photo 4: Front View of the Yousf Elmi 30 Classrooms Mix School, 17th District of Kabul City, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited Yousf Elmi 30 Classrooms Mix High School on January 01, 2017. 100% of the project has been completed. The engineering team identified four issues with the construction and maintenance of the project as being of medium risk. First, the school sewage system is broken, and is not currently functioning, due to the sewer pipes of the latrines being blocked. Temporary latrines constructed by the local community are being used instead. Second, there are cracks in the floor of the school building, due to poor construction and a lack of maintenance. Third, most of the electrical switches and sockets are broken, which presents a safety risk to the children in the school. Fourth, most of the electrical bulbs are hanging down from the ceiling, due to poor quality construction.

The engineers also identified a number of minor issues: ‐ The ceiling plaster in some classrooms is damaged ‐ All plastered walls in the interior and exterior of the building are damaged ‐ All interior and exterior walls were initially well painted, but now require re‐painting ‐ The glass in the windows is broken

37 Verification of Danish‐funded Educational Infrastructures

‐ Some of the door swings are broken ‐ The oil painting on the doors and the windows is in bad condition ‐ Ten of the door locks are broken and require repair ‐ The chimney covers have been removed ‐ The student’s furniture is in bad condition ‐ The boundary wall is damaged and requires repainting ‐ Oil painting of the main gate is scratched ‐ Painting of the interior and exterior walls is in poor condition

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 All sewer pipes of the latrines are blocked and the entire sewage system isn’t working; the latrines of the school are locked by the principle. The local community constructed four set temporary latrines for the students to use, which is not sufficient for the population. The school sewage system needs and immediate maintenance.

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐16

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the sewer pipes

Issue 2 There are cracks in school building’s floors due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐1

Level of deficiency Medium Is this a problem of maintenance or Both construction? Can it be resolved with further work? Yes What work would be required? To replace the damage concrete areas

Issue 3

38 Verification of Danish‐funded Educational Infrastructures

Some of the electrical switches and sockets are broken or removed by students. There are an electric current in the switch boxes which is unsafe for the children. Most of them should be replaced with new fixtures.

Photos in Annex Annex A ‐ Photo ‐ C‐KBL‐C‐003‐8

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new switch and sockets

Issue 4 Most of the electrical bulbs are hanging and not in operation due to poor workmanship during installation, and some of them are broken

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐00311

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fix the bulbs correctly in ceiling and replace the broken bulbs

Issue 5 The ceiling plaster of some classrooms is damaged

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐2

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To re‐plaster the damage areas

Issue 6 All plastered interior/exterior walls of the building have visible cracks and minor damage, that requires maintenance and repairing

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes

39 Verification of Danish‐funded Educational Infrastructures

What work would be required? To re‐plaster the cracks

Issue 7 The contractor painted all interior/exterior walls to a high standard but during our inspection painting of most of the areas are damaged that requires repainting some interior/exterior parts of the building

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 8 The windows glass are broken

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐0013‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the broken glasses

Issue 9 Some of the doors swings are not in operation and broken that require repairing

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new swings for doors

Issue 10 Doors and windows oil painting are in bad condition and need to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐7

Level of deficiency Low

40 Verification of Danish‐funded Educational Infrastructures

Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 11 Ten of the door locks and handles are broken and not in operation

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door locks and handles

Issue 12 Chimney covers are removed by students, the holes should be covered

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐10

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new chimney cover

Issue 13 Student furniture are in bad condition with cracks

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐12

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 14 The boundary wall painting is damaged due to no maintenance and require repainting

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐13

41 Verification of Danish‐funded Educational Infrastructures

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 15 Oil painting of the main gate is scratched

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐14

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 16 Interior and exterior walls painting in the latrines are in poor

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐003‐15

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

There were major deviations between data verification and EMIS data concerning the number of classrooms, WASH facilities, teachers, pieces of furniture, and most noticeably, total student enrollment. The data verification process did confirm the number of Ajeer staff, existence of a bore well, library and absence of a computer lab.

The school is not adequately set up to accommodate all the students enrolled, and has therefore requested additional classrooms be constructed. Despite this fact, the students and teachers are still using the buildings.

While no challenges have been faced in recruiting staff to work at the school, Yousf Elmi Mix High School does have trouble resourcing the learning facilities, and keeping the students from dropping

42 Verification of Danish‐funded Educational Infrastructures

out. This is largely due to poor commitment shown by the parents, and the economic situation in their community.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 30 72 Number of rooms for administration 4 6 Number of WASH facilities 16 10 Library Y Y Computer Lab N N Furniture 400 1 Text book Storage Y Y Bore Well 1 2 Number of teachers according to official hiring Tashkeel 87 63 Number of Ajeer according to Tashkeel 7 7 Number of enrolled male students according to enrolment book 3469 4446 Number of enrolled female students according to enrolment book 2448 4117 Number of total enrolled students according to enrolment book 5998 8563

43 Verification of Danish‐funded Educational Infrastructures

5. Zulikha Girls High School

Overview On 15/02/2011, the Ministry of Education awarded an AFN 21,808,000 contract to DAARTT, for the Construction of 30 classrooms in three stories, with ten set latrines, for Zulikha Girls High School located in Nahia 11, Kabul City, Kabul Province.

The contractor reported completion of the project on 30/11/2011, and was accepted by the Ministry of Education on this date.

Photo 5: Front View of the Zulikha Girls High School, 11th Dist rict of Kabul City, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Zulikha Girls High School on January 01, 2017. 100% of the project has been completed. The engineering team found two issues which they identified as medium risk. First, the ceiling plaster of the exterior cantilever is damaged. Second, some of the electrical switches and sockets are broken, which presents a safety risk to the children in the school.

The engineering team also identified a number of minor issues: ‐ There are cracks in the floor of the school building’s corridor ‐ The walls were initially well painted, but now require re‐painting ‐ Six of the door locks are broken ‐ The washroom faucets are broken ‐ Some student furniture is in bad condition ‐ The interior and exterior painting is in bad condition

44 Verification of Danish‐funded Educational Infrastructures

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The ceiling plaster of the exterior cantilever is damaged

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐2

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To re‐plaster the damaged parts

Issue 2 Some of the electrical switches and sockets are broken or have been removed by students. There is an electric current in the switch boxes which is unsafe for the children. Most of them should be replaced with new fixtures.

Photos in Annex Annex A ‐ Photo ‐ C‐KBL‐C‐007‐4

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new switch and sockets

Issue 3 There are cracks in school building’s corridor floors due to poor workmanship during construction and a lack of maintenance.

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks with cement fillers

Issue 4

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The contractor painted all interior/exterior walls to a high standard but during our inspection painting of most of the areas are damaged that requires repainting all interior/exterior parts of the building

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting of required areas

Issue 5 Six of the door locks and handles are broken and not in operation

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door locks and handles

Issue 6 Water faucets of the washrooms inside the building isn’t working

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new faucets

Issue 7 Some of the student furniture are in bad condition with cracks

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To repair the furniture

46 Verification of Danish‐funded Educational Infrastructures

Issue 8 The interior/exterior painting of the latrines are not in good condition and needs to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐007‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

Data verification confirmed the presence of a library, administration rooms, Ajeer staff, teachers, and bore well. There were fewer classrooms and WASH facilities identified by data verification despite recording substantially more students in the enrollment compared to EMIS.

The school building is described by the enumerator as being fit for purpose and a sufficient space for a learning environment.

No barriers were identified in the recruiting of teachers or the resourcing of learning materials, however the school does face some challenges in tying reduce the amount of students who drop out with main issue being early marriage. Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 49 65 Number of rooms for administration 4 4 Number of WASH facilities 3 29 Library 1 2 Computer Lab N Y Furniture 200 Missing Text book Storage 1 2 Bore Well Y Y Number of teachers according to official hiring Tashkeel 163 165 Number of Ajeer according to Tashkeel 16 15 Number of enrolled male students according to enrolment book 1800 495 Number of enrolled female students according to enrolment book 5000 4739 Number of total enrolled students according to enrolment book 6800 5234

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6. S. Noor Mohammad Shah Boys High School, Nahia 8, Kabul City, Kabul

Overview On 20/12/2007, the Ministry of Education awarded an AFN 27,288,576 contract to DAARTT, for the Construction of 30 classrooms in three stories with 10 set latrines, an administration building, and additional work on a boundary wall for S. Noor Mohammad Shah Boys High School located in Nahia 8, Kabul City, Kabul Province.

The Contractor reported completion of the project on 20/04/2009, and was accepted by the Ministry of Education on this date.

Photo 6: Front View of the S. Noor Mohammad Shah High School, 8th District of Kabul City, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited S. Noor Mohammad Shah High School on December 31, 2016. 100% of the project has been completed. The engineering team identified two issues which they felt to be of medium risk. First, the PCC in the school playground is damaged due to poor workmanship and a lack of maintenance. Second, some of the electrical switches and sockets are broken, which presents a safety risk to the children in the school.

The engineering team also identified a number of minor issues: ‐ The painting of interior and exterior walls is damaged ‐ Most of the glass in the windows is broken ‐ Some of the door swings in the main building and in the latrines are broken ‐ The oil painting on the doors and windows is damaged ‐ Twelve of the door locks and handles are broken ‐ The painting in the latrines is in poor condition

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The PCC in school yard is damaged due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To replace the damage concretes

Issue 2 Some of the electrical switches and sockets are broken or removed by students. There are an electric current in the switch boxes which is unsafe for the children. Most of them should be replaced with new fixtures.

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐6

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new switch and sockets

Issue 3 The painting of interior/exterior walls are damaged, and all interior/exterior parts of the building require repainting

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 Most of the windows glasses are broken

49 Verification of Danish‐funded Educational Infrastructures

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the broken glasses

Issue 5 Some of the doors swings in the main building and latrines are not in operation and broken that require repairing

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door swings

Issue 6 Doors and windows oil painting are in bad condition and need to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 7 Twelve of the door locks and handles are broken and not in operation

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door locks and handles

Issue 8

50 Verification of Danish‐funded Educational Infrastructures

Interior and exterior walls painting in the latrines are not in good condition and need to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐005‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

There were major inconsistencies between information provided by data verification versus EMIS. EMIS data identifies substantially more students, WASH facilities, pieces of furniture, teachers, and classrooms. On the other hand, data verification recorded more administrative rooms, Ajeer staff, and the presence of a computer lab and a textbook store.

The S. Noor Mohammed Shah High School requires additional classrooms in order to be labelled as providing sufficient space for teachers and students to learn.

The school has faced some problems with placing teachers in the school, with the Ministry of Education recruiting teachers for positions that they are not qualified for. For example, a mathematics teacher hired to teach chemistry. They have also faced some challenges in resourcing materials needed for examinations. Keeping students in school has proved challenging with economic barriers and a lack of parental commitment noted as factors leading to more dropouts.

Data S. Noor Mohammed Shah High School EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 32 47 Number of rooms for administration 8 4 Number of WASH facilities 2 12 Library Y Y Computer Lab Y N Furniture 0 1549 Text book Storage Y N Bore Well 1 2 Number of teachers according to official hiring Tashkeel 132 227 Number of Ajeer according to Tashkeel 15 14 Number of enrolled male students according to enrolment book 3063

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Number of enrolled female students according to enrolment book 6793 Number of total enrolled students according to enrolment book 6800 9856

7. Repairing of Saraei Ghazni Book Stores, Nahia 1, Kabul City, Kabul

On 12/12/2011, the Ministry of Education awarded an AFN 288,300 contract to Tatari Construction Company, for the Saraei Ghazni Book Stores located in Nahia 1, Kabul City, Kabul Province.

The Contractor reported completion of the project on 15/02/2012, and was accepted by the Ministry of Education on this date.

Photo 7: Front View of the institute which has been built at the location, 1st District of Kabul City, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited Saraei Ghazni Book Stores on December 31, 2016, and found that there is no book store in place anymore. As per Ministry of Education’s representative the Saraei Ghazni Book Stores were completed, but recently the Turkish Embassy demolished the entire facility and built a new institute building for girls on the site. Photos of the institute are shown in Annex A ‐ Photo C‐ KBL‐C‐008‐1 and C‐KBL‐C‐008‐2.

Project Percentage of project which has been completed 100% Should further work be undertaken? No

Data verification analysis Not applicable.

52 Verification of Danish‐funded Educational Infrastructures

8. Guzar Gah Girls High School, Nahia 7, Kabul City, Kabul

On 01/01/2010, the Ministry of Education awarded an AFN 21,338,000 contract to DAARTT, for the Construction of 30 Classrooms in three stories and two blocks, with 10 set latrines, a boundary wall, and two main gates for Guzar Gah Girls High School located in Nahia 7, Kabul City, Kabul Province.

the Contractor reported completion of the project on 27/03/2011, and was accepted by the Ministry of Education on this date.

Photo 8: Front View of the Guzar Gah Girls High School, 7th Dis trict of Kabul City, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited Guzar Gah Girls High School on December 29, 2016. 100% of the project has been completed. The team identified one major issue with the project, namely that there are serious cracks in the brick masonry of the boundary wall caused by recent earthquakes in Kabul. The engineering team recommended that this be given immediate attention.

The engineering team also identified a number of minor issues: ‐ There are cracks in the floors of the school corridors ‐ Painting of walls was initially performed to a high quality, but the walls now require repainting ‐ Some of the door swings, locks and handles are broken ‐ Some of the furniture for students is in a bad condition ‐ The paint of the boundary wall is damaged

Project

Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 There are serious cracks in the boundary wall brick masonry as of the last earthquakes in the city, that require immediate attention

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐5

Level of deficiency High Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To remove the affected area and install a new wall

Issue 2 There are cracks in school building’s corridor floors due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks with cement fillers

Issue 3 The contractor painted all interior/exterior walls to a high standard but during our inspection painting of most of the areas are damaged that requires repainting all interior/exterior parts of the building

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐2.1, C‐KBL‐C‐006‐ 2.2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 Some of the door swings, locks and handles are broken and not in operation

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐3

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Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new door locks and handles

Issue 5 Some of the student furniture are in bad condition with cracks that requires maintenance

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To repair the furniture

Issue 6 Paint of the boundary wall is damaged

Photos in Annex Annex A ‐ Photo C‐KBL‐C‐006‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

Data was consistent in reporting the absence of a library, administrative rooms, a computer lab, bore wells, teachers and Ajeer staff. However, data verification reported more classrooms and book storage, yet fewer pieces of furniture and number of WASH facilities. Most strikingly is the fact that EMIS data reported more than 2,000 fewer students, yet 3 times more pieces of furniture in the school.

The school is described as not having sufficient buildings to accommodate its students, with the enumerator noting that an additional 8 classrooms need to be built.

The school has not faced any problems with the recruitment and placement of teachers, but it has been difficult to resource teaching materials needed, especially those for examinations. Keeping students in school has also been a challenge with economic problems in the community and a lack of commitment shown by parents identified as the major barriers.

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Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 24 22 Number of rooms for administration 4 4 Number of WASH facilities 1 5 Library Y N Computer Lab Y Y Furniture 190 643 Text book Storage Y N Bore Well 2 2 Number of teachers according to official hiring Tashkeel 112 113 Number of Ajeer according to Tashkeel 10 9 Number of enrolled male students according to enrolment book 2960 2424 Number of enrolled female students according to enrolment book 3240 1734 Number of total enrolled students according to enrolment book 6200 4158

56 Verification of Danish‐funded Educational Infrastructures

9. Hasan Basari High School, Bar Arghandi, Paghman, Kabul On 11/08/2014, the Ministry of Education awarded an AFN 3,310,035 contract to UNHCR/ORD, for the construction of a boundary wall for Hasan Basari High School located in Bar Arghandi, Paghman, Kabul Province.

The Contractor reported completion of the project on 09/02/2015, and was accepted by the Ministry of Education on this date.

Photo 9: Front View of the Hasan Basari High School, Bar Arghan di, Paghman, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited Hasan Basari High School on January 04, 2017. 100% of the project has been completed. The team did not find any issues which they identified as being of medium or high risk.

The engineering team identified a number of minor issues: ‐ There are minor cracks in the plaster of the boundary wall ‐ Some parts of the PCC in the boundary wall are damaged ‐ The oil painting of the main gate is scratched ‐ The painting of the wall is in poor condition ‐ The light above the main gate is broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

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Issue 1 There are minor cracks in the plastering of boundary wall due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐001‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks by cement fillers

Issue 2 Some parts of PCC above the stone masonry of boundary wall are damaged that require maintenance

Photos in Annex Annex A ‐ Photo C‐KBL‐001‐2

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To repair the damage areas

Issue 3 The oil painting of the main gate is scratched and should be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐001‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 The painting of the boundary wall is in poor condition and needs to be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

58 Verification of Danish‐funded Educational Infrastructures

Issue 5 The light above the main gate is broken

Photos in Annex Annex A ‐ Photo C‐KBL‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new lights

Data verification analysis

Data verification was consistent in identifying a textbook store, a library, 2 bore wells, number of teachers, number of WASH facilities, number of female students, and the absence of a computer lab. However, EMIS data reported nearly twice the number of classrooms compared to data verification, yet no furniture, compared to 235 in data verification, suggesting that EMIS may have missed this component of data collection.

Hasan Basari High School requires additional classrooms to accommodate all the students in its classrooms, as at present it does not provide sufficient learning space for those attending. No barriers have been faced when recruiting teachers, supplying the school’s learning resources, or keeping the students in school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, Y Y admin, and support staff employed by the school for 1395? Number of classrooms 8 14 Number of rooms for administration 1 2 Number of WASH facilities 15 14 Library 1 1 Computer Lab N N Furniture 235 0 Text book Storage Y Y Bore Well 2 2 Number of teachers according to official hiring Tashkeel 23 22 Number of Ajeer according to Tashkeel 3 2 Number of enrolled male students according to enrolment book 945985 Number of enrolled female students according to enrolment book 185 184 Number of total enrolled students according to enrolment book 1130 1169

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10. Farza Girls High School, Payen Deh, Farza, Kabul

Overview On 08/05/2013, the Ministry of Education awarded an AFN 2,477,445 contract to Kohistan Kapisa Construction Company, for the construction of a boundary wall and a main gate for Farza Girls High School located in Payen Dah, Farza, Kabul Province.

The Contractor reported completion of the project on 02/08/2014, and was accepted by the Ministry of Education on this date.

Photo 10: Front View of the Farza Girls High School, Payen Deh, Farza, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Farza Girls High School on January 01, 2017. 100% of the project has been completed. The engineering team identified no medium or high risk issues with the construction.

The engineering team identified two minor issues: ‐ There are minor cracks in the plastering of the boundary wall ‐ The plastering of the column supporting the main gate is scratched and requires replacement

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1

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There are minor cracks in the plastering of boundary wall due to poor workmanship during construction and lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐002‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks with cement fillers

Issue 2 The column plastering of main gate is scratched and should be repainted

Photos in Annex Annex A ‐ Photo C‐KBL‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis EMIS data has not been provided for Farza Girls School. Therefore, it has been impossible to compare findings from data verification with EMIS data. Though, based on qualitative data the school was described as providing sufficient facilities to accommodate the students and teachers, with few barriers identified in resourcing the school. However, the school does face challenges in retaining students in the school due to early marriage.

Data Indicators EMIS Verification Was the school active for the 2016 (1395) school year? Y N/A Is there an official registration book with enrolment data for 1395 YN/A available at the school? Is there a Tashkeel document to verify the official number of teachers, YN/A admin, and support staff employed by the school for 1395? Number of classrooms 12 N/A Number of rooms for administration 1 N/A Number of WASH facilities 6 N/A Library Y N/A Computer Lab Y N/A Furniture 1 N/A Text book Storage 1 N/A Bore Well Y N/A Number of teachers according to official hiring Tashkeel 12 N/A Number of Ajeer according to Tashkeel 1 N/A

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Number of enrolled male students according to enrolment book 0 N/A Number of enrolled female students according to enrolment book 500 N/A Number of total enrolled students according to enrolment book 500 N/A

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11. Wiar Ahmad Zai School, Mohsin Khail, Bagrami, Kabul

Overview On 01/02/2014, the Ministry of Education awarded an AFN 209,318.40 contract to Abid Construction Company, for the provision of student furniture to Wiar Ahmad Zai School located in Mohsin Khail, Bagrami, Kabul Province.

The Contractor reported completion of the project on 08/12/2015, and was accepted by the Ministry of Education on this date.

Photo 11: Front View of the Wiar Ahmad Zai School, Mohsin Khail, Bagrami, Kabul Province, Afghanistan

Summary and conclusions The engineering team visited Wiar Ahmad Zai School on January 04, 2017. 100% of the project has been completed. The engineering team identified no medium or high risk issues with the construction.

The engineering team identified two minor issues: ‐ There are minor cracks in some of the furniture, and some is broken due to a lack of maintenance ‐ The oil painting of the chairs and tables is scratched

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

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Issue 1 There are minor cracks in the students’ furniture and some of them are broken due to a lack of maintenance as the school has been operating

Photos in Annex Annex A ‐ Photo C‐KBL‐003‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing of furniture

Issue 2 The oil painting of the desks and chairs is scratched

Photos in Annex Annex A ‐ Photo C‐KBL‐003‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Data verification was mostly consistent with EMIS findings concerning the number of classrooms, administrative rooms, bore‐well, Ajeer staff, and the absence of a library. However, data verification identified only 1 WASH facility (10 in EMIS), and fewer teachers. Data on the number of students enrolled was the largest difference between the two data sources with a total of 2,100 students in data verification, compared to the 1,794 in EMIS. The majority of this increase comes from an increase in reported male students.

The enumerator at Wiar Ahmad Zai School identified that the school buildings were not sufficient to operate as a school, with additional classrooms needed to accommodate the students. However, despite this, the students and teachers were currently using the school as a learning space.

The school has faced no challenge in their recruitment of teachers, but has in the resourcing of school supplies and retaining students, due to economic pressures in the community.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395?

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Number of classrooms 13 16 Number of rooms for administration 2 1 Number of WASH facilities 1 10 Library N N Computer Lab N Missing Furniture 280 360 Text book Storage Y N Bore Well 1 1 Number of teachers according to official hiring Tashkeel 10 14 Number of Ajeer according to Tashkeel 3 2 Number of enrolled male students according to enrolment book 1110 1160 Number of enrolled female students according to enrolment book 1000 634 Number of total enrolled students according to enrolment book 2110 1794

65 Verification of Danish‐funded Educational Infrastructures

12. Madrasa Maskina, Maskina, Farza, Kabul

Overview On 02/03/2014, the Ministry of Education awarded this contract to Abid Construction Company, for the provision of student furniture for Madrasa Maskina, located in Maskina, Farza, Kabul Province.

The Contractor reported completion of the project on 08/12/2015, and was accepted by the Ministry of Education on this date.

Photo 12: Front View of the Madrasa Maskina, Maskina, Farza, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Madrasa Maskina on January 02, 2017. 100% of the project has been completed. The team did not identify any major issues with the student furniture. The team identified one minor issue, namely that maintenance needs to be performed on the furniture, such as minor repairs and re‐painting.

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The furniture provided by the contractor hasn’t have regular maintenance, and requires repairing and painting

66 Verification of Danish‐funded Educational Infrastructures

Photos in Annex Annex A ‐ Photo C‐KBL‐004‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Data verification analysis

Data verification more or less confirmed the number of rooms for administration, teachers, Ajeer staff and students. However, EMIS data had not reported any computer lab. There were also a number of data points missing from the EMIS data that made it difficult for verification.

No challenges were identified with the recruitment of teachers, resourcing of the school or with the efforts to ensure students do not drop out of school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 16 10 Number of rooms for administration 1 1 Number of WASH facilities Y Missing Library Y Missing Computer Lab 1 0 Furniture N Missing Text book Storage Y Missing Bore Well N Missing Number of teachers according to official hiring Tashkeel 16 18 Number of Ajeer according to Tashkeel 2 2 Number of enrolled male students according to enrolment book 0 0 Number of enrolled female students according to enrolment book 579 570 Number of total enrolled students according to enrolment book 579 570

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13. Qulamchaq Primary School, Qulamchaq, Mirbachakot, Kabul

Overview On 21/01/2014, the Ministry of Education awarded this contract to Abid Construction Company, for the provision of student furniture for Qulamchaq Primary School located in Qulamchaq, Mirbachakot, Kabul.

The Contractor reported completion of the project on 08/12/2015, and was accepted by the Ministry of Education on this date.

Photo 13: Front View of the Qulamchaq Primary School, Qulamchaq, Mirbachakot, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Qulamchaq Primary School on January 03, 2017. 100% of the project has been completed (ie, the furniture has been provided). The team did not identify any major issues with the student furniture. The team identified one minor issue, namely that maintenance needs to be performed on the furniture, such as minor repairs and re‐painting.

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

68 Verification of Danish‐funded Educational Infrastructures

Detailed verification findings

Issue 1 The furniture provided by the contractor hasn’t have regular maintenance, and requires repairing and painting

Photos in Annex Annex A ‐ Photo C‐KBL‐005‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Data verification analysis Data verification more or less confirmed the number of classrooms, pieces of furniture administration rooms, WASH facilities, and the absence of a library and computer lab. There was no data recorded via data verification or EMIS on student enrollment.

Qulamchaq Primary School was identified as not being fit for purpose as a school with additional classrooms and a boundary wall needed. The school has faced no challenges in resourcing the learning supplies and recruiting teachers, however keeping students from dropping out has proven difficult, with economic reasons seen as the biggest barrier.

The enumerator identified Girl’s Central High School as having sufficient facilities to operate as a school, and experiencing no challenges with the recruitment of teachers, or with the resourcing of learning supplies. However economic problems and the commitment of parents were seen as key factors impacting the school’s ability to retain students.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 4 5 Number of rooms for administration 1 1 Number of WASH facilities 5 4 Library N N Computer Lab N N Furniture 160 160 Text book Storage 1 2 Bore Well 0 1 Number of teachers according to official hiring Tashkeel 5 7

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Number of Ajeer according to Tashkeel 1 0 Number of enrolled male students according to enrolment book Missing Missing Number of enrolled female students according to enrolment book Missing Missing Number of total enrolled students according to enrolment book Missing Missing

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14. Ghulam Haidar Primary School, Sanglakh, Istalif, Kabul

Overview On 02/03/2014, the Ministry of Education awarded this contract to Abid Construction Company, for the provision of student furniture for Ghulam Haidar Primary School located in Sanglukh, Istalif, Kabul Province.

The Contractor reported completion of the project on 08/12/2015, and was accepted by the Ministry of Education on this date.

Photo 14: Front View of the Ghulam Haidar Primary School, Sanglukh, Istalif, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Ghulam Haidari Primary School on January 07, 2017, and found no problems in the students’ furniture. All provided furniture is in good condition and requires no maintenance. 100% of the project has been completed.

Project Percentage of project which has been completed 100% Should further work be undertaken? No

Data verification analysis

Data verification confirmed that Ghulam Haidar Shaheed Primary School was active, with an official enrollment book and Tashkeel document to verify staff for the year 1395. In terms of facilities, data was more or less consistent in terms of number of administrative rooms, pieces of furniture, number of teachers, number of Ajeer, and presence of a textbook store; however, every other measurement collected during data verification differed from data reported in EMIS.

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The conditions at Ghulam Haidar Shaheed Primary School were described as sufficient for the purpose of teaching, with all necessary facilities in place, including furniture, toilets and utilities.

While not listed specifically, it was noted that there were challenges in trying to recruit staff for the school, and for that matter in obtaining resources necessary for teaching, including textbooks and other teaching materials. However, no barriers were identified in the efforts to ensure that students did not drop out of school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 6 4 Number of rooms for administration 1 1 Number of WASH facilities 1 4 Library Y N Computer Lab N N Furniture 180 189 Text book Storage Y Bore Well Y N Number of teachers according to official hiring Tashkeel 5 4 Number of Ajeer according to Tashkeel 2 1 Number of enrolled male students according to enrolment book 80 113 Number of enrolled female students according to enrolment book 100 117 Number of total enrolled students according to enrolment book 180 230

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15. Shamsul Madaris, Shakar Dara, Kabul

Overview On 31/01/2014, the Ministry of Education awarded this contract to Abid Construction Company, for the provision of student furniture for Shamsul Madaris located in Shakar Dara, Kabul.

The Contractor reported completion of the project on 08/12/2015, and was accepted by the Ministry of Education on this date.

Photo 15: Front View of the Shamsul Madaris, Shakar Dara, Kabul Province, Afghanistan

Summary and conclusions

The engineering team visited Shamsul Madaris on January 07, 2017. The team did not identify any major issues with the student furniture. The team identified one minor issue, namely that maintenance needs to be performed on the furniture, such as minor repairs and re‐painting.

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The furniture provided by the contractor hasn’t have regular maintenance, and requires repairing and painting

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Photos in Annex Annex A ‐ Photo C‐KBL‐005‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Data verification analysis

EMIS data has not been provided for this school.

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ii. Logar

Map 2: Map showing sites in Logar Province (shown in blue)

Site name Province Latitude Longitude Qalai Jarnail Primary School Logar 34.1930167 69.0958028 Qalai Wazir Primary School Logar 34.0021972 69.0921472 Textbook Store Logar 34.0071942 69.0136942 Table 2: GPS coordinates for sites in Logar Province

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16. Qalai Jarnail Primary School, Mohammad Agha, Logar

Overview On 01/04/2004, the Ministry of Education awarded an AFN 3,478,000 contract to DARRTT, for the Construction of 8 Classrooms in one story for Qalai Jarnail Primary School located in Mohammad Agha, Logar Province.

The Contractor reported completion of the project on 03/03/2005, and was accepted by the Ministry of Education on this date.

Photo 162: Front View of the Qalai Jarnail Primary School, Mohammad Agha, Logar Province, Afghanistan Summary and conclusions The engineering team visited Qalai Jarnail Primary School on January 04, 2017. 100% of the project has been completed. The engineering team did not find any issues with the construction which they identified as being of medium or high risk.

The engineering team identified a number of minor issues: ‐ There are cracks in the stairs of the latrines ‐ Some parts of the PCC coping above the boundary wall are damaged ‐ Parts of the painting of the interior walls are damaged ‐ The glass in some of the windows is broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 There are cracks in latrines stairs due to lack of maintenance

Photos in Annex Annex B ‐ Photo S‐LGR‐001‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks by cement fillers

Issue 2 Some parts of the PCC coping above boundary wall are damaged and need repairing

Photos in Annex Annex B ‐ Photo S‐LGR‐001‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the damage areas

Issue 3 The contractor painted all interior walls to a high standard but during our inspection painting of some of the areas are damaged that requires repainting

Photos in Annex Annex B ‐ Photo S‐LGR‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 Some of the windows glasses are broken

Photos in Annex Annex B ‐ Photo S‐LGR‐001‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the broken glasses

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Data verification analysis

Overall the majority of data collected by data verification was vastly different from EMIS. Pieces of furniture, and number of classrooms, teachers and students were all considerably higher in data verification, with the majority of other indicators missing from EMIS data.

According to the enumerator assessing Qalai Jarnail Primary School, the school is fit for purpose, with furniture, toilets and utilities in place. While not listed specifically, it was noted that there were some barriers to recruiting teachers to work at the school due to the Tashkeel. However, there were no challenges identified in resourcing the school with teaching supplies, or in the efforts to ensure students did not drop out of school. Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 9 0 Number of rooms for administration 1 N Number of WASH facilities 8 Missing Library N N Computer Lab N Missing Furniture 18 (54 300 carpets used alternatively) Text book Storage Y Missing Bore Well Y Missing Number of teachers according to official hiring Tashkeel 8 5 Number of Ajeer according to Tashkeel 2 1 Number of enrolled male students according to enrolment book 370 0 Number of enrolled female students according to enrolment book 0190 Number of total enrolled students according to enrolment book 370 190

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17. Qalai Wazir Primary School, Kulangar, Logar

Overview On 20/04/2006, the Ministry of Education awarded an AFN 3,901,000 contract to DARRTT, for the Construction of 8 Classrooms in one story for Qalai Wazir Primary Schoo, located in Kulangar, Logar Province.

The Contractor reported completion of the project on 20/11/2006, and was accepted by the Ministry of Education on this date.

Photo 173: Front View of the Qalai Wazir Primary School, Kulangar, Logar Province, Afghanistan

Summary and conclusions

The engineering team visited Qalai Wazir Primary School on January 05, 2017. 100% of the project has been completed. The engineering team did not find any issues with the construction which they identified as being of medium or high risk.

The engineering team identified a number of minor issues: ‐ There are cracks in the stairs to the latrines ‐ Some parts of the painting on the interior walls is damaged ‐ Some door handles are broken ‐ Some of the windows have broken glass

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed inspection findings

Issue 1 There are cracks in latrines stairs due to lack of maintenance

Photos in Annex Annex B ‐ Photo S‐LGR‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Seal the cracks with cement fillers

Issue 2 The contractor painted all interior walls to a high standard but during our inspection painting of some of the areas are damaged that requires repainting

Photos in Annex Annex B ‐ Photo S‐LGR‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 Some of door handles are broken that require replacement

Photos in Annex Annex B ‐ Photo S‐LGR‐002‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 4 Some of the windows glasses are broken

Photos in Annex Annex B ‐ Photo S‐LGR‐002‐4

Level of deficiency Low

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Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses

Data verification analysis Data verification more or less confirmed the number of classrooms, administration rooms, bore well pieces of furniture, teachers, and students. However, there were a number of indicators missing data from the EMIS that made data verification difficult.

Qalai Wazir Primary School is described as being sufficient for the purpose of teaching, with students and teachers currently using the facilities. No challenges were identified with the recruitment of teachers, resourcing of the school supplies or ensuring students do not drop out of school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 8 7 Number of rooms for administration 1 1 Number of WASH facilities 8 Missing Library Y N Computer Lab N Missing Furniture 180 170 Text book Storage Y Missing Bore Well 2 1 Number of teachers according to official hiring Tashkeel 10 9 Number of Ajeer according to Tashkeel 3 1 Number of enrolled male students according to enrolment book 333 315 Number of enrolled female students according to enrolment book 00 Number of total enrolled students according to enrolment book 333 315

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18. 500 Cub Text Book Store, Center, Pul‐e‐Alam, Logar

Overview On 02/03/2010, the Ministry of Education awarded an AFN 1,349,039 contract to Baizid Design and Construction Company, for the Construction of 500 Cub Text Book Store, located in Pul‐e‐Alam, Logar Province.

The Contractor reported completion of the project on 24/02/2011, and was accepted by the Ministry of Education on this date.

Photo18: Front View of the 500 Cub Text Book Store, Pul‐e‐Alam, Logar, Logar Province, Afghanistan

Summary and conclusions

The engineering team visited 500 Cub Textbook Store on January 04, 2017. 100% of the project is complete. The engineering team did not find any issues with the construction which they identified as being of medium or high risk.

The engineering team identified a number of minor issues: ‐ There are cracks in the sidewalks, and some damage to the surface of the ramps ‐ The iron roof sheet is damaged, and requires maintenance

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 There are cracks in sidewalks and some damages in ramp surface

Photos in Annex Annex B ‐ Photo S‐LGR‐003‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repair the damage concrete areas

Issue 2 The installed iron sheet in roof is damaged due poor workmanship and requires maintenance

Photos in Annex Annex B ‐ Photo S‐LGR‐003‐2

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage sheet

Data verification analysis

Not applicable.

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iii. Helmand

Map 3: Map showing sites in Lashkargah District (shown in blue), Helmand Province

Site name Province Latitude Longitude Boys and Girl Dormitories Helmand 31.5857 64.36688 Boys Middle School Helmand 31.58489 64.3636281 Girl's Central High School Helmand 31.58625 64.36732 Girls High School Helmand 31.58625 64.36732 Karthi Lagan Girls High School Helmand 31.59697 64.37675 Table 3: GPS coordinates of sites in Helmand

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19. Karthi Lagan Girls High School, Chil Metra Awal, Lashkargah, Helmand

Overview On 06/11/2009, the Ministry of Education awarded an AFN 9,748,549.73 contract to Bayezid Construction Company, an Afghan Company, for the construction of 8 classrooms in one story, with 10 set latrines, a 400m boundary wall, and a bore well, for Karthi Lagan Girls High School located in Chil Metra Awal, Lashkargah, Helmand Province.

The Contractor reported completion of the project on 05/08/2010, and was accepted by the Ministry of Education on this date.

Photo 19: Front View of the Karthi Lagan Girls High School, Chil Metra Awal, Lashkargah, Helmand Province, Afghanistan Summary and conclusions The engineering team visited Karthi Lagan Girls High School on January 02, 2017. The building is under general maintenance of the Ministry of Education. The engineering team did not observe any issues during the inspection. Photos can be found in Annex B ‐ Photo S‐HLD‐005‐1 and S‐HLD‐005‐2.

Project Percentage of project which has been completed 100% Should further work be undertaken? No

Data verification analysis

EMIS data has not been provided for this school. However, based on the data verification report, the conditions at Karthi Lagan Girls High School were noted as being fit for purpose, with the school’s buildings being used for the teaching of students.

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No challenges were identified in the efforts to recruit teachers to the school, and in the resourcing of teaching supplies for the school. However, the enumerator noted that that there were some challenges in ensuring that students did not drop out of school due to threats to security.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y N/A Is there an official registration book with enrolment data for 1395 YN/A available at the school? Is there a Tashkeel document to verify the official number of teachers, YN/A admin, and support staff employed by the school for 1395? Number of classrooms 8 N/A Number of rooms for administration 2 N/A Number of WASH facilities 10 N/A Library Y N/A Computer Lab Y N/A Furniture 700 N/A Text book Storage Y N/A Bore Well Y N/A Number of teachers according to official hiring Tashkeel 97 N/A Number of Ajeer according to Tashkeel 6 N/A Number of enrolled male students according to enrolment book 760 N/A Number of enrolled female students according to enrolment book 4966 N/A Number of total enrolled students according to enrolment book 5726 N/A

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20. Boys 16 Classrooms Middle School, Center, Lashkargah, Helmand

Overview On 21/06/2009, the Ministry of Education awarded an AFN 12,391,847 contract to Bayezid Construction Company, an Afghan company, for the construction of 16 classrooms in two stories, with latrines, a boundary wall, and a Bore Well, for Boys 16 Classrooms Middle School, Lashkargah, Helmand Province.

The Contractor reported completion of the project on 30/09/2010, and was accepted by the Ministry of Education on this date.

Photo 40: Front View of the Boys 16 Classrooms Middle School, Center, Lashkargah, Helmand Province, Afghanistan

Summary and conclusions

The engineering team visited Boys 16 Classrooms Middle School on January 04, 2017. 100% of the project has been completed. The team identified one issue which they felt was medium risk, namely that some of the electrical switches and sockets are broken, which presents a safety risk.

The engineering team also identified a number of minor issues: ‐ Painting of the interior and exterior walls is damaged ‐ Some door and window swings are broken ‐ Some lightbulbs are not working ‐ Door handles and locks are broken ‐ Some furniture is broken and so cannot be used ‐ The sewer system and the latrines are in bad condition ‐ The exterior walls of the latrines require repainting ‐ PCC in classrooms, sidewalks and ramps is cracked ‐ Painting of the boundary wall is damaged

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 Some of the electrical switches and sockets are broken or removed by students. There are an electric current in the switch boxes which is unsafe for the children. Most of them should be replaced with new fixtures.

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐3

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new switch and sockets

Issue 2 Painting in most of the areas is damaged, and require repainting of all interior/exterior parts of the building

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 Some of the doors and windows swings are not in operation and broken that require repairing

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door and window swings

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Issue 4 Some electrical bulbs are not working

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fix the wiring

Issue 5 Doors handles and locks are broken that require maintenance and replacement

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 6 Students furniture is broken and out of operation

Photos in Annex Photo Annex B ‐ S‐HLD‐004‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repair the damage furniture

Issue 7 The sewer system of the latrines are in bad condition

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To reinstall the damager pipes and covers

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Issue 8 Exterior/interior painting of the latrines are damaged and require repainting

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 9 Painting of the boundary wall is damaged and needs repainting

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 10 Generally the PCC works in classrooms, sidewalks and ramps have minor cracks and are broken and need to be repaired

Photos in Annex Annex B ‐ Photo S‐HLD‐004‐10

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fill the cracks with cement fillers

Data verification analysis

EMIS data has not been provided for this school and no relevant school authorities have been available for data verification interview.

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21. Girls High School 16 Classrooms, Center, Lashkargah, Helmand

Overview On 20/06/2009, the Ministry of Education awarded an AFN 12,856,630 contract to Bayezid Construction Company, an Afghan company, for the construction of 16 classrooms in two stories, with latrines, at 16 Classrooms High School, Lashkargah, Helmand.

The Contractor reported completion of the project on 11/12/2010, and was accepted by the Ministry of Education on this date.

Photo 21: Front View of the Girls 16 Classrooms High School, Center, Lashkargah, Helmand Province, Afghanistan

Summary and conclusions The engineering team visited Boys 16 Classrooms Middle School on January 01, 2017. 100% of the project has been completed. The building is being maintained by the Ministry of Education, and there were no issues observed during the inspection. Photos of the site can be found in Annex B ‐ Photo S‐ HLD‐003‐1, S‐HLD‐003‐2, S‐HLD‐003‐3, S‐HLD‐003‐4.

Project Percentage of project which has been completed 100% Should further work be undertaken? No

Data verification analysis

EMIS data has not been provided for this school and no relevant school authorities have been available for data verification interview.

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22. Construction of Boundary Wall and Main Gate for Girls Central High School, Center, Lashkargah, Helmand

Overview On 22/07/2012, the Ministry of Education awarded an AFN 2,019,917 contract to Mohammad Wali Ahmadi Construction Company, an Afghan company, for the construction of a boundary wall and a main gate for Girls Central High School, Center, Lashkargah, Helmand.

The Contractor reported completion of the project on 28/05/2014, and was accepted by the Ministry of Education on this date.

Photo 52: Front View of the Boundary Wall for Girls Central High School, Center, Lashkargah, Helmand Province, Afghanistan

Summary and conclusions The engineering team visited the Boundary Wall and Main Gate for Girls Central High School on January 05, 2017. 100% of the project has been completed. The engineering team found no medium or high risk issue with the construction.

The engineering team identified two minor issues: ‐ The painting on the boundary wall is damaged ‐ Oil painting of the main gate is scratched

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 Painting of the boundary wall is damaged and needs repainting

Photos in Annex Annex B ‐ Photo S‐HLD‐00

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 2 Oil painting of the main gate is scratched and requires repainting

Photos in Annex Annex B ‐ Photo S‐HLD‐001‐2.

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis

Not applicable.

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23. Construction of Boundary Wall for Boys and Girls Dormitories, Center, Lashkargah, Helmand

Overview On 28/05/2012, the Ministry of Education awarded an AFN 3,773014 contract to Ali Ahmad Construction Company, an Afghan company, for the construction of a boundary wall for Boys and Girls Dormitories, Center, Lashkargah.

The Contractor reported completion of the project on 04/07/2013, and was accepted by the Ministry of Education on this date.

Photo 6: Front View of the Boundary Wall for Boys and Girls Dor mitories, Center, Lashkargah, Helmand Province, Afghanistan

Summary and conclusions The engineering team visited the Boys and Girls Dormitories on January 02, 2017. 100% of the project has been completed. The engineering team did not find any issues they identified as being of medium or high risk.

The engineering team identified a number of minor issues: ‐ The plastering of the boundary wall has minor cracks ‐ The painting of the boundary wall is damaged ‐ The heads of the jumps on the small access door have not been plastered ‐ The oil painting on the gate is in a bad condition

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The plastering of the boundary wall has minor cracks in some parts

Photos in Annex Annex B ‐ Photo S‐HLD‐002‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repair cracks with cement fillers

Issue 2 Painting of the boundary wall is damaged and require repainting

Photos in Annex Annex B ‐ Photo S‐HLD‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The installed small access door’s jumps and heads are not plastered

Photos in Annex Annex B ‐ Photo S‐HLD‐002‐3

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To plaster the head and jump of door

Issue 4 Oil painting of the gates is in a bad condition

Photos in Annex Annex B ‐ Photo S‐HLD‐002‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

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Data verification analysis

Not applicable.

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iv. Balkh

Map 4: Map of sites in Balkh province (shown in blue)

Site name Province Latitude Longitude RIMA Mazar School Balkh 36.66375 67.1433333 Sajadia School Balkh 36.7017639 67.1608889 Textbook Store Balkh 36.7042361 67.1068275 Table 4: GPS coordinates for all sites in Balkh Province

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24. RIMA Mazar Institute’s Additional Work, Shahrak Khalid Bin Walid, Center, Balkh

Overview On 01/01/2010, the Ministry of Education awarded an AFN 49,388,701 contract to Shewa Construction Company, an Afghan company, for the construction of a main building with additional work including 692‐meter boundary wall, main gate and 170 meter bore well in RIMA Mazar Institute, Balkh province.

The Contractor reported completion of the project on 16/06/2011, and was accepted by the Ministry of Education on this date.

Photo 74: Front View of the RIMA Mazar Institute, Center, Balkh Province, Afghanistan

Summary and conclusions

The engineering team visited Boundary Wall for Boys and Girls Dormitories on January 02, 2017. 100% of the project has been completed. No major construction issues were identified.

The engineering team identified the following minor issues: ‐ There are minor cracks in the boundary wall ‐ The painting of the boundary wall is damaged ‐ The electrical switches and sockets are broken ‐ The handrail of ramp in front was damaged with some broken parts ‐ Some door locks were broken and not working ‐ The plumbing fixtures in washrooms including faucets were not working ‐ Paintings in some parts of the building and latrines were not in good condition ‐ The building walkways and sidewalks had some visible cracks and the PCC was broken during our inspection. This requires repairing and pouring

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The plastering of the boundary wall has minor cracks in some parts

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Fill the cracks with cement fillers

Issue 2 Painting of the boundary wall is damaged and requires repainting

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The electrical switches and sockets, and power bulbs are broken or removed by students.

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replacement of Electrical Fixtures

Issue 4 The handrail of front ramp is damaged with some parts broken.

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Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing of handrail

Issue 5 Some of the door locks and handles are broken and not operating.

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replacement and/or provision of new door locks/handles

Issue 6 The plumbing fixtures in washrooms including faucets are not working.

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replacement of faucets and other plumbing fixtures

Issue 7 Paintings of the main building and the exterior and interior walls of latrines were not in good condition.

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting of interior and exterior walls

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Issue 8 Walkways and sidewalks had some visible cracks and the PCC was broken.

Photos in Annex Annex C ‐ Photo N‐BLKH‐001‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and placing new PCC in the cracked areas

Data verification analysis

EMIS data has not been provided for RIMA Mazar Institute.

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25. Sajadia 24 Classrooms School, Karte Sajadia, Nahia 10, Mazaar‐e Sharif, Balkh

Overview On 01/01/2010, the Ministry of Education awarded an AFN 13,378,775 contract to Afghan Imperial Construction Company, an Afghan company, for the construction of 34 classrooms in two stories for Sajadia School, in Nahia 10, Mazaar‐e Sharif, Balk Province.

The Contractor reported completion of the project on 29/07/2010, and was accepted by the Ministry of Education on this date.

Photo 258: Front View of the Sajadia 24 Classrooms School, Karte Sajadia, District# 10, Balkh Province, Afghanistan

Summary and conclusions The engineering team visited Sajadia 24 Classrooms School, Karte Sajadia on December 27, 2016. 100% of the project has been completed. The team found two issues with the construction that they identified as being of medium risk. First, the hand pump which have been installed have been removed by the school principal, and the PVC pipe on the well was not operational at the time of the inspection. Second, plaster has not been installed above the concrete roof slabs. Third, some of the electrical switches and sockets are missing, which presents a safety risk to the children in the school.

The engineering team also identified two minor issues: ‐ The PCC in the sidewalks, walkways and floors is thinner than the 10cm specified by the Bill of Quantities, and has some cracks ‐ The painting on the interior and exterior of the latrines is in bad condition

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The installed hand pump is removed by the school principle and the PVC pipe isn’t working at the time of inspection

Photos in Annex Annex C ‐ Photo N‐BLKH‐002‐4

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new hand pump and pipes

Issue 2 The contractor didn’t plaster above the concrete slabs in roof

Photos in Annex Annex C ‐ Photo N‐BLKH‐002‐2.

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To place plaster above the concrete slab

Issue 3 Some of the electrical fixtures including switches and sockets are broken or missing

Photos in Annex Annex C ‐ Photo N‐BLKH‐002‐5

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new switch and sockets

Issue 4 The PCC in sidewalks, walkways and floors is less than the minimum requirement in the Bill of Quantities and Drawings (which specify 10cm), and have some cracks

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Photos in Annex Annex C ‐ Photo N‐BLKH‐002‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To construct sidewalk as per drawings

Issue 5 The interior/exterior painting of the building and latrines is in bad condition

Photos in Annex Annex C ‐ N‐BLKH‐002‐3.1, N‐BLKH‐002‐3.2 Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Most EMIS data points were confirmed through data verification, except for pieces of furniture and those data entries that were missing from the EMIS data.

The conditions at Sajadia School were identified as being sufficient for the purpose of teaching, with the buildings being used by teachers and students. No challenges were identified in the recruitment of teachers, or in the resourcing of the school teaching supplies. Moreover, no challenges were noted in trying to keep students in school.

Data Sajadia School EMIS Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 24 24 Number of rooms for administration 4 3 Number of WASH facilities 6 Missing Library Y Missing Computer Lab Y Missing Furniture 480 1 Text book Storage Y Missing Bore Well Y Missing Number of teachers according to official hiring Tashkeel 49 42 Number of Ajeer according to Tashkeel 3 2

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Number of enrolled male students according to enrolment book 1500 1679 Number of enrolled female students according to enrolment book 1500 1562 Number of total enrolled students according to enrolment book 3000 3241

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26. 500 + 800 Cub Textbook Store with Additional Work, Center, Balkh

Overview On 12/10/2001, the Ministry of Education awarded an AFN 3,396,263 contract to Balkh Azadagan Construction Company, an Afghan company, for the construction of a textbook store in Balkh province.

The Contractor reported completion of the project on 12/10/2010, and was accepted by the Ministry of Education on this date. The contract has taken far more time than expected, perhaps because there has been long delays in implementation of the project.

Photo 96: Front View of the 500 + 800 Cub Textbook Store with Additional Work, Center, Balkh Province, Afghanistan

Summary and conclusions The engineering team visited the 500 + 800 Cub Textbook Store on December 27, 2016. 100% of the project has been completed. The engineering team found no issues with the construction which they felt were medium or high risk.

The engineering team identified three minor issues: ‐ The suspended ceiling of the store has fallen down and requires repair ‐ The windows require repainting ‐ Wiring in electrical switches and sockets is broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

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Issue 1 The suspended ceiling of the store is fallen down and requires repair

Photos in Annex Annex C ‐ Photo N‐BLKH‐003‐

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To reinstall the fall down ceiling

Issue 2 The windows of the store require repainting

Photos in Annex Annex C ‐ Photo N‐BLKH‐003‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The wiring of electrical switches/sockets are not working, and have been temporarily fixed by the storekeepers

Photos in Annex Annex C ‐ Photo N‐BLKH‐003‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To fix the wiring and install new switch and sockets

Data verification analysis Not applicable.

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v. Badakhshan

Map 5: Map showing sites in Badakhshan (shown in blue)

Site name Province Latitude Longitude Khaniqa Primary School Badakhshan 37.0782477 70.6159145 Kuri Girl's School Badakhshan 37.105695 70.51747 Textbook store Badakhshan 37.106367 70.557811 Table 5: GPS coordinates for all sites in Badakhshan

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27. Khaniqa Primary School, Center, Badakhshan

Overview On 10/01/2006, the Ministry of Education awarded an AFN 2,585,000 contract to DARRTT, for the construction of 8 classrooms in one story for Khaniqa Primary School, located in Center, Badakhshan Province.

The Contractor reported completion of the project on 10/06/2006, and was accepted by the Ministry of Education on this date.

Photo 27: Front View of the Khaniqa Primary School, Center, Badakhshan Province, Afghanistan

Summary and conclusions

The engineering team visited Khaniqa Primary School on January 01, 2017. 100% of the project has been completed. The team found one issue which they identified as being medium risk, namely that some of the classroom floors are damaged.

The engineering team also identified a number of minor issues: ‐ Interior plaster has some cracks ‐ Some of the door jumps are damaged ‐ There are cracks in the stairs to the latrine ‐ The painting of the interior walls is damaged ‐ Some door handles and locks are broken ‐ The main gate is scratched and requires repainting ‐ The door for the latrine requires repair and repainting

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 Some of the classroom floors are damaged

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace damaged concrete

Issue 2 The interior plaster have some visible cracks and some of the door jumps are damaged and broken

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plaster the damage areas

Issue 3 There are cracks in latrines stairs due to lack of maintenance as the school has been operating

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing of damage areas

Issue 4 The contractor painted all interior walls to a good standard, but painting of some areas is now damaged

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐4

Level of deficiency Low

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Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 5 Some of the doors handles and locks are broken

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 6 The main gate paint is scratched and require repainting

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 7 The latrines doors are damaged and need repair and repainting

Photos in Annex Annex C ‐ Photo N‐BDKH‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing of door and repainting

Data verification analysis Data verification observed that indicators were very similar with number of students, teachers, Ajeer staff, classrooms, administration rooms, and a text book store indicated in both EMIS and data verification. The reported number of pieces of furniture was the most striking difference with 60 pieces

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of furniture reported in EMIS compared to 6 observed through EMIS. There were a number of indicators missing from the EMIS data.

According to the enumerator, the Khaniqa Primary School buildings were not built for the purpose of operating a school, as they needed more classrooms to accommodate students.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 Y Y available at the school? Is there a Tashkeel document to verify the official number of teachers, Y Y admin, and support staff employed by the school for 1395? Number of classrooms 6 7 Number of rooms for administration 1 1 Number of WASH facilities 4 Missing Library Y Missing Computer Lab N Missing Furniture 60 6 Text book Storage Y Missing Bore Well N Missing Number of teachers according to official hiring Tashkeel 11 11 Number of Ajeer according to Tashkeel 2 1 Number of enrolled male students according to enrolment book 72 83 Number of enrolled female students according to enrolment book 112 111 Number of total enrolled students according to enrolment book 184 194

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28. Kuri Girls School, Center, Badakhshan

Overview On 10/07/2005, the Ministry of Education awarded an AFN 6,674,000 contract to DARRTT, for the Construction of 8 Classrooms in one story for Kuri Girls School located in Center, Badakhshan Province.

The Contractor reported completion of the project on 01/03/2006, and was accepted by the Ministry of Education on this date.

Photo 28: Front View of the Kuri Girls School, Center, Badakhshan Province, Afghanistan

Summary and conclusions

The engineering team visited Kuri Girls School on January 01, 2017. 100% of the project has been completed. The team found one issue with the construction which they identified as medium risk, namely that the walkways to the latrines have settlement.

The engineering team also identified a number of minor issues: ‐ Some interior walls require repainting ‐ Some door locks and handle are broken ‐ The latrine doors require some repair and repainting

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

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Issue 1 The latrines walkways have settlement and need reconstruction

Photos in Annex Annex C ‐ Photo N‐BDKH‐002‐3

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Reconstruction

Issue 2 Some of the interior parts need to be repainted

Photos in Annex Annex C ‐ Photo N‐BDKH‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 Some of the doors locks and handles are broken and require replacement

Photos in Annex Annex C ‐ Photo N‐BDKH‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 4 The latrines doors require some carpentry and painting work

Photos in Annex Annex C ‐ Photo N‐BDKH‐002‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing

Data verification analysis

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There were large differences in data verification and EMIS statistics concerning the number of teachers, classrooms, administrative rooms, pieces of furniture, and enrollment. This could be attributed to the fact that poor data was collected by EMIS with a number of indicators missing data.

According to the enumerator, Kuri Girls School was not built for purpose to operate a school, as it required additional classrooms, an administration room and a library. No issues were identified with the recruitment of teachers, resourcing of the school or with the efforts to ensure students do not drop out of school.

Data Kuri Girls School EMIS Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 11 0 Number of rooms for administration 1 0 Number of WASH facilities 5 0 Library N N Computer Lab N N Furniture 90 5 Text book Storage N Missing Bore Well N Missing Number of teachers according to official hiring Tashkeel 25 10 Number of Ajeer according to Tashkeel 2 2 Number of enrolled male students according to enrolment book 0 0 Number of enrolled female students according to enrolment book 700 542 Number of total enrolled students according to enrolment book 700 542

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29. 800 Cub Text Book Store with Additional Work, Center, Faizabad, Badakhshan

Overview On 23/12/2009, the Ministry of Education awarded an AFN 2,104,991 contract to Yaqobi and Ebadi Construction Company, for the construction of an 800 Cub textbook store, Center, Faizabad, Badakhshan.

The Contractor reported completion of the project on 14/09/2011, and was accepted by the Ministry of Education on this date.

Photo 29: Front View of the 800 Cub Text Book Store with Additional Work, Center, Faizabad, Badakhshan, Afghanistan

Summary and conclusions

The engineering team visited 800 Cub Text Book Store on January 01, 2017. 100% of the project has been completed. The engineering team did not identify any issues as medium or high risk. The team identified one minor issue, that the painting of the interior partition walls is in poor condition.

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The interior painting of partition walls are not in good condition and requires repainting

Photos in Annex Annex C ‐ Photo N‐BDKH‐003‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Not applicable.

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vi. Baghlan

Map 6: Map of sites in Baghlan Province (shown in blue)

Site name Province Latitude Longitude Qara Ahmad Primary School Baghlan 35.65955 67.1433333 Sang‐e‐Sorakh Middle School Baghlan 35.7588056 67.1608889 Textbook Store Baghlan 35.9699278 67.1068275 Table 6: GPS coordinates for all sites in Baghlan

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30. Sang‐e‐Sorakh Middle School, Doshi, Baghlan

Overview On 30/01/2010, the Ministry of Education awarded an AFN 6,643,262 contract to DARRTT, for the construction of 8 Classrooms in one story for Sang‐e‐Sorakh Middle School located in Dushi, Baghlan Province.

The Contractor reported completion of the project on 23/10/2010, and was accepted by the Ministry of Education on this date.

Photo 30: Front View of the Sang‐e‐Sorakh Middle School, Dushi, Baghlan Province, Afghanistan

Summary and conclusions The engineering team visited Sang‐e‐Sorakh Middle School on December 29, 2016. 100% of the project has been completed. The team did not find any issues which they identified as being of medium or high risk.

Three minor issues were identified: ‐ Student furniture requires repainting ‐ Some door locks and handles are broken ‐ The paint on the main gate is scratched

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The students furniture requires repainting

Photos in Annex Annex C ‐ Photo N‐BGHL‐001‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 2 Some of the doors locks and handles are broken and require replacement

Photos in Annex Annex C ‐ Photo N‐BGHL‐001‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 3 The main gate painting is scratched and need repainting

Photos in Annex Annex C ‐ Photo N‐BGHL‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Data verification findings were consistent with EMIS in tallying classrooms, an administrative room, teachers, Ajeer staff and no library, with enrolment numbers being quite similar. However, the pieces of furniture and number WASH facilities vary widely between the two data sources.

According to the enumerator assessing the conditions at Sang‐e‐Sorakh Middle School, the school building is adequate for the needs of teaching, with furniture, toilets and utilities in place. No challenges were identified in the recruitment of teachers to the school, resourcing the school’s supplies or in retaining students.

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Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 9 9 Number of rooms for administration 1 1 Number of WASH facilities 0 10 Library N N Computer Lab N Y Furniture 1800 318 Text book Storage Missing Missing Bore Well Missing Missing Number of teachers according to official hiring Tashkeel 10 10 Number of Ajeer according to Tashkeel 2 2 Number of enrolled male students according to enrolment book 340 Number of enrolled female students according to enrolment book 109 Number of total enrolled students according to enrolment book 438 449

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31. Qara Ahmad Primary School, Doshi, Baghlan

Overview On 01/02/2010, the Ministry of Education awarded an AFN 8,567,818 contract to DARRTT, for the Construction of 8 Classrooms in one story for Qara Ahmad Primary School located in Dushi, Baghlan Province.

The Contractor reported completion of the project on 29/12/2010, and was accepted by the Ministry of Education on this date.

Photo 10: Front View of the Qara Ahmad Primary School, Dushi, Baghlan Province, Afghanistan

Summary and conclusions

The engineering team visited Qara Ahmad Primary School on December 29, 2016. 100% of the project has been completed. The team identified three issues with the construction as being of medium risk. Firstly, the sidewalks to the latrines have some cracks, and some parts of the sidewalks are damaged. Secondly, the roof is leaking, as the waterproof membrane has been removed. Thirdly, the bore well and water supply system are not operational.

The engineering team also identified one minor issue: ‐ The interior and exterior of the latrine walls require repainting

Project

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Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The sidewalks of latrines have cracks and some parts are damaged

Photos in Annex Annex C ‐ Photo N‐BGHL‐002‐2

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 The roof is leaking, and the waterproof membrane is removed

Photos in Annex Annex C ‐ Photo N‐BGHL‐002‐3

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new water proof membrane sheet

Issue 3 The bore well/water supply system is not working

Photos in Annex Annex C ‐ Photo N‐BGHL‐002‐4

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the water supply pipes

Issue 4 The interior/exterior painting of the building and latrines are damaged

Photos in Annex Annex C ‐ Photo N‐BGHL‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes

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What work would be required? Repainting

Data verification analysis There was no data verified or recorded in EMIS for the number of teachers, teachers or Ajeer staff, making data verification difficult. However, data verification corroborated EMIS findings of no library or computer lab, and more or less with the number of classrooms, administration rooms, and pieces of furniture.

According to the enumerator, Qara Ahmad Primary School buildings are sufficient for the purpose of teaching, with all necessary facilities in place, with students and teachers currently utilizing the space for this purpose. No challenges were identified with the recruitment of teachers, resourcing of the school or with the efforts to ensure students do not drop out of school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 7 8 Number of rooms for administration 1 1 Number of WASH facilities Y 8 Library N N Computer Lab N N Furniture 318 329 Text book Storage N Y Bore Well N Missing Number of teachers according to official hiring Tashkeel 7 Missing Number of Ajeer according to Tashkeel 3 Missing Number of enrolled male students according to enrolment book 106 Missing Number of enrolled female students according to enrolment book 96 Missing Number of total enrolled students according to enrolment book 202 Missing

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32. 800 Cub Text Book Store, Pul‐e‐Khumri, Baghlan

Overview On 29/12/2009, the Ministry of Education awarded an AFN 2,272,446.85 contract to Yaqobi and Ebadi Construction Company, for the construction of an 800 Cub Text Book Store, located in Pul‐e‐Khumri, Baghlan.

The Contractor reported completion of the project on 23/02/2011, and was accepted by the Ministry of Education on this date.

Photo 32: Front View of the 800 Cub Text Book Store, Pul‐e‐Khumri, Baghlan, Afghanistan

Summary and conclusions The engineering team visited 800 Cub Text Book Store on January 01, 2017. 100% of the project is completed. The engineering team did not identify any medium or high risk issues. One minor issue was identified, namely that there are some holes in the ramp of the stairs, and that they PCC on the stairs is broken.

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The ramp of the stairs have holes and the PCC is broken

Photos in Annex Annex C ‐ Photo N‐BGHL‐003‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Data verification analysis Not applicable.

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vii. Takhar

Map 7: Map showing sites in Takhar Province (shown in blue)

Site name Province Latitude Longitude Textbook Store Takhar 36.7283056 69.5229444 Wahdat Girls High School Takhar 36.4578611 69.8766944 Table 7: GPS coordinates of all sites in Takhar Province

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33. Wahdat Girls High School, Khezdeh, Farkhar, Takhar

Overview On 11/10/2013, the Ministry of Education awarded an AFN 16,210,651 contract to Toorgar Construction Company, for the Construction of 12 Classrooms in two stories, a computer lab, a boundary wall, furniture, a bore well, and 10 set latrines for Wahdat Girls High School located in Khezdeh, Farkhar, Takhar Province.

The contractor has stopped work on the project before completion. The building is incomplete and therefore is not in operation.

Photo 33: Front View of the Wahdat Girls High School, Khezdeh, Farkhar, Takhar Province, Afghanistan

Summary and conclusions

The engineering team visited Wahdat Girls High School on January 02, 2017. Based on the estimated comparison between infrastructure verification and contractual data (specifically BoQ) provided by MoE, 72.4% of the project has been completed.

Project Percentage of project which has been 72.4% completed Should further work be undertaken? Yes, 27.6% of construction work need to be completed

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Detailed verification findings

No major issues have been identified within the completed work. Following items and infrastructures need to be provided in order to complete the project 100%: ‐ Placing floor concrete ‐ Installation of doors and windows (only frames have been installed) ‐ Exterior and interior painting of whole building, latrines and boundary wall ‐ Main gate ‐ Bore well ‐ Furniture ‐ Electrical systems

Photos can be found at Annex C ‐ N‐TKR‐001‐1, ‐TKR‐001‐2, ‐TKR‐001‐3, and ‐TKR‐001‐4 show the site current status.

Data verification analysis Not applicable.

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34. 500 Cub Text Book Store, Center, Taloqan, Takhar

Overview On 06/01/2010, the Ministry of Education awarded an AFN 1,904,514 contract to Rahim Obaid Construction Company, for the construction of 500 Cub Text Book Store located in Taloqan, Takhar.

The Contractor reported completion of the project on 12/07/2010, and was accepted by the Ministry of Education on this date.

Photo 114: Front View of the 500 Cub Text Book Store, Center, Taloqan, Takhar Province, Afghanistan

Summary and conclusions

The engineering team visited 500 Cub Text Book Store on January 01, 2017. 100% of the project has been completed. The team did not identify any construction issues as being of medium or high risk.

The engineering team identified two minor issues: ‐ Some parts of the corrugated sheet on the roof of the store are damaged ‐ One window is broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 Some parts of the corrugated sheet of the store are damaged

Photos in Annex Annex C ‐ Photo N‐TKR‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage corrugated sheets

Issue 2 One glass of the window is broken

Photos in Annex Annex C ‐ Photo N‐TKR‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To replace the broken glass

Data verification analysis Not applicable.

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viii. Parwan

Map 8: Map of sites in Parwan Province (shown in blue)

Site name Province Latitude Longitude Mir Abdul Karim High School Parwan 35.0265 69.1578889 Mir Ali Ahmad High School Parwan 35.0002 69.1659 Table 8: GPS coordinates of sites in Parwan

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35. Mir Ali Ahmad High School, Charikar, Parwan

Overview On 01/02/2010, the Ministry of Education awarded an AFN 20,092,077 contract to DARRTT, for the Construction of 12 Classrooms in two stories for Mir Ali Ahmad High School located in Charikar, Parwan Province.

The Contractor reported completion of the project on 24/03/2011, and was accepted by the Ministry of Education on this date.

Photo 35: Front View of the Mir Ali Ahmad High School, Charikar, Parwan Province, Afghanistan

Summary and conclusions The engineering team visited Mir Ali Ahmad High School on December 29, 2016. 100% of the project has been completed. The engineering team found one issue which they identified as medium risk, namely that the concrete floors of the classroom are cracked.

The engineering team also identified a number of minor issues: ‐ The interior and exterior painting is damaged ‐ Electrical fixtures have been removed by students. ‐ Some parts of the building plaster are damaged ‐ The panel board cover box has been removed

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The classrooms floors have cracks and some parts are damaged

Photos in Annex Annex C ‐ Photo N‐PWN‐001‐2

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 The interior/exterior painting of the building are damaged

Photos in Annex Annex C ‐ Photo N‐PWN‐001‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The electrical fixtures including switches and sockets are removed by students

Photos in Annex Annex C ‐ Photo N‐PWN‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new switch and sockets

Issue 4 Some parts of the building plasters are damaged

Photos in Annex Annex C ‐ Photo N‐PWN‐001‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

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Issue 5 The panel board cover box is removed

Photos in Annex Annex C ‐ Photo N‐PWN‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? To install new panel box cover

Data verification analysis All of the measured indicators were different between the EMIS and the data verification, with the exception of number of teachers, Ajeer staff and absence of a computer lab, with all other figures differing at least slightly. There were considerably fewer students in the EMIS data, yet far more pieces of furniture identified.

Mir Ali Ahmad High School is described as being fit for purpose, with necessary facilities and utilities in place. The enumerator noted that there were no barriers faced in recruiting teachers to work at the school, resourcing the school with teaching supplies, or making sure that students stay in school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 26 22 Number of rooms for administration 2 3 Number of WASH facilities 7 5 Library Y Y Computer Lab N N Furniture 362 1000 Text book Storage Y N Bore Well Y N Number of teachers according to official hiring Tashkeel 37 36 Number of Ajeer according to Tashkeel 4 4 Number of enrolled male students according to enrolment book 1375 1253 Number of enrolled female students according to enrolment book 1000 0 Number of total enrolled students according to enrolment book 2375 1253

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36. Mir Abdul Karim High School, Charikar, Parwan

Overview On 01/01/2010, the Ministry of Education awarded an AFN 11,875,490 contract to DARRTT, for the Construction of 12 Classrooms in two stories with Latrines and Boundary Wall for Mir Abdul Karim High School located in Charikar, Parwan Province.

The Contractor reported completion of the project on 15/03/2011, and was accepted by the Ministry of Education on this date.

Photo 126: Front View of the Mir Abdul Karim High School, Charikar, Parwan Province, Afghanistan

Summary and conclusions The engineering team visited Mir Ali Abdul Karim High School on December 28, 2016. 100% of the project has been completed. The engineering team identified one issue as medium risk, namely that the PCC on some of the floors is damaged.

The engineering team also identified a number of minor issues: ‐ The interior and exterior painting is damaged ‐ Some electrical fittings have been removed ‐ Door locks and handles on the latrines are broken ‐ The roof of the latrine is leaking, due to poor workmanship on the waterproof membrane ‐ Oil painting on the main gate requires repainting ‐ Student furniture requires repainting

Project Percentage of project which has been completed 100%

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Should further work be undertaken? Yes

Detailed verification findings

Issue 1 Some of the floors PCC is damaged and broken

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐6

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 The interior/exterior painting of the building are damaged

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The electrical fixtures including switches and sockets are removed by students and some of the bulbs are hanging

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new switch and sockets

Issue 4 The latrines doors handles and locks are broken

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes

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What work would be required? Install new door locks and handles

Issue 5 The latrine roof has some leakage due to poor workmanship of the waterproof membrane

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the water proof membrane sheets

Issue 6 The main gate’s oil painting requires repainting

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 7 Student furniture required repairing and repainting

Photos in Annex Annex C ‐ Photo N‐PWN‐002‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Data verification corroborated EMIS data concerning the number of teachers, Ajeer staff and the absence of any bore wells. There was a slight difference in enrollment figures, with data verification recording approximately 100 more students. The differences were greater for number of classrooms, administration rooms, WASH facilities, and pieces of furniture.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y

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Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 24 18 Number of rooms for administration 1 3 Number of WASH facilities 0 15 Library 0 1 Computer Lab N Y Furniture 234 618 Text book Storage N Y Bore Well 0 0 Number of teachers according to official hiring Tashkeel 24 25 Number of Ajeer according to Tashkeel 4 3 Number of enrolled male students according to enrolment book 1062 Number of enrolled female students according to enrolment book Number of total enrolled students according to enrolment book 1164 1062

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ix. Kapisa

Map 9: Map of sites in Kapisa Province (shown in blue)

Site name Province Latitude Longitude Mahmood Raqi Girls High School Kapisa 35.0470278 69.3432778 Nasir Khan Khail Primary School Kapisa 35.123476 69.317106 Table 9: GPS coordinates of sites in Kapisa

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37. Mahmood Raqi Girls High School, Center, Kapisa

Overview On 31/01/2010, the Ministry of Education awarded an AFN 10,891,357 contract to DARRTT, for the construction of 12 classrooms in two stories, with latrines and a boundary wall, for Mahmood Raqi Girls High School located in Center, Kapisa Province.

The Contractor reported completion of the project on 01/01/2011, and was accepted by the Ministry of Education on this date.

Photo 37: Front View of the Mahmood Raqi Girls High School, Center, Kapisa Province, Afghanistan

Summary and conclusions

The engineering team visited Mahmood Raqi Girls High School on December 28, 2016. 100% of the project has been completed. The engineering team identified two issues as being of medium risk. First, the truss frames in the roof are not tightened to the slab. Second, some of the PCC in the floors is damaged.

The engineering team also identified a number of minor issues: ‐ The interior and exterior wall painting is damaged ‐ Electrical fixtures have been removed ‐ Doors and locks in the main building and the latrines are broken ‐ Student furniture requires some repair and repainting ‐ Oil painting of some doors requires repainting

Project

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Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The truss frames in the roof are not tightened to the slab

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Tighten the roof truss frames to the roof as per drawing specifications

Issue 2 Some of the floors PCC is damaged and broken

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐5

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 3 The interior/exterior painting of the building are damaged

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 The electrical fixtures including switches and sockets are removed by students and some of the bulbs are hanging

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐2

Level of deficiency Low

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Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new electrical fixtures, switch and sockets

Issue 5 The building and latrines doors handles and locks are broken

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 6 Student furniture required repairing and repainting

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 7 The oil painting of some doors in main building and latrines require repainting

Photos in Annex Annex C ‐ Photo N‐KPSA‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Data verification analysis Data verification confirmed the presence of a library, computer lab, bore well, and number of teachers. However, data verification recorded greater student numbers, pieces of furniture, Ajeer staff yet fewer classrooms and WASH facilities than EMIS data.

According to the enumerator assessing the conditions at Mahmood Raqi Girl’s High School, the buildings of the school are sufficient for teaching, with all necessary facilities in place.

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No challenges were identified in efforts to recruit staff to the school, or in resourcing the school’s learning supplies. However economic challenges in the community were impacting the school’s ability to retain students.

Data Mahmood Raqi Girls High School EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 15 23 Number of rooms for administration 2 1 Number of WASH facilities 1 12 Library 1 1 Computer Lab 1 1 Furniture 500 334 Text book Storage N 2 Bore Well 1 1 Number of teachers according to official hiring Tashkeel 45 45 Number of Ajeer according to Tashkeel 5 3 Number of enrolled male students according to enrolment book 0 8 Number of enrolled female students according to enrolment book 2500 1845 Number of total enrolled students according to enrolment book 2500 1853

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38. Nasir Khan Khail Primary School, Kohistan 1, Kapisa

Overview On 04/02/2010, the Ministry of Education awarded an AFN 6,669,300 contract to DARRTT, for the Construction of 9 classrooms in one story with a boundary wall, guard room, store, 8 et latrines, and library for Nasir Khan Khail Primary School located in Kohistan 1, Kapisa Province.

The Contractor reported completion of the project on 22/12/2010, and was accepted by the Ministry of Education on this date.

Photo 13: Front View of the Nasir Khan Khail Primary School, Kohistan 1, Kapisa Province, Afghanistan

Summary and conclusions

The engineering team visited Nasir Khan Khail Primary School on December 28, 2016. 100% of the project has been completed. The team found that there is one issue that they identified as medium risk, namely that some of the PCC of the classroom floor has cracks and holes that require patching and repairing.

The engineering team also identified a number of minor issues: ‐ The interior painting of the building is damaged ‐ The plaster of the ceiling and the interior walls has some minor cracks ‐ Door handles, swings and locks are broken ‐ Student furniture requires re‐painting ‐ The glass in some windows is broken

Project

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Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 Some of the classrooms floor PCC has cracks and holes that require patching and repairing

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 The interior painting of the building is damaged

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The ceiling and interior wall plasters have some minor cracks

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 4 The building and latrines doors handles and locks are broken

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction?

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Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 5 The student furniture require repairing and painting

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 6 Some of the door locks, handles and swings are broken

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 7 Some of the windows glass is broken

Photos in Annex Annex C ‐ Photo N‐KPSA‐002‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses

Data verification analysis Overall the majority of data was confirmed by data verification with the exception of WASH facilities and a textbook store, which were both absent from the data verification. All other indicators were exactly the same or very similar.

Students and teachers are currently using Nasir Khan Khail Primary School for learning purposes, but require additional classrooms to house all the students comfortably. No challenges were identified

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with the recruitment of teachers, resourcing of learning supplies, and ensuring that students don’t drop out of school.

Data Indicators EMIS Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 9 8 Number of rooms for administration 1 1 Number of WASH facilities 0 6 Library Y Y Computer Lab N N Furniture 162 set 322 Text book Storage N Y Bore Well 1 Missing Number of teachers according to official hiring Tashkeel 7 6 Number of Ajeer according to Tashkeel 1 1 Number of enrolled male students according to enrolment book 209 Number of enrolled female students according to enrolment book 415 Number of total enrolled students according to enrolment book 600 624

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x. Laghman

Map 10: Map of sites in Laghman Province (shown in blue)

Site name Province Latitude Longitude Charbagh Boys High School Laghman 34.4931 70.3271 Boundary Wall, latrines, and Water Well for Laghman 34.59991309 70.21423335 Haidar Khani School Haidar Khani School Laghman 34.59991309 70.21423335 Surkhakan Girls School Laghman 34.5090224 70.1902237 Table 10: GPS coordinates for sites in Laghman

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39. Boundary Wall, latrines, and Water Well for Haidar Khani School, Haidar Khani, Center, Laghman

On 01/07/2012, the Ministry of Education awarded an AFN 2,477,455 contract to Ariana Olfat Construction Company, for the Boundary Wall, 10 Set Unit latrines and Water Well for Haidar Khani School located in Haidar Khani, Center, Laghman Province.

The Contractor reported completion of the project on 06/08/2012, and was accepted by the Ministry of Education on this date.

Photo 3914: Front View of the Boundary Wall for Haidar Khani Sc hool, Center, Laghman Province, Afghanistan

Summary and conclusions The engineering team visited Haidar Khani School on January 02, 2017. 100% of the project has been completed. The engineering ream identified three issues with the construction. First, the latrines have not been constructed in accordance with the project drawings. The drawings show a corridor leading to the doors of the latrines, which has not be built. Second, there are some cracks in the stone masonry of the latrines. Third, the hand pump which was installed is not working, and requires replacement.

The engineering team also identified a number of minor issues: ‐ There are cracks in the plaster of the wall, and no foam has been placed in the joints ‐ The painting of the boundary wall has been damaged, and it requires repainting ‐ The latrine doors are made from poor quality wood and require carpentry work ‐ There are cracks in the plaster of the latrine walls ‐ The latrine walls require repainting ‐ Some ventilation pipes in the latrines are broken

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The latrines are not constructed in according to drawings. The project drawings show a corridor leading to the latrines doors

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? No What work would be required? The latrine already constructed

Issue 2 There are some cracks in the latrines stone masonry

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repairing

Issue 3 The installed hand pump isn’t in operation and require a new hand pump to provide water to the building

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐9

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new pump

Issue 4 The boundary wall plaster have some cracks and no foam is installed in between the joints

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐2

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Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Install foam in joints and repair the cracks

Issue 5 The boundary wall painting is damaged and requires repainting entirely

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 6 The latrines doors are made of poor quality wood that require future carpentry work to maintenance and repainting of all wooden doors

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 7 The interior/exterior plastering of the latrines are not done with quality that have visible cracks and rough surface during our observation

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐ 6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing

Issue 8 The interior/exterior painting of latrines walls required repainting

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Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 9 Some of the ventilation pipes of the latrines are broken that require maintenance and fixing

Photos in Annex Annex D ‐ Photo E‐LGMN‐001‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new pipes

Data verification analysis Not applicable.

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40. Haidar Khani School, Haidar Khani, Center, Laghman

Overview On 24/01/2011, the Ministry of Education awarded an AFN 4,982,797 contract to Marin Turk Construction Company, for the Construction of 8 Classrooms for Haidar Khani School located in Haidar Khani, Center, Laghman Province.

The Contractor reported completion of the project on 23/01/2012, and was accepted by the Ministry of Education on this date.

Photo 40: Front View of the Haidar Khani School, Center, Laghman Province, Afghanistan

Summary and conclusions The engineering team visited Haidar Khani School on January 02, 2017. 100% of the project has been completed. The team found one medium‐risk issue, that there are cracks in the parapet of the school building.

The engineering team also identified a number of minor issues: ‐ There are cracks in the PCC of walkways and sidewalks ‐ The interior and exterior plastering of the walls have some cracks ‐ The doors and windows require some small repairs ‐ The glass in the windows is broken, and fly screens are torn ‐ Some door locks and handles are broken ‐ The handrail is broken ‐ Some of the student furniture is broken

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 There are cracks in parapet of the school building

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Fill the cracks with cement fillers

Issue 2 The PCC of walkways and sidewalks have some cracks

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 3 Interior/exterior plastering of the building have cracks

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 4 Some of the interior/exterior walls require repainting

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction?

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Can it be resolved with further work? Yes What work would be required? Repainting

Issue 5 The doors/windows of the building require carpentry and painting maintenance

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 6 The windows glasses are broken and the fly‐screens are tore to be fixed

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses and tore fly screens

Issue 7 Some of the doors handles and locks are broken and removed

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door handles and locks

Issue 8 The handrail of the ramp is made of poor material and is broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐8

Level of deficiency Low

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Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repair the broken handrail

Issue 9 Some of the students furniture require maintenance

Photos in Annex Annex D ‐ Photo E‐LGMN‐002‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Data verification analysis Haidar Khani School was confirmed to have a library and a textbook store, however other measures were different. There was a slight difference in number of enrolled students and that could be explained with the fact that more enrollments have been made between EMIS data collection and ATR data verification.

Despite the numerous differences between the two data sets, some of these could be explained by differences in data collection. For example, the difference between the numbers of classrooms identified could be a result of the fact that two administrative rooms were counted as classrooms in the data verification, and EMIS underreported WASH facilities due to the fact that four were non‐ functional at the time of data collection.

When determining whether Haidar Khani School has adequate facilities and supplies to sufficiently function as a school, the enumerator noted that the school needed a functioning water and electricity system. However, at present the school was still functioning as a learning space for students.

There were barriers faced in recruiting teachers to the school with a lack textbooks and learning materials also making it difficult for the school to operate. Security concerns were identified as restricting the school’s ability to ensure students stay in school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 16 18

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Number of rooms for administration 4 2 Number of WASH facilities 14 8 Library Y Y Computer Lab N Y Furniture 300 358 Text book Storage Y Y Bore Well 2 1 Number of teachers according to official hiring Tashkeel 29 24 Number of Ajeer according to Tashkeel 4 5 Number of enrolled male students according to enrolment book 0 0 Number of enrolled female students according to enrolment book 780 722 Number of total enrolled students according to enrolment book 780 722

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41. Charbagh Boys High School, Qarghaie, Laghman

Overview On 20/02/2004, the Ministry of Education awarded an AFN 3,525,000 contract to DAARTT, for the construction of a school building, latrines, a boundary wall and a bore well for Charbagh Boys High School located in Qarghaie, Laghman Province.

The Contractor reported completion of the project on 20/10/2014, and was accepted by the Ministry of Education on this date.

Photo 15: Front View of the Charbagh Boys High School, Qarghaie, Laghman Province, Afghanistan

Summary and conclusions

The engineering team visited Charbagh Boys High School on January 03, 2017. 100% of the project has been completed. The engineering team identified one medium level risk, that there are cracks in the masonry of the boundary wall.

The engineering team also identified a number of minor issues: ‐ The interior plastering has cracks ‐ The glass in the windows is broken ‐ The electrical system is not in operation and requires repair ‐ Some door locks and handles are broken ‐ Some student furniture requires maintenance ‐ The latrine doors require repair and repainting of the oil paint ‐ The exterior walls of the latrines require repainting

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‐ The ventilation pipes in the latrines are broken

Project Percentage of project which has been completed 100%

Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The boundary wall has cracks in masonry

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐9

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repairing

Issue 2 The PCCs of walkways and sidewalks have some cracks to be repaired

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 3 The installed iron sheet above cantilever is damaged and require a new iron sheet to be installed

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new iron sheet

Issue 4 Interior plastering of the building have cracks

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐3

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Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To repair the cracks

Issue 5 Some of the interior walls require repainting

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 6 The windows glasses are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses

Issue 7 Some of the electrical fixtures including switches and sockets are broken, the entire electrical system isn’t in operation and require maintenance

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new switch and sockets

Issue 8 Some of the doors locks and handles are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐7

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Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 9 Some of the students furniture require maintenance

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 10 The latrines doors are made of poor quality wood and require carpentry work and oil painting

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐10

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repairing and carpentry works

Issue 11 Exterior walls of the latrines require repainting

Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐11

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 12 The latrines ventilation pipes are broken

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Photos in Annex Annex D ‐ Photo E‐LGMN‐003‐12

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new ventilation pipes

Data verification analysis EMIS data has not been provided for Charbagh Boys School. However, data verification reported that the school buildings and facilities are not sufficient to provide a learning space for the students, with the enumerator identifying that they require more classrooms with furniture, and an upgrade of WASH facilities.

Additional teachers are also needed to accommodate the students, as well as more textbooks and learning materials for the students. Moreover, the school faces challenges in retaining it students with financial difficulties proving to be the major barrier.

Data Indicators EMIS Verification Was the school active for the 2016 (1395) school year? Y N/A Is there an official registration book with enrolment data for 1395 YN/A available at the school? Is there a Tashkeel document to verify the official number of teachers, YN/A admin, and support staff employed by the school for 1395? Number of classrooms 10 N/A Number of rooms for administration 3 N/A Number of WASH facilities 10 N/A Library Y N/A Computer Lab N N/A Furniture 550 N/A Text book Storage Y N/A Bore Well Y N/A Number of teachers according to official hiring Tashkeel 52 N/A Number of Ajeer according to Tashkeel 8 N/A Number of enrolled male students according to enrolment book N/A Number of enrolled female students according to enrolment book 0 N/A Number of total enrolled students according to enrolment book 3275 N/A

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42. Surkhakan Girls School, Qarghaie, Laghman

Overview On 19/01/2013, the Ministry of Education awarded an AFN 11,825,600 contract to Wahid Abdullah Construction Company, an Afghan Company, for the construction of a school building for Surkhakan Girls School located in Qarghaie, Laghman Province.

The Contractor reported completion of the project on 06/10/2014, and was accepted by the Ministry of Education on this date.

Photo 16: Front View of the Surkhakan Girls School, Qarghaie, Laghman Province, Afghanistan

Summary and conclusions The engineering team visited Surkhakan Girls School on January 03, 2017. 100% of the project has been completed.

The engineering team identified three minor issues with the construction: ‐ The wooden frame of the roof is made from poor quality material, and some parts are broken or have been removed ‐ The interior and exterior walls require repainting ‐ The I‐beams on the classroom roofs have not been oil painted as required

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The installed wooden frame on the roof is made of poor quality material where some parts are broken/removed

Photos in Annex Annex D ‐ Photo E‐LGMN‐004‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Install new wooden frame

Issue 2 Interior/exterior painting of the wall require repainting

Photos in Annex Annex D ‐ Photo E‐LGMN‐004‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The I beams on the roof of classrooms isn’t oil painted

Photos in Annex Annex D ‐ Photo E‐LGMN‐004‐3

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Oil painting of beam

Data verification analysis Data verification confirmed the number of teachers, Ajeer staff, furniture, presence of a bore well, and text book storage, with just one less classroom identified, which could have been counted as an administration room. The numbers of students were slightly higher in the data verification, compared to the EMIS data.

When determining whether Surkhakan Girl’s School has enough facilities and supplies to function as a school, the enumerator noted that the school needed additional classrooms, administration rooms,

165 Verification of Danish‐funded Educational Infrastructures

and a computer lab. However, despite needing these additional facilities, the school was still in operation.

A lack of professional teachers, and a short supply of textbooks and learning materials, were also seen as a major barrier for the school to operate to its full capacity. Economic problems and the commitment of parents had an impact on the ability to ensure students did not drop out of school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 4 5 Number of rooms for administration 1 0 Number of WASH facilities 4 Missing Library N N Computer Lab N N Furniture 160 160 Text book Storage Y Y Bore Well 1 1 Number of teachers according to official hiring Tashkeel 5 5 Number of Ajeer according to Tashkeel 1 1 Number of enrolled male students according to enrolment book 125 Number of enrolled female students according to enrolment book 163 Number of total enrolled students according to enrolment book 334 288

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43. Qarghaie High School, Qarghaie, Laghman

Overview On 01/05/2004, the Ministry of Education awarded an AFN 3,760,000 contract to DAARTT, for the construction of a school building, a boundary wall and a bore well for Qarghaie High School located in Qarghaie, Laghman Province.

The Contractor reported completion of the project on 10/12/2004, and was accepted by the Ministry of Education on this date.

Photo 17: Front View of the Qarghaie High School, Qarghaie, Lag hman Province, Afghanistan

Summary and conclusions The engineering team visited Qarghaie High School on January 03, 2017. 100% of the project has been completed. However, the school has serious structural problems and is no longer safe for children to use. The structure requires immediate maintenance. Most seriously, the RCC beams and columns have critical cracks which mean that there is a possibility the building could collapse. These require replacement in order to make the school safe for use.

The engineering team also reported a number of medium‐risk issues. First, the rain‐water collection and treatment systems have not been constructed as required. Second, the stone masonry of the school building has holes which require repointing. Third, most of the windows and doors are broken and require full replacement. Fourth, the PCC of classroom floors, walkways and sidewalks is damaged. Fifth, there are substantial cracks in the internal and external plastering of the walls.

The engineering team also identified a number of minor issues: ‐ Some electrical fixtures are broken

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‐ Some walls require repainting ‐ The window glass is broken ‐ Some door locks and handles are broken ‐ Student’s furniture is in bad condition

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The RCC beams and columns have critical cracks and is no more safe for children to study inside the building

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐2

Level of deficiency High Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the columns and beams

Issue 2 The super stone masonry of the school building has holes that require pointing

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? To fill the holes with cement mortar

Issue 3 Most of the windows and doors are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐6

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new doors and windows

Issue 4

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The PCCs of classrooms floors, walkways and sidewalks have some cracks to be repaired

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐3

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 5 Interior/exterior plastering of the building have cracks

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 6 Some of the electrical fixtures including switches, sockets and bulbs are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new electrical fixtures, switch and sockets

Issue 7 Some of the interior/exterior walls require repainting

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

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Issue 8 The windows glasses are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses

Issue 9 Some of the doors locks and handles are broken

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new door locks and handles

Issue 10 The students furniture are in bad condition

Photos in Annex Annex D ‐ Photo E‐LGMN‐005‐10

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Issue 11 The rain‐water collection and treatment systems has not been constructed as required.

Photos in Annex Annex E ‐ Photo E‐LGMN‐005‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Reconstruction

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Data verification analysis Data verification confirmed the presence of a text book store, library, computer lab, bore well, administration rooms, WASH facilities. Most other data points were quite similar, with the exception of the number of students and classrooms, which were fewer in EMIS.

Qarghaie High School was identified as not having sufficient facilities to fulfil its purpose of operating as a school, with a functioning water and electrical system required. However, Qarghaie High School is still operating as a school, with teachers and students currently using the space.

The need for quality teachers, text books and learning materials are other challenges the school currently faces, with students supporting families in the fields restricting the school’s ability to ensure students stay in school. Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 12 6 Number of rooms for administration 2 2 Number of WASH facilities 6 6 Library Y Y Computer Lab Y Y Furniture 300 367 Text book Storage Y Y Bore Well 1 Missing Number of teachers according to official hiring Tashkeel 14 16 Number of Ajeer according to Tashkeel 4 3 Number of enrolled male students according to enrolment book 572 457 Number of enrolled female students according to enrolment book 00 Number of total enrolled students according to enrolment book 572 457

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xi. Panjshir

Map 11: Map of site in Panjshir Province (shown in blue)

Site name Province Latitude Longitude Textbook store Panjshir 35.28037086 69.47990384 Table 11: GPS coordinates for site in Panjshir

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44. 500 Cub Text Book Store, Center, Parakh, Panjshir

On 27/05/2010, the Ministry of Education awarded an AFN 1,894,636.88 contract to Rehim Obaid Construction Company, for the Construction of 500 Cub Text Book Store, located in Center, Parakh, Panjshir Province.

The Contractor reported completion of the project on 28/09/2010, and was accepted by the Ministry of Education on this date.

Photo 44: Front View of the 500 Cub Text Book Store, Center, Pa rakh, Panjshir Province

Summary and conclusions

The engineering team visited 500 Cub Textbook Store on January 04, 2017. 100% of the project has been completed, aside from the installation of bookshelves as required by the project documents. The engineering team identified three medium‐risk issues. First, the iron sheet of the roof is damaged due to poor workmanship, and requires maintenance work. Second, the corrugated iron sheet that forms part of the structure has holes in it. Third, there is leakage from one of the windows, which has caused serious damage to textbooks.

The engineering team also identified one minor issue: ‐ There are cracks in the sidewalks, and some damage to the surface of the walkway

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The contractor didn’t install book shelves; it’s required by the contract documents

Photos in Annex Annex D ‐ Photo E‐PNJ‐006‐4

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Install required shelves

Issue 2 The installed iron sheet in roof is damaged due poor workmanship and requires maintenance

Photos in Annex Annex D ‐ Photo E‐PNJ‐006‐2

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage iron sheets

Issue 3 There are holes in the corrugated iron sheet installed for external faces that require repairing and maintenance

Photos in Annex Annex D ‐ Photo E‐PNJ‐006‐3

Level of deficiency Medium Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damaged sheets

Issue 4 During our observation a leakage from the window caused rain water to enter in facility. This problem causes serious damages to text books stored in

Photos in Annex Annex D ‐ Photo E‐PNJ‐006‐5

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes

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What work would be required? Install silicone

Issue 5 There are cracks in sidewalks and some damages in ramp surface

Photos in Annex Annex D ‐ Photo E‐PNJ‐006‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Data verification analysis Not applicable.

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xii. Nangarhar

Map 12: Map of sites in Nangarhar Province (in blue)

Site name Province Latitude Longitude Islah School Nanagarhar 34.44758257 70.50535491 Landa Buch Girls School Nangarhar 34.4420389 70.5966586 Mohammadi Sahibzada High School Nangarhar 34.45095 70.51608 Sayed Abad Primary School Nangarhar 34.5153665 70.5397033 Table 12: GPS coordinates of sites in Nangarhar

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45. Islah School (Madrasa) Chamyar, Behsood, Nangarhar

Overview On 29/11/2013, the Ministry of Education awarded an AFN 2,814,113 contract to Momtaz Sharq Construction Company, an Afghan company for the Construction of Islah School (Madrasa) located in Chamyar, Behsood, Nangarhar Province. The map and photo below show the location of the building.

The Contractor reported completion of the project on 06/12/2014, and was accepted by the Ministry of Education on this date.

Photo 45: Front View of the Isla School (Madrasa), Behsood, Nangarhar Province, Afghanistan Summary and conclusions

The engineering team visited Isla School (Madrasa) on December 29, 2016. 100% of the project has been completed. The contractor did not install a ramp and handrails, as per the Bill of Quantities.

The engineering team also identified a number of minor issues: ‐ The walkways outside are higher than the floors inside ‐ The plastering of the interior and exterior walls has some cracks ‐ The interior and exterior walls require repainting ‐ There are gaps between the frames and the planks of the windows ‐ All doors and windows require repainting with oil paint ‐ Some electrical switches and sockets require maintenance work ‐ Most door handles and locks are broken

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Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The contractor missed to construct ramp and handrails, the Bill of Quantities of the project requires those two items

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐2

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Install ramp and handrail

Issue 2 The outside PCC walkways are higher than the inside floors

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? No What work would be required? N/a

Issue 3 Interior/exterior walls plastering have some cracks

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 4 Interior/exterior walls require repainting

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Photos in Annex Annex D ‐ Photo E‐NGR‐001‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 5 The contractor used poor quality wood in the doors and windows, which resulted visible gaps in the frame and planks

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐5

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Fill the gaps with putty

Issue 6 All doors and windows require re oil painting

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 7 Some of the electrical switches, sockets and bulbs require maintenance

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new fixtures, switch and sockets

Issue 8

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Most of the doors handles and locks are broken

Photos in Annex Annex D ‐ Photo E‐NGR‐001‐8

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new locks and handles

Data verification analysis EMIS data has not been provided for this school and no school authority has been available to be interviewed for data verification.

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46. Landa Buch Girls School (Mohammad Musa Shafiq Girls High School) Kama, Nangarhar

Overview On 01/04/2004, the Ministry of Education awarded an AFN 3,365,200 contract to DAARTT for the construction of Landa Buch Girls School located in Kama, Nangarhar Province. Figure and Photo below show the location and view of the building.

The Contractor reported completion of the project on 10/03/2005, and was accepted by the Ministry of Education on this date.

Photo 18: Front View of the Landa Buch Girls School, Kama, Nang arhar Province, Afghanistan

Summary and conclusions

The engineering team visited Landa Buch Girls School on December 31, 2016. 100% of the project has been completed. One medium risk issue was identified, namely that the contractor had not correctly compacted the soil prior to the installation of the PCC for the walkway.

The engineering team also identified a number of minor issues: ‐ The interior and exterior walls require repainting ‐ There are visible gaps between the frame and planks of the windows and doors ‐ All of the doors and windows require oil painting ‐ Some of the glass in the windows is broken, and the fly screens are torn ‐ Most door handles and locks are broken ‐ The student furniture requires repairs ‐ The stone masonry on the boundary wall requires pointing ‐ The oil paint on the main gate is scratched and requires repainting

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‐ The latrines doors require maintenance work ‐ The ventilation pipes for the latrines are broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

Detailed verification findings

Issue 1 The PCC walkways have cracks and the contractor didn’t compact the soil properly before placing PCC

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐1

Level of deficiency Medium Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 Interior/exterior walls require repainting

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 3 The contractor used poor quality wood in the doors and windows, which resulted visible gaps in the frame and planks

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐3

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Fill the gaps with putty

Issue 4

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All doors and windows require oil painting

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 5 Some of the windows glasses are broken and the fly screens are tore

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Replace the broken glasses

Issue 6 Most of the doors handles and locks are broken

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐6

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new lock and handles

Issue 7 Most of the student furniture isn’t usable

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐7

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing

Issue 8 The pointing of the boundary wall stone masonry isn’t done

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Photos in Annex Annex D ‐ Photo E‐NGR‐002‐8

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Pointing

Issue 9 The main gate oil paint is scratched and require repainting

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐9

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 10 The latrines doors require carpentry and painting maintenance

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐10

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Carpentry and repainting

Issue 11 The latrines ventilation pipes are broken

Photos in Annex Annex D ‐ Photo E‐NGR‐002‐11

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new ventilation pipes

Data verification analysis Data verification confirmed the number or presence of the majority of indicators: number of administrative rooms, WASH facilities, Ajeer staff, and the presence of a library, text book store and bore well. However, the pieces of furniture reported by EMIS were much greater despite identifying fewer classrooms than that reported in data verification.

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Landa Buch Girl’s School was described as not having sufficient facilities to function as a school with additional classrooms, administration rooms, computer labs, electrical supplies, teachers, furniture, a functioning water system, and a bore well needed. Yet despite this, the school was still functioning as a learning space for students.

A lack of professional teachers was seen as a barrier for placing teachers in the school, and lack of teaching supplies including textbooks, maps and computers were identified as a challenge in resourcing the school. There were a number of barriers noted that impacted student’s ability to remain in school, specifically the restrictions paled on students who marry early as part of their cultural traditions.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 27 16 Number of rooms for administration 2 3 Number of WASH facilities 10 10 Library Y Y Computer Lab N Y Furniture 261 575 Text book Storage Y Y Bore Well Y Y Number of teachers according to official hiring Tashkeel 43 38 Number of Ajeer according to Tashkeel 3 3 Number of enrolled male students according to enrolment book 0 0 Number of enrolled female students according to enrolment book 1248 1570 Number of total enrolled students according to enrolment book 1248 1570

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47. Mohammad Sahibzada High School, Behsood, Nangarhar

Overview On 21/02/2013, the Ministry of Education awarded an AFN 750,000 contract to Momtaz Sharq Construction Company for the construction of latrines for Mohammad Sahibzada High School located in Behsood, Nangarhar Province. The map and photo below show the location of the building.

The Contractor reported completion of the project on 18/10/2013, and was accepted by the Ministry of Education on this date.

Photo 47: Front View of the Mohammadi Sahibzada High School, Be hsood, Nangarhar Province, Afghanistan

Summary and conclusions

The engineering team visited Mohammadi Sahibzada High School on December 29, 2016. 100% of the project has been completed. There are no medium or high risk issues with the construction.

The engineering team identified a number of minor issues: ‐ There are cracks in the PCC of the walkways and ramps ‐ The plastering on the interior and exterior of the walls have some cracks ‐ The interior and exterior walls require repainting ‐ Ventilation pipes for the latrines are broken ‐ The handrail that was installed is broken

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 The PCC walkways and ramps have cracks

Photos in Annex Annex D ‐ Photo E‐NGR‐003‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Replace the damage concretes

Issue 2 Interior/exterior plastering have some cracks that require maintenance

Photos in Annex Annex D ‐ Photo E‐NGR‐003‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Re‐plastering

Issue 3 Interior/exterior walls require repainting

Photos in Annex Annex D ‐ Photo E‐NGR‐003‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repainting

Issue 4 The latrines ventilation pipes are broken

Photos in Annex Annex D ‐ Photo E‐NGR‐003‐4

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Install new pipes

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Issue 5 The installed handrail is broken

Photos in Annex Annex D ‐ Photo E‐NGR‐003‐5

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repair the handrail

Data verification analysis There were considerable discrepancies between key data points in data verification and EMIS, with data verification identifying more classrooms, yet fewer students, pieces of furniture, and WASH facilities. All other indicators were the same or similar, confirming the school active with official documentation.

When determining whether Mohammad Sahibzada High School has enough facilities and supplies to function as a school, the enumerator noted that the school needed the following: rooms for students, computers, furniture, a functioning water system, and science lab materials. However, despite these missing facilities, the school was still functioning as a learning space for students.

The enumerator noted that the school had a severe lack of teachers, and that there were challenges sourcing learning materials needed for the influx of students that have arrived from Pakistan. Economic problems were identified as the key barrier to ensuring that students stay in school.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, Y Y admin, and support staff employed by the school for 1395? Number of classrooms 88 20 Number of rooms for administration 4 3 Number of WASH facilities 15 6 Library Y Y Computer Lab N Missing Furniture 320 0 Text book Storage Y Y Bore Well 2 1 Number of teachers according to official hiring Tashkeel 91 92 Number of Ajeer according to Tashkeel 6 5 Number of enrolled male students according to enrolment book 5300 4776 Number of enrolled female students according to enrolment book 0 0

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Number of total enrolled students according to enrolment book 5300 4776

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48. Sayed Abad Primary School, Khewa, Nangarhar

Overview On 21/02/2013, the Ministry of Education awarded an AFN 165,000 contract to Sharif Azizi Construction Company for the construction of a bore well for Sayed Abad Primary School located in Khewa, Nangarhar Province.

The Contractor reported completion of the project on 19/09/2013, and was accepted by the Ministry of Education on this date.

Photo 48: Front View of the Sayed Abad Primary School, Khewa, N angarhar Province, Afghanistan

Summary and conclusions

The engineering team visited Sayed Abad Primary School on December 31, 2016. The constructed bore well is in operation and have no problems. Photos can be found at Annex D ‐ Photo E‐NGR‐004‐1.

Project Percentage of project which has been completed 100% Should further work be undertaken? No

Data verification analysis Data verification confirmed the presence of a text book store, bore well, teachers, Ajeer staff, and WASH facilities. There were minor deviations in the number of classrooms, administrative rooms, and students.

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Sayed Abad Primary School was described as not having sufficient facilities to function as a school with rooms for students, computers, science lab materials, and a functioning water system identified as missing. Yet despite this, the school was still functioning as a learning space for students.

When determining whether the school faced any challenges with their teaching staff, it was noted that there is a lack of qualified teachers operating within the school, with textbooks and furniture identified as much needed school supplies. Barriers to retaining children in school were the fact some students marry early and do not return to school afterwards.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 6 7 Number of rooms for administration 1 0 Number of WASH facilities 6 6 Library N Missing Computer Lab N Missing Furniture 100 220 Text book Storage Y Y Bore Well 1 1 Number of teachers according to official hiring Tashkeel 7 7 Number of Ajeer according to Tashkeel 2 2 Number of enrolled male students according to enrolment book 127 104 Number of enrolled female students according to enrolment book 132 131 Number of total enrolled students according to enrolment book 259 235

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xiii. Kunar

Map 13: Map of sites in Kunar Province (shown in blue)

Table 13: GPS coordinates of sites in Kunar

Site name Province Latitude Longitude Kooz Sagai Primary School Kunar 34.9018622 71.1856755 Textbook store Kunar 34.878229 71.1569069

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49. Kooz Sagai Primary School, Asadabad, Kunar

Overview On 10/12/2012, the Ministry of Education awarded an AFN 806,371 contract to Iraa Ishaq Construction Company for the construction of a school building for Kooz Sagai Primary School, located in Asadabad, Kunar Province.

The Contractor reported completion of the project on 10/12/2013, and was accepted by the Ministry of Education on this date.

Photo 49: Front View of the Kooz Sagai Primary School, Asadabad, Kunar Province, Afghanistan

Summary and conclusions

The engineering team visited Kooz Sagai Primary School on January 01, 2017. 100% of the project has been completed.

The engineering team identified three minor issues: ‐ There are some gaps between the corrugated sheets of the roof, which do not overlap as they should ‐ The contactor has used poor quality wood in the roof trusses ‐ Most of the student furniture requires some repair

Project Percentage of project which has been completed 100% Should further work be undertaken? Yes

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Detailed verification findings

Issue 1 There are some gaps between corrugated sheets, which do not overlap correctly

Photos in Annex Annex D ‐ Photo E‐KNR‐001‐1

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Cover the gaps with iron sheet

Issue 2 The contractor used poor quality wood in the trusses

Photos in Annex Annex D ‐ Photo E‐KNR‐001‐2

Level of deficiency Low Is this a problem of maintenance or Construction construction? Can it be resolved with further work? Yes What work would be required? Repair the broken areas

Issue 3 Most of the student furniture requires maintenance

Photos in Annex Annex D ‐ Photo E‐KNR‐001‐3

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repairing and repainting

Data verification analysis Data was confirmed concerning all measured indicators except for pieces of furniture, which diverged widely with 40 pieces observed in data verification compared to only 3 pieces identified in EMIS. All other indicators matched or were very similar.

Kooz Sagai Primary School was identified as not having sufficient facilities to function as a school with additional class rooms, administration rooms, toilets, electrical and water systems, and computer labs required. Despite these facilities missing or inadequate, the school was currently operating as learning space for students.

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The enumerator identified that the school faced problems when trying to recruit and place teachers in the school, with a lack of qualified staff identified as the major barrier. A lack of teaching and learning supplies were also noted as key barriers for the school to operate at its full capacity. Moreover, there were a number of challenges that impacted student’s ability to remain in school, including economic reasons, and lack of commitment from parents.

Data Indicators EMIS Data Verification Was the school active for the 2016 (1395) school year? Y Y Is there an official registration book with enrolment data for 1395 YY available at the school? Is there a Tashkeel document to verify the official number of teachers, YY admin, and support staff employed by the school for 1395? Number of classrooms 4 4 Number of rooms for administration 1 1 Number of WASH facilities 8 8 Library N N Computer Lab N N Furniture 40 3 Text book Storage Y Y Bore Well Y Y Number of teachers according to official hiring Tashkeel 10 10 Number of Ajeer according to Tashkeel 3 2 Number of enrolled male students according to enrolment book 350423 Number of enrolled female students according to enrolment book 250 147 Number of total enrolled students according to enrolment book 600 570

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50. 500 Cub Text Book Store, Center, Asadabad, Kunar

Overview On 13/12/2010, the Ministry of Education awarded an AFN 1,574,834 contract to Raghand Construction Company for the Construction of 500 Cub Text Book Store located in Asadabad, Kunar Province.

The Contractor reported completion of the project on 10/08/2011, and was accepted by the Ministry of Education on this date.

Photo 190: Front View of the 500 Cub Text Book Store, Asadabad, Kunar Province, Afghanistan

Summary and conclusions The engineering team visited 500 Cub Text Book Store on January 01, 2017. 100% of the project has been completed.

There are a number of further issues, none of which is serious: ‐ There are minor cracks in the PCC of the external sidewalk ‐ Some parts of the corrugated sheets on the external roofs and walls are not correctly fixed

The contractor should be paid, but should first fix the identified deficiencies. The project is completed and handed over to the Ministry of Education less than a year ago, and is still under warranty. The Contractor could therefore also be asked to perform necessary maintenance work.

Project Percentage of project which has been completed 100%

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Should further work be undertaken? Yes

Detailed verification findings

Issue 1 There are some minor cracks in the outside PCC sidewalk

Photos in Annex Annex D ‐ Photo E‐KNR‐002‐1

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Repair the cracks with cement fillers

Issue 2 Some part of the corrugated sheets for external walls and roofs are not fixed properly

Photos in Annex Annex D ‐ Photo E‐KNR‐002‐2

Level of deficiency Low Is this a problem of maintenance or Maintenance construction? Can it be resolved with further work? Yes What work would be required? Fix by tapping screws

Data verification analysis Not applicable.

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4: Conclusions and recommendations

A number of conclusions and recommendations can be drawn from the verification. A: Utilization of the infrastructure 1. The infrastructure which has been constructed is being used, aside from one case in Takhar, where the contractor stopped work midway through the construction, the building was not completed. This demonstrates that the infrastructure has been well targeted, and meets a real need.

2. The verification demonstrates that some of the schools included in the inspection face some of the same challenges as the broader Afghan education system, specifically in terms of recruiting sufficiently trained teachers, preventing student drop‐out, and being provided with adequate learning materials. These challenges, while important, cannot be resolved through the construction of infrastructure.

3. According to the assessments of the engineers, and the requests of those interviewed for the verification, there is still some desire for the construction of further education infrastructure to be funded at the sites included in this verification study. However, RDE is closing its bilateral infrastructure work in favor of multilateral engagement, and will therefore not be funding further work on these sites. Moreover, there are likely to be education facilities around the country which require and are requesting further investment in infrastructure. A multilateral approach can deal with these requirements in a more equitable and efficient manner than can be achieved through responding to these verification findings.

B: Verification of the physical status of the sites

1. The verification found only a small number of issues across the fifty sites which were identified as high risk. The most serious is at Qarghaie High School in Laghman. This is a serious structural problem which appears to present an immediate safety risk for the students and teachers attending the school. Moreover, aside from the potential for loss of life, an incident at this school could have serious implications for the Embassy’s reputation. The Embassy should address this issue as a matter of priority, through highlighting to the Ministry of Education that the school requires urgent attention. The Ministry of Education should begin work to resolve the structural problems with the school, and through taking measures to keep the school safe until such work has been completed (e.g. closing the school until it is safe for use after).

2. At Guzar Gah Girls’ High School in Kabul, another high risk issue was identified, that of cracks in the masonry of the boundary wall. Though not so serious as the issue in Laghman, it does present some risk that the wall could fall and harm people nearby. The Ministry of Education should address this situation through repairs, and the Embassy should take steps to ensure that this happens.

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3. The verification found a range of different issues identified as medium risk, though they were not frequent. The Embassy should consider an approach to resolving these medium risk issues, many of which should not be overly challenging to resolve.

4. In a small number of cases, small parts of the envisaged construction work had not been completed by the contractors. This should be followed up by the Embassy with the contractors themselves, who should complete the work specified in the Bill of Quantities. The small number cases found during this round of verifications suggests that the Embassy’s monitoring procedures have been successful in ensuring that contractors meet their obligations.

5. It is clear from the verification reports that there is little maintenance being performed on many of the site which were inspected. Almost all of the projects inspected under this round are outside of the contractor’s guarantee period. Many of the issues caused by this lack of maintenance are not serious. However, a more systematic approach to performing maintenance of these structures may improve their lifespan in the long‐term. The Ministry of Education should consider whether its arrangements for performing general maintenance of the construction work it supports are adequate.

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