The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Equity with Quality and Learning at Secondary (EQUALS) (P164223) Eastern and Southern Africa | Malawi | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2019 | Seq No: 7 | ARCHIVED on 16-Jun-2022 | ISR51816 | Implementing Agencies: Ministry of Education, Science and Technology, Ministry of Finance, Economic Planning and Development Key Dates Key Project Dates Bank Approval Date: 13-Mar-2019 Effectiveness Date: 24-Oct-2019 Planned Mid Term Review Date: 15-Dec-2022 Actual Mid-Term Review Date: Original Closing Date: 31-Dec-2025 Revised Closing Date: 31-Dec-2025 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objective (PDO) is to improve quality of science and mathematics instruction in Community Day Secondary Schools (CDSSs) and increase access to secondary education in selected remote areas. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1. Improving the quality of science and mathematics instruction:(Cost $30.14 M) Component 2.Enhancing equitable access to secondary education:(Cost $53.88 M) Component 3.Project Coordination, Learning, Monitoring & Evaluation:(Cost $10.98 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Implementation Status and Key Decisions (Public Disclosure) EQUALS was approved on March 14, 2019 and signed on July 25, 2019. It is in the third year of implementation. Substantial achievements have been accomplished including: (i) the delivery of about 1.2 million textbooks and teacher guides to schools; (ii) in- service orientation of teachers on the revised sciences and mathematics curriculum, which has been concluded for more than 4,500 teachers; (iii) enrollment of more than 1,400 secondary school heads teachers and their deputies in the leadership and instructional management training; (iv) finalization and management approval of guidelines for the continuous assessment (CA); (v) successful identification of students who dropped out of school due to COVID-19 and award of bursaries towards their schooling and upkeep, with disbursement of their bursaries accomplished by end May 2022; and (vi) advanced bidding process for the construction in 80 CDSSs and 20 district day schools; (vii) launch of development of 10 management information systems or ICT related systems, of which three have been completed i.e. (a) on-line inspection tool, (b) civil works monitoring system, and (c) e-registration and e-payment. 6/16/2022 Page 1 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Issues and challenges affecting the project implementation: COVID-19 after-shocks, Cyclones Ana and Gombe, and increase in consumer prices. The mission observed that COVID-19 after-shocks, effects of the recent cyclones, and impacts of increased consumer prices will continue to manifest in sector and affect implementation of key project activities. The Malawi Longitudinal School Survey (MLSS) results show that students have not only lost learning from school closures at the onset of the first wave of COVID-19, but also suffered loss in foundational knowledge. In part, this justifies the project’s remedial activities in selected secondary schools. Apart from the learning losses, the arrival of two Cyclones Ana and Gombe have affected learning in more than 100 schools in Southern Malawi, damaging infrastructure and pedagogical equipment, and straining teaching and learning conditions in a context that was already reeling from infrastructure deficit. Moreover, the increase in fuel price and the devaluation of the Kwacha by 25% in May 2022 have raised prices of commodities, a situation which is likely to affect the targets of the project. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial Moderate Moderate Macroeconomic Substantial Substantial High Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Moderate Moderate Institutional Capacity for Implementation and High Moderate Moderate Sustainability Fiduciary Substantial Substantial Substantial Environment and Social Substantial Moderate Moderate Stakeholders Moderate Moderate Moderate Other -- Substantial Substantial Overall Substantial Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the quality of mathematics and science instruction. IN01152371 ►Percent of CDSS meeting selected minimum standards for quality science and mathematics instruction (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 40 percent increase Value 0.00 0.00 5.50 from baseline Date 29-Nov-2019 25-Nov-2020 20-May-2022 31-Dec-2025 Proportion of CDSSs meeting the minimum standards in selected four national education standards - 10, Comments: 11, 12 and 18. The selected standards have 3, 5, 4 and 5 observable criteria respectively. For the purpose of the project 5 criteria (10.10, 11.12, 12.11, 18.9 and 18.12) have been selected for measurement. The 6/16/2022 Page 2 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) criteria are aligned to good classroom practices and instructional coaching by school head or a senior teacher in the school. A CDSS where the selected criteria are observed to be taking place will be considered to have met the minimum standards for science and math instruction. The third year target is not Achieved. The MoE has sounded a challenge in schools conforming to the definition of this indicator. Could be reviewed at Mid-Term Review to align with reality in schools. IN01152373 ►Average MSCE pass rate in Sciences and Mathematics (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 52.30 54.00 64.00 60.00 Date 31-Oct-2019 30-Jul-2020 20-Dec-2021 31-Dec-2025 Average student scores in Math and a selected science subject in Form 2. Malawi National Examinations Board (MANEB) will subscribe to any available international assessments (preferably PISA). Due to the challenges related to the PISA timelines, the team adopted an alternative indicator during the processing of the Additional Financing. Alternative indicator tracked: Average Malawi School Certificate of Education (MSCE) pass rate in Sciences and Mathematics provided by the MANEB. Comments: The previous figure with 56% is wrong, it was 54% for 2020/21 achievement. Based on the 2020/2021 result, which was not captured in the previous ISR owing to the examination calendar, the indicator was achieved and even surpassed by reaching 64% against a target of 56% (Year 2 target and achievement). The 2021/22 achievement will be computed after results of the current MSCE examination results are released. Increase access to secondary education in selected remote districts IN01152372 ►Primary to secondary transition rate in remote schools from 13 selected districts (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 32.00 30.04 30.04 48.00 Date 30-Nov-2018 01-Nov-2021 01-Nov-2021 31-Dec-2025 The number of new students enrolled in Form 1 expressed as a percentage of the number of pupils enrolled in the Standard 8 in the previous year in the 13 remotest districts. This represents a proxy indicator as students may be selected into national secondary schools. School year 2021-22 data are not yet available. The indicator will be informed once the 2021-22 Primary School Leaving Certificate Examination (PSLCE) results are out. The previous years (2020/21) show a downward trend, which may be reversed once the students placement system is functional along with the completion of reforms aiming to expand secondary education. The slight decline in the transition rate of previous years could be partially explained by the delay in classroom construction, but also by the dramatic drop in the overall 2020 examinations pass rate, where Comments: only 40 percent of the candidates passed the examination, nine points lower than the 2019 results; and the results also showing marked gender differentials. The results show that while nearly half of the boys passed the examinations, only one in three girls was successful. The Ministry of Education attributes the drop in performance to COVID-19 disruptions, where some schools are suspected of not completing their syllabus. The 60,000 of baseline figure for girls transitioning from primary to secondary school is wrongly the number of girls for all districts. The right number for the 13 considered districts in 2020 is : 19,033. The end target will also be revised accordingly. IN01152374 Female Students (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target 6/16/2022 Page 3 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Value 19,033.00 18,176.00 18,176.00 90,000.00 Date 30-Apr-2019 01-Nov-2021 01-Nov-2021 31-Dec-2025 Overall Comments PDO Out of the three PDO indicators, one has not been achieved while two are yet to be computed using annual school census (ASC) data which is currently being cleaned and the results of the Malawi school Certificate of education for school year 2021-22. The indicator related to the Community Day Secondary Schools (CDSS) meeting minimum standards for quality science and mathematics instruction, did not achieved the year 3 target with only 5.5% of CDSSs meeting the minimum standards for quality science and mathematics instruction against a year 3 target of 20%. This underperformance is mainly related to the definition of the indicator which makes the qualification of CDSS practically challenging and may compromises achievement of the agreed end target. The MoE has sounded a challenge in schools conforming to the definition of this indicator that could be reviewed at Mid-Term Review to align with reality in schools. For the indicator related to the pass rate in Sciences and Mathematics, the 2021/22 achievement will be computed after results of the current MSCE examination results are released. Based on the 2020/2021 result, which was not captured in the previous ISR owing to the examination calendar, the indicator was achieved and even surpassed by reaching 64% against a target of 56% (Year 2 target and achievement). Regarding the primary to secondary transition rate, the annual schools census data are not yet available, they are expected to be issued by mid-June 2022. The remaining indicator, notably the Primary to secondary transition rate, the school year 2021-22 data are not yet available. The indicator will be informed once the 2021-22 Primary School Leaving Certificate Examination (PSLCE) results are out. Previous years show a downward trend, which may be reversed once the students’ placement system is functional along with the completion of reforms aiming to expand secondary education. Intermediate Results Indicators by Components C1. Improving quality of science and mathematics instruction IN01152375 ►Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 22.50 22.50 90.60 90.00 Date 27-Sep-2019 27-Sep-2019 20-May-2022 31-Dec-2025 Proportion of CDSSs with student textbook ratio of 1:1 Mathematics, Biology, Chemistry and Physics. The ratio is measured on the total enrolment per subject divided by total number of student textbooks available for the revised curriculum. Comments: More than 1. 2 million textbooks and teacher guides have been distributed to schools. The indicator target has been achieved. The Project end target has been surpassed. IN01152377 ►Number of interactive Science and Mathematics modules available for use by students (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 100% of modules in the selected science Value No Process launched Process launched subject for Form 4 developed and or adopted Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Animated materials that support learning. For example, in math interactive materials would show stepwise Comments: solutions of mathematical problems. In sciences, the materials are expected to animate experiments. These increase the chances of learning. MIE will establish the scope of development of modules. The 6/16/2022 Page 4 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) project will track the incremental development of the modules in mathematics and a selected science subject for the entire secondary school cycle (F1-F4). 188 modules identified in biology, chemistry, Mathematics and Physics to be developed and digitalized. The Indicator target is not achieved. Interactive Chemistry and Physics workbooks for junior secondary developed, tested and refined. Development of junior Biology and mathematics interactive workbooks is underway. The Government is fast tracking the procurement of Technical Assistance to support digitization of selected modules. IN01152379 ►% of CDSSs with students using interactive workbooks in math and science (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 75.00 Date 31-Dec-2018 01-Nov-2021 20-May-2022 31-Dec-2025 Percentage of schools with students (of at least 1 stream) of a specific grade for which material has been developed and or adopted; found using the developed interactive materials during the DIAS school monitoring exercise in the 43 school clusters. Comments: The target of the indicator is not achieved. The target is conditional to the availability of interactive workbooks. IN01152381 ►Percent of CDSS meeting prioritized leadership and management standards (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 28.90 28.90 52.50 78.90 Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Proportion of CDSSs meeting all the 5 minimum criteria set out in National Education Standard (NES) 18. The baseline will be established in the first project year. The development of planned modules is completed. The two cohorts of school heads were enrolled in the leadership training in mid-November 2021. Comments: The target is not achieved. Training of Head Teachers and their Deputies has taken longer than expected. Currently 2 cohorts involving 1,450 Head Teachers and their Deputies are being trained and expected completion date is November 2022. IN01152383 ►Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and math (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 26.20 26.20 56.90 46.20 Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Proportion of mathematics and sciences teachers in CDSSs meeting the three criteria of the minimum NES 9 as well as criterion 9.7. The planned framework mapping TTIs to the 43 cluster lead schools has been developed. Comments: The target is achieved. The project life target has been surpassed owing to the intensification of teacher orientation and training activities. IN01152385 ►Foundational system for continuous assessment established for maths and biology (Text, Custom) 6/16/2022 Page 5 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Baseline Actual (Previous) Actual (Current) End Target CA foundations established for maths and biology in Forms 3 and 4 integrating 2nd Value No No No round data. Report and action plan prepared on roll out to other subjects. Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Guidelines/procedures, tools and data management system including capacity readiness for conducting continuous assessment in mathematics and biology subjects. Comments: Guidelines for Continuous Assessment have been approved by the MoE. The target is not Achieved. The teacher training is yet to be conducted and is planned to be held during the upcoming school holidays. IN01152388 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 333,000.00 338,000.00 566,930.00 416,000.00 Date 30-Sep-2019 30-Jun-2021 20-May-2022 31-Dec-2025 The target is achieved.  Students that benefitted from textbooks are estimated at 203,318.  Students that benefitted from remediation activities are estimated at 62,000. Comments:  Students that have benefitted from bursaries so far are 221.  Students that benefitted from PPEs are 301,391. IN01152390 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 162,000.00 164,000.00 260,788.00 204,000.00 C2. Increasing access to secondary education IN01152376 ►Complementary streams for delivery of secondary education established (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 7,500 additional students admitted to complementary stream Value No No No of secondary education in the 13 remote districts Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 This indicator refers to the development and endorsement of policies and strategies supporting lower cost options of secondary education expansion. These include OSS, ODL, and Public-Private Partnerships Comments: (PPPs) including regulation and revised financing formula; and credible secondary expansion plan. As from the third year, the indicator will track the number of students enrolled in the complementary streams. 6/16/2022 Page 6 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) The target for this indicator is not achieved. The draft simulation model on secondary expansion has been approved by the MoE. However, prerequisite actions to facilitate attainment of this result are yet to be finalized. Substantial progress has been noted of the prerequisite actions. IN01152378 ►% of CDSS in the 13 remote districts meeting teacher establishment in Science and Mathematics (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50% of CDSSs meet Science & Maths Not yet due for Value Not due for measurement In Progress teacher establishment measurement requirements defined in STDMS Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Proportion of CDSS that have been supplied with adequate science and mathematics teachers based on the staffing norms defined in the teacher development, recruitment, deployment and management strategy. The TORs for recruitment of a TA have been finalized. Recruitment of TA for development of the Comments: Secondary Teacher Management Information System is underway. The target is not achieved. However, some progress has been made toward achieving the target. The prerequisite conditions to achieve the target are : the development of required strategy, plans and systems to be developed by the Consultant. IN01152380 ►% of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 90% of public secondary schools Data to be collected in 2021-22 data to be Value 22.1% conform to the average Fev. 2022 computed using ASC class size of 45-55 students in Form 1. Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Proportion of secondary schools filling up their form 1 capacity in the range of 45-55 students per stream as a result of the reformed and automated selection and placement system. Measured as (# Form 1 Students / # of Form 1 Streams) for each public school in the 13 selected districts, and the proportion of schools for which this ratio is greater than or equal to 50, The information is supposed to be computed using 2021-22 Annual School Census (ASC) data which is Comments: awaited by end of June 2022. The E-registration and E-payment system have been trial-tested. The rollout is expected countrywide in a phased manner. The Software Developer for E-selection and placement system has signed the contract. The Inception report has been submitted IN01152382 ►% of CDSSs in 13 remote districts with functional GBV redressal and adolescent hygiene support systems (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 90% of CDSSs in 43 selected clusters have functional GBV Value 7.6 percent 7.6 percent 13.5 percent redressal and adolescent hygiene support system Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 6/16/2022 Page 7 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Proportion of CDSSs that have operational GBV redressal and adolescent hygiene support system based on NES 6 and provisions of the School Health Hygiene and Nutrition. The system will include but not limited to annual student sensitization, annual MG sensitization, sensitization of the teacher code of conduct, presence of male and female councilors in schools, gender clubs meeting at least once a quarter, existence of anonymous complaints reporting, demonstrable evidence of accepting, investigating, and addressing complaints; demonstrable evidence of provision of nutrition supplements to adolescents. Comments: The MOE will develop the compounded mechanism in the first year of the project. Guidelines on GBV prevention and adolescent health and hygiene developed by UNICEF endorsed by DSDE for use in secondary schools. Target not achieved. January /February 2022 inspection shows an underachievement against the 2nd and 3rd year targets. IN01152384 ►Progression rate for disadvantaged students benefiting from scholarships (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 471 scholarship 85% of supported beneficiaries registered Value 0.00 95.00 students progress to in 2019/20 academic the next grade/form year. Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Proportion of students benefiting from the reformed bursary program through EQUALS who are promoted to successive grades in secondary education. Measured as number of bursary recipients who are promoted / number of bursary recipients. Comments: K67.1 million paid for 221 beneficiaries. The Target has been achieved. Out of 221 students that benefitted from the first tranche of bursaries, 211 have progressed to the next form. Out of 102 female student, 95 have progressed to the next grade. IN01152386 % Female (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 93.00 80.00 Date 27-Sep-2019 25-Nov-2020 20-May-2022 31-Dec-2025 IN01152387 ►Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 75% of target schools Value 0.00 0.00 0.00 are adequately maintained Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 CDSS where additional academic facilities have been provided by the project. The envisaged facilities include: classrooms, libraries, laboratories, electricity, water/sanitation etc. The ESMPs are cleared; the procurement process is almost completed awaiting approval from Public Procurement and Declaration of Assets (PPDA). Contracts award is expected by end of June 2022. Comments: The target is not achieved. The indicator will be informed once works commence on the ground. Works are expected to commence by July 2022. IN01152389 ►Stakeholder satisfaction in delivery of secondary education in the 13 remote districts (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 6/16/2022 Page 8 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Baseline established by Baseline to be furnished Not due for 20 percent increase Value September 2020 by September 2020 Measurement from baseline Date 27-Sep-2019 01-Nov-2021 20-May-2022 31-Dec-2025 Feedback from parents and students in the delivery of education in the project resourced areas Survey tools have been developed. Survey instruments approved by the WB. Comments: The Survey was conducted in December 2021. 90 schools were visited. 20 students and 5 parents per school were interviewed. 26.4% of students and 32.9% parents are satisfied. Overall is 29.7%. IN01152391 ►Number of low-cost classrooms constructed to allow social distancing (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 240.00 Date 15-Sep-2021 01-Nov-2021 20-May-2022 31-Dec-2025 The target is not achieved. Site identified and ESMPs prepared and approved for disclosure. Comments: Procurement of contractors has just commenced. IN01152392 ►Teachers recruited or trained (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,507.00 8,254.00 13,300.00 Date 31-Jul-2019 01-Nov-2021 20-May-2022 31-Dec-2025 4,507 teachers have been oriented to the new curriculum 1,291 teachers trained to remedial activities 1401 teachers trained to handling COVID-19 activities Comments: 1055 auxiliary teachers were recruited The number of teachers will be updated to consider the ongoing trainings and planned training activities still to take off. IN01152393 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 550.00 1,981.00 2,010.00 IN01152394 Number of teachers recruited (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 1,055.00 1,500.00 Date 30-Jun-2021 01-Nov-2021 20-May-2022 31-Dec-2025 IN01152395 Number of female teachers recruited (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 433.00 500.00 IN01152396 6/16/2022 Page 9 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Number of teachers trained (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,507.00 7,199.00 11,800.00 Date 31-Jul-2019 01-Nov-2021 20-May-2022 31-Dec-2025 IN01152397 ►Female drop out rate in public secondary schools in 13 remote districts (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 14.00 14.00 14.00 10.00 Date 30-Jun-2021 30-Jun-2021 30-Jun-2021 31-Dec-2025 This indicator will be supplied by the ASC. Comments: The drop-out rate will be computed using ASC data in once cleaning is complete by end of June 2022.. Overall Comments IR For the intermediate results indicators: Third year targets for two out of the five PBCs have been achieved. The achievement has surpassed the project life targets for the two PBCs. The three others are on track. The project has not achieved year 3 targets for 7 of the 8 non-PBC intermediate result indicators, but the other indicators are moving to target. Year 3 targets for the 6 indicators that came following additional finance have not been achieved but progress has been noted to agreed target. Performance-Based Conditions IN01152398 ►PBC 1 Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Intermediate Outcome, 15,500,000.00, 9.99%) Baseline Actual (Previous) Actual (Current) FY25 Value 22.50 22.50 90.60 -- Date -- 17-Nov-2021 20-May-2022 -- The project life target has actually been surpassed. The disbursement of the claimed amount of US$ Comments: 12,500,000 attached to the scalable PBCTs 1.2, 1.3, 1.4, 1.5 and 1.6. IN01152399 ►PBC 2 Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and math (Text, Intermediate Outcome, 12,510,000.00, 23.98%) 6/16/2022 Page 10 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Baseline Actual (Previous) Actual (Current) FY25 Value 26.20 26.20 56.90 -- Date -- 01-Nov-2021 20-May-2022 -- The agreed targets for scalable PBCTs 2.2-2. have been fully achieved at 64.5% of observed teachers with Comments: good professional, subject and curriculum knowledge in science and mathematics from a baseline of 26.2%. IN01152400 ►PBC 3 Complementary streams for delivery of secondary education established (Text, Intermediate Outcome, 11,050,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) FY25 Value No No No -- Date -- 01-Nov-2021 20-May-2022 -- IN01152401 ►PBC 4 % of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text, Intermediate Outcome, 10,900,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) FY25 Pending update from 2021-22 data to be Value 22.1% -- MANEB computed using ASC Date -- 01-Nov-2021 20-May-2022 -- IN01152402 ►PBC 5 Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Intermediate Outcome, 29,496,000.00, 9.49%) Baseline Actual (Previous) Actual (Current) FY25 Contract signing and Value 0.00 Safeguards target 0.00 -- achieved Date -- 01-Nov-2021 20-May-2022 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed 6/16/2022 Page 11 of 12 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) P164223 IDA-63790 Effective USD 90.00 90.00 0.00 19.96 68.25 23% P164223 IDA-D8710 Effective USD 5.00 5.00 0.00 2.84 1.97 59% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P164223 IDA-63790 Effective 13-Mar-2019 25-Jul-2019 24-Oct-2019 31-Dec-2025 31-Dec-2025 P164223 IDA-D8710 Effective 29-Jun-2021 19-Jul-2021 14-Oct-2021 31-Dec-2025 31-Dec-2025 Cumulative Disbursements Restructuring History There has been no restructuring to date. Related Project(s) P176751-Additional Financing for the Equity with Quality and Learning at Secondary 6/16/2022 Page 12 of 12