The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Tuvalu Learning Project (P171681) EAST ASIA AND PACIFIC | Tuvalu | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2020 | Seq No: 4 | ARCHIVED on 25-May-2022 | ISR51431 | Implementing Agencies: Ministry of Education, Youth and Sports, Ministry of Finance, Tuvalu Key Dates Key Project Dates Bank Approval Date: 05-Jun-2020 Effectiveness Date: 22-Jul-2020 Planned Mid Term Review Date: 02-Oct-2023 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) To improve the readiness of children entering first grade and improve the reading skills of students. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Strengthening early childhood care and education and school readiness for all children:(Cost $1.80 M) Improving Literacy Outcomes in all Schools:(Cost $4.10 M) Research, learning assessment and policy review:(Cost $3.60 M) Strengthening institutional capacity, monitoring and evaluation, and education sector management:(Cost $4.50 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Satisfactory Overall Implementation Progress (IP) Satisfactory Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions The Tuvalu Learning Project (TuLEP) has made good progress in recent months towards moving activities into full implementation with overall project disbursement at 18 percent. Key project staff have been recruited and core activities have commenced across all components. One of the key Project Development Objective indicators is already seeing improvements in the percentage of children aged 3-5 years with a school readiness score (overall development index) above 0.7. The Tuvalu Early Human Capability Index (TuEHCI) conducted in 2021 shows an increase from 44 percent in 2015 to 49 percent in 2021. For Component 1, Strengthening Early Childhood Care and Education (ECCE) and school readiness, monthly ECCE communities of practice have been established and training on the new ECCE curriculum, supported by UNICEF, is expected to commence around September 2022. A playgroup training manual has been developed along with activity cards and the National Advisory Committee for ECD (NACE) has now been established. Under Component 2: Improving Literacy Outcomes in all schools, the Tuvalu Reading Program (TRP) has developed and distributed materials including teacher guides, student activity books and homework books for all Year 1 5/25/2022 Page 1 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) students. Year 2 Term 1 reading materials have been developed and are being printed and distributed locally. All schools are now connected to the internet via the KACIFIC satellite service, except Niulakita Primary School, which has no electricity. Progress under Component 3: Research, learning assessment and policy review has been strong as two key data collections are completed. The TuEHCI survey to measure school readiness was conducted in August and September 2021, and analysis and dissemination completed by December 2021. The Educational Quality and Assessment Program (EQAP) has been contracted to support the administration of the reading competency Tuvalu Early Grade Reading Assessment (TuEGRA), with the first iteration completed and results to be reported by June 2022. A phased curriculum review has also been launched. The University of the South Pacific (USP) will lead additional studies related to student and teacher absenteeism, teacher time on task, and gender analysis of enrollment and retention. Component 4: Strengthening institutional capacity monitoring and evaluation and education sector management has also seen significant progress. The project manuals have been finalized and key recruitments have been completed. Monitoring and Evaluation tools have been developed, and many are digitized. The CPMO office has been established with a full complement of staff already providing support and guidance to multiple Bank projects. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Moderate Moderate Moderate Macroeconomic Moderate Moderate Moderate Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Moderate Moderate Institutional Capacity for Implementation and Substantial Substantial Substantial Sustainability Fiduciary Substantial Substantial Substantial Environment and Social Low Low Low Stakeholders Moderate Moderate Moderate Other -- Moderate Moderate Overall Substantial Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the readiness of children entering first grade IN01141477 ►Percentage of children aged 3-5 years in ECCE centers with a school readiness score above 0.7 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 44.20 44.20 49.30 55.00 5/25/2022 Page 2 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 School readiness is measured as the overall development score of 3-5 year old children on cognitive and non-cognitive dimensions on a scale of 0 to 1. Comments: Update: This indicator is measured by the TuEHCI which was conducted in October-November 2021. IN01141479 Percentage of FEMALE children aged 3-5 years in ECCE centers with a school readiness score above 0.7 (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 51.10 51.10 55.10 60.00 IN01141481 Percentage of MALE children aged 3-5 years in ECCE centers with a school readiness score above 0.7 (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 37.10 37.10 44.70 50.00 Improve the reading skills of students IN01141476 ►Percentage of students meeting the minimum reading fluency benchmark in Year 3 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 37.70 37.70 37.70 50.00 Date 30-Dec-2016 30-Sep-2021 29-Apr-2022 31-Dec-2025 The minimum reading fluency benchmark is set at 50 correct words per minute. This indicator is measured for children in Year 3. Comments: Update: This indicator is only measured biennially using TuEGRA. Data collection was delayed for two schools due to difficulties in reaching the outer islands. The TuEGRA report is expected to be finalized by June 2022. IN01141478 Percentage of FEMALE students meeting the minimum reading fluency benchmark in Year 3 (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 48.40 48.40 48.40 60.00 IN01141480 Percentage of MALE students meeting the minimum reading fluency benchmark in Year 3 (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 26.10 26.10 26.10 40.00 Date 30-Dec-2016 30-Sep-2021 29-Apr-2022 29-Dec-2025 IN01141482 ►Percentage of students meeting minimum literacy proficiency levels in Year 4 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 5/25/2022 Page 3 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Value 32.00 32.00 32.00 45.00 Date 31-Dec-2018 30-Sep-2021 29-Apr-2022 31-Dec-2025 Percentage of Year 4 students reaching or exceeding minimum proficiency (Level 4) in literacy. Update: PILNA is only conducted every three years. It was last conducted in November 2021. The final Comments: PILNA report is expected by September 2022. There is substantial time lag between assessment administration and publication of results since EQAP publishes a regional PILNA report. IN01141483 Percentage of FEMALE students meeting minimum literacy proficiency levels in Year 4 (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 40.10 40.10 40.10 50.00 Date 31-Dec-2018 30-Sep-2021 29-Apr-2022 31-Dec-2025 IN01141484 Percentage of MALE students meeting minimum literacy proficiency levels in Year 4 (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 24.40 24.40 24.40 40.00 Date 31-Dec-2018 30-Sep-2021 29-Apr-2022 31-Dec-2025 Intermediate Results Indicators by Components Component 1: Strengthening early childhood care and education and school readiness for all children IN01141485 ►Number of teachers using satisfactory play-based pedagogical practices in ECCE centers (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value TBD TBD TBD 38.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 As measured through a classroom lesson observation tool. Update: The TuQEL tool has been developed based on the TEACH ECE and MELE. Enumerator training Comments: will be conducted in May/June 2022 and results are expected by August 2022. IN01141491 ►Percentage of parents engaging in home stimulation activities with their children in the last three days (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 58.00 58.00 74.00 80.00 Date 30-Dec-2016 30-Sep-2021 29-Apr-2022 31-Dec-2025 Simple average of percentage of parents who engaged in the following home stimulation activities as Comments: measured through TuEHCI - read a book, told a story, sung songs, played (not at home), played with child and named, counted or drew. 5/25/2022 Page 4 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Update: The baseline value had been revised in a previous ISR based on receiving the MICS 2020 data, down from 61% (measured using 2016 TuEHCI data) to 58%. The methodology for this indicator has been revised to make it consistent with the MICS definition. However the Government is considering revising again to include results from TuEHCI. IN01141495 ►Number of visits from health officers/ nurse to ECCE centers annually (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 15.00 15.00 486.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Nurses visit ECCE centers to collect information on student health and nutrition and raise community awareness. The annual target of 486 visits is calculated as 9 visits per term (3 terms) at 18 ECCE centers. Comments: Update: Nurse visits have not been happening because of staffing shortages related to COVID-19. Therefore the actual is well below target. IN01141499 ►Share of parents/caregivers that found information disseminated through the ECCE public awareness program to be useful (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 67.00 75.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 This citizen engagement indicator measures the share of parents/caregivers who attend playgroups at ECCE centers reporting on whether ECCE awareness program is useful to meeting their child’s development needs. Measured on Likert scale through beneficiary survey (Beneficiary Feedback indicator). Comments: Update: This indicator would be measured in May 2022 using the TuQEL tool that will be used to monitor playgroups and ECCE classes. The TuEHCI survey also included a question on citizen engagement which was used to update the results framework. Component 2: Improving literacy outcomes in all schools IN01141488 ►Number of teachers implementing Tuvalu Reading Program (TRP) explicit instruction approach satisfactorily in Years 1-3 (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 24.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 As measured through a classroom lesson observation tool. Update: TRP fidelity form has been developed and training of Head Teachers conducted in December Comments: 2021. A refresher training will be conducted in September before data collection is done in Week 9 of Term 3 (October). Results will be available by November 2022. IN01141494 ►Gender gap in percentage of year 3 students with zero scores in reading fluency (Percentage, Custom) 5/25/2022 Page 5 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Baseline Actual (Previous) Actual (Current) End Target Value 15.30 15.30 15.30 10.30 Date 30-Dec-2016 30-Sep-2021 29-Apr-2022 01-Dec-2025 Measured as the difference between percentage of boys and girls with zero correct responses in the reading fluency assessment (Gender Gap Indicator). Comments: Update: Reporting will be possible after TuEGRA report is finalized in May 2022. IN01141497 ►Number of teachers integrating education technology in teaching practices (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 8.00 0.00 0.00 50.00 Date 30-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Number of primary or secondary school teachers that incorporate learning activities through tablets, computers or e-readers in classes at least 3 times per term. Comments: Update: This indicator has been incorporated within the annual school census (ASC) for regular annual monitoring. Data will be available in June 2022 once all schools have completed filling the ASC forms. Component 3: Research, learning assessment and policy review IN01141487 ►Number of research activities undertaken (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 4.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Proposed areas of research include absenteeism, enrolment and retention, workforce planning (cumulative). Comments: Update: USP is being contracted to provide TA support for the research activities. Three studies (teacher and student absenteeism, gender analysis on schooling outcomes, and teacher time-on-task) are expected to be completed by December 2023. IN01141489 ►Large-scale primary/secondary learning assessments completed (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 1.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Number of large scale learning assessments for which the project supports operationalization, data collection, analysis or reporting (non-cumulative) Comments: This is a corporate result indicator. This indicator will be updated once the TuEGRA report is finalized in May 2022. 5/25/2022 Page 6 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) IN01141493 ►National student attendance rate (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 90.10 TBD 93.20 80.00 Date 30-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Measures the number of students present on a given day as a percentage of total enrolment in a school. It will be measured for all primary schools. Comments: Update: The 2020 baseline has been updated. Data for 2021 became available in May 2022 and are reported here (as 2021 year data). Data for 2022 is expected early next year. IN01141496 ►Number of schools with timely data reporting and dissemination loops established (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 9.00 24.00 Date 30-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Measures the number of schools that report termly attendance and inventory data as well as annual school census data within 3 weeks and receive a school overview report within 3 months of the end of the school year. The school report will be based on data from the Annual Statistical Report and will contain data on key performance indicators including student and teacher attendance. Comments: Update: The school report template was developed in November 2021 and data disseminated to all Head Teachers in December 2021. Complete data was available for 9 out 10 primary schools. Data for ECCE centers and secondary schools will be compiled more systematically from 2022. Component 4: Strengthening institutional capacity, M&E and education sector management IN01141486 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 3,000.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Update: Data collection on direct benefits to students was not tracked in 2021 and this lack of data Comments: collection will be corrected in 2022. IN01141490 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 1,500.00 IN01141492 ►Teachers recruited or trained (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 57.00 150.00 5/25/2022 Page 7 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 IN01141498 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 54.00 100.00 IN01141500 ►Percentage of transactions completed by CPMO specialists within service standards outlined in Standard Operating Procedures (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 81.00 75.00 Date 01-Sep-2020 30-Sep-2021 29-Apr-2022 31-Dec-2025 Percentage of transactions planned under annual work program completed by CPMO specialists within service standards outlined in Standard Operating Procedures. Comments: Update: Performance-Based Conditions Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P171681 IDA-D6250 Effective USD 14.00 14.00 0.00 2.54 11.45 18% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P171681 IDA-D6250 Effective 05-Jun-2020 28-Jun-2020 22-Jul-2020 31-Dec-2025 31-Dec-2025 Cumulative Disbursements 5/25/2022 Page 8 of 9 The World Bank Implementation Status & Results Report Tuvalu Learning Project (P171681) Restructuring History There has been no restructuring to date. Related Project(s) There are no related projects. 5/25/2022 Page 9 of 9