Annex A: Technical Application Template: Amanat Afghanistan USAID CONTRACT NUMBER AID-306-H-17-00003

ANNEX A: TECHNICAL APPLICATION TEMPLATE
AMANAT AFGHANISTAN
USAID CONTRACT NUMBER AID-306-H-17-00003
Instructions: Please carefully review directions and guidelines provided in the APS & in the shaded text
blocks. The applicant is required to meet the limit of characters necessary for each section. Application
must be signed by an authorized agent of the applicant. All application documents shall be completed
using the font “Source Sans Pro”, and the font size must not be smaller than 11.
SECTION I. BASIC ORGANIZATION INFORMATION

1. Organization’s legal name:
2. Date organization was founded and registration number:
3. Contact information and organization structure:
Organizational Structure – List key contact persons as well as key individuals, founding members
(president, directors, treasurer, etc.). The stated members are required to be authorized for action representing
the organization in decision making, currently existing and verifiable.
Key contact person(s) Name and title:
Legal address mentioned in license: (House #, Street Name, District and Province):
Active Phone #1: Active Phone #2:
Official Email:
Add as many key individuals as needed
Key individuals (s) Name and title:
Legal address mentioned in license: (House #, Street Name, District and Province):
Active Phone #1: Active Phone #2:
Official Email:
4. Briefly describe the organization’s vision, mission and objectives : (No more than 1,000 characters)
1 | APS NO. 216-6115-01-2020-004-APS USAID.GOV

S/N Donor Agency Contract/Agr Activity Start & End Dates of the Total Contact Person (Business
or Organization eement Implementa Title of Contact/Agreement Budget Email)
Number tion Project (USD)
(Location)
1 Name & Position:
Email:
Tel:
2 Name & Position:
Email:
Tel:
3 Name & Position:
Email:
Tel:
4 Name & Position:
Email:
Tel:
5 Name & Position:
Email:
Tel:
USAID.GOV APS NO. 216-6115-01-2020-004-APS | 2

5. List contact information for five (5) references from previous donors or organizations (U.S.G and others) with whom your organization has
collaborated during the last three to five years. Personal emails are not accepted, only official emails, phone numbers and donor information are
required.
USAID/AMANAT grants team verify the past performances of the applicant based on the information provided herein. The grants team may
request further information if necessary.

SECTION II. PROGRAM DESCRIPTION
1. Title of the proposed activity (not to exceed 500 characters):
Promoting transparency and accountability in public school building construction projects through
community based montring program.
2. Duration of the Activity (Total number of months):
12 Months
2. Target audience: (For example, directorate, ministry, CSOs, youth, citizens, university students, any
entity, etc)
(a) Total Number of Beneficiaries:
Direct (Male & Female) Male: # Female:

#
Indirect (Male & Female) Male: # Female:#
(b) Demographic: (please specify if any marginalized group is targeted)
People with disabilities: #
Elderly: #
4. The geographical location of the proposed action: (Province, districts, village, etc)
5. Objectives of the proposed action: (Propose achievable and measurable objectives relevant to the activity) -
(not to exceed 1000 characters per objective)
5.1: to involve communites in montring of school construction projects in Nangarhar, Balkh and Herat
proivnces , funded under EQRA Program, inorder to improve the quality, timeliness and value for mony .
5.2: etablsihing provincial monitoring boards in nangarhar, Balkh and Herat provinces to promte
constructive engagement between provincial education department, Provincial rural rehabltation and
devleopemtn department and citizens in performance monitoring and hold these authorities accoutbale
for taking corrective actions against idnefiied devations , therby enhacing transparency, accountability and
sense of ownership among the community benficiaies.

5.3: to build capacity of lcoala montirs to undertake construction mointring in six importnatn aspects of
school buildngs namely in preconstruction, construction, post construction and condcusiveness to
learning, using easy-to –use community base montring checklsits.
by holding authorities and aid entities accountable for improving service delivery through constructive
engagement with gooverment in perofmance monitinrg
5.3: to buold capacity of local montros empowers citizens and increases aid effectiveness at local levels
5.2 to increase the quality and acocuntbilty of education services by enabling local people to evaluate and
direct the educational service avialbe to them as well as hold govermtn stakeholders accountable to the
pogram objectives. therby enhancing educational service qulayt.
5.2 to mobilize communities, empower them, and educate them so that they can hold public institutions
and aid implementers accountable by promoting the ownership among the community beneficiaries
5.2 to empower citizens in holding authorities and aid entities accountable and to create active and
responsible citizenship by decreasing the gap between the state, aid actors and the civil society
5.2 to develop a community monitoring mechanism for school construction projects that will involve
comminuties in monitoring school construction projects funded by the Government/Donors.
5.3 Enhanced technical capacity of local monitors To train local montirs and government officials
5.4 to conduct moitring of 100 construction projects in 3 provinces of afghsitan through local montirs
5.5 to detect problems in selected projects whih reluts in enhance quality and timeliness
5.4 to mobilsie communites to elect thre represntive as local montirs
5.4 to improved access to information on infrastructure projects
5.2: builds the capacity of communities and citizens by developing easy-to-use monitoring tools with measurable
performance indicators.
5.3: generates hard data and evidence that serve as bases for recommendations on how to improve the service
delivery monitored.
5.4:
5.5:

6. Assessment of the Problem (Clearly state the problem(s) you are seeking to address.) - (not to exceed 3,000
characters)
The government of Islamic Republic of Afghanistan has fulfilled to the extent possible, the people’s
Demnad in accessing to quality education services, which is a fundamental human right and a major
driver of personal and social development.
Significant progress has been made in enrolment since the 2001 when less than one million children were
enrolled in 3,400 schools, and almost no girls attended school, However by 2020 there is a 900% increase
in enrolment with more than nine million children in 16,105 schools, of which almost 40% are
girls.However, there are still millions of school age children who do not have access to educational
services. Therefore, the Ministry and its national and international partners will have still a long way
ahead.
With such rapid increase in enrolment, schools have become more crowded and over utilized. In 2001 the
average school accommodated 235 children and by 2020 school sizes had more than doubled to 555
children leading to operating classes in shifts. Of the 16,105 schools only about 7911 currently have
school buildings, with the remaining 8194 schools have no building and students studying under
temporary shelter , tent or in open spaces. The Demand on Creating new school infrastructure will
increase as the population continues to grow.
To Address the School building shortage across the country, The Government of Afghanistan has put the
construction of the schools in its top priority and aimed to construct 6000 new school buildings over the
course of upcoming three years in order to provide conducive learning environment to the school
children’s of Afghanistan. To achieve this target, the construction work for 1946 new buildings and 701
missing items are planned under EQRA Program funded by the World Bank and other 439 schools are
planned by Ministry of Urban Development and Land through government discretionary budget. The
government also taken a loan of 50 Million USD from Saudi Arabia for construction of 500 more schools.
Moreover, the government is exploring various mechanisms to fund the construction work of the balance
schools. The shortfall in school construction funding shows the importance of safeguarding the resources
available by preventing theft, embezzlement, diversion, and other types of wastage and loss in the system.
Given that the signifncant portion of the ministry of education’s budget is spent on the construction of
school buildgns , it has always be valunerble to higl level of corruption at the political, administrative
(central and local), and classroom levels and takes various forms . every phase of the project lifecycle ,
from needs assessment to procurement , contract implementation to monitoring, is susceptible to
corruption. What is more disconcerting is that reports of substandard qlaity classrooms and even ghost
classrooms still abound which resulted in premature deterioration of school buildgs requiring more
maintinace budget.
Corruption in school construction projects poses great risk to the entire education system outcome, which
erodes social trust and worsens inequality. Its major impact is the loss of scarce government resources
resulting to poor delivery of basic social services. It pevents creation of conducive leranign envioermtn
for the students of afghstan herby negatively impacting the learning process and ultimalty undermining
the formation of educated, competent, and ethical individuals for future leadership and the labour force.

Arguably, the most wide-ranging and consistent investigations of corruption related to the Afghan
education system (and specifically USAID support) have been done by SIGAR. A range of SIGAR
assessment reports and correspondence, from 2009-2016, have highlighted key vulnerability to corruption
issues including insufficient planning, poor safety, poor quality control, waste, fraud and abuse of funds,
structural damage soon after construction in school construction projects,deficiencies in the construction
of Teacher Training facilities, and ghost schools.
The sigar reports higltis that corruption during project execution include lowest price bidders fraudulently
introducing costly variations and extensions after the project has been awarded or secretly using
substandard materials or processes to raise individual profit margins
Similarly , the Indpendent joint anti corruption montring and evaltuin committee (MEC)conducted
‘Vulnerability to Corruption Assessment’ of the Ministry of Education which reveals that the oversight of
school buidlg construction projetcs , montring of the progress and verification of quality in remote , hard
to reach settings are valkunerble to the corruptions. The MEC Rpeorts higlte that MoE projects in
insecure provinces have not been effectively monitored which paves the way for corruption and the
creation of “ghost schools.” Another vulnerability to corruption is local social conflict regarding the land
or quality of the site where the school is to be built – this may result in projects that are vulnerable to
corruption.
Multiple senior officials interviewed by MEC indicated that there is lack of transperincy in procurement
process and contracts were either sold by the successful bidder to another bidder, or distributed among
several bidders who were operating as part of a cartel.
Accordong to MEC Report, The interview with MoE staff and management involved in procurement and
construction pointed out that There is corruption between Provincial Educational Directorates with the
construction companies through makng business delas which negtivly affects negative the quality of
projects.The report also states that the engineers who are responsible for monitoring and evaluation of the
construction projects (schools building) from MoE side collude with the implementer company. The MoE
engineers know the gaps of the project and the low quality of the project as they regularly monitor, but
they collude with company and make their report positive. In some instnaces “The engineers who are
working in Monitoring and Evaluation Department are corrupt. They are also not capable because they
have not been recruited in transparent, competitive and merit-based process. They paid or influenced to be
recruited, regardless of their qualification. Therefore, there is a lot of corruption.”
The revoew of Construction projects contract shows that the contractor is relctionent to deliver the project
o timly manner and 98 percent of the projects get extension which is opposite of procurement law and
they have not been charged any punishment by the Ministry as the Ministry high officials are part of
corruption.”
The MEC Reports mention that the communities were not engaed nether consulted in solving education
problem of there children, and there is no formalize regular and substantive meetings between
schools and communities, for involvement in education solutions. School shuras’ advocacy,
cooperation and coordination with their wider communities can work towards improving access to and
quality of education, Promote local ownership and cultural diversity – as well as reducing corruption

It should be realized, however, that combating corruption is not only the concern of the national
leadership and the anti-corruption agencies but every citizen particularly the grassroots, who should
benefit from these projects. The most pernicious impact of corruption is social damage, thus the
grassroots who are the helpless victims continue to suffer a miserable life
Inorder to ensure that the resources are used well, and that leakages due to abuse and corruption are
prevented , MEC suggested that the misntry of education should develop anti-corrpution stratify ,
promote accountblity through community montirj ng and establish Safe and effective monitoring
systems, by which corruption on the project can be reported by the public, by project staff, and by the
independent assessor. It is also recommended that citizens should be enagaed in school construction
monitoring and hold the implanting authorities accoutbale for taking corrective actions against idnefiied
devations , therby enhacing transparency, accountability and sense of ownership among the community
benficiaies.
Involving school shuras more in the oversight of school construction projects has been suggested by a
range of community stakeholders as a way of improving the quality, timeliness and value for mony of the
construction projects ,hence minimizing corruption and of increasing transparency and community
participation in education more generally.
Project-level experience provides evidence in support of the impact of transparency and oversight in
construction projects. For example, the Kecamatan Development project in Indonesia involved close local
oversight which produced savings of between 25 to 56 percent over conventional infrastructure projects.
Similarly, in Bangladesh a study of community oversight of infrastructure projects found that costs and
completion times of projects were more than 25 percent lower while the longevity of assets were four
times longer with community involvement. (Kenny 2010)
MEC Recommends that through Citizen actions and other forms of civil and/or local oversight – actions
that could make a difference, e.g., at Community Development Council level, or by civil society
monitoring, or by publishing better data.
Evidence can be found that transparency, combined with oversight can play a significant role in reducing
corruption in the construction sector. Data from World Bank financed roads contracts in 28 countries
suggest that those countries where the citizen are more able to exercise their voice and accountability
mechanisms experience lower costs in public infrastructure projects, such as rehabilitation of roads.
In order to ensure public accountability, transparency is needed in the entire project cycle – from project
financing and design to implementation and maintenance. In fact, it has been argued that monitoring
outcomes is the most important tool against lowest bidders skimping on delivery and bribing to cover up
substandard work.

Education is. It is regarded as a foundational right, whose achievement is a precondition for a person’s
ability to claim and enjoy many other rights. However, in societies where corruption is rampant, there is a
great risk that the entire education system will be undermined.
The challenge is how
as the school buildg consrction has been pointed as one of highly valunerble area of corruption in the
misnry of education in afghtsna.
Indpendent joint anti corruption montring and evaltuin committee has conduct a ‘Vulnerability to
Corruption Assessment’ of the Ministry of Education.
is the first comprehensive evaluation of corruption vulnerabilities across the entire Ministry.
MEC findigns indicate that school construction is particulary alunrble to corruption
consequence, communities have comprehensively lost faith in the system.
Ministry is the largest public employer in the country, employing some 262,000 people, or 68
percent of government employment.
Ministry will always be vulnerable to high levels of corruption
MEC propse solution to decrease corruption

MEC Vulnerability to Corruption Assessment reports higlts incomplete school buildgns
construction and reconstruction projects are inherently risky since they require goods, materials and
equipment, all of which can be diverted or become difficult to track in unstable environments
Based on MEC report

Another vulnerability in the development of school buildings in remote areas is oversight of the
quality of the construction, as would be the case with any other infrastructure project. In hard to
reach or kinetic settings, the monitoring of progress and verification of quality both pose serious
vulnerabilities to corruption. Afghanistan’s recent history, with extensive international attention to
infrastructure projects in many sectors, continues to struggle with these risks.
Given the sums that are spent in the procurement sector, every phase of the procurement process,
from needs assessment to contract implementation to monitoring, is vulnerable to corruption.
According to OECD93 about 20-25 percent of countries’ annual procurement budgets are wasted
because of corruption and Afghanistan is a prime example
Lack of transparency at bidding stage
Multiple senior officials interviewed by MEC indicated that contracts were either sold by the
successful bidder to another bidder, or distributed among several bidders who were operating as part
of a cartel. According MEC’s previous report on Conflict of Interest, 94 an official from the National
Procurement Authority reported that pilot studies indicate about 80 percent of bids and contracts
during the past 13 years were affected by corruption. MECs recent findings/interviews for this
MVCA support this claim.
Examples from interview with MoE staff and management involved in procurement give a sense of
the variety of the problems:
An interviewee remarked about limits on interactions with contractors, ‘They cannot punish, they
cannot cancel the project or cannot stop the processing of project budgets. A network consisting of
contractors and procurement officials are together doing corruption.’
Recommdnations
When school shuras are active and engaged they can be very effective in promoting and supporting
education in their communities

MoE has an M&E capability to check on the technical quality of educational delivery, but this is
small, internal, and under resourced.
Promote and formalize regular and substantive meetings between schools and communities, for
involvement in education solutions. The process of consulting school communities during this MEC
analysis provided a measure of hope to those involved, as most had never before been asked about
these issues and were encouraged that their voices be heard. School community members
requested more regular and substantive meetings between parents and schools.
In the longer term, devolve responsibility for education to school communities, Community
Development Councils (CDCs) and Cluster CDCs, districts and provinces, encouraging and enabling
citizens’ participation and oversight in line with the Citizens’ Charter National Priority Program
(CCNPP). A considerable amount of training and professional development will be necessary, but it
should be seen as the destination towards which long term policy planning should be aimed. 98
Promote local ownership and cultural diversity by supporting communities to build schools using
locally available materials and indigenous design (ref. UNESCO), adhering to MoE standards and
universal design principles. Despite the known corruption vulnerabilities, continue to contract local
communities in sourcing material and labor in
Corruption is likely to enter construction projects at the following risk-points:

Project identification
The parties involved in project identification may include the relevant government official responsible for approving
the project and potential project owners, funders and contractors who may also play a part in the construction and
operation processes. Corruption can occur where one or more of these individuals seek to choose a project primarily
for their own illicit profit or benefit.
Project financing
The parties to project financing transactions include the project owner who is seeking funding for the project,
prospective funders, and consultants advising those parties in relation to, for example, the viability of the project.
Corruption can occur where one or more of these individuals corruptly secures and/or manages a financing
arrangement for the project, by way of bribery or fraud or both.
Project planning, design and regulatory approval
The parties involved in the planning and design phases include the project owner, government departments
responsible for issuing planning permissions and other approvals, the architect, and design consultants. An example
of corrupt practices during the planning and design phases can be bribes by the project owner to a government or
local official in order to obtain planning permission or approval for a design which does not meet the relevant criteria
or regulations.
Pre-qualification and tendering
There are many opportunities for corruption to enter during the project pre-qualification and tendering stage. The
contractual structure of construction projects can be very complex and may involve many layers of delegation. For
example, the project owner may contract directly with a main contractor and with consulting engineers; alternatively,
the project owner may contract out the whole project to a managing contractor, or the project owner may contract
with several different contractors for different packages. Corruption can occur in relation to any of these contracts.
Project execution
Example of corruption during project execution include lowest price bidders fraudulently introducing costly variations
and extensions after the project has been awarded or secretly using substandard materials or processes to raise

individual profit margins (For more examples see: Global Infrastructure Anti-Corruption Centre 2008 and Kenny
2007).
Operation and maintenance
Corruption can also enter in the project operation and maintenance stage, again in relation to overcharging, rigged
service contracts or corrupted inspections. In many projects, the cost of operation and maintenance will exceed the
actual capital cost of construction and offer significant opportunities for bribery and fraud (Global Infrastructure Anti-
Corruption Centre, n.d. a).
Programmatic approaches to counter corruption build on the involvement of all stakeholders of private
infrastructure projects in order to put in place and ensure proper enforcement of robust anti-corruption
mechanisms. Experts have stressed the need for specific project controls which can mitigate corruption
risks. These include: cost management, schedule management, quality control, contract management and
robust monitoring and investigative measures that help detect corruption and amplify warning signs
Anti-corruption strategies in education can make use of (a)

transparency-promoting tools, such as ICTs, participatory budgeting,
Public Expenditure Tracking Surveys, and social audits, and (b)
accountability-promoting tools, such as performance-based contracting,
teacher codes of conduct, community monitoring, complaints
mechanisms, salary reform, procurement reform, and public financial
management reforms.
Corruption in education occurs

. It takes various forms.
School construction challenges ,shortcomings,
The government school construction program, implantation agrganemtn,
EQRA Program
Poor quality
Delays in completion
Overcost

Poor condition of learning in terms sof ventaltion, lighting not supporting
Ghpst schools
Corruption accentuates problems of sluggish economic growth and under- development..
A World Bank study on the Philippine Government reveals that more than 50 percent of funding for
infrastructure projects is wasted to corruption. The Ombudsman’s Office,
the country’s standing remains to be low and consistently sliding down. By the end of year 2005, the
country ranks 77th with a score of 3.47. This is from rank 76th in year 2004 and 66th in year 2003.
Communities not engaged in montiring
Capacity of ISD,MRRD constant supervison
No institutlklanl arrnagemnt for stakhodlers evaluate the progress
there were a plethora of reports on corruption that came out, including anomalies in the education
sectors,Afgshnatan as one of the most corrupt in Asia, billions of Dollars lost in procurement-related
corruption, and ghost projects in both textbook delivery and school-building projects.
There are many schools across the country with exposure and vulnerability to Natural disaster such as
flooding, avalanche, earthquake and many more. Suitable rehabilitation works in terms of structural and
Nonstructural measures are required to protect the students of these schools from the associated risks.
Shortage of school builduigns-
Overcrowded classoroms-This reflects the persisting problem of overcrowded classrooms with a class of 60 to 70
packed like sardines in a classroom meant only for 45. That signifies that 25% (non-blue schools) of the total
number of schools nationwide are experiencing classroom shortage. Overcrowding not only makes it more difficult
for the teacher to teach her students properly, it also prevents the students
from more comfortably learning in school.

To help remedy the situation, the government has been implementing different school building programs
EQRA Schools
Indian Govemrn Schools
Urban Dvelopment
6000 Schools
Government dosrtoavry budget
Isues
Qulaity
The challenge then is to ensure that the resources are used well, and that leakages due to abuse and corruption are
prevented. But how can one do this? This manual hopes to teach you just that: How can an ordinary school member
make sure that his/her new classrooms are well built and free from corruption?
As a citizen , we can effectively particpae with governance, by helping account for government
Services, through keenly and systematically checking if the government services are done the way they should be
according to project plans.
7. Technical Approach: (Describe the specific activities that you will implement to address the problems and
achieve the project objectives listed above. Be sure to identify how your activities will reduce the impacts of
corruption in public services. Focus the discussion on what activities you will conduct and how you will do it.) (not
to exceed 10,000 characters)
Lack of physical security affects Afghan citizens on a daily basis and makes the government’s
delivery of services across the country and the monitoring of these services extremely difficult.
Nearly four decades of protracted conflict have resulted in weakened government institutions,
particularly at the sub-national level. With civilian casualties on the rise, and decreasing accessibility
of civil servants to districts, the role of communities in planning, implementing and monitoring their
own development has become increasingly important. In addition, the use of intermediary agents,
whether NGOs or private contractors, has become critical in both mobilizing communities and
overseeing project implementation and monitoring.
Their community-based approach relies on the voluntary efforts of area residents who verify whether bridges,
roads, and other infrastructure projects are executed according to contract regulations. These citizen audits are then

verified by civil engineers working with CCAGG and turned into evidence-based reports that aim to disclose
potential corruption in the implementation of public infrastructure projects.
The figures show that corruption incidence in the Philippine government is very alarming.
Government efforts in fighting it prove to be ineffective. For this reason, the citizenry is encouraged
to get involved in curbing this menace from the bureaucracy by participating in monitoring
government projects.
Recognizing the critical role the organization plays in preventing corruption, the national Commission on
Audit (COA) entered into a partnership with CCAGG to conduct participatory audits of projects and
programs.
The people’s growing interest and increasing vigilance in many ways deterred corrupt practices in
government. Project monitoring is geared to effectively contribute in the decrease if not totally
eradication of the incidence of corruption in government bureaucracy. Eventually, delivery of basic
services to the intended beneficiaries is improved.
The CCAGG stands firm on the principle of two basic collective rights of every citizen such as the
right to participate in governance and the right to information which promotes transparency.
Communities, endowed with these rights are free to intervene and to express their will for the
improvement of their life.
Government institutions and instrumentalities, as duty holders, are compelled to respond to the
rightful and appropriate demands of the people. Monitoring findings will serve as valuable inputs to
government on how to manage public resources efficiently.
It therefore entered into a Memorandum of Agreement (MOA) with NEDA and the Ministry of
Budget and Management (DBM) with the following conditions:
1. NEDA will train CCAGG on the mechanics of monitoring;
2. NEDA will provide CCAGG the list, location and implementation agencies of all CEDP projects
in Abra
3. MBM will provide CCAGG the information on the funding and releases of payments for CEDP
projects in Abra
4. CCAGG will monitor the implementation of CEDP projects; and
1. 5. It will send feedback to NEDA and MBM regarding its monitoring findings.
Prioity Develomnet Services in partnership with infrastructure service deparmten of the misntry of education,
provincial education depatmetn , provincial rural rehanblitation and develomentm directorate , provincial urban
development and land directorate will implement community based monitoring program for school construction
that aims to promotes social accountability in school building construction projects through partipcation of
volunteer community monitors, school head and teachers , by providing evidence-based reports to disclose potential
corruption in the implementation of public school construction projects ,thereby enhancing trnaspericny ,
acocuntblity and effecny in better eduction services.
The prime objective of this project was to develop a third party

monitoring mechanism that will empower beneficiary communities by involving them in monitoring
development projects funded by the Government/Donors, thereby promoting accountability and
enhance
the quality of delivery of the projects.

The Prioitry Development services will build the community based monitoring team’s capacity on the construction
montign methodlgy to evaluate the project’s quality, schedula and budget performance that are implemented in
their area using easy -to - use toolkit and to hold relevant implementing authorities accountable for the exposed
anolmlies in EQRA school construction projects and to provide recommendations/feedback for resolving
flaws/devaitions in project implementation.
Through this manual, it is hoped that the layman will better appreciate standard specifications on
infrastructure project implementation and thus enable them to assess substandard project outputs.
Equipping and motivating them to actively participate in social concerns will lead to an increased
public oversight on government projects. Tangible outputs will be measured or judged based on
standards not just on plain opinion.
The basic step is to equip the grassroots with appropriate but simplified technical skills and pertinent
information on project implementation.
continouse dailguse for resovlign the indetifid deveitions from the project plans.including
The program will target montring of 70 schools construction projects for the entire period of its construction ,funded
under EQRA program by volunteer community based montring team in Nangarhar, Balkh and Herat provinces
inorder to empower citizens to take an active role in promitng integrity and accountability.
and to build Communities engaged in local monitoring become more autonomous in solving their problems through
continued dialogue as well as monitoring and reduce their reliance on external actors or parallel structures.
By taking note of date and cost and some procedural, aspects, community monitoring teams were able to make an
account of
the condition of the project. Such account sufficed to validate or invalidate reports submitted by the implementers to
the central office overseeing the project.
Priotuy Developmentn services will work with communities to elect community monitrs who volunteer to monitor
construction projects on behalf of their communities. The Elected community member , School Head and teachers
will form a community based montring team. The community based montiring team will be trained and supported
by prioiryt development services through provisioning of knowledge and carefully designed customized
monitoring tools who will monitor a series of metrics and phenomenon related to integrity, which can illustrate the
quality of construction projects and their impact on the targeted communities.
CCAGG will organize, mentor, and train community members and civil society groups in three regions of
the northern Philippines to undertake citizen monitoring of public works and participatory budgeting.
These activities will be carried out through the development of a capacity-building scheme. CCAGG also
will document and disseminate the results and lessons of citizen audits in order to raise awareness and
motivate further civil society participation in monitoring public works and other government projects.
The following methodology will be used empowers citizens and increases aid effectiveness at local levels through
Community Based Monitoring program:
1) Selecting Communities:

The Target schools for community based montirng will be chosen in consultation with infrastructure services
dapermtne of the misntry of education. The recently awarded school construction projects which is located in romte
areas will be selected with preference given to girsl schools.
The Priotfy Developmetn services emplyees will meet with the community development councils to explin the intent
of the program and its benfit.
2) Electing Community Monitrs and Forming community based montring team
Each participating community will be asked to select one volunteer as community montir . She/ He should
preferably be literate, of good reputation within the community and able to volunteer several hours each week to
monitor construction activities.
Subsequnity a communyt based monitoring team will be formed comprise of the follwings :
1. Volunteer community monitr : The CDC will eleclect there reprosntives and oficllay introduce them as
local montirs. they should be literate, well respected people in the community and well known
for their honesty.
2. School head. The school principal or the school head is the highest ranking official in the school
community and thus is pivotal in the monitoring initiative. The direction and vision of the school is usually
put in his/her hands. He/ She is most accountable in ensuring the development of his/her school and is
highly interested in the prospect of new classrooms.
3. Teachers. The teachers are one of the most affected members of the school given that having a good
classroom will make it easier for them to teach well. With fewer students in an enclosed classroom, they
wouldn’t have to strain their lungs just to get themselves heard by the class.
3) Capacity building of community based monitoring team:
he task of an independent monitor is never easy. It requires preparations like understanding the
project cycle, program of work and the activities contained therein. They also need to know the
basics and technicalities of monitoring and evaluation and do the actual monitoring activities
Once the community based montring team is identiefed, These vlunteers will receive technical and social
accountbality training from Proity Development service staff through a brefing orientation for one wekk which will
be divied in foru session:
Session 1: Social Training:
Integrity Watch Afghanistan is not monitoring infrastructure projects independently but with its
mandates
to mobilize communities, empower them, and educate them so that they can hold public institutions
and
aid implementers accountable by promoting the ownership among the community beneficiaries. As this
Community-Based Monitoring of Infrastructure program will only be introduced to the community and
will
be rolled-out and handed over to communities therefore the practices should be cultivated into Afghan
cultures, and each member of the community should understand that all the assistance given to the
community through a project is belong to them, and they should hold public accountable to implement
the projects with utmost honesty. With this perspective, the community were mobilized and trained by
Integrity Watch Afghanistan.
69 communities were mobilized in 17 districts within four targeted provinces. A total of 139 community

representatives were trained, in this project Integrity Watch call them as the local monitors who came
from the same communities and elected
by the Community Development
Councils. The Local Monitors were
responsible to monitor the projects on
weekly basis and responsible to report
the results of their monitoring to
communities and to Integrity Watch
Afghanistan.
This report will be sent to Integrity Watch Afghanistan complete with details on who were responsible
to
monitor, sharing the detection of problems in a structured way i.e. problem x identified in project y, and
follow-up actions for the problems i.e. problems verification and the facilitation to address those
problems
through provincial monitoring boards and regular visits to the local governmental officials.
The mmebers of the community based montring team will recived social training covering the following topics:
 The importance of citizen participation in governance and monitoring of government services.

 The benefits of constructive engagement and collaboration with government.
 Social accountbality mechanism, Varieties of Corruption, Corruption’s Factors and
Consequences, corruption awareness, community mobilization.
 Legal Frameworks against Corruption, Accountability, Transparency and Monitoring.
 The right of every child to quality school building for better education and the citizen’s role in
checking proper school building implementation.
Session 2: Trainoig on using the Communty based montirng Checklist in school building monitoring,
Prioty Developent services will prepare an easy to use checklsits for non technical people as a guide to monitr each
stage of school building construction such as pre-costruction , construction , post construction and conduvness to
learning stages.
The objectives of this session is to Allow the team enough time to learn how to use the checklist together
And to Clarify areas on the checklist that need clarification
Through this manual, it is hoped that the layman will better appreciate standard specifications on
infrastructure project implementation and thus enable them to assess substandard project outputs.
Equipping and motivating them to actively participate in social concerns will lead to an increased
public oversight on government projects. Tangible outputs will be measured or judged based on
standards not just on plain opinion.
Session 3: Training on Construction Monitoring:

After learning how to use the checklist, the community based monitoring team will further deepen their capacity in
monitoring school building through reciving trining on construction montring which covers material quality
( Concrete, Cement, Sand, Steel, Gravel, Stone, Bricks) building techniques, and how to test the quality of materials
in simple but effective ways. The training teaches the community monitrs how to use provided monitoring tools,
conduct surveys, follow checklists and collect data.
The technical trainings will assist the local monitrs on how to verify quality of materials and other
technical issues that may arise during monitoring and will orint them on the red flags they should lookm
fro during montring visits.
Session 4: planning workshop.
The planning workshop will be done after the team has been trained on how to use the Checklist and the monitoring
points that need to be considered. The objective is to prepare an action plan for effective and efficient performance
of tasks and delivery of outputs. The Community based mintring team will idnfy the specific activities the group
must undertake to perform tasks or deliver expected outputs, the difficulties/challenges the group might encounter
and the strategies the group will employ to address the difficulties/challenges
2.6. Training of Governmental Officials

Government officials are the key stakeholders at provincial and district levels for the projects
development,
they both have the authority and responsibility to monitor projects in the vicinities. They are considered
significantly important in supporting Integrity Watch’s community-based monitoring program. With this,
Integrity Watch Afghanistan provided social and technical trainings to 50 governmental officials mainly
from the provincial department of Rural Rehabilitation Development (RRD) and Public Work Department
and some representatives from civil societies. These trainings were given to the high ranking officials
from
the at the provincial levels in the targeted provinces and have increased their understanding and it is
hoped
that it shall affect the policies and their practices to hold the project implementers accountable, and
together with the communities to hold project implementers accountable.
The following table shows a total of 50 governmental officials and representatives of CSOs are trained
under the World Bank roll-out project by Integrity Watch Afghanistan.
4) Collecting Information
Community based monitoring team will collect all necessary project documents by requesting from provincial
education edpartmetn . After collecting the project documents, community monitrs conduct a baseline survey of the
community. They interview 10 respondents who are stakeholders for their project. The survey helps introduce the
monitoring program to the community & collects information on community knowledge and participation in the
project.
5) Montirng the construction work
The Community Based Montring team will visit the project three times a wekk, meet with the site engineer, and
check the construction progress and the quality of materials using the contract, bill of quantity, and infrastructure
project blueprints. If problems are revealed, the community monitr , with the and provincial Coordinator of priority

development services Afghanistan try to resolve the problems first then discuss the problems with the contractor
with the aim of convincing the contractor to resolve them.
The Team will extensively use the cheklicst spsfically designed for montrinjg of construction prijects which is an
easy-to-use guide for ordinary, non-technical people which they can bring during the actual monitoring visits to the
project site. This will aid the monitors in inspecting the implementation of the school building project.
2.4. Development of Training Manuals

In order to systemize the Community-Based Monitoring approach, Integrity Watch has developed
various
training materials during this project life. These manuals provide sufficient information and resources to
train the local monitors, governmental officials and civil society organization. To ensure this training
replication in other provinces where Integrity Watch Afghanistan cannot work, an Integrity Box Toolkit is
developed5 with a plan to train the government officials and civil society organization on community-
based
monitoring methodology and intervention.
2.4.1. Technical Manual

The Technical Manual consist of 21 pages, and provides general information about the program
structure,
how monitoring works and what principles should be used during the monitoring of infrastructure
projects.
This technical manual is used to train the local monitors by proving the information in a user-friendly
language, the technical manual teaches the local monitors about specification of stones and its
prosperities, cement and its variety, laboratory testing methods of cement, ways of cement storage,
Mortar and its variety, concrete and its properties, durability and workability of concrete, sample testing
methods for quality of concrete, the way of mixing of concrete, different marks of concrete,
classification
of road in Afghanistan, variety of road based on the construction material, definition for basic road
construction terminology, road layers, retaining wall, causeway or ford, culverts and its variety,
construction of culvert components. The technical training manual is developed in both Dari and Pashto
languages6.
2.4.2. Social Training Materials

During the period of this project, Integrity Watch Afghanistan also developed a detailed presentation on
Local Monitors training in social auditing mechanisms and monitoring. During the training of local
monitors,
two days training focuses on social a issue, which includes subjects such as what is corruption, integrity,
transparency, auditing, promoting transparency and accountability, the role of society in holding state
institutions and project implementers accountable. Issues such as citizens’ rights and advocacy are also
included in the social training to Local Monitors. The social training materials are also developed in local
languages both Pashto and Dari, and provide intensive information to communities and local monitors
to
understand community-based monitoring, and holding state institutions and project implementers to be
accountable.
The Checklsits has beebn prepared for four major stages of a construction projects as beelow:

- Preconstruction stage:
The checklist will guide the montirs to asses if the planning and prepation activites before commencement of school
construction project has been carrioedut proipelry. The Montirg team will find out if the land documetns are availbe
and if the site is suitbale for construction considering the enviormtal hazards.
The Montring team will asertian if preengineered suvrye was conducted and if the the survey confirm that the building to be
constructed fit the landarea? The Tem will alos recive a copy of Scope of work which contain the components of theschool building to
be constructed and the materials to be used. It specifies the amount and the type of supplies that the contractor
should provide.
Finaly the team will findout if contractor who construct the building has been chosen through a bidding process to
ensure that the government will get the cheapest price for the service.
- Construction stage
The CBM chelkist will exntsivly be used to montir the construction projects to conform that the school building
construction is being done according to quality standards. The community based monrin team will chek the
workmanship and materisl used in earthworknad excavation, concrete works, masonary workd, carpentay works,
and painting.
- Post-construction stages
The Commuit based montirjg team will make sure that the project dlevers all the required compoetns which was
contrat ced and will enumerates the standard components of a complete school building.
The Team will check whether the item is present or absent.
- Conduciveness to learning
The CBM checklsits will also guide the montrign team to check if the classroom is conducive for learnining . it is
important to take note of this to ensure that the building is properly constructed to achieve its purpose. This will
also inform the infrasturctre sefive department tof the misntry of education about possible modifications for their
school building designs.
The community based montring team will determine if the clsroom is well-ventilated?, sufficiently lighted? spacious
enough forthe students? building site sanitary? building free from health threats? And the school building have
safety
features?
6) Processing the monitoring cheklisgts and generating results:
The information form the checklsits will be consiltdetd, aggregated and analysed to determine if the school building
constructed efficiently in terms of cost, time, quality, quantity and process? The community based montring team
will asses the deviation from standards that occurred and will raise the highlted common concerns. The team will
answer the follwign questions as summary of there findigns
Was the implementation timely? Why?
Was it value for cost? Why?
Was the quantity enough and did it follow standards?
Is it a quality School building? Why?
Were processes followed? Why or why not?
7) Reporting and Communicating Outcomes and conducting dialugus
While still in the project site the monitors already discuss their findings and initial recommendations
to the contractor and to the government engineer or to their representatives if they are not around.

These findings and recommendations are transmitted in formal communications to the implementing
agency and to the contractor. Sometimes, the independent monitors request for an audience with the
agency head and contractor to discuss contentious issues and thus explore acceptable solutions to
problems met in the project site. Such problem solving session is sometimes extended in the project
site in the presence of local government officials and residents at the project site. Corrections and
other recommendations agreed upon are followed up in subsequent meetings and project visits. A
copy of these corrections and other recommendations are furnished to the Commission on Audit
(COA).
The Community Based Montring Team will provide weekly montirng report to PDS prvincail coordinator . the
follwign two mechnaiosm to dissmenta the results of there findigns:
a. Proble soliving sessions with contractor
This session will be arranged on weekly basis at project site in which the Provicul education derptment engineer and
contractor represntive will attend the meeting. The montring team will communctae tge results of there findigs and
Identify the solutions together with the stakeholders and the
decision makers . The main objective of this session is to share the results of project, especially the emerging issues
from the monitors, and looking at how to address these issues together.
The partnership between community based montring team and the PED and conrctort is crucial, because
this helps them realize the value of community monitoring initiative and how their involvement can help improve
in the areas you have identified.
a. Community Feedback Meeting
It’s an event that communit monitrs provide their activity feedback to their relevant community. This event
conducting once per month in a project by their community moitirs
8) Local Advocacy
Unresolved issues are presented by priority develkopmmne service Afghanistan to the provincial monitoring board .
This board is established in each province by prioiyt develiomentn services . It is composed of government
officials from line ministries, the provincial governor’s office, Provincial Council members, donors, contractors, and
community representatives. After getting information fromPDS , PMB visits the project and ask the company/
contractors to resolve the problems.
2.5. Establishment of Provincial Monitoring Boards

Integrity Watch Afghanistan established the Provincial Monitoring Boards (PMB) in all the provinces
where
The World Bank funded component of the program is implemented. The PMB is a forum of all involved
stakeholders in the construction projects that consist of members from provincial governor’s office,
provincial council, line-departments and are chaired by Head of the Economy departments and
facilitated
by Integrity Watch. Roles of the PMB are to hold infrastructure project implementers accountable, help
communities to solve the detected problems in the infrastructure projects, and assess the projects
quality
regularly. Provincial Monitoring Boards meet on monthly and ad-hoc basis, the meeting is arranged by
Integrity Watch where local monitors who have detected problems are also present to share the
problems,

in all cases the implementers of infrastructure projects in which problems were detected were also
invited
to the meeting to convince them in resolving the detected problems. Provincial Monitoring Board
members
also conduct field visits to the problematic projects, and they have the authority to stop the projects
until
the problems are resolved by implementing Construction Company.
9) National Advocacy
Issues that cannot be solved at the provincial level are taken to the national level by PDS Advocacy and
Communication department. These issues might include access to information at a national level by advocating for
legislation change. When there are specific project issues, PDS works with the ministries & donors in Kabul to get a
response to local concerns.
The participatory monitoring activities will expose a number of anomalies in EQRA projects. And increased
vigilance had resulted in the conviction and punishment of government officials on charges of corruption.
recive team shall invite their Physical Facilities Coordinator or a local engineer and ask for tips on what to look out
for in monitoring school buildings to.
The team should also research on DepEd standards which they can easily access online (the internet) or from their
local divisions.
1) Construction Materials.
2) Stones: Types and Stone Masonry Durability.
3) Bricks: Quality, Gradation, Test and Types.
4) Tiles: Types and Terrazzo Relevancy.
5) Cement: Types and Issues.
6) Aggregate, Concrete, Types of Concrete and its Durability.
7) Slump Test and Water Cement Ratio.
8) Concerts: Curing and Marks.
The objectives of this part are:
»» To familiarize the team on standards in school building monitoring
»» To orient the team on the red flags they should look out for
Technical training
PDS will conducts a-three-day training for all its local monitors on social accountability mechanisms
and technical aspects of monitoring.

The Community development coucli for the target schools will be indentfed and
the Community Based Monitoring of school construction program (CBM-I) draws on community participation to
establish the legitimacy of its objectives. “Community” for this program is defined by Community Development
Councils, civil society actors and legal service providers. Once a community is chosen, Integrity Watch Afghanistan
employees meet with the community to explain monitoring and its benefits.
community-based monitoring of government school building projects is a means for constructiveengagement

between government and citizens in performance monitoring with a common objective or goal of improving service
delivery.
1. Electing community monitrs and forming community based monitoring team
2. Capacity building of community based monitoring team
3. 6. Monitoring the Construction Work
The CBM Checklist for the monitoring of school building construction projects
(2) Pre-construction stage
The pre-construction stage includes a number of activities t atinvolves preparing and planning for the construction of
the school building:
Activity 1: Site Identification
Site Identification is when the project implementers choose where in the school campus the building will be
constructed. Herein, the checklist will ask you to answer the following questions:
If the land documents are avilbe
If the site is suitbael fro the projetcs
Activity 2: Project Meeting
The community montir interested to know if the project managet team is formed
Activity 3: Pre-Engineering Survey

The Pre-Engineering Survey is conducted to assess whether the lot
is suitable for the building to be constructed in terms of size and
quality.
Was a pre-engineering survey conducted?when
Did
Activity 4: Preparation of Works (POW)

The Program of Works is the most critical document in your
monitoring. The Program of Works contain the components of the
school building to be constructed and the materials to be used. It
specifies the amount and the type of supplies that the contractor
should provide. Thus, make sure you get a copy! (Don’t worry, it is
open to the public and the school is mandated to have a copy.)
Activity 6: Bidding
Now the bidding is probably the most critical activity in the

pre-construction stage of the SBP implementation. Herein, the
contractor who will construct the building will be chosen through
a bidding process to ensure that the government will get the
cheapest price for the service. The checklist will help you in
checking if bidding followed due process.
1. Processing the Checklist and Generating ResultsGenerating results and outcomes

Once the monitoring the school building is finshed , use the information from the checklist and finally answer: Was
the
Now when you have collected the data, you have to aggregate and
count the answers of the checklist as you would do a survey. You
can use the Consolidated Data Template to be found in Annex 3
for this part. Let us try to go down some items in the template and
illustrate how you can interpret the answers of your monitors:
After which, you will assess whether there

were deviations from standards that occurred.
Lastly, aggregate the concerns enumerated by your monitors. Try
to highlight common concerns that were raised as this is indicative
of what your team perceives is the most important service that
your school needs.
After you have consolidated all the

checklists, it is time to make sense
of your data. With all those numbers
and aggregated concerns, you
are now ready to assess whether
it was an efficient school building
construction.
Try to answer the following
questions as summary to your
findings:
Planned/ Normative
Time
Cost
Quantity
Quality
Process
4. Reporting and Communicating Outcomes and conducting dialugus
Provide montring report to project engineer and implemting agency through a web base system.
remember that in communicating your results, these have to be evidence-based. Thus highlight the
results of your checklist and prepare attachments, pictures and
other materials necessary to support your conclusions.

The Montring reports are also shared with PDS which share reports to board
PDS Consildat reports and present it to partents
The Quick Response Feedback Mechanism is a reporting system

usually established to enable volunteers and monitors to report
and update real-time
Problem-Solving Session: Making the Decision-Makers

Responsive
Through this session, you must be able to:
• Present the findings of the monitoring program
•
After the sharing session, you need to talk to the implementing

agency which is either the DPWH District Engineering Office or
the Department of Education Division Office in what we call a
problem-solving session. A problem solving session builds trust
between your organization and the agency you’re monitoring. This
is why it is best to get decision-makers to the session to ensure that
you will be communicating to the critical persons who may ensure
that your monitoring results are translated into reforms.
Community monitoring Initiatives in the education department contributed to improvement in governance by

enhancing transparency, accountability and efficiency that resulted in better education services and goods provided
to school children, which hopefully would lead to improvement in education outcomes.
the project has shown how ordinary citizens can monitor school building projects by using simple, non-technical
tools and methods.
This project will be undertaken in collaboration with the relevnt government agencies and the Parent-Teacher-
Community Associations (PTCAs) in the target school building sites. The PTCAs have the natural interest with and
stake on education-related matters, especially when it comes to the
building or rebuilding of public schools that has a direct effect on the quality of education of local children.
The community montring program cosnsit of the following five stages:
2. Forming Montring Team and Setting up coordination mechanism:
A montirng team from the following stakeholders will be estbalaihed:

A. School head. The school principal or the school head is probably the highest ranking official in the school
community and thus is pivotal in the monitoring initiative. The direction and vision of the school is usually put in
his/her hands. He/ She is most accountable in ensuring the development of his/
her school and is highly interested in the prospect of new classrooms.
B. Teachers. The teachers are probably one of the most affected members of the school given that having a good
classroom will make it easier for them to teach well. With fewer students in an enclosed classroom, they wouldn’t
have to strain their lungs just to get themselves heard by the class.
E. Students.The students are of course the main stakeholder; they are the main beneficiaries of the classroom. In
high schools particularly, students are encouraged to monitor their future classrooms. This can even be an activity
for the boy scouts and girl scouts of the school.
F. Memebers from CDC: The CDC will eleclect there reprosntives and oficllay introduce them as local montirs.
they should be literate, well respected people in the community and well known for their honesty.
Internaal Coordination:
Coordination set-up is necessary in a multi-stakeholder monitoring project because it provides an
instrument that enables your monitoring team to link with other actors and institutions that you can work together
with to accomplish a certain goal.
Make sure to keep a database of all your members and exchange celphone numbers so you can text each other
especially for urgent matters.
The functions of the team members must also be defined and their tasks must be strategically delegated
External Coordination:
3. Capacity building of Community-based monitoring team

In building the capacity of community monitrs , a briefing orientation is the most convenient way of sharing basic
information and skills required to enable a community or group of volunteers to conduct a monitoring.
Since briefing-orientation serves as a venue to inform monitors of what they will monitor and how they will conduct
the monitoring, all materials needed for the actual monitoring should already be prepared, most importantly the
monitoring tool and report forms.
What are the basic objectives of briefing-orientation:

o to gather the target participants in the monitoring project;
o to introduce the project to the target participants;
o to brief the target participants on what the project intends to monitor;
o to orient the target participants on the Bayanihang Eskwela Checklist and the reporting mechanism to be used; and
o to provide a venue for the target participants to meet and plan for their monitoring activities.
To achieve this, the briefing orientation shall be divided into four parts:
(1) Introduction to community based montring
This part will serve as an introduction that shall brief the members of the team on what CBM is, and why it is
important to monitor school buildings. The objective of this part is to highlight the following:
»» The importance of citizen participation in governance and monitoring of government services.
»» The benefits of constructive engagement and collaboration with government.
Social accountbality mechanism, Varieties of Corruption, Corruption’s Factors and Consequences.
Legal Frameworks against Corruption, Accountability, Transparency and Monitoring.

»» The right of every child to quality school building for better education and the citizen’s role in checking proper
school building implementation.
(2) how to use the CBM Checklist in school building monitoring,
The objectives of this part thus is to Allow the team enough time to learn how to use the checklist together

And to Clarify areas on the checklist that need clarification
This checklist shall guide you on each stages of school building construction.
(3) Construction Monitoring Tips
After learning how to use the checklist, the team shall invite their Physical Facilities Coordinator or a local engineer
and ask for tips on what to look out for in monitoring school buildings to further deepen their capacity in monitoring
school building.
The team should also research on DepEd standards which they can easily access online (the internet) or from their
local divisions.
1) Construction Materials.
2) Stones: Types and Stone Masonry Durability.
3) Bricks: Quality, Gradation, Test and Types.
4) Tiles: Types and Terrazzo Relevancy.
5) Cement: Types and Issues.
6) Aggregate, Concrete, Types of Concrete and its Durability.
7) Slump Test and Water Cement Ratio.
8) Concerts: Curing and Marks.
The technical trainings will assist the local monitors on how to verify quality of materials and other
technical issues that may arise during monitoring.
The objectives of this part are:
»» To familiarize the team on standards in school building monitoring
»» To orient the team on the red flags they should look out for
(4) planning workshop.
The planning workshop shall be done after the team has been trained on how to use the Checklist and the monitoring
points that need to be considered. The objective is to prepare an action plan for effective and efficient performance
of tasks and delivery of outputs.
Below are guide questions you can follow:

1. What are the specific activities the group must undertake to perform tasks or deliver expected outputs?
2. What difficulties/challenges might the group encounter?
3. What strategies will the group employ to address the difficulties/challenges?
PDS will conducts a-three-day training for all its local monitors on social accountability mechanisms
and technical aspects of monitoring.
4. monitor construction of school building using the CBM Checklist
The CBM Checklist for the monitoring of school building construction projects is an easy-to-use guide
for ordinary, non-technical people which they can bring during the actual monitoring visits to the project site. This
will aid you and your monitors in inspecting the implementation of the school building project.
Checklist covers six (6) major sections which corresponds to six important aspects and stages of the
school building project which you would want to monitor, namely:
(2) Pre-construction stage
The pre-construction stage includes a number of activities t atinvolves preparing and planning for the construction of
the school building:

Activity 1: Site Identification
Site Identification is when the project implementers choose where in the school campus the building will be
constructed. Herein, the checklist will ask you to answer the following questions:
If the land documents are avilbe
If the site is suitbael fro the projetcs
Activity 2: Project Meeting
The community montir interested to know if the project managet team is formed
Activity 3: Pre-Engineering Survey

The Pre-Engineering Survey is conducted to assess whether the lot
is suitable for the building to be constructed in terms of size and
quality.
Was a pre-engineering survey conducted?when
Did the survey confirm that the building to be constructed fit the landarea?
Activity 4: Preparation of Works (POW)

The Program of Works is the most critical document in your
monitoring. The Program of Works contain the components of the
school building to be constructed and the materials to be used. It
specifies the amount and the type of supplies that the contractor
should provide. Thus, make sure you get a copy! (Don’t worry, it is
open to the public and the school is mandated to have a copy.)
Activity 6: Bidding
Now the bidding is probably the most critical activity in the
pre-construction stage of the SBP implementation. Herein, the
contractor who will construct the building will be chosen through
a bidding process to ensure that the government will get the
cheapest price for the service. The checklist will help you in
checking if bidding followed due process.
(3) Construction stage
go to the construction site

and monitor if the school building construction is being done
according to quality standards.
Activity 1: Earthworks and Excavation
Activity 2: Concrete Works
Activity 3: Masonry
Activity 4: Carpentry
Activity 5: Painting
(5) Post-construction stages
enumerates the standard components of a

complete school building. Now you only have to check whether
the item is present or absent. As for the quality or peculiarities with
the item, you may indicate it in the fourth column:
(6) Conduciveness to learning
Now your classroom may look beautiful but whether it is conducive

for learning is quite another thing. Say you have a strong and
strudy school building but there were no safety features. Perhaps
the classrooms were painted too dark that the classroom feels too
gloomy and the students are not energized by the classroom.
It is important to take note of this to ensure that the building is
properly constructed to achieve its purpose. This will also inform
the Department of Education about possible modifications for
their school building designs.
Are the classrooms well-ventilated?

Are the classrooms sufficiently lighted?
Are the classrooms spacious enough for
the students?
Was the school building site sanitary?
Is the school building free from health
threats?
Does the school building have safety
features?
(6) Responsiveness to school need
Make sure the classroom

built in your community
is really what your school
needs!
The checklist will also guide you in assessing whether the
classroom building addresses the specific and peculiar needs of
a school. Was it responsive to your particular need? Now if your
school was located in an area where typhoon always hits, it will be
disastrous to build a classroom made of wood!
Is the design of the classroom

appropriate for the school
environment?
5. Processing the Checklist and Generating ResultsGenerating results and outcomes

Once the monitoring the school building is finshed , use the information from the checklist and finally answer: Was
the school building constructed efficiently in terms of cost, time, quality,
quantity and process?
Now when you have collected the data, you have to aggregate and
count the answers of the checklist as you would do a survey. You
can use the Consolidated Data Template to be found in Annex 3
for this part. Let us try to go down some items in the template and
illustrate how you can interpret the answers of your monitors:
After which, you will assess whether there

were deviations from standards that occurred.
Lastly, aggregate the concerns enumerated by your monitors. Try
to highlight common concerns that were raised as this is indicative
of what your team perceives is the most important service that
your school needs.

After you have consolidated all the
checklists, it is time to make sense
of your data. With all those numbers
and aggregated concerns, you
are now ready to assess whether
it was an efficient school building
construction.
Try to answer the following
questions as summary to your
findings:
Planned/ Normative
Time Was the implementation timely? Why?
Cost Was it value for cost? Why?
Quantity Was the quantity enough and did it follow standards?
Quality Is it a quality School building? Why?
Process Were processes followed? Why or why not?
6. Reporting and Communicating Outcomes and conducting dialugus

Provide montring report to project engineer and implemting agency through a web base system.
remember that in communicating your results, these have to be evidence-based. Thus highlight the
results of your checklist and prepare attachments, pictures and
other materials necessary to support your conclusions.
The Montring reports are also shared with PDS which share reports to board
PDS Consildat reports and present it to partents
The Quick Response Feedback Mechanism is a reporting system

usually established to enable volunteers and monitors to report
and update real-time
Problem-Solving Session: Making the Decision-Makers

Responsive
Through this session, you must be able to:
• Present the findings of the monitoring program
• Identify the solutions together with the stakeholders and the
decision makers
After the sharing session, you need to talk to the implementing

agency which is either the DPWH District Engineering Office or
the Department of Education Division Office in what we call a
problem-solving session. A problem solving session builds trust
between your organization and the agency you’re monitoring. This
is why it is best to get decision-makers to the session to ensure that
you will be communicating to the critical persons who may ensure
that your monitoring results are translated into reforms.
The main objective of this session is to share the results of your
project, especially the emerging issues from the sharing session of
the monitors, and looking at how to address these issues together.
The partnership between you and the agency is crucial, because
this helps them realize the value of your monitoring initiative and
how their involvement can help themselves improve in the areas

you have identified. How the agency commits to addressing your
issues is, therefore, your primary success indicator.
7.1 List of the Activities According to the Stated Objectives:
Objective #1: Developing
Activities:
1. Developing an easy-to –use community montring toolkit that will guide you in the setting and the
implementation of your own community-based monitoring of government school building projects (SBP)
using the tested processes and tools
Objective #2:
Activities:
Objective #2:
Activities:
8. Expected Results: (List the expected results and impacts of your proposed activities in the short-term and long-
term.) (not to exceed 5,000 characters)
9. Gender Mainstreaming: (Describe how your activities will help gender engagement or will address corruption
problems that particularly victimize women. Describe the likely impacts that your activities have on men and on
women.) (not to exceed 2,000 characters)

Monitoring was and will never be a job for men. Women and children who are often left at home are
the innocent but mindful witness whenever there are new government projects in an area. These
women and children provide feedback based on what they saw and heard. At times, they ask good
questions on the process of construction work “Why do you pour cement to a muddy road?” “Why
was the mixture of cement and aggregates watery?” Children also report anomalous transaction like
“Why did the barangay captain brought home bags of cement and steel bars after a drinking spree
with the project supervisor?” “The contractor used Pozzoland not Portland cement.” These and many
more are some of the indirect interventions of woman and children in the field of monitoring.
10. Sustainability: (Describe how your activities and your expected results will persist over time, especially after
your project is completed.) (not to exceed 2,000 characters)
As a result of this case, the regional director of the DPWH issued a directive to the district DPWH office in Abra
requiring that projects in the province be funded only after they had obtained a clear monitoring report from
CCAGG.
Recognizing the critical role the organization plays in preventing corruption, the national Commission on
Audit (COA) entered into a partnership with CCAGG to conduct participatory audits of projects and
programs.
CCAGG will organize, mentor, and train community members and civil society groups in three regions of
the northern Philippines to undertake citizen monitoring of public works and participatory budgeting.
These activities will be carried out through the development of a capacity-building scheme. CCAGG also
will document and disseminate the results and lessons of citizen audits in order to raise awareness and
motivate further civil society participation in monitoring public works and other government projects.
SECTION III. EXPERIENCE AND CAPACITY

1. List the proposed staff who will implement this project.
2. Indicate whether you intend to partner with other organizations to conduct this activity. If so, please
list them. (not to exceed 1,000 characters)
3. Demonstrate how the existing or proposed team is capable or has the past experience to implement the
proposed activity and achieve the desired results. (not to exceed 3,000 characters)

By affixing my signature below, I certify that to the best of my knowledge, the information provided in
this application is accurate and correct – USAID/AMANAT grants team is authorized to verify the
information and conduct refence check:
Submitted by (name and title): ____________________________________________________
Signature: _____________________________________ Date: __________________________
FOR USAID/AMANAT PROJECT USE ONLY
Date received _______________ APS Reference No.19.004

The undersigned hereby certifies that: (a) the prospective grantee has received an official delivery
receipt for its Grant Application vial official grants email, (b) confirmation email is communicated,
(c) a reference number (GA) has been assigned
Grants Manager_____________________ Date ________________

Annex A: Technical Application Template: Amanat Afghanistan USAID CONTRACT NUMBER AID-306-H-17-00003

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Annex A: Technical Application Template: Amanat Afghanistan USAID CONTRACT NUMBER AID-306-H-17-00003

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ANNEX A: TECHNICAL APPLICATION TEMPLATE

SECTION I. BASIC ORGANIZATION INFORMATION

2. Date organization was founded and registration number:

3. Contact information and organization structure:

Key contact person(s) Name and title:

Active Phone #1: Active Phone #2:

Add as many key individuals as needed

Key individuals (s) Name and title:

Active Phone #1: Active Phone #2:

1 | APS NO. 216-6115-01-2020-004-APS USAID.GOV

1 Name & Position:

2 Name & Position:

3 Name & Position:

4 Name & Position:

5 Name & Position:

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 2

3 | APS NO. 216-6115-01-2020-004-APS USAID.GOV

2. Duration of the Activity (Total number of months):

(a) Total Number of Beneficiaries:

Direct (Male & Female) Male: # Female:

Indirect (Male & Female) Male: # Female:#

(b) Demographic: (please specify if any marginalized group is targeted)

People with disabilities: #

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 4

5.4 to mobilsie communites to elect thre represntive as local montirs

5.4 to improved access to information on infrastructure projects

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USAID.GOV APS NO. 216-6115-01-2020-004-APS | 6

7 | APS NO. 216-6115-01-2020-004-APS USAID.GOV

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 8

The challenge is how

MEC propse solution to decrease corruption

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Based on MEC report

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 10

Corruption is likely to enter construction projects at the following risk-points:

11 | APS NO. 216-6115-01-2020-004-APS USAID.GOV

Anti-corruption strategies in education can make use of (a)

Corruption in education occurs

School construction challenges ,shortcomings,

The government school construction program, implantation agrganemtn,

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 12

Corruption accentuates problems of sluggish economic growth and under- development..

Communities not engaged in montiring

Capacity of ISD,MRRD constant supervison

No institutlklanl arrnagemnt for stakhodlers evaluate the progress

Shortage of school builduigns-

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USAID.GOV APS NO. 216-6115-01-2020-004-APS | 14

The prime objective of this project was to develop a third party

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USAID.GOV APS NO. 216-6115-01-2020-004-APS | 16

2) Electing Community Monitrs and Forming community based montring team

3) Capacity building of community based monitoring team:

Session 1: Social Training:

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 The importance of citizen participation in governance and monitoring of government services.

Session 3: Training on Construction Monitoring:

USAID.GOV APS NO. 216-6115-01-2020-004-APS | 18

Session 4: planning workshop.

2.6. Training of Governmental Officials

5) Montirng the construction work

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Signature: ___________ Date: