52149 Table of Contents 1. Year in Review................................................................................................p. 3 2. Meeting Education Knowledge Needs........................................................p. 9 3. 2009 Education Operations ­ Our Lending and Portfolio........................p. 28 4. Education Partnerships through Global Connections...............................p. 42 Annexes...............................................................................................................p. 51 1 1. Year in Review Mission: Learning for All To ensure quality education for all people to achieve their potential and for all societies to eliminate poverty, stimulate growth and innovation, and ensure long-term development How We Work Three quarters of countries in Latin America and the Caribbean, Europe and Central Asia, and East Asia and the Pacific have met or are on track to meet the Millennium Development Goal (MDG) of universal primary education completion. In contrast, a near majority of countries in South Asia and Sub-Saharan Africa are not on track to meet this MDG. In addition, an estimated 264 million youth are not enrolled in secondary school, and there is a growing demand to expand tertiary education so that countries can enhance their skilled labor force. The World Bank addresses these challenges in three main ways: Knowledge The World Bank serves as a knowledge bank for data, research findings and best practices in policy design and implementation. Generating and sharing this knowledge through media, training activities and technical advice is a Bank priority. Operations The World Bank is the largest source of external aid to education. It uses a variety of instruments to provide financial support to governments of developing countries, helping them design and implement education sector plans. Through more decentralization to 1 The World Bank Education Year in Review 2009 was produced as a pilot to better share information and knowledge about the work of the World Bank in education. This section of the report (1. Year in Review), is a duplicated copy of the text from the accompanying brochure, Education Year in Review 2009. All monetary figures used in the brochure and full report are in US Dollars unless otherwise noted. The Education Year in Review 2009 was produced under the guidance of the Education Sector Board (see annex 1 for details on Education Sector Board) and the leadership of the Editorial Committee which included Elizabeth King, Mamta Murthi, Mourad Ezzine, and Svava Bjarnason. Invaluable input was provided by Veronica Grigera, Christine Horansky, Hongyu Yang, Robin Horn, Jung-Hwang Choi, Price Gittinger, Hana Yoshimoto, Emiliana Vegas, Harry Patrinos, Marguerite Clark, Deon Filmer, Juliana Guaqueta, Halsey Rogers, Tazeen Fasih, Jamil Salmi, and Roberta Bassett, with support from Restituto Mijares Cardenas, Jr. and Jessica Venema. 3 field offices, the Bank works closely with governments at the ground level, increasing collaboration and enabling country ownership. Partnership The World Bank works with a wide range of partners to align donor aid with country objectives. It works with the donor community, through partnerships and co-financing, to help ensure the greatest impact. In Focus: Education and the Global Economic Crisis The global financial crisis is creating an emergency for development and threatening countries' ability to reach the 2015 Millennium Development Goals (MDGs). Basic education relies heavily on public funds, so large reductions in public revenues could affect school operations, teacher salaries, and scholarships. Secondary and tertiary education also rely on out-of-pocket spending, so widespread job loss can put postbasic education out of reach for poor students. Previous crises have demonstrated that enrollments, at least for a short period of time, can be sticky for two reasons: parents and governments want to protect past education investments and the opportunity cost of schooling decreases in times of higher unemployment. However, sustained reductions in education investments also have a potential impact that is less visible than lower enrollments, harder to measure, and ultimately harder to recover from--a deterioration in the quality of instruction and learning. Education and skill formation are critical to a country's recovery from the current financial crisis and to its long-term development. Even the world's richest nations include education investments as part of their economic stimulus plans. Protecting education access and investing in quality while improving the efficiency of education systems make good economic sense. Year at a Glance In 2009, the World Bank provided US$3.4 billion in new funding to education projects in key areas and regions of high-need. This sum represents a substantial increase in support from a previous average of US$2 billion per year. In the past year, the Bank also produced more than 100 knowledge products on education, including sector analyses, research and technical advice. Investments in Education Lending FY05 FY06 FY07 FY08 FY09 Active Education Projects 143 136 131 141 152 New Education Projects 25 25 28 25 25 Active Education Portfolio (US $ m) 8,200 7,708 7,422 7,362 8,823 4 New Education Lending (US $ m)* 1,951 1,991 2,022 1,927 3,445 Education lending as % of Bank total 8.7% 8.1% 7.4% 6.9% 7.1% * Represents all new lending to education, including education components in operations managed by all sector boards. Focus of New Operations in 2009 US$1.6 billion (almost half of total education lending) supports the poorest countries through IDA funds US$1.5 billion of total education lending supports basic education 75% of new education operations address teacher development 50% of new education operations improve learning assessments 44% of total lending to education is part of multisector operations 20 education projects are co-financed by bilateral and mulitlateral agencies, representing an additional US$ 1.2 billion in funding 11 new operations in fragile or conflict afflicted states include education components; education lending is active in 70% of such states Dramatic Increase in Support to Education 5 Financing the Entire Sector with a Focus on the Basics Active Operations in 2009 2009 Highlights Ensuring Quality and Equity in Basic Education More than 40 percent of World Bank lending focuses on increasing access to primary schools and enhancing the quality of learning. In Namibia, Mexico and Indonesia, governments are 6 using conditional cash transfers (CCTs) as financial incentives to ensure that disadvantaged students, especially girls and rural children, attend school. An important 2009 publication on CCTs finds that their cost effectiveness relies on the ability of governments to adequately target CCTs to the intended beneficiaries. A study of school feeding programs finds that these programs keep low-income children in school, especially during an economic downturn. In more than 70 percent of new operations, the Bank is supporting quality enhancing reforms. Rigorous evaluations are assessing the impact of teacher performance pay and teacher contracts on student learning outcomes in India and Nepal. In Morocco, reforms in teacher training address obstacles to better teacher performance. Early childhood development programs to ensure school readiness are significant components of projects in several countries, including Panama. These extraordinary efforts aim to help countries achieve the education Millennium Development Goals. Expanding Post-Basic Education Demand for secondary education is rising quickly, borne up by higher primary completion rates--but there are issues of equity and quality to address. In the low-literacy districts of Pakistan's Punjab and Sindh provinces, stipends are being offered to increase girls' low enrollments in secondary schools. Through a program that offers stipends and cash prizes to the poorest students, Bangladesh has achieved stunning results in decreasing dropout rates. In the Brazilian state of Pernambuco, an innovative accelerated program is correcting the age- grade distortion, also reducing dropout rates. In Armenia, the Bank is helping to integrate up- to-date computer technologies into classroom instruction. Linking Education to the Knowledge Economy Vocational training programs and tertiary education equip workers with the skills to be more productive and more employable, thereby enabling economic growth. A study of Niger's workforce concludes that reading and writing skills, along with reasoning capacity and life skills, lay the foundation for capabilities later in life. A study on countries in Europe and Central Asia calls for partnerships among various government ministries, education providers (public and private), and employers to design training programs that meet labor market demands. Egypt is working on improving educational services to enhance skills and competitiveness. Chile's Promoting Innovation and Competitiveness project strengthens the educational base for advancements in science and technology. A well-received book on world-class universities outlines key characteristics of top ranked universities and highlights challenges in reforming the tertiary sector. In an effort to establish incentives for reform, Vietnam is modernizing universities through competitive grants that are awarded to institutions based on good governance and performance. Making Education Systems Work Better Education systems deliver when they are more accountable and able to measure and use results. At the school level, giving more authority and autonomy to providers has the potential to improve outcomes, according to a study of countries' experience with 7 decentralized decision-making in schools. In Indonesia, a block grant program allows local educators to choose how to best allocate school resources. More, better, and timely information is critical to sound policy-making. A series launched this year makes the case for learning assessment systems. New learning assessment tools in Uzbekistan and other countries are measuring academic achievement through standards-based testing. In Senegal and The Gambia, Early Grade Reading Assessment toolkits are being prepared to help schools and policymakers diagnose learning shortfalls early in the school cycle. Analytical work in Peru has demonstrated that this information tool can spur remedial action by school personnel and parents. Leveraging Private Sector Capacity Through loans and financial tools, the World Bank Group's International Finance Corporation (IFC) has been facilitating private sector investments in education in emerging economies since 2001. In Brazil, the IFC's Anhanguera Educacional Participaçőes project is expanding educational access for low- and middle-income working adults who could not otherwise enter Brazil's public universities. In the past two years the projects community outreach program has reached over 800,000 people. Two new Bank publications review the global experience on public-private partnerships, including school vouchers and religious education, focusing on lessons and evidence from developing countries. Global Connections The challenges of improving education outcomes throughout the developing world are immense. The World Bank partners with multilateral and bilateral agencies on knowledge products, investment operations and programmatic initiatives. Collaboration with a host of development partners, in particular with UN Agencies such as UNESCO, UNICEF, WFP, promotes global commitment towards the achievement of the Millennium Development Goals and better quality education. The World Bank continues to host the Education For All - Fast Track Initiative (EFA-FTI) Secretariat. The EFA-FTI is a global partnership to accelerate progress on universal primary completion by improving country capacity and, harmonizing and raising external assistance from donor countries. Today, 38 developing countries are endorsed by the EFAFTI and receive financing and technical support. Ongoing partnerships with Australia, the European Commission, Ireland, Korea, the Netherlands, Norway, Japan, Spain, and the United Kingdom on knowledge activities and co- financing of operations have been valuable to achieving greater results. This year marks the inauguration of the Russia Education for Development (READ), a program that aims to help countries in Asia and Africa promote learning outcomes by improving country systems to use student learning assessments. 8 2. Meeting Education Knowledge Needs The Knowledge Bank's Focus on Education Analytical work, relevant and timely data, and technical assistance are vital contributions of the World Bank to educational development. By improving the quality of knowledge regarding the role of education in society and in the economy, how to promote demand for education, how to upgrade education outcomes, and how to design and finance effective interventions in education, the Bank is better able to assist member governments in formulating sound policies, programs and reforms. Knowledge products range from published studies on key topics, to policy notes, to workshops and conferences. Economic and Sector Work (ESW) is conducted on current sector issues at the country or regional level, tackling topics such as (in)equality of education outcomes and public expenditures in education. These are usually disseminated through workshops and training events. Policy notes are developed to initiate dialogue with countries around education policy. Technical assistance (TA) and "toolkits" provide up-to-date specific knowledge and professional advice to support policy and build capacity for reform. The Bank also conducts rigorous research, including evaluations of policies and interventions, which are published widely. In FY09, the Bank's education sector delivered a large number of knowledge products. The next section presents an overview of those products, and the rest of the chapter highlights key knowledge areas and major findings from some of this year's output. The areas reviewed here cover topics such as aid effectiveness and the quality of education, teacher training and development, measuring learning, reaching the poor and disadvantaged, skills development, education for the knowledge economy, improved school management, and public-private partnerships. Knowledge Products Delivered in FY09 Economic and sector work and analytical and advisory activities Much of the Bank's knowledge base about a country's education sector is generated through our Economic and Sector Work (ESW) and Analytical and Advisory Activities (AAA). This knowledge base informs both the policy dialogue with member countries and donor partners and the Bank's future investments in education. 9 In FY09, the Bank produced 22 ESW/AAA products (table 2.1 and annex 2 for details and abstracts, respectively). The number of ESW/AAA products has averaged around 25 per year, with the exception of FY06. The regional distribution of ESW/AAA tends to vary across years, depending on the timing of previous reports, since managers and staff generally believe that continued engagement and investment in a country should be underpinned by recent analytical work. Table 2.1 Education ESW/AAA by Region or Unit, FY00­09 Fiscal Year AFR EAP ECA LCR MNA SAR HDNED Total 05 8 2 4 6 3 2 1 26 06 12 6 4 4 3 4 33 07 6 5 4 5 3 2 25 08 8 1 2 5 2 5 3 26 09 7 2 2 3 4 4 22 Note: AFR = Africa; EAP = East Asia and the Pacific; ECA = Europe and Central Asia; LAC = Latin America and the Caribbean; MNA = Middle East and North Africa; SAR = South Asia Region; HDNED = Human Development Network, Education. ESW/AAA products are of two types. Policy notes are usually only a few pages in length and are intended to be the basis for policy discussions with member governments. Formal reports are longer and deal in considerable detail with an aspect of education sector policy or its entirety. In FY09, 14 formal reports and 8 policy notes (table 2.2) were produced. Of these, 7 dealt with Africa, 2 with East Asia and Pacific, 2 with Europe and Central Asia, 3 with Latin America and the Caribbean, 4 with South Asia, and 4 had world-wide applicability (annex 2). Table 2.2 Education Sector ESW/AAA, FY00­09 Output type FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Policy notes 3 7 20 23 14 8 10 4 7 8 Reports 24 12 9 9 27 18 23 21 19 14 Total 27 19 29 32 41 26 33 25 26 22 Policy notes and formal reports in FY09 covered a variety of topics, with more attention given to issues related to post-primary education. Other topics addressed include teacher issues, labor demand and skills relevance, poverty and inequality in education, public-private partnerships, and sector-wide policy issues. Technical assistance Non-lending technical assistance (NLTA) helps governments in the preparation of their institutional development plans, country-level strategies, and implementation action plans. In FY09, 28 technical assistance (TA) missions were undertaken for this purpose. This is a sharp increase from a decade ago when only two such missions were delivered (see table 2.3 and figure 2.2). There also has been a major shift in the composition of technical assistance in 10 education, from diagnostic work to policy implementation and capacity building. The Bank's internal Quality Assurance Group (QAG) assessment found good value in using technical assistance to help implement recommendations proposed by ESW/AAA products Table 2.3 Education Technical Assistance Activities, FY00­09 Fiscal Year AFR EAP SAR ECA MNA LCR Total FY00 1 1 2 FY01 1 1 2 FY02 2 2 1 2 7 FY03 5 1 1 2 9 FY04 3 1 3 3 10 FY05 6 7 4 5 22 FY06 8 2 1 2 1 14 FY07 3 8 3 2 1 17 FY08 5 7 5 4 21 FY09 12 1 1 6 4 4 28 Total 45 30 7 23 23 4 132 Note: AFR = Africa; EAP = East Asia and the Pacific; ECA = Europe and Central Asia; LAC = Latin America and the Caribbean; MNA = Middle East and North Africa; SAR = South Asia Region; HDNED = Human Development Network, Education. Figure 2.2 Number of Education Technical Assistance Delivered, FY00-09 28 22 21 17 14 10 9 7 2 2 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Education technical assistance activities in FY09 fall into four categories: (i) knowledge-sharing forums, (ii) client document review, (iii) "how-to" guidance, and (iv) institutional development planning. "How-to" guidance and knowledge-sharing forums were the most popular types of TA provided in the education sector in FY09 (figure 2.3). 11 Figure 2.3 Education Technical Assistance by Output Type, FY09 Instituti Knowle onal dge- Develo Sharing pment Forum Plan 28% 18% "How- To" Client Guidan Docum ce ent 43% Review 11% Examples of the type of technical assistance provided in FY09 include an early childhood development conference in Brazil, and "how-to guidance" in the Africa region on Early Grade Reading Assessment (see annex 3 for details). Publications, research, and evaluations In addition to ESW/AAA or technical assistance, Bank staff engage in other analytical work that deepen the understanding of issues, problems and priorities in the sector. For example, Country Partnership Strategy papers, Public Expenditure Reviews, Poverty Assessment Reports, and Poverty Reduction Strategy Papers are generally not managed by education staff, but education staff make substantial contributions to ensure that education is part of the country dialogue and of national development plans. The Bank is a leading source of research on education that is based on rigorous analyses of government, household and provider data. The topics covered by research completed in FY09 range from the determinants of learning outcomes, to the efficiency of alternative providers, to the impact of specific interventions. Evaluative research which measures the effect of reform programs and policies provide valuable feedback that can improve the design of World Bank operations in the future. Combined, this wide array of knowledge work provides a comprehensive reservoir of development experience and know-how. Annex 4 contains a list of the education-related publications and reports produced in FY09. Highlights of Knowledge Products This section contains a brief overview of the findings of knowledge products completed in FY09. It is not an exhaustive review of the topics covered this year or of the findings from the selected products. The summary is meant to highlight key findings. Broadly, the topics covered are education aid and the global financial crisis, access to quality basic education, post-basic education which produces graduates with skills necessary for today's labor market, and system- wide reforms. 12 1. The Economic Crisis and Aid Effectiveness in Education The global financial and economic crisis poses difficult new challenges for governments and donors, forcing them to increase the effectiveness of international aid for education. How can they sustain the momentum toward universal completion of primary education, while also improving educational quality and extending postprimary education? How can they offer youth greater opportunities for advancement beyond basic education? How can they develop the skilled labor force needed to sustain economic growth? In a time of severe budget constraints, an important part of the answer lies in sustaining and redirecting aid to the most effective interventions, as well as focusing on the most vulnerable populations. Several World Bank research papers in FY09 explored issues of aid effectiveness, including analytical work developed for the Education for All (EFA) High-Level Meetings in Oslo 2008 and distributed at the World Bank Annual Meeting in spring 2009. Among these papers were "Averting a Human Crisis during the Global Downturn: Policy Options from the World Bank's Human Development Network"; "The Evolving Allocative Efficiency of Education Aid"; and "Aid Effectiveness in Education: Setting Priorities in a Time of Crisis." A number of these works argued that sustaining levels of aid and making education budgets countercyclical is the best way for donors to help developing countries sustain the education momentum of the last decade. Donor support is particularly important in the case of governments that have eliminated school fees at the basic level; in these countries, international support can prevent sharp budget cuts and avert renewed fees that would worsen inequality in educational access. Among suggestions for aid effectiveness are to: identify and fix breakdowns in service delivery in education systems, such as leakages of funds, teacher absenteeism, and weak pedagogies; integrate monitoring and evaluation in donor-funded programs and encourage it in government-funded programs; strengthen aid harmonization efforts to promote quality in the administration of resources; and help recipient countries focus on education results and the overall management of public resources, directing external aid to where it has the highest impact on total resource use (i.e., use of both domestic and external funding) in the sector. Given the fact that aid oftentimes constitutes a small share of total education spending, leveraging aid to enhance the effectiveness of a country's entire education budget is another way to maximize its impact. Many countries are highly dependent on external aid in the education sector--for example, aid accounted for about a quarter of public education budgets in Sub-Saharan Africa (SSA) in 2006 (the median for 40 of the 48 SSA countries for which data were available). It is accordingly very important that both donor and recipient countries consider how to manage this dependency in a manner that ensures the long-term sustainability of education funding. Using external aid in a counter-cyclical manner to mitigate the negative impact of crises on domestic education funding is particularly important for these countries. 13 Additionally, aid priorities must respond to changes in the aid environment and country needs. Given the rapid progress towards universal primary education, donors should focus on improving the educational access of out-of-school children, enhancing the quality of basic education, and increasing attention to countries that are not on track to meet the MDGs. To maximize the potential of external aid for education, donors should build on their comparative advantages and strengthen their capacity to provide technical support, develop cost-effective methods to deliver it, and translate technical assistance components into concrete actions. Certain high-impact inputs that lack sufficient domestic funding can be reserved for donor funding, including analytic work and pilots of innovations. More generally, the growing role of knowledge as a determinant of economic growth and of countries' ability to compete in the global economy suggests that education aid should give higher priority to helping member countries develop the national capacity to harness, adapt, and apply knowledge in the national context. While the development of such capacity goes well beyond the education sector, that sector has a particular role to play in creating, adapting, and transmitting knowledge. Countries have several policy options to safeguard advances in education during the economic slowdown, including taking advantage of opportunities posed by the crisis to improve efficiency in service delivery. Monitoring the effects of the crisis at household, school, and government levels is the first step in prioritizing what course of action to take. Programs on both the demand and supply sides of education can help governments focus on the most vulnerable groups, keep children in school, and support schools to prevent a deterioration of the quality of service. On the demand side, governments can use results-oriented programs, such as Conditional Cash Transfers (CCTs), which have been shown to promote household demand for education and prevent increases in inequality. In addition, student fellowships can be used to prevent large enrollment shifts from private to public schools, and school feeding programs, to ensure that children remain healthy and retain the ability to focus. On the supply side, governments can provide block grants to schools that suffer budget cuts and ensure that teacher salaries are paid on time to prevent further deterioration in educational quality. Policies to introduce school accountability and incentives to improve teacher performance are other promising avenues to increase efficiency in the sector, especially now that the political environment may be favorable to oversight tightening oversight of budget expenditures. References Rogers, Halsey. 2008. "The Evolving Allocative Efficiency of Education Aid." Conference edition. World Bank, Washington, DC. Fredriksen, Birger. 2008. "Aid Effectiveness in Education: Setting Priorities in a Time of Crisis." Conference edition. World Bank, Washington, DC. World Bank. 2009. Averting a Human Crisis During the Global Downturn: Policy Options from the World Bank's Human Development Network. Washington, DC: World Bank. 14 2. Measuring Student Learning--A Step Towards Improved Results There is broad consensus among the international community that achievement of the education Millennium Development Goals will require improvements in learning outcomes. A growing body of research shows that learning (i.e., the acquisition of cognitive skills), not years of schooling, produces gains in income, productivity, and economic growth at the individual and societal level. Until recently, relatively few Bank client countries measured learning levels on a regular basis or in a systematic manner. Now, however, most countries implementing World Bank-funded education projects--including India, Jordan, and Nigeria--are placing a strong emphasis on assessment and related capacity-building activities, creating a foundation for monitoring and improving learning outcomes. The assessments being used by these countries are mainly system-level or international (e.g., TIMSS, PISA) in nature. In FY09, the Bank worked with several countries to experiment with more accessible, low-cost methods of measuring learning outcomes, helping them implement simple assessments of literacy skills and progress in the early school years. The resulting Early Grade Reading Assessment (EGRA) Toolkit details how to develop an individually administered oral assessment of reading skills, one that requires roughly 15 minutes per child. Such assessments are designed to measure the most basic foundational skills needed for literacy acquisition in the early grades, as well as to provide a quick snapshot of the attainment of these skills at the system level. The assessments thus inform ministries about the need to improve reading instruction. World Bank- supported pilot initiatives in Senegal and The Gambia in FY09 led to the development of prototype EGRA instruments in both French and English. While measuring student learning is an important step toward better learning outcomes, the key is to use assessment results to improve education quality. Consequently, the Bank published a book in FY09 to assist countries to fully exploit the information generated by learning assessments. Using the Results of a National Assessment of Educational Achievement brings together for the first time much of the existing research on what works in translating national assessment data into actionable information. The book also offers guidance in how to improve education quality and student learning. References Kellaghan, Thomas, Vincent Grenaney, and Scott Murray. 2009. Using the Results of a National Assessment of Educational Achievement. Washington, DC: World Bank. Mulatu, Meskerem. 2008. "Early Grade Reading Assessment." Activity Completion Report, Washington DC: World Bank. World Bank. 2009. "World Bank Group and the Russian Federation Commit to Improve Education Quality and Financial Literacy in Developing Countries." Press release No. 2008/ECA, October 10. 15 3. Improving Teaching Quality One criticism of global efforts to ensure that all children in developing countries can access basic education is that these efforts often pay too little attention to the quality of the education. It is now evident that an increase in the number of students in developing countries, especially those from poor and minority backgrounds, has created and will continue to create important challenges related to teaching and learning. One such challenge is guaranteeing that all teachers in developing countries have the skills, knowledge, and resources to foster learning among increasingly diverse students. In FY09, the World Bank conducted a series of comprehensive studies that reviewed the evidence on and presented various policy options for attracting, developing, retaining, and remunerating teachers in developing countries. Bank staff also produced research articles on specific teacher policy issues. Finally, education operations and technical assistance continued to focus on improving the quality of teaching. "Policy Briefs on Teacher Development and Management," a series of 14 briefs, summarize the latest evidence from developed and developing countries on a wide range of teacher issues, including teacher performance standards; accreditation of teacher education institutions and programs; teacher certification; initial teacher education programs; teacher support networks and continuous professional development; and teacher motivation, incentives, and working conditions. "Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management" analyzes the specific challenges that low-income countries face in trying to put an effective teacher in every classroom. Based on eight case studies, the publication examines teacher supply, deployment, training, and management in Eritrea, The Gambia, Lesotho, Liberia, Malawi, Uganda, Zambia, and Zanzibar between 2006 and 2008. Based on this analysis, the study identifies both common challenges and promising practices. The report suggests that to plan for future teacher supply, governments should: (i) develop education sector plans that include forecasts of the number of required newly trained teachers; (ii) monitor teacher attrition on an annual basis; and (iii) adjust entry to teacher training institutes on an annual basis, subject to analysis of teacher requirements and attrition rates. The study also urges governments to introduce alternative paths into teaching, conduct location-specific teacher recruitment, and implement specific interventions to improve the mathematical and scientific skills and education of teachers. In addition to these comprehensive reports and policy briefs, Bank staff produced a number of research papers on key teacher policy issues in FY09. These products included "No More Cutting Class? Reducing Teacher Absence and Providing Incentives for Performance," which reviews recent research showing that teacher absentee rates are quite high in some developing-country primary school systems. The study suggests that countries focus greater policy attention on teacher effort, including gathering accurate measurements of attendance. In addition, it proposes that policy makers experiment with improving teachers' marginal incentives--that is, the incentives they face each morning when deciding whether or not to 16 attend school. But the study cautions that details of an incentive design matter, as they may improve attendance to the detriment of other goals. Two other research papers produced in FY09 used rigorous research methods to evaluate the impact of teacher performance pay and teacher contracts on student learning outcomes. "Teacher Performance Pay: Experimental Evidence from India" presents results from a randomized evaluation of a teacher incentive program in the Indian state of Andhra Pradesh. At the end of two years of the program, students in incentive schools performed significantly better than those in control schools (by 0.28 and 0.16 standard deviations in math and language tests, respectively). These students also scored significantly higher on "conceptual" as well as "mechanical" components of such tests, suggesting that the gains in test scores represented an actual increase in learning outcomes. "Contract Teachers: Experimental Evidence from India" presents experimental evidence from a program that provided an extra contract teacher to a randomly chosen subset of government- run primary schools in Andhra Pradesh. At the end of two years, students in schools with an extra contract teacher performed significantly better than those in comparison schools (by 0.15 and 0.09 standard deviations in math and language tests, respectively). The study also found strong evidence of heterogeneous treatment effects, with the largest gains in test scores among students in the first grade in treatment schools, suggesting that smaller class sizes matter most in younger grades. In addition to knowledge products, the Bank helped the Government of Jordan to design and launch a regional teacher academy. The Bank provided technical assistance for the design of the academy, as well as identified an affiliate institution (the National Institute of Education) and organized a high-level regional conference with experts on issues of teacher training, certification, and accreditation. References Rogers, F. Halsey, and Emiliana Vegas. 2009. "No More Cutting Class? Reducing Teacher Absence and Providing Incentives for Performance." Policy Research Working Paper, no. WPS4847. World Bank, Washington, DC. Mulkeen, Aidan. 2009. Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management. Washington, DC: World Bank. Muralidharan, Karthik and Venkatesh Sundararaman. 2009. "Teacher Performance Pay: Experimental Evidence from India." Working Paper 15323, National Bureau of Economic Research, Cambridge, MA. Muralidharan, Karthik and Venkatesh Sundararaman. 2008. "Contract Teachers: Experimental Evidence from India." Working Paper, Department of Economics, University of California San Diego, San Diego, CA. 17 4. Education Reaching the Poor Ensuring that the poor have access to quality education is at the core of the World Bank's work in the education sector. Even with many traditional barriers removed, the poor face a special set of obstacles when it comes to accessing education and reaping the full benefits that schooling provides. Moreover, poverty often exacerbates other vulnerabilities such those faced by rural children, girls, ethnic minorities, or orphans. Targeted efforts are often needed in order to ensure that poor children have the opportunity to learn. Two new reports shed light on how to increase the reach of education services. Much attention has recently focused on one tool for reaching the poorest students-- conditional cash transfers (CCTs). Because they transfer funds to poor families thereby reducing current poverty, and because they stimulate the use of education (and health) services thereby reducing future poverty, CCTs are social safety nets that produce a double dividend Box 2.1. Key Lessons About Conditional Cash for families. Transfers CCT programs have reduced poverty. In In light of the effects of the current economic general, transfers have been well targeted to crisis--especially coming as it did on the heels poor households, raising consumption levels of shocks to food and fuel prices--the among beneficiaries, and reducing the demand for effective safety net programs is incidence of poverty by several percentage high in many developing countries. points. A new report, Conditional Cash Transfers: CCT programs have increased the use of Reducing Present and Future Poverty, education services. Encouragingly, many of evaluates CCT programs that offer qualifying these improvements have been concentrated families cash in exchange for commitments among the poorest households. such as keeping children in school. It finds CCT programs cannot work in isolation. Using that these programs--where the services more has not always translated into responsibility for breaking out of poverty is improved outcomes in education. To actually shared by the state and poor households-- improve learning, CCTs need to be have led to many positive results, including complemented by higher-quality education and higher school enrollment. After early a strong focus on giving children a head start, successes in South Asia and Latin America, through interventions such as better preschool CCT programs are now found on every programs. continent and operate in more than two Source: Fiszbein, Ariel and Norbert Schady. 2009. Conditional Cash dozen developing countries. Transfers: Reducing Present and Future Poverty. Washington, DC: World Bank. 18 In Mexico, the CCT program decreased the drop-out rate between 6th and 7th grade by 9 percentage points; while in Cambodia, scholarship programs (which operate like CCT programs) have reduced the drop-out rate between these grades by 20 to 30 percentage points. In countries such as Mexico and Brazil, CCT programs were introduced as part of larger efforts to make social safety nets more effective, replace badly targeted subsidies, or integrate smaller programs. Colombia's nationwide Familias program has generated important and positive evaluation results and has received sustained support from the World Bank. CCTs have also grown tremendously within countries. Mexico's Progresa began in 1997 with 300,000 poor households; its successor Oportunidades now reaches 5 million poor households. Another new report, Girls' Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth, highlights the important role that educating girls can have in spurring economic development. Girls' education is positively correlated with increased economic productivity, more robust labor markets, higher earnings, and improved societal health and well-being. Targeting girls through CCT-like programs has shown great potential for increasing their school enrollment and attainment. Stipend programs in Pakistan's Punjab and Sindh provinces have successfully increased enrollment in secondary schools of low-literacy regions. Bangladesh has also achieved stunning results in decreasing the drop-out rates of its poorest students, especially young women, with a program that offers stipends and cash prizes. In Malawi, one of the poorest countries in the world, preliminary results of a CCT project show dramatic increase in retention rates and cause girls who have dropped out of school to return. In Burkina Faso, in-kind transfers, in the form of school feeding programs that included school lunches and take-home rations, resulted in increased enrollment for girls. References Fiszbein, Ariel and Norbert Schady. 2009. Conditional Cash Transfers: Reducing Present and Future Poverty. Washington, DC: The World Bank. Kazianga, Harounan, Damien de Walque and Harold Alderman. "Educational and health impacts of two school feeding schemes: evidence from a randomized trial in Burkina Faso." Policy Research Working Paper 4976, The World Bank, Washington DC. Tembon, Mercy and Lucia Fort, ed. 2008. Girls' Education in the 21st Century: Gender Equality, Empowerment, and Economic Growth. Washington, DC: The World Bank. World Bank, in partnership with the Pôle de Dakar (UNESCO-BREDA) and a national Malawi team. 2009. Malawi Education Country Status Report 2008/2009. 19 5. Education, Skills, and Economic Growth Knowledge-based industries around the world are expanding rapidly and with them, the demand for skills. The World Bank actively supports governments in their efforts to enhance the skills of their workforces and achieve long-term economic development goals. Research undertaken by the World Bank in FY09 encompassed the entire spectrum of skills development, from strengthening the quality of basic education, to supporting technical and vocational education systems, to enhancing innovation through science and technology, to effectively linking education policy to labor market outcomes. Today, labor markets are demanding not only more educated, but also better educated individuals, as suggested by a forthcoming flagship publication on skills in the ECA region. Another FY09 study by the World Bank, "Skills Development and Growth in Niger," highlighted the importance of the quality of schooling, so that a given number of years of education results in higher cognitive skills. The skills of a country's workforce are, moreover, clearly linked to basic education. The Niger study suggests that children must acquire basic competencies, such as reading and writing, as well as reasoning and life skills, because these basic cognitive skills lay the foundation for capabilities later in life. Beyond basic education, governments put the greatest emphasis on skill formation in technical and vocational education systems. The mismatch between the skills of graduates and the demand of the labor market, however, remains a major concern for all countries. This mismatch is as true for upper middle-income countries as for low-income countries, such as Madagascar and Afghanistan, where economic sector work conducted in the last year suggest a major concern with graduates having too few skills to get work in the labor markets. The forthcoming ECA flagship publication recommends sophisticated partnerships to meet labor market demands. It calls for various ministries, such as education, labor, and social affairs, to leverage the knowledge, ingenuity, and entrepreneurship of all stakeholders in education and training to create new and different partnerships--with education providers (public and private), industry representatives, teachers unions, other ministries, and students and parents. Another research study conducted in FY09, "Knowledge and Innovation for Competitiveness in Brazil," suggests that a country's economic growth is determined in part by the global knowledge it acquires, as well as the new knowledge that it generates through research and development. According to the study, Brazil is considered to be lagging in innovation when compared to China and India. The report recommends strong investments in research and development by both the private and public sectors in the country. The "Ukraine Labor Demand" study details the extent of the mismatch between workforce skills and employer demand in that country. Study recommendations for bringing education in line with market demands include allowing wages to be determined through direct negotiations between employers and workers' representatives (thus establishing market pricing for different skills); encouraging educational institutions to collect and present information on the employment status of graduates; involving employers' representatives in the design of curricula 20 and training programs; and increasing the labor force participation rate of older workers (some of whom have skills that are in short supply). The World Bank is also engaged in forward-looking approaches to enhancing the employment outcomes of the workforce in the global economy. This work includes increased emphasis on research as well as operational work to develop critical thinking, entrepreneurial skills, and non- cognitive skills such as persistence, motivation, and leadership, since these latter skills can help make the workforce more adaptable to the rapidly changing demands of the global economy. References Bashir, Sajitha. 2009. Developing the Workforce, Shaping the Future: Transformation of Madagascar's Post-basic Education. Washington, DC: World Bank. Fasih, Tazeen. 2008. Linking Education Policy to Labor Market Outcomes. Washington, DC: World Bank. World Bank. Forthcoming: ECA Region Flagship: Competencies for Today. Washington, DC: World Bank. World Bank. 2009. "Skills Development in Afghanistan." Discussion Paper 47078, Human Development Sector, South Asia, World Bank, Washington, DC. World Bank. 2009. "Ukraine Labor Demand and Skills Relevance." Report, World Bank, Washington, DC. World Bank. 2008: Knowledge and Innovation for Competitiveness in Brazil. Washington, DC: World Bank. 6. Education for the Knowledge Economy Tertiary education that develops higher-order skills and research is at the heart of the development agenda. Not only does tertiary education contribute to human capital, it is linked to satisfying the Millennium Development Goals. Alongside effective tertiary education endeavors, science, technology, and innovation objectives are expanding, given their ability to drive relevant economic growth and national capacity to participate fully in the global knowledge economy. The World Bank has actively supported tertiary education systems in developing countries by promoting policy reforms to make the sector more relevant, equitable, and transparent. In FY09, the Bank responded to a steady demand for policy advice and support on issues of tertiary education, including issues related to equity, quality, governance, lifelong learning, and financial accountability. These requests came not only from middle-income countries, where the Bank has longstanding engagements in tertiary education (e.g., Chile, Mexico, and Indonesia), but increasingly from the poorest countries (e.g., Mozambique, Madagascar, Mauritania, Ethiopia, and Yemen). The World Bank produced a wide array of analytic work and publications in FY09, ranging from country reports (e.g., the joint OECD/World Bank publication, Tertiary Education in Chile; the East Asia Region publication, "Social Monitor on Higher Education in Thailand," and South Asia Region study, The Towers of Learning--Performance, Peril, and Promise of Higher Education in 21 Sri Lanka) to regional studies (e.g., "Accelerating Catch-Up: Tertiary Education for Growth in Sub-Saharan Africa") to policy briefs and working papers (e.g., "Progress in Participation in Tertiary Education in India from 1983 to 2004," "Lessons from the West Bank and Gaza: An Innovative Student Loan Scheme") to, finally, thematic works, such as the book, The Challenge of Establishing World-class Universities, which explores the current fascination with developing high-quality research universities in countries large and small across the globe. The Towers of Learning--Performance, Peril, and Promise of Higher Education in Sri Lanka, prepared by the Human Development Unit of the South Asia Region, argues for substantial quality improvements if higher education is to help Sri Lanka make the transition from a low- to middle-income nation. In particular, a Box 2.2 Joint OECD World Bank Analysis on number of low-quality external degree Tertiary Education in Chile programs must be improved or eliminated and replaced by higher education initiatives Tertiary Education in Chile is a joint OECD-World more related to private sector employment Bank report that reviews progress in Chilean needs. The report also suggests a number of tertiary education as the country prepares itself strategic initiatives that can be pursued over the for accession to the OECD. The 2009 report notes, medium term as the first phase of higher "massive growth in tertiary enrollment in past decades has not strained the institutional education reform and restructuring occurs. framework excessively or caused a general decline in quality." However, the report highlights a As with the extensive publications produced number of problems that remain. "These in FY09, Bank technical assistance to problems have to do, inter alia, with unequal promote development for the knowledge access for aspirants from different backgrounds economy has been wide-ranging and global. and income groups, marked segmentation This assistance utilized tertiary education between university and non-university initiatives as well as ongoing efforts in institutions, inflexible curricula and outdated science, technology, and innovation (STI) and classroom practices, overly long degree programs, research, development, and innovation backward-looking institutional financing practices, (RDI). In Africa (Tertiary Education and Skills a research system lacking focus and funding, and for Growth and Competitiveness in Sub- persistent deficiencies in information and accountability for results." The report explores Saharan Africa), Malaysia (MY-CDP Higher these problems and proposes a set of suggested Education), Kazakhstan (Higher Education approaches that emphasize: JERP), and Brazil (Brazil Skills Innovation access and equity: admission, retention and Assessment), Bank staff created learning student aid opportunities for client teams that sought relevance: labor market linkages, system knowledge on localized management of articulation and pathways, courses and tertiary education systems. curricula, and internationalization vision, governance and management Such technical assistance products have quality: accreditation and teacher training become a major support mechanism in financing: general resource mobilization, tertiary education. Likewise, STI initiatives allocation, and utilization were ongoing in FY09 in Rwanda, Ghana, information, transparency, and accountability Kazakhstan, Lithuania, Colombia, Chile, Source: OECD and the World Bank. 2009. Tertiary Education Vietnam, and countries across the Middle in Chile. Paris: OECD. East and North Africa. These projects and 22 programs sought to expand STI technical assistance beyond traditional research and development at the tertiary level to include implementation objectives that promoted the use of STI research in products or processes, facilitated links to industry, and assisted governments in developing sweeping reforms and strategies to promote STI links to sustainable development. The Bank expects these and related initiatives to expand in number and kind as the push to participate fully in the global knowledge economy strengthens across the globe. References Azam, M., and A. Blom. 2008. "Progress in Participation in Tertiary Education in India from 1983 to 2004." Policy Research Working Paper no. WPS4793. World Bank, Washington, DC. Jaramillo, Adriana, and Hiromichi Katayama. 2009. "Lessons from West Bank and Gaza: An Innovative Student Loan Scheme." MNA Knowledge and Learning Fast Brief, no. 17 (January). World Bank, Washington, DC. OECD and the World Bank. 2009. Tertiary Education in Chile. Paris: OECD. Salmi, Jamil. 2009. The Challenge of Establishing World-class Universities. Washington, DC: World Bank. World Bank. 2009. Accelerating Catch-Up: Tertiary Education for Growth in Sub-Saharan Africa. Washington, DC : World Bank. World Bank. 2009. "Lithuania's Research, Development, and Innovation System--Benchmarking and Effectiveness Analysis." World Bank, Washington, DC. World Bank. 2009. "Social Monitor: Higher Education in Thailand." World Bank, Washington, DC. World Bank. 2009. The Towers of Learning--Performance, Peril, and the Promise of Higher Education in Sri Lanka. Washington, DC: World Bank. 7. Decentralized Decision Making in Education Most attempts to improve education in both the developed and developing world involve providing more inputs (e.g., teachers, classrooms, books) to schools. However, there is evidence that the main reason why developing countries are failing to provide children with a solid education is the weak accountability of policymakers, education providers, and the citizens and clients that they serve. As a result, school-based management (SBM)--the decentralization of decision-making authority to the school level--has become a very popular movement in the education sector over the past decade. Decentralized Decision-making in Schools, a knowledge product developed in FY08 that was distributed widely in FY09, develops a theoretical framework for school-based management. The study is based on the experience of more than 20 countries with SBM, some of which featured the direct involvement of the World Bank. The book briefly describes school-based management reforms, along with evidence regarding their impact on a variety of indicators. 23 Overall, the text concludes that SBM has a positive impact on some variables--such as reducing repetition and failure rates and improving attendance--but has mixed results on others. There is also some emerging evidence on the impact of the provision of education services by faith-based organizations. A recent book from the World Bank, Emerging Evidence on Vouchers and Faith-Based Providers in Education, presents some of this new evidence. One case study in the book looks at the performance of Fe y Alegría schools in Venezuela, a confederation of Jesuit schools that target disadvantaged youth. The organization serves more than 1.2 million students in 15 Latin American countries, a system that can be seen as an innovative decentralization scheme that uses the private sector to provide public education. Propensity score matching methods are used to estimate the effects of attendance on the standardized test scores of students from the Fe y Alegría private school system in Venezuela, and compared to those of students from public schools. The analysis found an average treatment effect of 0.1 standard deviation in mathematics, which is small, but nevertheless statistically significant. The authors argue that the better performance of the Fe y Alegría system stems not only from its labor contract flexibility and decentralized administrative structure, but also from the peculiar "family culture" of the schools. Box 2.3. School-Based Management in Brief The core idea behind SBM is that putting power in the hands of the end users of a service makes that service more relevant to their needs. Thus, involving school personnel (principals, teachers, and other staff) and parents in the management of schools makes schools more accountable and responsive to their consumers and, as a result, more efficient in their use of resources and more effective in raising student achievement levels. In practice, SBM covers a wide spectrum of different arrangements. In most SBM programs, some level of decision-making authority is devolved to a school council made up of representatives of school staff, parents, and the local community. These councils may have limited authority (e.g., over small civil works improvements or school improvement grants), autonomy over just one or two school functions (e.g., monitoring teacher performance and student attendance), or responsibility for such important functions as hiring and firing teachers and allocating a school's budget. At the far end of the SBM spectrum, parents can actually create new schools in some jurisdictions. 24 Source: Patrinos, Harry Anthony, Felipe Barrera-Osorio, and Tazeen Fasih. 2009. Decentralized Decision-making in Schools: The Theory and Evidence on School-based Management. Washington, DC: World Bank. Another new study, this time in India--"Community Participation in Public Schools: The Impact of Information Campaigns in Three Indian States"--presents rigorous evidence on a program that uses information campaigns to induce more participation of councils in public schools. The campaign's main objective was to inform the community about the role of councils in the governance of local public schools. The intervention showed positive results in student test scores, gains in teachers' efforts, better delivery of certain benefits (such as stipends and uniforms), and a clear increase in community participation in schools. Strikingly, these results appeared very shortly after the campaign. References Patrinos, Harry Anthony, Felipe Barrera-Osorio, and Tazeen Fasih. 2009. Decentralized Decision-making in Schools: The Theory and Evidence on School-based Management. Washington, DC: World Bank. Barrera-Osorio, Felipe, Harry Anthony Patrinos, and Quentin Wodon, eds. 2009. Emerging Evidence on Vouchers and Faith-Based Providers in Education: Case Studies from Africa, Latin America, and Asia.Washington, DC: World Bank. Pandey, Priyanka, Sangeeta Goyal, and Venkatesh Sundararaman. 2008. "Community Participation in Public Schools: The Impact of Information Campaigns in Three Indian States." Policy Research Working Paper no. WPS 4776. Human Development Department, South Asia Region, World Bank, Washington, DC. 8. Public-Private Partnerships for Education Public financing for privately run schools can offer innovative new avenues for providing education, particularly in countries where the capacity or reach of the public sector is limited. Although schools are largely operated and financed by governments, many countries are building innovative partnerships with the private sector in order to help meet demand for education and maximize shrinking government budgets. Developing countries are increasingly using private education organizations--such as faith-based organizations, local communities, nongovernmental organizations, private for-profit institutions, and not-for-profit schools--to help deliver education services. Leveraging the capacity and expertise of the private sector helps education spending go further, especially during times of economic crisis. Public-private partnerships offer the potential to innovate educational offerings by: increasing access to school, especially for poor and hard-to-reach children; providing innovative structures to finance quality education; drawing lessons on "what works" best, especially for middle-income countries; and mobilizing the international aid architecture to accelerate progress toward the Millennium Development Goals. 25 While governments remain the main financiers of primary and secondary education, a substantial share of education worldwide is now delivered by private operations. Enrollment in private education institutions has grown enormously over the past 15 years. Between 1991 and 2004, enrollment in private primary schools grew by 58 percent. Globally, approximately 113 million students are currently enrolled in nongovernment schools, 51 million of whom are at the secondary level. For example, in Bangladesh, the Non-Formal Primary Education Program of the Bangladesh Rural Advancement Committee (BRAC) reaches over 1 million poor children. Together, these schools account for 11 percent of all primary school children in Bangladesh. Whether the benefits of PPPs are actually Box 2.4. Comparing Private and Public Schools in realized depends on how well designed India the partnership is, on the regulatory framework of the country, and on the World Bank research published in 2009 has shown capacity of the government to oversee private schools in India to be more cost effective and enforce its contracts and partnerships than government schools and possessed of other with the private sector. In the most "advantages," such as lower pupil-to-teacher ratios common type of PPP, governments fund and higher levels of accountability. The study existing private schools; in more recent surveyed data from representative samples of types, government contract with private government and private schools in two Indian states, providers to generate alternatives to Uttar Pradesh and Madhya Pradesh, to explore systematic differences between the two school traditional forms of public education. types. The authors found that private school PPPs also allow governments to take students have higher test scores than government advantage of the specialized skills offered school students. There was large variation in the by certain private organizations and quality of both school types; observed school and overcome certain operating restrictions, teacher characteristics were weakly correlated with such as the inflexible salary scales and learning outcomes. There was also considerable work rules that may prevail in the public sorting among students--those from higher sector. The expansion of private socioeconomic strata selected into private schools. participation in the education systems of both developed and developing countries Private schools had lower pupil-to-teacher ratios and is increasingly turning them into markets seven to eight times lower teacher salaries, but were not systematically different in infrastructure and with the potential to increase quality and teacher effort from government schools. Most of the efficiency. variation in teacher effort was within schools and was weakly correlated with observed teacher In 2009, the World Bank published The characteristics, such as education, training, and Role and Impact of Public-private experience. After controlling for observed student Partnerships in Education, which details and school characteristics, the private school current trends in making public-private advantage over government schools in test scores partnerships work. The study finds that varied by state, school type, and grade. Given the publicly funded private schools are able to large salary differential, private schools would clearly provide high-quality education at low still be more cost effective, even in the case of no cost. In certain cases, the educational absolute difference in test scores. achievements of students in these schools Source: Goyal, Sangeeta, and Priyanka Pandey. Forthcoming. have been higher than those of students "How Do Government and Private Schools Differ? Findings from Two Large Indian States." World Bank, Washington, DC. 26 in publicly operated schools, suggesting an academic advantage as well. Another report published by the Bank in 2009, Emerging Evidence on Vouchers and Faith-Based Providers in Education: Case Studies from Africa, Latin America, and Asia, presents new evidence on the cost and effectiveness of various public-private education partnerships around the world. The few studies that have been carried out so far suggest that contracting the private sector to deliver education can have several benefits, including greater efficiency, increased choice, and wider access to education, particularly for those households who have been poorly served by traditional methods of providing education. Despite being controversial, vouchers have also been found to improve academic outcomes, especially for the poor. Research from Colombia has shown that well targeted vouchers can be effective and efficient, and much of this positive effect has been shown to be a result of competition. There is a need for more research to evaluate how PPPs work most effectively in different contexts. For example, contracting models need to be improved in some contexts, whereas in others, partnerships remain nascent. In addition, not enough is known about what makes certain charter and concession schools perform better than public schools. Although more research and analysis are needed, growing evidence points to the advantages of including public-private partnerships in the mix to maximize the outcomes of education systems. References Goyal, Sangeeta, and Priyanka Pandey. Forthcoming. "How Do Government and Private Schools Differ? Findings from Two Large Indian States." World Bank, Washington, DC. Patrinos, Harry Anthony, Felipe Barrera-Osorio, and J. Guaqueta. 2009. The Role and Impact of Public-private Partnerships in Education. Washington, DC: World Bank. Barrera-Osorio, Felipe, Harry Anthony Patrinos, and Quentin Wodon, eds. 2009. Emerging Evidence on Vouchers and Faith- Based Providers in Education: Case Studies from Africa, Latin America, and Asia. Washington, DC: World Bank. 27 3. 2009 Education Operations­ Our Lending and Portfolio Education Loans, Credits, and Lending Trends in FY09 New World Bank lending for education in FY09 totaled $3.4 billion--a sharp increase over the roughly $2 billion average annual lending of the previous five fiscal years. (see figure 3.1 and table 3.1).2 This level of investment maintains the Bank's position as the largest source of external funding for education in the developing world. Twenty-five new operations (representing $2.5 billion in loans) are stand-alone education projects, while an additional 38 operations are multisectoral projects with education components (see annexes 5 and 7, respectively for listing of operations and annex 6 for abstracts of new education operations) Figure 3.1 Education Lending by IDA and IBRD, FY00--09 ($ millions) 4,000 3,500 3,000 2,500 Total (IDA+IBRD) 2,000 1,500 IDA 1,000 500 IBRD 0 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 2 Total World Bank lending for education may be presented in two ways: (i) the total for all education projects managed by the Education Sector Board, which in FY09 amounted to $2.5 billion for 25 operations (4 additional financing operations for projects approved in previous fiscal years plus 21 new projects), and (ii) the total for all education components of operations managed by the Education Sector Board and by other sector boards (38 additional operations), which amounted to $3.4 billion. The latter amount is the figure that is officially reported in the World Bank Annual Report and in this Retrospective. 28 Table 3.1 Education Lending by IDA and IBRD, FY00-09 ($ millions) FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 IDA 455 578 632 1,023 1,160 885 941 1,601 1,246 1,647 IBRD 273 517 753 1,325 524 1,066 1,050 421 681 1,798 Total 728 1,095 1,385 2,349 1,684 1,951 1,991 2,022 1,927 3,445 Of total education lending, $1.6 billion was for IDA credits and/or grants, and $1.8 billion was for IBRD loans. New IDA education lending (and grants) represented 48 percent of total education lending in FY09 and was nearly four times that of IDA lending in FY00 (see table 3.1 and annex 9). Pakistan received the largest amount of IDA funds in FY09, with two new operations totaling about $650 million (see box 3.1). Education Lending May Buffer the Box 3.1 IDA Helps Provide Children Quality Impact of the Global Financial Crisis Basic Education in Pakistan With $650 million in new commitments to Emerging evidence indicates that the Pakistan's education sector this fiscal year, IDA is financial crisis is squeezing government working to ensure that children in the country's budgets in many countries, with a possible Punjab and Sindh provinces receive access to adverse effect on education resources. A quality schooling and the essential resources they recent Bank mission to Mongolia stated "The need to learn. Elementary students in Punjab global financial crisis has already negatively recently received over 28 million much-needed affected the fiscal situation. . . In spite of the textbooks free of charge, thanks to IDA support. budget support from the IMF, the World These funds help put Pakistani children and Bank, ADB, and the Government of Japan, the teachers in classrooms with the materials and support that they need to succeed. education sector is facing a budget cut of The size and scope of these new projects reflect an roughly 10 percent in the first half of 2009 increasing demand for equitable, quality education and may well have to cut another 25 percent in Pakistan. They follow a decade of IDA-assisted later in the year." Sri Lanka's public spending educational reform that has seen continued on education is also expected to be lower this growth in primary school enrollment and year, and Egypt is delaying the process to completion rates. IDA is now investing in the increase teacher salaries which was initiated Punjab and Sindh Education Sector Reform in 2008. In early 2009, Poland declared a 10 Projects to enhance results through monitoring percent budget freeze across the board; the and impact evaluations. These second-generation government has decreased spending on efforts are helping develop better education higher education by 6 percent and has cut sector management and bringing improvements in access and quality to scale. For many children, funding for the expansion of pre-primary especially girls, this means the chance to attend education. In Lithuania, governments have school and learn what they need to lead successful announced a 10 percent reduction in lives. spending, which is expected to affect funding for universities. 29 With assistance from the World Bank, several countries are undertaking measures to address the threats of the global crisis to education. The Indonesia School Operational Assistance­ Knowledge Improvement for Transparency and Accountability Project "is based on lessons learned from a number of Indonesian programs, most notably the Scholarships and Grants Program and the School Improvement Grant Program, which pioneered the provision of block grants to Indonesian schools to mitigate the impact of the Asian economic crisis on student enrollment and drop-outs, and on lessons from international experience." The Emergency Project to Mitigate the Impact of the Financial Crisis in the Democratic Republic of Congo provides grants to finance an emergency recovery support to address certain near- term impacts of the current financial crisis, as well as sustain economic activities until the government's policy responses can take effect and medium-term donor support can be fully identified. The project finances short-term costs associated with, among other things, the salaries of teachers in the primary and secondary education sector, plus the water and electricity bills. Proportion of Education Lending in Total Bank Lending Education new lending as a proportion of total Bank new lending has been around 8 percent in recent years. Because of even larger increases in operations for other sectors, despite much higher education lending in FY09, this percentage dropped slightly to 7.3 percent (see figure 3.2). Figure 3.2 Education New Lending as Proportion of Total Bank New Lending 30 Active Education Portfolio The active education sector portfolio managed by the Education Sector Board 3 at the end of FY09 consisted of 152 operations with net commitments of $8.8 billion.4 The relative shares of IDA and IBRD loans in the portfolio have shifted over the past four years, with the IDA share rising from 47 percent in FY06 to 58 percent in FY09 (see table 3.2). Compared with FY08, the number of education operations in FY09 increased by 8 percent and the level of commitments by 17 percent. Table 3.2 Education Portfolio Size, FY00­09 Fiscal Year FY04 FY05 FY06 FY07 FY08 FY09 1 Number of active projects 142 143 136 131 141 152 Number of countries 85 81 85 89 92 86 IDA commitments ($ millions) 4,310 4,158 3,603 3,579 4,130 5,151 IBRD commitment ($ millions) 4,069 4,042 4,105 3,843 3,232 3,672 IDA+IBRD commitment ($ millions) 8,379 8,200 7,708 7,422 7,362 8,823 Special financing ($ millions) 61 138 31 10 10 10 2 Recipient executed trust fund ($ millions) 310 716 No. of education projects as % of Bank total 9.7% 9.8% 9.3% 8.8% 8.7% 9.2% Education commitments as % of Bank total 8.9% 8.7% 8.1% 7.4% 6.9% 7.1% Notes: 1. This table shows number of active projects and commitments managed by the Education Sector Board. 2. Starting in FY08, Recipient Executed Trust Fund Projects over $5 million were included in the portfolio. The established definition of the Bank portfolio does not include certain major Bank activities that have significant impact on education sector activities. For example, recipient-executed trust fund operations were not included in the Bank portfolio until FY08. The number of the Education for All­Fast Track Initiative Catalytic Fund education projects is, moreover, increasing. Although some of these projects were included in the Bank portfolio in FY08 and FY09 (see table 3.2), some earlier FTI Catalytic Fund education projects (approved before FY08) were not recorded in the Bank operations system. Regional Distribution of FY09 Lending Unlike previous years, the largest amount of new education lending ($941 million) is in the East Asia and Pacific (EAP) region, accounting for 27 percent of total lending (see table 3.3, figure 3.3 and Annex 11). The Indonesia School Operational Assistance­Knowledge Improvement for Transparency and Accountability Project accounts for almost two-thirds of this total ($600 million). The Latin America and Caribbean region (LAC) had the greatest number of new 3 Annex 1 provides information on the Education Sector Board. 4 The portfolio is measured by the number of active projects and programs and in terms of the commitment value managed by the Education Sector Board, as of June 30, 2009. 31 projects in FY09 (28 percent), with Africa region (AFR) following closely with 25 percent of new education projects (see figure 3.3). Table 3.3 New Education Lending by Region, FY05-09 ($ million) Region FY05 FY06 FY07 FY08 FY09 AFR 369 339 707 373 720 EAP 228 288 125 234 941 ECA 264 127 82 67 357 LCR 680 713 369 525 711 MNA 124 147 14 32 68 SAR 286 377 725 695 648 Total 1,951 1,991 2,022 1,927 3,445 Figure 3.3 New Education Lending Share by Region, FY09 Percent of Total Number of Projects Percent of Total Lending Amount Over the past five years (FY05­09), the Africa (AFR), Latin America and the Caribbean (LAC) and South Asia (SAR) regions have consistently been the regions with the largest active portfolio in education (see figure 3.4). The Africa region continues to have the largest number of active projects (see figure 3.5); its share of funding commitments expanded from 16 percent in FY05 to 23 percent in FY09. In FY05, active education lending in LAC countries accounted for the largest percentage of total sector commitments; in FY09, AFR and SAR commitments each surpassed active lending in LAC. During the last five-year period, both the number of active projects and active commitments decreased in the Europe and Central Asia (ECA) and Middle East and North Africa (MNA) regions. 32 Figure 3.4 Portfolio Distribution by Region , FY05 and FY09 By Commitments 28% 25% 24% FY05 23% 21% FY09 18% 16% 10% 12% 10% 7% 6% ECA MNA EAP LCR AFR SAR Figure 3.5 Regional Breakdown of Education Operations by % of Active Projects as of June 30, 2009 % of Active Education Projects by Region as of June 30, 2009 Africa 29% Latin America & the Caribbean 22% East Asia & the Pacific 14% Middle East & North Africa 11% Europe & Central Asia 13% South Asia 11% 33 Distribution of Education Lending by Subsector Year-to-year fluctuations in the distribution of lending by subsector5 reflect a host of factors such as changes in governments or unexpected delays or speed in project preparation, rather than strategic choices about the distribution of operations to the sector. For this reason, a longer-term view of the distribution is more helpful. The distribution of new education lending by subsector in FY09 followed much the same pattern as that of recent years, except for the dramatic expansion of lending for secondary education--from $99 million in FY08 to $944 million in FY09--and a halving of commitments to tertiary education (after they doubled FY08, see table 3.4). Lending for secondary and tertiary has averaged around 16 percent of total education lending over the past five years (see annex 12 for details of subsector lending). In fact, much of the increase in lending in FY09 is due to new commitments for sectorwide (general) operations, primary education, and secondary education. About one-half of sectorwide (general) lending is targeted to basic education interventions, meaning that support for primary education is much larger than the subsector- specific numbers suggest. Table 3.4 Education Lending by Subsector, FY05-09 ($ millions) Fiscal year FY05 FY06 FY07 FY08 FY09 Adult lit/nonformal edu. 5 0.3% 40 2.0% 37 1.8% 19 1.0% 0.4 0.1% General edu. sector1 507 26.0% 457 22.9% 627 31.0% 504 26.1% 1,036 37.6% Pre-primary education 88 4.5% 147 7.4% 14 0.7% 36 1.9% 185 1.2% Primary education1 565 29.0% 552 27.7% 414 20.5% 702 36.5% 998 28.0% Secondary education 376 19.2% 449 22.6% 253 12.5% 99 5.1% 944 24.8% Tertiary education 361 18.5% 263 13.2% 260 12.9% 499 25.9% 208 7.5% Vocational training 50 2.6% 82 4.1% 415 20.6% 69 3.6% 74 0.9% Total 1,951 100% 1,991 100% 2,022 100% 1,927 100% 3,445 100% 1 Note: General education is used to code projects that finance operations that are either sectorwide or pertain to more than one subsector. About one-half of sector-wide (general) lending is targeted to basic education interventions, meaning that support for primary education is much larger than the subsector-specific numbers suggest. When differentiating new lending by region in FY09, there are some notable differences, but again, caution is warranted in interpreting yearly patterns. Secondary education received the largest amount of funding in the Africa (AFR) and South Asia (SAR) regions, while primary education received the largest new commitments in East Asia and the Pacific (EAP) region (see table 3.5). However, assuming that about one-half of the general sector lending pertains to 5 All subsector definitions are included in Annex 14. 34 investments that aim to improve the basic education system, primary education accounts for the largest share of lending in all regions. Table 3.5 Education Lending by Subsector and Region, FY09 ($ millions) Subsector AFR EAP ECA LCR MNA SAR Total Adult lit/nonformal edu. 0.4 0.4 General education sector1 374 158 156 273 75 1,036 Pre-primary education 166 7 12 185 Primary education1 102 534 15 195 15 137 998 Secondary education 197 180 13 207 15 332 944 Tertiary education 27 50 8 27 20 77 208 Vocational training 20 19 1 6 28 74 Total 720 941 357 711 68 648 3,445 1 Note: General education is used to code projects that finance operations that are either sectorwide or pertain to more than one subsector. About one-half of sector-wide (general) lending is targeted to basic education interventions, meaning that support for primary education is much larger than the subsector-specific numbers suggest. Lending Instruments in Education Four different lending instruments were used for FY09 projects managed by the Education Sector Board (see annex 13). By far the most common instrument was the Specific Investment Loan, which accounted for 16 of the 25 operations managed by the Board. This instrument was followed by Adaptable Program Loans (6) and Development Policy Loans (2). In addition, one Emergency Recovery Loan was made to the Haiti Emergency School Reconstruction Project. Compared to recent years, FY09 saw more use of Adaptable Program Loans and Development Policy Loans, even though Specific Investment Loans were used most. Education Components in Multisectoral Operations Managed by Non-education Sector Boards The World Bank's education operations are managed by Education Sector Board members. However, multisectoral operations, including those with education components, are managed by sector boards other than the Education Sector Board--although education sector staff may still be responsible for the task management of specific education components. In FY09, the amount of new education commitments that belonged to such multisectoral projects was $1.45 billion, or 42 percent of total Bank lending for education (see table 3.6 and figure 3.6). Of the 38 multisectoral operations with education components, almost one-third (13) were managed by the Social Protection Sector Board; in terms of commitments, these operations comprised 57 percent of education lending managed by non-education sector boards. One example of such a 35 project is the Ethiopia Protecting Basic Services Project Phase II. In all, ten sector boards other than the Education Sector Board managed projects with education components in FY09. Table 3.6 IDA and IBRD Lending to Education Components in Non-Education Operations ($ millions) FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 IDA 122 229 167 343 300 420 407 368 361 561 IBRD 76 207 276 255 218 489 126 132 306 889 Total 197 436 442 597 518 908 533 500 667 1,450 Figure 3.6 Education Lending in Multisectoral Operations as % of Total Education Lending, FY 00-FY09 The amount of education lending extended through multisectoral operations has fluctuated over the past decade (see figure 3.6). IDA lending accounts for 52 percent, while IBRD loans account for 48 percent of this multisector lending. In FY09, this type of lending was largest in the Latin America and Caribbean (LAC) region ($489 million in 12 projects) followed by the Africa (AFR) region ($465 million in 15 projects) (see table 3.7). Table 3.7 Regional Distribution of Multisectoral Operations, FY00­FY09 ($ millions) Region FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 AFR 53 131 135 201 121 270 261 173 251 465 EAP 80 9 114 88 15 83 24 69 166 158 ECA 12 4 74 14 75 113 37 15 35 310 LCR 5 230 115 179 186 349 103 111 154 489 MNA 15 18 1 31 47 1 4 9 SAR 32 44 3 84 74 92 107 128 52 28 Total 197 436 442 597 518 908 533 500 667 1,450 36 As might be expected, the subsectoral composition of education components in multi-sectoral operations favors sector-wide (general) education interventions, accounting for about half the total amount of such lending in FY09 (see table 3.8). Table 3.8 Subsector Composition of Non-education Operational Components, FY00­09 ($ million) Fiscal Year FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Adult lit/non-formal edu. 3 2 7 35 13 12 1 General education 113 345 421 429 310 497 319 345 504 767 Pre-primary education 6 2 158 1 Primary education 76 87 13 136 128 189 102 126 76 245 Secondary education 30 23 214 Tertiary education 6 2 1 28 13 182 21 12 6 23 Vocational training 7 4 60 11 50 4 44 44 Total 197 436 442 597 518 908 533 500 667 1,450 1 Note: General education is used to code projects that finance operations that are either sectorwide or pertain to more than one subsector. About one-half of sector-wide (general) lending is targeted to basic education interventions, meaning that support for primary education is much larger than the subsector-specific numbers suggest. Key Characteristics of Education FY09 Operations As in recent years, FY09 education projects supported interventions meant to improve the quality of education--investments that focused on learning assessment, teacher training, educational materials, and curriculum reform. In response to the need for education to reach poor and marginalized groups, many projects supported not only the construction of classrooms and the provision of equipment, but also conditional cash transfers, stipends, and scholarships. Nearly all projects contained a component that was focused on bringing about system reform, such as improved management of education systems, upgrading of the system's Management Information System (MIS), increased community participation and decentralization (see table 3.9) Table 3.9 provides a tabulation of key characteristics of education projects that were managed by the Education Sector Board approved in FY09. A detailed discussion of the characteristics of these lending operations is provided in annex 10. 37 Table 3.9 Characteristics of FY09 Education Projects (Education Projects Managed by the Education Sector Board) t og m at ar en t en Pr age uc ese me n on De ram nt on ch io m an e y/ op os is s an sch n cat rly /s tio ati uc ali rc ve - c ys m an uc d e s St par y pa tion Gr t ed oo ship rls nit aa t M nce tiar vel Ed ntr sea pro fit al roo Gi mu duc en Ea nds ipa cip Gr ts: atio du HI ing ini ls Le her ate m Eq a tio ati h Ad ch cho n e m S e sm d r i ar tr r ia ul ildh lar ce re im ne an ss ac m for e i ip ti r t u i n on V / a ng s t te l d Be /fin /cla Co AID ses Ec e IS Di ts: oo Te ing re pm M t n a z s ar um t e c a r on n Le icul n rr Cu Country Abbreviated Title Armenia 2nd Educ Quality Bangladesh Higher Ed Quality Bangladesh Secondary Educ Brazil Acre Soc & Econ Brazil Pertambukco Educ Chile Inovativeness China Tech & Voc Educ Congo, Rep Basic Ed Support* Ethiopia Ed Quality Improv Grenada Education Devel* Grenada OECS Skill* Guinea Education for All* Haiti Emerg Sch Recon Indonesia BOS-KITA Jordan EdRef f KnowEcon Jordon ER f KE II Morocco Basic Educ Reform Namibia Educ Sector Improv Nigeria Lagos Eko Proj Pakistan Punjab Educ Devel Pakistan Sindh Educ Sector Panama Basic Educ Quality Uganda Post Primary Educ Uzbekistan Basic Education II Vietnam Higher Education *Additional financing for project approved in earlier fiscal year. Improving the quality of education was a key characteristic of FY09 operations. Fourteen new projects included activities related to learning assessments, such as participation in international assessments and projects such as the Armenia Second Education Quality and Relevance Project. Other projects, such as the Nigeria Lagos Eko State Education Sector Project, included components that addressed standardized testing for better measurement of results. Teacher training and professional development of teachers was part of almost 75 percent of projects in FY09. About 50 percent of projects included curriculum reform and the provision of improved learning materials to improve the quality of education. As in past years, measures to reach poor and disadvantaged groups were included in many operations. Targeting education interventions to specific groups was part of the Pakistan Punjab Education Sector Project, which used stipends to increase girl's participation. In addition, the Panama Education Quality Improvement Project targeted a conditional cash transfer program for boys and girls from low- income families. 38 Another focus of many operations was linking post-basic education to the needs of the labor market, which spanned interventions in secondary education, vocational and technical education, skills development, and tertiary. In the Brazilian state of Pernambuco, the Bank is supporting the correction of age-grade distortion through an innovative accelerated program for secondary school-aged youth. The Promoting Innovation and Competitiveness Project in Chile is strengthening the educational base for advancements in science and technology. The Bank is also supporting Vietnam's reform of higher education, which is modernizing universities through competitive grants awarded on the basis of good governance, institutional performance, and quality. Improving the performance of education systems through better school management, research, increased accountability, and client ownership was another feature of many FY09 operations. Twenty-two FY09 education projects included activities to improve school management, of which 11 supported the development of education management information systems. Monitoring and evaluation is also possible through the student assessment component of about 14 new FY09 operations. In Indonesia the Bank is helping strengthen school-based management through block grants provided to schools on a per-student basis; the program allows local educators to choose how best to allocate school resources. The Uganda Post Primary Education and Training Program project is supporting research on lessons learned from reform implementations. Leveraging Support for Education Co-financing of World Bank Education Operations In FY09, 20 projects managed by the Education Sector Board were co-financed by bilateral and multilateral agencies, representing total funding of $1.2 billion--greatly leveraging Bank lending in the sector (see annex 8). Among the co-financers were 14 bilateral and 2 multilateral agencies. Also in FY09, the Education for All­Fast Track Initiative was treated as a cofinancer for the first time, contributing a total of $607.5 million to 11 different projects--the largest contribution by any co-financer. The largest single co-financed operation was the Jordan Higher Education Reform for the Knowledge Economy Project, to which the United States Agency for International Development (USAID) contributed $117 million in support. IFC Support to Private Sector Education The World Bank Group's International Finance Corporation (IFC) has been investing in private education initiatives since the late 1980s and formally established its Health and Education 39 Department in 2001. The aim of the department is to support the growth of high-quality private sector education providers and build in-country capacity to increase access to education for lower socio-economic groups. The IFC invests and partners with private organizations to achieve a range of complementary outcomes, including: Introducing innovative means of financing and delivering services Helping to improve standards of quality and efficiency Enabling students and institutions to obtain access to financial support Facilitating international exchange of best practices Complementing the public sector to achieve national education goals. Since its inception, the department has committed 56 projects; 30 of which are still Box 3.2 IFC Invests in Student Loan active. Among the active projects, 40 Programs percent are in IDA countries. The active Financial guarantees for student loan programs projects represent an investment of $222 is an area of recent growth in the IFC portfolio. million. However because the IFC is always a The objective is to build capacity of local banks minority partner in any project an additional through the introduction of risk-sharing $441 million of local investment has been instruments. The intention of these guarantees leveraged in support of these education is to increase student access to post-secondary projects, bringing the overall project size of education. The structure of each student loan the active portfolio to $663 million. agreement differs somewhat, depending on the resources available as well as the cultural and The majority (57 percent) of the IFC's active educational context of the investment. investments are direct loan facilities to In most instances, the IFC partners with a local educational providers for development or bank and brings local and/or regional expansion. These providers can be for profit philanthropic organizations to the partnership. or not-for-profit entities or individuals. In the For example, in one FY09 investment in Egypt, past two years there has been considerable three foundations joined the partnership, growth in the use of financial guarantees for namely: the Al-Noor Magrabi Foundation, the student loan facilities (23 percent of the Sawiris Foundation for Social Development, and active portfolio) and `school' facilities (20 the Al-Alfi Foundation. percent) which provide financial and technical assistance to small to medium In support of student lending facilities, the IFC in schools in Africa. FY09 commissioned the development of a financial literacy guide to be used by partner banks and institutions. "Your Money, Your In FY09, the IFC committed $32.3 million to Future: A Practical Money Management Guide three projects located in two regions. Two of for Students and Their Families" is designed to these investments were in the Middle East help educate families about managing money and North Africa region (MENA) bringing the wisely. In particular, it seeks to give them an proportion of the active IFC education understanding of basic financial concepts. The portfolio in that region to 20 percent, and guide is being piloted within the Egypt project providing a more balanced overall portfolio and will become a core element in all student (with Latin America and the Caribbean (LAC) lending programs. having 33 percent of active projects and Sub- 40 Saharan Africa (SSA), 23% percent). Institutions that have the potential to deliver strong development results at local, national and regional levels are critical in identifying viable investments. Direct investments in FY09 reflected the diversity of institutions with which the IFC partners. An investment of $2.5 million was committed to Ashesi University College in Ghana, a non-profit college based in Accra. Ashesi is a small liberal arts college that has a strong emphasis on entrepreneurship and community service; and won a Pan African award in 2008 for educating social entrepreneurs. The university aims to double its student numbers to 800 by establishing a permanent campus. The second direct investment in FY09 was a $14 million stake in First Education Holding, a for- profit education company that provides primary and secondary education in the Middle East and North Africa (MENA) region. This latter investment reflects a strategic priority for the IFC, which is to work with networks of schools wherever possible to enable the growth of quality education providers across countries and regions. 41 4. Education Partnerships through Global Connections Working with Partners for Greater Impact and More Sustainable Results To help ensure sustainable results and improved country outcomes, the World Bank works with a variety of development partners. Through partnerships, the Bank helps build knowledge to support country reform and development efforts. Global and regional partnership programs are often organized outside of the Bank's regular country operations at cross-country, regional, or global levels. They are thematic in focus and involve such partners as bilateral donors multi- lateral agencies, foundations and philanthropic organizations, civil society partners, and the private sector. They frequently involve external funding committed to support analytic and advisory services for country or multi-country sector studies, pilot activities, global knowledge products, policy dialogue, or preparation of investment operations. The Bank plays a number of different roles in these programs; it may serve as trustee, coordinator, secretariat host, manager, technical leader, implementing agency, or provider of other types of collaborative support. In addition to such partnership programs, many country programs or operations are jointly appraised or co-financed with bilateral or multi-lateral funding, in addition to IBRD or IDA funding. Such arrangements help ensure harmonization of funding and greater impact on the ground, as they leverage both knowledge and financial resources (see box 4.1). For the education sector, some of the most effective partnerships are driven by country needs. On one hand, they are built on the comparative advantages of the institutions involved, and on the other, on harmonization and cooperation. Education partnerships typically fall into one of the following types: institutional and multilateral; programmatic; Development Grant Facility (DGF); trust fund; or cofinancing. Institutional Multilateral Partnerships Institutional, multilateral education partnerships include partnerships and collaboration with the United Nations (UN) Agencies, such as UNESCO, UNICEF, and the World Food Program, to help countries achieve the Millennium Development Goals. 42 United Nations Educational, Scientific, and Box 4.1 Schools for Rural Children in Cultural Organization (UNESCO) Mongolia through Partnership UNESCO is the lead agency for the six Education for All (EFA) goals. It spearheads School has come to the herding families the efforts of the five EFA Convening of rural Mongolia and it is housed in a Agencies: UNESCO, the United Nations large, white tent. This structure allows Development Programme (UNDP), United for school mobility and is part of Nations Population Fund (UNFPA), United Mongolia's effort to reach a subset of Nations Children's Fund (UNICEF), and the children in the countryside who World Bank. The World Bank partners with otherwise might not have regular access key UNESCO bodies to provide enhanced to education. Flexibility is necessary to international support for education and the integrate these nomadic children into achievement of the education Millennium the national school system, and the Fast Development Goals. The Bank serves on the Track Initiative (FTI) is helping make this editorial board of the Education for All Global happen. Monitoring Report (EFA GMR), which meets twice a year to produce an annual report that A $29.4 million grant from the FTI assesses global progress on EFA. The Bank is Catalytic Fund allowed for an expansion also part of the EFA Working Group and EFA of basic education programs into High-Level Group Meetings. The High-Level Mongolia's more remote regions during Group meeting is an annual event that brings the period 2007­2009. In partnership together top-level officials from government, with FTI, the World Bank and other development agencies, international financial donors are now working together to institutions, UN agencies, civil society, and address remaining challenges in the the private sector. Its role is to reinforce country's education sector. political will to accelerate country progress FTI funds add to IDA support to towards Education for All, strengthen collaboration towards this end, highlight priorities, and Mongolia. The IDA Rural goals, which in mobilize additional resources to help developing countries achieve the EFA Education and turn Development project, for example, contribute to the education MDGs. In addition, the Bank supports the UNESCO Institute of provides providing funding through to Statistics (UIS)--which maintains global education data--byquality learning materials the DGF Mongolian classrooms. Complemented and by serving on the UIS Board of Directors. In FY09 the Bank also partnered with UNESCO on by innovations that focus on early the development and implementation of the UNESCO Higher Education World Conference, reading and teacher training, the "The New Dynamics of Higher Education and Research for Societal Change and Development," provision of libraries, a digital world. which brought together more than 1,500 high-level participants from around the children's book library, and laptops, this project is Programmatic Partnerships helping Mongolia both bridge the digital divide and improve learning. Education for All­Fast Track Initiative The Education for All Fast Track Initiative (EFA-FTI) is a global, results-based partnership focused on delivering primary education to children in developing countries through country commitments, increased aid, improved aid effectiveness, and donor harmonization. It works to ensure that low-income countries meet the education Millennium Development Goal (MDG)-- also an EFA goal--that all primary school-aged children be enrolled in school and complete the full cycle of primary education by 2015. The World Bank houses the FTI Secretariat and is the 43 trustee for the $1.54 billion FTI Catalytic Fund, which finances country implementation of their endorsed education sector plans, and the $116 million Education Program Development Fund, which helps countries with strategy development and capacity building (see box 4.2). The EFA-FTI was launched in 2002, initially with Box 4.2 Education Program support from Canada, the Netherlands, Norway, Development Fund (EPDF) France, and the World Bank. The initiative was set up to ensure that countries with sound education The multi-donor Education Program policies and credible education sector plans could Development Fund (EPDF) was count on adequate and predictable donor funding. established in November 2004 to By working with countries to develop sound enable more low-income countries education plans to accelerate the achievement of to access the FTI and accelerate EFA goals, and then helping them finance and progress towards universal primary implement these plans, FTI is aligned with the education. The EPDF provides World Bank's broader education strategy of technical support and build the helping countries provide quality education to all capacity required to prepare a sound their citizens. education plan in countries with weak capacity. To date, 60 EFA-FTI has demonstrated its value as a developing countries have receive mechanism for achieving development results and support from the EPDF with almost strengthening donor harmonization. As of have of all support allocated to Sub- September 2009, 18 donor countries were Saharan African Countries. In the supporting the EFA-FTI and the initiative had Latin America region EPDF is endorsed the education plans of 38 developing supporting Nicaragua and Haiti. In countries--22 of which are in Sub-Saharan Africa. Nicaragua, the fund is supporting the An additional 9 low-income countries are expected development of early learning to join the FTI partnership by the end of 2010. reading assessments for speakers of Creole. Funding to Haiti from the Other education programmatic partnerships that EPDF has been directed toward were active in FY09 included "Focusing Resources strengthening government capacity on Effective School Health" (FRESH), a partnership for education policy design. with UNESCO, the World Health Organization (WHO), UNICEF, the United Nations World Food Programme (WFP), and the "Partnership for Child Development" (PCD); this collaboration promotes the health and nutrition of school children. The World Bank serves as technical leader in PCD. Another partnership, the UNAIDS Interagency Task Team on Education (IATT), brings together the Joint United Nations Programme on HIV/AIDS (UNAIDS), UNICEF, the International Labour Organization (ILO), WFP, WHO, UNESCO, the U.K. Department for International Development (DFID), Irish Aid, the U.S. Agency for International Development (USAID), PCD, and the South African Mobile Task Team (MTT). The aim of IATT is to harmonize education sector actions and support countries in developing an effective education sector response to combat HIV/AIDS. The Bank was a founding member of the task team and is its technical leader. 44 Yet another partnership, the United Nations Girls Education Initiative (UNGEI), support the EFA and MDG targets on gender equality in education. This initiative has two lead agencies-- UNICEF and DFID--with UNESCO, The Netherlands, the Global Campaign for Education, and the World Bank as core members. Development Grant Facility (DGF) Partnerships The World Bank's Development Grant Facility (DGF) was established in 1997 as a grant-making entity to provide direct grant support for innovative partnerships that are of high value to developing countries but cannot be supported adequately through regular Bank country assistance operations or economic and sector work. The DGF is an important complement to the Bank's lending, knowledge, and advisory services; the facility uses grants to encourage innovations, catalyze partnerships, and broaden the scope of Bank services. All education sector DGF grants must meet education sector and institutional priorities, be of high quality, and conform to eligibility criteria. The DGF education portfolio in FY09 was comprised of six programs that collectively represented $6.3 million in funding. These programs addressed a number of key education issues with an increasing focus on measuring learning results, instituting global and local education linkages, and maximizing the effectiveness of the changing architecture of global aid. Program interventions included, but were not limited to, increasing educational access by providing access to health, nutrition, and psychosocial programs for school-age children, especially girls; furthering the community of practice among education stakeholders in African education by pooling their thinking, experiences, and lessons learned; and targeted education interventions to the Roma population in Central and Eastern Europe, including the desegregation of educational systems. DGF partners in FY09 included the Association for Development of Education in Africa (ADEA); the Partnership for Child Development (PCD); the Program for Education Statistics (PES); the African Institute for Science and Technology (AIST); the Global Initiative for Quality Assurance Capacity (GIQAC); and the Roma Education Fund (REF). Trust Fund Partnerships Russia Education Aid for Development (READ) Signed in October 2008, the Russia Education Aid for Development (READ) program is a collaboration between the Government of Russia and the World Bank. The READ Trust Fund-- $32 million to be used over a five-year period--is a part of a larger World Bank program to improve education quality in low-income countries. Its purpose is to help low-income countries (initially, Angola, Ethiopia, the Kyrgyz Republic, Mozambique, Tajikistan, Vietnam, and Zambia) improve student learning outcomes through the design, implementation and use of robust systems for student assessment. It will develop global knowledge products and toolkits to aid countries with the improvement of capacity and mechanisms to measure learning and to use such measures in improving student outcomes. 45 Over the past year, READ has been working in close collaboration with country counterparts and World Bank Education Sector Staff. These teams are initiating diagnostic work on assessment activities and efforts in each of the seven READ countries. The diagnosis reviews the strengths and weaknesses of the present assessment landscape, from classroom-based to national assessment, and will become the basis of country-driven action plans to build systemic and institutional capacity to improve educational outcomes. Norwegian Partnership and Trust Fund Norway hosted the Education for All High-Level Group Meeting (EFA HLG) in Oslo in December 2008. It has also established the Norwegian Trust Fund to support knowledge products that support EFA High Level Group meetings. The partnership supported the Bank's preparation of new studies on external financing of education and aid effectiveness, management and accountability in education, and education in fragile states. There studies were carried out to inform the EFA High Level Group meetings. Spanish Impact Evaluation Fund (SIEF) The Spanish Impact Evaluation Fund (SIEF) is the largest trust fund ever established at the World Bank focusing specifically on impact evaluation and human development. SIEF advances global knowledge on what works in countries to achieve key education results. A 10.4 million program funded by Spain, its goal is to support the World Bank in evaluating the impact of innovative programs to improve human development outcomes. SIEF supports rigorous evaluations in eligible developing countries, impact evaluation training, publications, and dissemination of results. The program began in July 2007 and will run through December 2010. This past year, several workshops and capacity-building activities for impact evaluation were funded by SIEF. Additionally, the fund supported many impact evaluations dealing with education. One of these projects, in Mexico, is evaluating the impact of providing extra funding to school committees with parent participation through the Apoyo a la Gestion Escolar (AGEs)--the school-based management component of Mexico's compensatory education program. The study is examining whether improved outcomes, as a result of AGEs, are attributable exclusively to increased parental participation, or if there is a relationship between increased resources and improved outcomes, regardless of parental participation. Other key areas of work under the SIEF include evaluations of accountability and teacher performance projects. Bank Netherlands Partnership Program (BNPP) The Bank-Netherlands Partnership Program (BNPP) is an ongoing agreement between The Netherlands Ministry of Foreign Affairs (MFA) and the World Bank. The Netherlands is one of the largest donors of trust fund resources to the Bank. The strategic objective of the BNPP is to strengthen the development and institutional effectiveness of the World Bank by financing knowledge and capacity development activities at the global, regional, and cross-country levels. The education sector is one of the key priorities of the BNPP. Its grants are mostly Bank- executed; country-specific activities are not eligible for funding. 46 Several activities and programs were funded by the BNPP in FY09, including work on the school to work transition, equity in higher education, bi-lingual education and multi-grade schooling. The Public-Private Partnerships program is also funded by BNPP. It will produce reports on substantive public-private partnerships (PPPs) that offer health and education services. Based on evaluations in 9 countries, the reports will include four case studies (Congo, Nigeria, Rwanda and Pakistan) on the contracting of health services to private and non-profit sectors to improve maternal and child health; four case studies (Kenya, Pakistan, Philippines, and Mexico) on the provision of financing and technical support to private schools, as well as a study on the impact of the provision of Internet access by PPPs to low-income communities. Cofinancing Arrangements and Partnerships at the Regional Level Partnerships in Sub-Saharan Africa Through the French Education Management Trust Fund, the Bank works in partnership with the governments of France, Ireland, and Norway to support the Initiative on Improving Education Management in African Countries. This pilot program operates in eight countries in Sub- Saharan Africa--Benin, Burkina Faso, Guinea, Madagascar, Mauritania, Mozambique, Niger, and Senegal. The project aims to accelerate progress toward universal primary school completion through improved educational management. Cross-country forums and knowledge exchanges have been integral to new breakthroughs in policy and implementation for these African nations. With the help of Bank technical assistance, successful learning assessment tools that were created for one country have been adapted and shared for use by other participating countries. For over a decade the Bank has partnered with Norway on the Norwegian Education Trust Fund (NEFT). The success of NEFT's work, particularly in financing and providing technical assistance to help countries prepare education sector plans for EFA funding, has served as a model for a new, larger-scale partnership, the Education Program Development Fund. The Bank also works with Norway on the Africa Region Norwegian Post-primary Education Fund (NPEF), which supports the development of the secondary and tertiary education sector in African countries, including science and technology capacity building efforts, and their integration in national poverty reduction strategies. The Irish Education Trust Fund has also been active in the Africa region and financed much work on teachers and assessment. The Association for Development of Education in Africa (ADEA) is a partnership between two major constituencies in African education: African ministries of education and technical and funding partners, of which the Bank is a member. Working within the ADEA framework is a very effective way for the Bank to enhance the impact of its development aid in the education sector in Sub-Saharan Africa; ADEA receives funding from the Bank's Development Grant Facility (DGF). 47 Partnerships in Europe and Central Asia The World Bank is partnering with the Russian government on the Russia Education for Development (READ) trust fund. Launched in 2009, READ works to assist low-income countries in Central Asia and other regions (initially, Angola, Ethiopia, the Kyrgyz Republic, Mozambique, Tajikistan, Vietnam, and Zambia) to improve their education systems. Investments from the trust fund will be used to improve education quality and implement learning assessments in order to increase learning outcomes in READ countries. The Roma Education Fund (REF) supports education in the ECA region. Established more than five years ago, with initial funding from the Development Grant Facility (DGF), REF helps close the gap in educational outcomes between Roma and non-Roma people and to disseminate best practices on policy reforms and programs. Currently, the fund works in 12 countries, including the original countries of Bulgaria, Croatia, the Czech Republic, Hungary, Macedonia, Romania, Serbia and Montenegro, and Slovakia, as well as Albania and Moldova. It is currently starting operations in Ukraine and Turkey. Partnerships in East Asia and the Pacific Working with the European Commission, the governments of The Netherlands and Indonesia, and others, the World Bank has established a special Basic Education Capacity Trust Fund (BEC- TF) for Indonesia. The goal of this partnership is to improve the management and flow of financing and information to support better decision making at all levels of a decentralized education system and to assist with the overall reform efforts of Indonesia. Indonesia will receive support for policy development, good governance, and performance assessments of the basic education sector. Support will be provided in the form of technical assistance, training, and grants to local governments. In East Asia and the Pacific, the Bank also works in partnership with the Netherlands on the Dutch Education Trust Fund Program (DESP) in Indonesia. Using global knowledge and international best practices, this program carries out technical analyses to help the Government of Indonesia reach the objectives defined in its education strategy and successfully implement policies under the new Teacher Law. This analytical work forms the basis for a series of possible sector-wide operations to be supported by all donors interested in the sector. The Bank, along with Belgium and the United Kingdom, is cofinancing the School Education Quality Assurance Project in Vietnam. Launched in June 2009, the project aims to improve learning outcomes and education completion for Vietnam's primary education students, particularly disadvantaged primary education students, through supporting the government's full-day schooling (FDS) reform program. These efforts are laying the groundwork for a long-term development strategy for quality education in Vietnam. In the Philippines, the World Bank has partnered with Australia through a trust fund that will support analysis to inform national reforms in basic education. Funding for the Philippines will also support a review of basic education public expenditures and the preparation of policy notes on various topics in basic education. The government of Korea is supporting a number of 48 partnerships with the Bank, including an initiative on Information and Communication Technologies (ICTs) in education. The Bank and Korea are also co-financing an operation in China that focuses on expanding the capacity and improving the quality and relevance of technical and vocational education and training programs in secondary and tertiary institutions. Partnerships in Latin America and the Caribbean The Government of Japan supported the preparation of the World Bank-financed Skills for Inclusive Growth project in Grenada, which promotes a new demand-driven approach to training that better meets labor market needs. Through SIEF, the Government of Spain is supporting Bank-led technical assistance to implement an impact evaluation in the Brazilian State of Pernambuco on teacher incentives. Using findings from other such evaluations, SIEF advances global knowledge on best practices to improve student learning outcomes, a key education goal. In collaboration with the Organisation for Economic Co-operation and Development (OECD), the Bank conducted a comprehensive review of Chile's tertiary education system, including its policies, performance and effectiveness. The report, documenting the findings of this review has informed policy formulation in Chile. Partnerships in the Middle East and Northern Africa In the Middle East and North Africa (MNA) region, the education group is partnering with a variety of regional institutions to contribute to two major MNA regional priorities: the Arab World Initiative (AWI) and the Marseille Center for Euro-Mediterranean Integration (MCMI). Under the first initiative, the Bank has developed partnerships with a variety of Arab and Islamic world organizations to enhance the effectiveness of policies on education quality improvements and student learning outcomes. Key partner organizations include the Islamic Educational, Scientific, and Cultural Organization (ISESCO), the Arab League Educational, Scientific, and Cultural Organization (ALECSO), and the Queen Rania Center for Teachers Advancement (QRTA, Jordan.) Under the MCMI the Bank has developed partnerships with the European Training Foundation (ETF), the International Migration Organization (IMO), and various other regional organizations to tackle Euro- Mediterranean interdependence issues related to skills, employment, and labor mobility. Collaborative arrangements, including staff exchange, have been developed and are carried out from Marseille. These arrangements include a program aiming at generating and disseminating knowledge about convergence policies for greater Euro-Mediterranean integration. With respect to investments in human capital development, the Bank has been working with the European Union and the African Development Bank, as well as with the bilateral aid agencies of France, Germany, the United Kingdom, and The Netherlands. Joint lending operations in Jordan, Morocco, Palestine, and Yemen support sectorwide programs that range from national policy development to school-centered delivery of education services. In particular, the Bank has joined forces with nine other development and/or aid agencies to finance the Second Education Reform for the Knowledge Economy Project in Jordan. The 49 project focuses on developing the abilities, skills, attitudes, and values that students need to participate in the 21st-century, knowledge-based economy. In the West Bank and Gaza, special financing from the Bank and the European Commission is enabling expansion of access to quality postsecondary education through the Tertiary Education Project. Partnerships in South Asia In Bangladesh, the Bank has been supporting the Primary Education Development Project II in conjunction with 10 other development partners, including Australia, Canada, the European Commission, Japan, The Netherlands, Norway, Sweden, the United Kingdom, the Asian Development Bank, and UNICEF. Approved in 2004, the project aims to improve long-term quality, equitable access, and efficiency in Bangladesh's primary education sector. The combined efforts of the Bank and other development partners have helped the government of Bangladesh utilize resources more effectively, resulting in improved key performance indicators, including the net enrollment rate and the percentage of public expenditures allocated for education. Pakistan's Sindh and Punjab provinces have also seen a surge of support from development partners to carry out analytic work to prepare reforms their respective education sectors. In Sindh, the Bank is collaborating with the European Commission. In Punjab, the Bank has been drawing on its long-standing presence in the region to collaborate with the United Kingdom and other partners The Bank's leadership has meant increased collaboration and support for education in Punjab, helping ensure that the province meets Pakistan's national education objectives. 50 Annexes 1: Education Sector Board Members 2: New FY 2009 Education Economic and Sector Work 3: New FY 2009 Education Technical Assistance Products 4: New FY 2009 World Bank Education and Related Publications, Papers, and Reports 5: New FY 2009 Education Operations Managed by the Education Sector Board 6: Abstracts of New FY 2009 Education Operations (Managed by the Education Sector Board) 7: New FY 2009 Operations with Education Components/Activities Managed by Non-education Sector Board 8: Cofinancing of Education Projects Approved in FY 2009 (Managed by the Education Sector Board) 9: IDA Grants for Education, FY 2002­FY 2009 10: Characteristics of New FY 2009 Education Projects (Managed by the Education Sector Board) 11: Education Lending by Region and IDA/IBRD Breakout, FY 1990­FY 2009 (including education components in all operations) 12: Education Lending by Subsector and IDA/IBRD Breakout, FY 1990­FY 2009 (including education components in all operations) 13: Education Lending by Instrument, FY 1990­FY 2009 (Managed by the Education Sector Board) 14: Definition of Coding for Education Subsector 51 Annex 1: Education Sector Board Members The Education Sector Board (ESB) is an executive body that has decision-making authority and provides leadership and guidance to the education sector in the areas of human resource management (including strategic staffing and staff learning); sector strategy; operational quality; knowledge management; and strategic partnerships. The ESB is supported by and oversees the work program of the Human Development Network Education Department (HDNED, the "anchor" unit). The Education Sector Board Composition includes a chair, a Network Sector Director, and Core Members (which include a network Sector Manager and Regional Sector Managers). The board also has member-at-large representatives from the World Bank Development Economics Vice Presidency (DEC), the World Bank Institute (WBI), the World Bank Operations Evaluations Department (OED), and the International Finance Corporation (IFC), with the Board Secretary and Human Resources Representative also part of the ESB. Education Sector Board Principal Members (FY 2009) Human Development Human Development Network Education Network Education * Elizabeth King Robin Horn Director Sector Manager Chair Africa East Asia and the Europe and Central Asia Latin America and the Pacific Caribbean Christopher Thomas Eduardo Velez *Mamta Murthi Chingboon Lee Sector Manager Sector Manager Sector Manager Sector Manager Middle East and North South Asia World Bank Institute Development Africa Member at Large Economics Member at Large *Mourad Ezzine Amit Dar Sector Manager Sector Manager Kurt Larsen Adam Wagstaff Sr. Education Specialist Research Manager Independent International Finance Human Human Development Evaluation Group Corporation (IFC) Resources Network Education Member at Large Member at Large Martha Ainsworth *Svava Lee Bjarnason Riikka de Reumann Van Torres Lead Economist, Health Sr. Education Specialist Sr. Human Resources Sr. Program Assistant Officer ESB Secretary Note: * Denotes Members of the Editorial Committee for the Education Year in Review, 2009 materials. 52 Annex 2: New FY 2009 Education Economic and Sector Work Region Country Product ID Title Description Output Type Development of Postprimary Education in The objective of this work is pedagogical in nature; it aims at providing the community of policy Sub-Saharan Africa: makers and experts with information on logistical & financial implications of a variety of options 1 AFR Africa P107079 Assessing the Financial to implement Postprimary education policies. The study will be based on construction of a Report Sustainability of financial simulation model focusing on Postprimary education which will be used to estimate Alternative Pathways implications of the expansion of Postprimary education for all countries of the region. The purpose of this work is to support dialogue on critical teacher issues, with a view to encouraging policy development. This will be done through an international conference on teacher employment issues, involving senior ministry officials and teacher unions. Phase 1 of the work will focus on an overview paper drawing together the issues in teacher employment in Teacher Employment 2 AFR Africa P100772 Anglophone African countries including: Macro context - population, enrolment and the MDG; Report Issues Teacher requirements, cost in terms of GDP and national budget; Teacher provision - teacher pay, class sizes, and coverage; The teaching career, teacher pay progression, progression in responsibility, and progression mechanisms.; Teacher deployment and incentive structure; Teacher supply, selection, criteria, and the structure of teacher training. This report will be organized in two parts, the first part will offer a diagnosis of the main issues faced by the sector, with regards to access, efficiency and equity, with a particular focus on service delivery mechanisms at the local level; it will identify the main obstacles towards the full expansion, and improvement of the sector. The second part will be forward-looking, and aim to: Cote Education Country Status (i) setting targets for each level (and type) of education, in terms of role, scope, contents (skills 3 AFR P109204 Report d'Ivoire Report and competence) and numbers; (ii) identifying specific measures and programs targeted to special groups and for quality improvement, (iii) developing a policy on teacher recruitment, training and remuneration; (iv) projecting realistic sub-sectoral budgetary allocations; and (vi) developing a financing plan for the education sector, including private sector resource mobilization and predictable foreign flows of funds. The CSR report will be organized in two parts. The first one will offer a diagnosis of the main issues faced by the sector, with regards to access, efficiency and equity, with a particular focus on service delivery mechanisms at the local level; it will identify the main obstacles towards the full expansion, and improvement of the sector. The second part will be forward-looking, and will aim Guinea- Education Country Status at : (i) setting targets for each level (and type) of education, in terms of role, scope, contents 4 AFR P110613 Report Bissau Report (skills and competence) and numbers; (ii) identifying specific measures and programs targeted to special groups and for quality improvement, (iii) developing a policy on teacher recruitment, training and remuneration; (iv) projecting realistic sub-sectoral budgetary allocations; and (vi) developing a financing plan for the education sector, including private sector resource mobilization and predictable foreign flows of funds. The CSR will single out alternative scenarios 53 to reach the EFA / MDG targets, making clear their associated costs, and the intra-sectoral trade- offs that each scenario implies. Indeed, final decisions will be government. This is the second CSR for Malawi; the first one was drawn up in 2003. The 2008/09 CSR was developed between November 2007 and February 2009 by a multi ministerial national team with the support of the World Bank and UNESCO-BREDA (Pôle de Dakar). It is an updated and enhanced version of the first CSR, and includes eight chapters (including a full chapter on TEVET and a full chapter on higher education). It provides key monitoring/evaluation input on the Education Country Status 5 AFR Malawi P108988 education sector overall, particularly in the framework of the implementation of the National Report Report Education Sector Plan (NESP) and the future endorsement of Malawi to the Education For All Fast Track Initiative. Analysis figuring in the CSR was made possible by using data and information from multiple Sources, and more particularly school administrative surveys of the Ministry of Education, household surveys from NSO and the tracer survey done especially for the purpose of the CSR with the support of GtZ and the World Bank. Key tasks in this work include an analysis of: (i) ECD and pre-primary education;(ii) senior secondary education including in-depth analysis of the curriculum and how it articulates with lower and upper levels;(iii) analysis of adult education, training and life-long learning sub- sector;(iv) analysis of vocational education and training sub-sector; (v) analysis of tertiary education and training sub-sector; and (vi) a comprehensive analysis of the cost and financing of education, training, and skills development. The objectives of the above-described tasks are to:(i) Swazilan Post-Basic Education & 6 AFR P105483 close the knowledge gap in the sector;(ii) lay a solid and comprehensive analytic base required to Report d Training Analysis inform the development of a long-term sector strategy and a medium term sector program;(iii) to inform strategic choices required to ensure balanced sector development based on balanced allocation of funds and other resources across sub-sectors;(iv) to provide the knowledge base to guide alignment of sector development to national social and economic development strategies; and (v) to strengthen the knowledge base required to get Swaziland on track toward the attainment of EFA, MDGs & goals of AAP. Poverty & Inequality & Series of policy notes analyzing recent household survey and other data aimed at key policy and 7 AFR Uganda P104388 Labor Markets/Broad- Policy Note institutional options under consideration in design of Uganda's next PEAP. Based Growth At the request of the Ministry of Education, this review will take a comprehensive view of China's Education Sector Review 8 EAP China P115529 education system, its main issues and major gaps, and provide specific policy recommendations. Policy Note Note The review will introduce international experience where relevant. A research report focused on the strengths and main deficiencies of the Thai university system Social Monitor (Higher 9 EAP Thailand P106645 and the degree to which these could be remedied in the areas of financing, teaching and research Report Education) in order to promote economic growth and enhance country global competitiveness. Human Development Policy Notes on Education, Health, Pensions, Social Assistance, and Labor Markets will be 10 ECA Romania P114626 Policy Note Policy Briefs & Dialogue produced as an input to facilitate and inform dialogue during and after the political transition. 54 The main objective of this report is to quantify the extent of mismatch between the skills of the labor force and the skills that are demanded by the employers. Based on this information, the Labor Demand and Skills report argues for the need to increase the quality and relevance of the education and training 11 ECA Ukraine P108435 Report Relevance system to satisfy the needs of the labor market in order to promote growth, productivity and innovation; as well as to strengthen social partnerships in order to engage employers more actively in articulating the demand for skills and participating in the training provision. Provides a comprehensive review of Chile tertiary education system, policies, performance, and effectiveness. The review will be conducted jointly by the World Bank and the OECD Directorate for Education. The review takes place in the context of Chile's dialogue with the OECD regarding future membership. The review builds on a global review of education policy conducted by the Higher Education Report Bank and the OECD four years ago. Like the previous review, the results of this activity are 12 LCR Chile P106874 Report with OECD expected to be widely discussed within the Government, in the press, in the tertiary education community, and in civil society. The review methodology involves the completion of a self-study within the Directorate of Higher Education in the Ministry of Education, followed by two intensive site visits by the joint review team, report drafting, initial presentation to the Government, and finalization and publication as a joint WB/OECD document. Mexico requested Bank support in the implementation of the Alliance for Education Quality. Support includes: (a) conferences, (b) studies, and (c) technical advice. Sectors include both primary and secondary education. The NLTA is the second phase of an on-going NLTA supporting the education sector in Mexico. Phase I focused on reform in the secondary sector, producing Mexican Alliance for 13 LCR Mexico P112567 both a report and a large number of technical activities. Phase II will support a broader reform Report Education Quality agenda, including both basic and secondary education. The center piece of Phase II will support for the activities of the Alliance for Education Quality, including the preparation of an Annual Report on the education sector and supporting technical activities, such as reports, workshops, & experts. Studies about governance of the social sectors at the subnational level. Recurso 3 has three elements. The first (and most substantial) is the Junin education study, which was delivered to 14 LCR Peru P106943 RECURSO III the client in December (Dec 10th). There are two other separate elements of Recurso 3 - a study Report of procurement of Vaso de Leche, and TA for the MEF and MINEDU to develop a system of education indicators at school and district level for the use of local actors concerned with school The proposed research on secondary education will fill the existing lacuna in research. To this end, we will conduct a detailed, nationally representative survey of formal and non-formal secondary schools and madrasas. This will help us systematically document differences in learning outcomes by school type. Once again, particular attention will be given to the question of school choice. The school survey will be complemented by a household survey. The later will permit an Banglade 15 SAR P105608 Madrasa Education analysis of the impact of school background to various outcomes of education in a causal manner. Policy Note sh Following outcomes of education would be considered: quality ; Demographics ;Labor market outcomes ; Skills ; Ethics/values . We intend to do bring methodological innovations in studying this question by modeling school choice (formal vs. non-formal; religious vs. secular) and sample attrition (by tracing all sons & daughters who has either migrated out of the study area and/o r simply moved out of parental households). Public-Private Education The study is intended to explore the difference between public and private schools quality in two 16 SAR India P113516 Policy Note Study populous lagging states, Uttar Pradesh and Madhya Pradesh. 55 A teacher development and management resource package will be produced to assist with addressing various teacher related issues, particularly for the South Asia region. This will be done by synthesizing information from a review of a broad range of literature including vignettes and case-studies on priority topics which have been recently raised in the South Asia region's South Teacher Development and education programs. The information will seek to provide guidelines and alternative ways for 17 SAR P106856 Policy Note Asia Management Resource addressing each of these issues. Topics include: Recruitment and deployment; Induction programs for newly trained teachers ; Accreditation of institutions providing teacher education programs ; Teacher certification, licensing and qualifications; Teacher performance standards; Supervision and monitoring of teachers ; Teacher motivation: compensation, benefits, incentives & working conditions. The Policy Note will address some of the key issues facing higher education in Sri Lanka: (i) Access, Supply, and Demand; (ii) Quality, Efficiency and Relevance; (iii) Governance; and (iv) Costs and Financing: Current Situation. It will also build alternative growth scenarios. The final Towers of Learning: the product, Towers of Learning in Sri Lanka details the World Bank's recommendations and 18 SAR Sri Lanka P102566 Sri Lanka Higher approach to further improve higher education and produce world class graduates in Sri Lanka. It Report Education Report recommends that the higher education system should inspire the country's values, ethics and social institutions so that Sri Lanka becomes celebrated as an enlightened and peaceful multi- ethnic, multi-religious and multi-cultural society. Analyze country education system performance using international student achievement results, Benchmarking Education 19 HDNED World P111711 model determinants and correlates of student learning outcomes; assess interventions' Policy Note System Performance effectiveness; compile effectiveness results; produce analyses of country performance. Promoting ECD & School 20 HDNED World P100396 Work focuses on promoting early childhood development and link to school readiness. Report Readiness The aim of the work is to explore in depth how education and training can help ease the transition of young people into their work life in different socio-economic settings. The work will Maximizing Returns to focus on who benefits more from education and how can it be made more beneficial for the 21 HDNED World P111698 Education II Report individual. In this regard we will focus on two aspects of education that directly impact the outcomes in the labor markets and the school-to-work transition of youth and these include: (a) technical and vocational education and its role in education policy and labor market outcomes; (b) The role of cognitive and non-cognitive skills in labor market outcomes. Paper on recent trends in accountability for tertiary education institutions. Paper on recent Paper on Accountability in trends in accountability for tertiary education institutions. Final document concludes that the 22 HDNED World P111707 Policy Note Tertiary Education successful evolution of tertiary education hinges on finding an appropriate balance between credible accountability practices and favorable autonomy conditions. 56 Annex 3: New FY 2009 Education Technical Assistance Products Region Country Product ID Actual Title/Internal Link Description Output Type Because Asia's development experience puts significant weight on human capital as a driver of growth, the study visit will give explicit attention to how countries in the region have managed the short term demands for skilled labor-matching existing talent (such as they are) to market demand and taking a skills portfolio and value chain approach in Skills and Knowledge thinking about skills gaps-and to pursue in parallel a long-term strategy to strengthen the Development for African Knowledge- 1 AFR Africa P116753 talent pool and pipeline for future needs. As Singapore is the venue for the study visit, the policy makers- Study Visit Sharing Forum country will be a prime source of the concrete examples to be featured in the agenda. The to Singapore 2009 Program will include site visits and presentations on location. Other examples from Asia will complement the Singapore story. In all cases, the role of human capital as a vital part of the ecosystem to support skills- and knowledge-based development will be the common thread tying together the examples. Many African countries recognize the importance of offering native language instruction to students in the lower grades of elementary as a way of improving learning (reading and writing, in particular) and of easing the transition to the majority language of the country. These countries are at different stages of piloting or testing their "bilingual" approaches, but rarely has this piloting been generalized (scaled up) nationally. The task will be BNPP Bilingual Education in comprised of the following activities, which will be coordinated by the Bank in the context "How-To" 2 AFR Africa P104010 Africa: Action research and of a TA: - Impact evaluation conducted annually, including baseline of test scores and Guidance learning outcomes classroom observation; - Training in action research for teachers, educators, and university faculties with a focus on student assessment; - Establishment of measurable short and long-term indicators of learning achievements (reading and math) in both official and local languages, disaggregated by gender; - Documentation of teaching practice through videotaping and teacher questionnaires, including any gender impact. "How-To" Promoting Understanding of Multigrade Classrooms: Strategies for Improving Basic Guidance 3 AFR Africa P101091 BNPP Multigrade (FY09) Education Access and Quality in Rural Africa. A BNPP trust fund has been approved for this activity. 57 The objective of this initiative is to develop prototype early reading literacy assessment packages in French and English, including assessment instruments and a capacity building tool-kit, and to test the feasibility of these instruments being used in African countries. The assessment instruments will be piloted in Senegal and The Gambia. The assessment instruments will help countries monitor learning achievement in the early grades of Early Grade Reading "How-To" 4 AFR Africa P105063 primary and benchmark performance within their jurisdictions across different population Assessment Initiative Guidance or geographic groups, with other countries in their region, or with comparator countries across the globe. The results could also be used to help countries diagnose educational deficits, align programs, and target resources more effectively on under-performing or non- readers. Senegal and Gambia were chosen based on their interest in developing early grade assessment tools. To study the current status of multigrade teaching and develop a toolkit in two parts, identifying: a) The policy issues in successful adoption of multigrade ; b) The pedagogic techniques used successfully in multigrade. The analysis will be done in conjunction with government in countries where TTLs note an interest in multigrade applications. The result "How-To" 5 AFR Africa P100773 Multigrade Toolkit TF of the analysis will be a paper identifying the country issues in multigrade, and a cross- Guidance country synthesis. The synthesis will be developed into two outputs: a) A toolkit for governments and wishing to promote multigrade teaching ; b) A toolkit for teacher trainers wishing to prepare teachers for multigrade teaching. NESAP-ICT stands for New Economy Skills for Africa Program - Information and Communication Technologies. The Program seeks to enhance the Bank's capacity to New Economy Skills for provide more effective support to our partner countries in an emerging area of need by Africa Program - fostering a closer alignment between education and ICT investments, focusing on a few Institutional 6 AFR Africa P112841 Information and pilot countries. The aim is to provide a basis for scaling up efforts to help increase African Development Communication countries' capacity to utilize, maintain and sustain ICT investments for improved Plan Technologies NESAP-ICT competitiveness. The Program will focus on skills development for economic growth and competitiveness, targeting the secondary, vocational and tertiary education levels (including teacher training). This is a regional program to provide technical assistance to Sub-Saharan African (SSA) countries for the development of sustainable secondary education and training, and the improvement of quality and relevance of outputs in the sub-sector. The objective) is to Secondary Education & Knowledge- 7 AFR Africa P109765 translate the results from the analytic work produced by the SEIA program (implemented Training Study Sharing Forum from 2003-2007) into operational support for African countries. Technical support will be provided to countries through sub-regional thematic workshops for 4-6 countries and follow-up country clinics. 58 This work aims to sensitize governments, the private sector, other stakeholders and development partners on the need to improve the quality of tertiary education and to realign its focus so as to serve as an effective driver for economic growth and competitiveness in countries of Sub-Saharan Africa. The dialogue will be based on the Tertiary Education and Skills recently completed flagship study Accelerating Catch-Up: Tertiary Education for Growth in for Growth and Knowledge- 8 AFR Africa P112986 Sub-Saharan Africa jointly undertaken by AFTHD, DECRG and PREM. The study report Competitiveness in SSA - Sharing Forum proposes a strategy for enhancing the performance of countries in SSA with tertiary Policy Dialogue education as a critical driver for skills development and knowledge generation/adaptation, based on recent experience in other countries that modern economic growth in the world is becoming more rather than less skill intensive and is requiring increasingly higher levels of education, technical competence and computer literacy. Institutional Ghana Education Sector To provide TA to the Government of Ghana to develop its education sector program 9 AFR Ghana P111329 Development Plan 2009 including projections and costing towards the 2009 budget. Plan In FY05 the Department of Education (DoE) requested for Bank TA to support their effort at equitable provision of the physical teaching and learning environment. After protracted dialogue, including national and provincial consultations it was agreed that the intended improvements in the provisioning of the physical teaching and learning environment needs Physical Teaching and to be proceeded by (i) a national policy statement, and by (ii) national norms and standards South "How-To" 10 AFR P112926 Learning Environment and by (iii) a long-term investment plan. In Nov 20, 2007 the Bank formalized the agreed Africa Guidance Improvement Program scope of TA with a concept note. The concept note review meeting further advised the task team to stagger the 3 TA deliverables over time, given their technical complexity, their individual scope and the associated national provincial consultations. The national policy was delivered to the client on June 27, 2008. The policy provided a framework for the development of national norms and standards. The purpose of the activities was to provide advice to the Government of Uganda on policy/program formulation and implementation, including technical notes, best practice and international experiences for accelerating access to post primary education and NPEF - Post Primary training policy. This activity consisted of several tasks: (a) design financing modalities for "How-To" 11 AFR Uganda P103774 Education in Uganda (Trust the post primary education and training policy; (b) design a teacher deployment and Guidance Fund) management system that would ensure increased efficiency in utilization of secondary school teachers; and (c) Conduct a review in preparation for strengthening public/private partnerships in delivery of post primary education and training. Following the completion of an education sector Public Expenditure Review last year, and Institutional within the context of Zambia's 5th National Development Plan, this task will help the 12 AFR Zambia P102171 Education Sector Dialogue Development Government of Zambia in developing an implementable sector strategic plan, projecting Plan the costs, and identifying the financing gap in the medium term. This task will provide technical experts to support the upcoming regional conference on Institutional Private Higher Education. This conference is hosted by the Ministry of Higher Education, 13 EAP Malaysia P113060 CDP Higher Education Development Malaysia. This work follows the work done for the Malaysia and the Knowledge Economy: Plan Building a World-Class Higher Education System 59 Building capacity in Vietnamese institutions to develop Distance Learning activities for life long learning. Goal: To develop, re purpose and / or localize existing and planned training Vietnam Virtual Learning "How-To" 14 EAP Vietnam P093471 content from face to face into a renewable DL format; To support the modernization of Program Guidance training curricula in the context of ongoing reforms; To deliver training to Vietnamese specialists, decision makers, and provincial authorities. Support the strategic building of monitoring and evaluation capacity in the Government of Bulgaria, with the following elements: (i) Input to the development of a government action plan on monitoring and evaluation through a "How To Note", setting out methodological approaches, key inputs and institutional responsibilities; (ii) Assistance in developing a training program for various units across government, jointly with the Council of Ministers, Monitoring and Evaluation "How-To" 15 ECA Bulgaria P110996 including reviewing and learning from best practice examples in OECD countries; (iii) Study Guidance Assistance in developing a proposal for financing training and capacity building on impact evaluation from the OP Administrative Capacity Building or OP Human Resources Development; (iv) Identification and implementation plan for pilot impact evaluations in conjunction with reforms in the HD sector that would be financed from national or EU funds. The specific deliverables will be "How To Notes" and workshops. The Government of Kazakhstan has asked the World Bank to broker the global knowledge that will contribute to the design and implementation of the New University, while conceiving it within a framework of broader quality reform in higher education. The World "How-To" 16 ECA Kazakhstan P114472 Higher Education (JERP) Bank will facilitate opportunities for global knowledge to inform the Ministry of Education Guidance and Science in the development of the strategy for implementation of the New University, and its impact on reforms to improve quality of higher education in Kazakhstan. This Technical Assistance activity will assist the client in a stock-taking exercise on recommendations and policy options for the development of Science and Technology, Support for Research & including an international comparative perspective on the effectiveness of public sector "How-To" 17 ECA Lithuania P113648 Development. expenditure in this S&T, a sector critical for its role in the Lisbon Agenda. Research, Guidance Improvement Development &Innovation System - Benchmarking & Effectiveness Analysis & Stock taking of Lithuania s science, technology & innovation system Reflecting a series of well-attended workshops on student-loans, the ministry of education requested further assistance to help build capacity to actually implement a student loan "How-To" 18 ECA Romania P108149 Education Reform program. Rather than disseminating a short note on the PROST update, it was decided to Guidance incorporate the updated figures into the pension policy note prepared (in late 2008) for the new government. The activities under this technical assistance contributed to evaluation of the present situation in SVET system in Krasnoyarsk krai and development of regional policy in respect Russian Krasnoyarsk Vocational to the structure of SVET institutions network operating in the region. Krasnoyarsk krai MoE "How-To" 19 ECA P115371 Federation Education received access to best international expertise and knowledge and Russian best practice. A Guidance diagnostic study was completed, and Policy Option paper was prepared. The outputs were discussed with experts and presented to the Client. 60 The project undertook work to improving efficiency of vocational education system (VET) in the Tver Oblast, drawing on a comprehensive analysis of current situation in the sector and Russian Tver Oblast Vocational major Russian and international trends and policies in the area. A diagnostic study was "How-To" 20 ECA P111759 Federation Education completed, and development Strategy for the VET system in the Tver Oblast together with Guidance Long term Targeted Program were prepared. The outputs were discussed with experts and presented to the Client. This activity involves a rapid assessment of the strengths and weaknesses of human capital formation policies promoting relevant skills, knowledge, and innovation in 1-2 pilot states. Brazil Skills Innovation The scope of the activity involves the production of brief background materials, 1-2 policy Knowledge- 21 LCR Brazil P115985 Assessment workshops with pilot states, and the production of workshop proceedings summarizing the Sharing Forum practical recommendations for improving policies related to skills and knowledge for innovation. Conference sponsored jointly by the World Bank, the Brazil Ministry of Education and Culture, and the municipal government of Rio de Janeiro. The conference will feature researchers of international renown discussing the returns to ECD programs. It will also showcase national and international models of ECD provision, including models from Rio de Janeiro, Rio Grande do Sul, and Cear (in Brazil), and Mexico, Uruguay, and Italy. The Early Childhood Knowledge- 22 LCR Brazil P115569 conference will provide opportunities for Brazilian municipal leaders (those with principal Development Conference Sharing Forum responsibility for ECD in Brazil) and international participants to discuss key challenges in ECD provision and gain insight on solutions from national and international experts. Finally, participants will have the opportunity to visit high-quality ECD centers in Rio de Janeiro. Participants will include Brazilian municipal government representatives as well as officials with responsibility for ECD from elsewhere in Latin America. To support the design of the new institutionality in the education sector. This work builds on the ESW prepared by the Bank in 2007, "Institutional Design for an Effective Education Quality Assurance." The main objectives of the task include: to review high-performing Management Models and education systems' institutional designs, to analyze the organizational structure of the Client Development of New Chilean Ministry of Education, and to present the Government of Chile with 23 LCR Chile P111889 Document Education Institutions in recommendations for the design of the new education institutionality. In particular, in Review Chile recent months the Government and the opposition signed an agreement that would result in a major overhaul of the education system, including the creation of two new agencies in the education sector -- the Quality Agency and the Superintendency -- and implies a major restructure of the Ministry of Education. Support requested for evaluation of flagship education finance reform, whereby the historically flat per-student subsidy is being modified to recognize differences in the costs of educating children from diverse socio-economic backgrounds. The new "Preferential School Subsidy," as it is known in Chile, would provide additional resources to schools Technical Collaboration for serving students from socio-economically disadvantaged backgrounds. In order to qualify Client the Implementation and for the additional resources, however, schools will be required to sign a performance 24 LCR Chile P111888 Document Evaluation of the School contract with the Ministry of Education and to be evaluated annually and to make changes Review Preferential Subsidy in Chile in school management and teaching practices as recommended by the Ministry of Education. Chile has requested World Bank technical assistance to support (i) the development of a rigorous baseline to evaluate the impact of the program, and (ii) the design and implementation of a comprehensive program to evaluate the impact of the reform on school quality and student outcomes. 61 Based on the on-going dialogue and projects under implementation this TA activity will try Institutional to further the dialogue with regards to school to work transition, re-training and re- 25 MNA Egypt P107584 Dialogue on TVET in Egypt Development engagement of the un-employed, especially youth and the overall role of formal TVET and Plan non-formal TVET and labor market policies. A number of cross sub-sectoral issues are relevant for the MOE in Iran. The Bank team will Institutional 26 MNA Iran P107582 Iran Education Project help conceptualize and prioritize activities and policies to allow the government to move Development towards their national goals Plan The workshop will be highly participatory with representatives from Jordan, Lebanon and Workshop on Science, Middle Syria discussing the current status, policy environment and prospects of STI; providing Technology and Innovation Knowledge- 27 MNA East & N. P117413 recommendations at the national level and possibly for cross-country joint initiatives; and for Jordan, Lebanon and Sharing Forum Africa offering suggestions how the World Bank can assist in the area of STI as a country Syria development partner or cross-country convener. Under the Arab World Initiative, the Govt. of Jordan requested Bank assistance in design Middle Support to the Academy for and launch of a regional teacher academy for learning and leadership - based in Amman - Knowledge- 28 MNA East & N. P113230 learning and leadership in with regional dimensions. The Bank is providing technical assistance in the design of the Sharing Forum Africa Education in Arab World academy, as well as the affiliated institution - the National Institute of Education - and will organize a regional conference under the patronage of the Queen. The World Bank will provide technical support on learning assessment and quality assurance. Specifically, support will be provided to High Council of Education to evaluate the education sector performance: Instance Nationale d'Evaluation du Secteur de l'Education (INESEF) to prepare and to organize the planned forum on learning assessment. Evaluation & Quality This will include the definition of the agenda, selection of topics, identification of key Knowledge- 29 MNA Morocco P112656 Assessment of Education speakers and participation in the forum. Also, the World Bank will join the Indian State Sharing Forum University team to assist the MEN team review the proposed Quality Assurance scheme options for higher education and assist in determining the next steps. Among other things, the WB is expected to lead the discussions and share experiences on the design of a suitable education improvement fund. This activity will be the first step towards developing a composite index of education performance in Bangladesh. As this index becomes more developed over time, it will assist policy makers as well as Development Partners (DPs) in understanding the relative educational needs of different regions across Bangladesh and make informed policy decisions about targeting of resources towards the areas where they can have most impact. The composite index will cover primary education only. In the first phase this index will be based on existing indicators and government data sources, such as enrollment Client Banglades Education Development 30 SAR P111247 rates, drop-out rates, repetition rates etc. These indicators will be weighted according to Document h Index for Bangladesh their importance and usefulness, taking into account the current and future data quality. Review Weight of the indicators will be finalized through a series of consultation with the relevant government officials, development partners, major non-Government organizations working in the sector and the experts in this field. Primary deliverables would include a first stage composite Education Development Index manual, which would includes importance and usefulness of an index, how it has been developed, how it should be used, the supporting data indicators used and other technical issues for the users. 62 Annex 4: New FY 2009 World Bank Education and Related Publications, Papers, and Reports No. Unit Document Title Document Type 1 AFT Accelerating catch-up: Tertiary education for growth in Sub-Saharan Africa/ Publication & Synopsis Publication Policy Research Working 2 AFT Are skills rewarded in Sub-Saharan Africa ? Determinants of wages and productivity in the manufacturing sector Paper Publication (Africa Human 3 AFT At the crossroads: Choice for secondary education in Sub-Saharan Africa Development Series) 4 AFT Contributions to policy dialogue in Sierra Leone on mining, the environment, trade, youth employment, and social accountability Working Paper Policy Research Working 5 AFT Exploring the links between HIV/AIDS, social capital, and development Paper 6 AFT Ghana - Job creation and skills development (Vol. 1 of 2) / Main report & background papers Other Education Study 7 AFT Information access, governance, and service delivery in key sectors: themes and lessons from Kenya and Ethiopia Newsletter Policy Research Working 8 AFT Intra-household inequality and child gender bias in Ethiopia Paper Madagascar - Post primary education: Developing the workforce, Shaping the future - Transformation of Madagascar's postbasic 9 AFT Education Sector Review education (Vol. 1 of 2): Main report (English) 10 AFT Mieux former la population active pour preparer l'avenir: la transformation de l'enseignement post-fontamental a Madagascar Working Paper Policy Research Working 11 AFT Reaching the millennium development goals: Mauritania should care Paper Working Paper (Numbered 12 AFT Training regulators in Africa Series) 13 AFT Understanding children's work in Uganda Working Paper Policy Research Working 14 DEC Aggregate economic shocks, child schooling, and child health Paper Policy Research Working 15 DEC Aid, service delivery, and the Millennium Development Goals in an economy-wide framework Paper Policy Research Working 16 DEC Almost random: Evaluating a large-scale randomized nutrition program in the presence of crossover Paper (Impact Evaluation Series) 17 DEC Assessing our work on impact evaluation Brief Policy Research Working 18 DEC Can Malaysia escape the middle-income trap ? A strategy for Penang Paper 63 Policy Research Working 19 DEC Cash transfers, behavioral changes, and cognitive development in early childhood: Evidence from a randomized experiment Paper (Impact Evaluation Series) 20 DEC Demographic and socioeconomic patterns of HIV/AIDS prevalence in Africa Publication Policy Research Working 21 DEC Development, modernization, and son preference in fertility decisions Paper 22 DEC Does community monitoring improve public services? Brief Policy Research Working 23 DEC Educational and health impacts of two school feeding schemes: Evidence from a randomized trial in rural Burkina Faso Paper (Impact Evaluation Series) Policy Research Working 24 DEC Informality in Latin America and the Caribbean Paper Policy Research Working 25 DEC Measuring subjective expectations in developing countries: A critical review and new evidence Paper Policy Research Working 26 DEC North-south trade-related technology diffusion, brain drain, and productivity growth: Are small states different? Paper Policy Research Working 27 DEC Orphanhood and the living arrangements of children in Sub-Saharan Africa Paper Policy Research Working 28 DEC Poverty alleviation and child labor Paper Policy Research Working 29 DEC Professional services and development: A study of Mozambique Paper Policy Research Working 30 DEC Promotion with and without learning: Effects on student enrollment and dropout behavior Paper Policy Research Working 31 DEC The demographic and socioeconomic distribution of excess mortality during the 1994 genocide in Rwanda Paper Policy Research Working 32 DEC The great proletarian cultural revolution, disruptions to education, and returns to schooling in urban China Paper Policy Research Working 33 DEC The impacts of international migration on remaining household members: Omnibus results from a migration lottery program Paper Policy Research Working 34 DEC The microeconomic determinants of emigration and return migration of the best and brightest: Evidence from the Pacific Paper Policy Research Working 35 DEC Timing and duration of exposure in evaluations of social programs Paper 36 EAP Cambodia newsletter, Vol. 6 (nos. 11 and 12) - English & Cambodian Newsletter How do women fare in education, employment, and health? Gender analysis of the 2006 Vietnam household living standard 37 EAP Working Paper survey 64 Indonesia - Investing in Indonesia's education at the district level: An analysis of regional public expenditure and financial 38 EAP Sector Report management / English & Indonesian Qualitative baseline study for PNPM Generasi and PKH: The availability and use of maternal and child health services and basic 39 EAP Publication education services in the provinces of West Java and East Nusa Tenggara (Vol. 1 of 2) / English & Indonesian Policy Research Working 40 EAP Rising income inequality in China: A race to the top Paper 41 EAP Teacher certification in Indonesia: A strategy for teacher quality improvement Publication 42 EAP Teacher employment and deployment in Indonesia: Opportunities for equity, efficiency, and quality improvement Other Education Study Policy Research Working 43 EAP The economics of teacher supply in Indonesia Paper 44 EAP Understanding children's work in Vietnam Working Paper Policy Research Working 45 EAP Vocational schooling, labor market outcomes, and college entry Paper 46 ECA Serbia - Doing more with less: Addressing the fiscal crisis by increasing public sector productivity Policy Note Working Paper (Numbered 47 ECA Structural educational reform: Evidence from a teacher's displacement program in Armenia Series) Policy Research Working 48 ECA The impact of EU accession on human capital formation: Can migration fuel a brain gain? Paper 49 HDN Guidance for responses from the human development sector to rising food and fuel prices Working Paper Policy Research Working 50 HDN Rising food prices in Sub-Saharan Africa: Poverty impact and policy responses Paper 51 HDN The design and implementation of effective safety nets: For protection and promotion / English & Russian Publication Policy Research Working 52 HDN The performance of decentralized school systems: Evidence from Fe y Alegría in Venezuela Paper 53 HDNCY Measuring the Impact of Youth Voluntary Service Programs - Summary and conclusions of the International Experts' Meeting Publication 54 HDNCY Supplementing nutrition in the early years: The role of early childhood stimulation to maximize nutritional inputs Newsletter 55 HDNCY Youth at risk in Latin America and the Caribbean: Understanding the causes, realizing the potential Publication 56 HDNCY Youth employment in Sierra Leone: Sustainable livelihood opportunities in a post-conflict setting Publication Policy Research Working 57 HDNED A positive stigma for child labor? Paper 58 HDNED Abolishing school fees in Africa: Lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique Publication 59 HDNED Aid effectiveness in education: Setting priorities in a time of crisis (English) Working Paper 60 HDNED Averting a human crisis during the global downturn Sector Report 61 HDNED Courage and hope: African teachers living positively with HIV Documentary Film 62 HDNED Courage and Hope: Stories from teachers living with HIV and AIDS in Sub-Saharan Africa Publication 65 63 HDNED Decentralized decision making in Schools: The theory and evidence on school-based management Publication 64 HDNED Developing tests and questionnaires for a national assessment of educational achievement Publication 65 HDNED Education and HIV/AIDS: A sourcebook of HIV/AIDS prevention programs, Vol. 2 Publication 66 HDNED Emerging evidence on vouchers and faith-based providers in education: Case studies from Africa, Latin America, and Asia Publication 67 HDNED Girls' education in the 21st Century: Gender equality, empowerment, and economic growth Publication 68 HDNED Linking education policy to labor market outcomes Publication Narrative-based status report of countries receiving catalytic financial support under the provisions of Education For All-Fast Track 69 HDNED Sector Report Initiative Policy Research Working 70 HDNED No more cutting class? Reducing teacher absence and providing incentives for performance Paper 71 HDNED One childhood Documentary Film 72 HDNED Six steps to abolishing primary school fees: Operational guide Publication 73 HDNED The challenge of establishing world-class universities / English, French, Spanish, Russian Publication 74 HDNED The evolving allocative efficiency of education aid: A reflection on changes in aid priorities to enhance aid effectiveness Working Paper 75 HDNED The global challenge in basic education: Why continued investment in basic education is important Sector Report 76 HDNED The growing accountability agenda in tertiary education: Progress or mixed blessing? Working Paper 77 HDNED The role and impact of public-private partnerships in education Publication Policy Research Working 78 HDNED The use and misuse of computers in education: Evidence from a randomized experiment in Colombia Paper (Impact Evaluation Series) 79 HDNED University admission worldwide Working Paper 80 IEG Albania: School rehabilitation and capacity-building project and education reform project Project evaluation 81 IEG Burkina Faso: Postprimary education project Project evaluation 82 IEG Nepal: Basic and primary education project 2 Project evaluation 83 IEG Earnings growth and employment creation: An assessment of World Bank support in three middle-income countries Evaluation 84 IEG Using knowledge to improve development effectiveness Evaluation 85 IFC EdInvest: Country snapshot focuses on India Newsletter 86 IFC EdInvest: Public-private partnerships in education Newsletter 87 IFC Investing in private education in emerging markets Brief 88 InfoDev ICTs for education: A reference handbook (Vol. 1 - 3) / Decision makers essentials, Analytical review, Resources Working Paper 89 InfoDev Knowledge map: Impact of ICTs on learning and achievement Brief 66 Publication (ICT and 90 InfoDev Survey of ICT and education in the Caribbean/ Regional trends and analysis (Volume 1) & Country reports (Volume 2) Education Series) 91 LAC Argentine youth: An untapped potential Publication 92 LAC Colombia - The quality of education in Colombia: An analysis and options for a policy agenda (English) Other Education Study Measuring beginner reading skills: An empirical evaluation of alternative instruments and their potential use for policymaking and Policy Research Working 93 LAC accountability in Peru Paper 94 LAC Measuring inequality of opportunities in Latin America and the Caribbean Publication 95 LAC Peru - Making accountability work: Lessons from RECURSO Brief 96 LAC What can a regional government do to improve education? The case of Junin Region, Peru / English & Spanish Publication 97 MENA Education in the Arab world: Shift to quality in math, science and technology faltering Brief 98 MENA Lessons from West Bank and Gaza: An innovative student loan scheme Brief 99 MENA Reducing inequality in human development: Impact of improved public spending and service delivery Brief 100 OPS Kyrgyz Republic - Education sector fiduciary capacity: Assessment report Other Public Sector Study 101 PREM Breaking out of inequality traps: Political economy considerations Brief Policy Research Working 102 PREM Long-term financial incentives and investment in daughters: Evidence from conditional cash transfers in north India Paper 103 PREM The economic participation of adolescent girls and young women: Why does it matter? Brief 104 PREM Thinking about aid predictability Brief Policy Research Working 105 PREM Wealth: Crucial but not sufficient evidence from Pakistan on economic growth, child labor, and schooling Paper 106 PREM Zambia - What are the constraints to inclusive growth in Zambia? Policy Note Policy Research Working 107 SA Addressing educational disparity: Using district level education development indices for equitable resource allocations in India Paper Policy Research Working 108 SA Age at first child: Does education delay fertility timing? The case of Kenya Paper Policy Research Working 109 SA Community participation in public schools: The impact of information campaigns in three Indian states Paper (Impact Evaluation Series) Discussion Paper 110 SA Findings from the Bhutan learning quality survey (Numbered Series) 67 National qualifications framework essentials: National qualifications framework and technical vocational education and training in Discussion Paper 111 SA Pakistan (Numbered Series) Policy Research Working 112 SA Progress in participation in tertiary education in India from 1983 to 2004 Paper Policy Research Working 113 SA Public participation, teacher accountability, and school outcomes: Findings from baseline surveys in three Indian states Paper 114 SA Secondary education in India: Universalizing opportunity /Vols. 1 &2 Other Education Study Discussion Paper 115 SA Skills development in Afghanistan (Numbered Series) 116 SA The pearl of great price: Achieving equitable access to primary and secondary education and enhancing learning in Sri Lanka Publication What is the progress in elementary education participation in India during the last two decades? An analysis using national sample 117 SA Working Paper survey (NSS) education rounds Policy Research Working 118 SDN Natural disasters and human capital accumulation Paper Policy Research Working 119 SDN Risks, ex-ante actions, and public assistance: Impacts of natural disasters on child schooling in Bangladesh, Ethiopia, and Malawi Paper 120 SED Jordan - Resolving Jordan's labor market paradox of concurrent economic growth and high unemployment Policy Note 121 UCW The impact of programs relating to child labor prevention and children's protection: A review of impact evaluations up to 2007 Working Paper 122 WBI World Bank Institute: Learning for development - The year in review 2008 Annual Report 68 Annex 5: New FY 2009 Education Operations Managed by the Education Sector Board Lending IBRD IDA IBRD + IBRD + IDA Region Country Proj ID Operation name instrum total total IDA for Education ent ($m) ($m) ($m) ($m) AFR Congo, Rep. P113508 Support to Basic Education Project Additional Financing SIL 0.0 15.0 15.0 7.5 AFR Ethiopia P106855 General Education Quality Improvement Project (GEQIP) APL 0.0 50.0 50.0 42.0 AFR Guinea P111304 Education for All - Additional Financing SIL 0.0 10.0 10.0 9.4 AFR Namibia P109333 Support of Education and Training Sector Improvement Program DPL 7.5 0.0 7.5 7.5 AFR Nigeria P106280 Lagos Eko Secondary Education SIL 0.0 95.0 95.0 66.5 AFR Uganda P110803 Post Primary Education & Training APL 0.0 150.0 150.0 121.5 EAP China P096707 Technical & Vocational Education & Training SIL 20.0 0.0 20.0 19.0 EAP Indonesia P107661 BOS Knowledge Improvement for Transparency & Accountability Project SIL 600.0 0.0 600.0 600.0 EAP Vietnam P104694 Higher Education Development Policy Program 1st Operation DPL 0.0 50.0 50.0 50.0 EAP Vietnam P091747 School Education Quality Assurance SIL 0.0 127.0 127.0 114.3 ECA Armenia P107772 2nd Education Quality & Relevance APL 0.0 25.0 25.0 21.8 ECA Uzbekistan P107845 Basic Education - Phase Two APL 0.0 28.0 28.0 25.2 LCR Brazil P107146 Acre Social and Economic Inclusion and Sustainable Development Project - SIL 120.0 0.0 120.0 36.0 LCR Brazil P106208 PROACRE Pernambuco Education Results and Accountability (PERA) SIL 154.0 0.0 154.0 146.3 LCR Chile P082927 Promoting Innovation & Competitiveness SIL 30.0 0.0 30.0 4.5 LCR Grenada P113342 Education Development Additional Financing APL 0.0 1.9 1.9 1.5 LCR Grenada P095681 OECS Skill for Inclusive Growth APL 0.0 3.0 3.0 1.2 LCR Haiti P115261 Emergency School Reconstruction ERL 0.0 5.0 5.0 4.5 LCR Panama P106686 Basic Education Quality Improvement SIL 35.0 0.0 35.0 28.0 MNA Jordan P105036 Second Education Reform for the Knowledge Economy (ERfKE II) SIL 60.0 0.0 60.0 48.0 MNA Jordan P102487 Higher Education Reform for the Knowledge Economy (HERfKE) SIL 25.0 0.0 25.0 20.0 SAR Bangladesh P106216 Higher Education Quality Improvement SIL 0.0 81.0 81.0 77.0 SAR Bangladesh P106161 Secondary Education Quality & Access Enhancement SIL 0.0 130.7 130.7 120.2 SAR Pakistan P102608 Punjab Education Sector Project SIL 0.0 350.0 350.0 273.0 SAR Pakistan P107300 SINDH Education Sector Project SIL 0.0 300.0 300.0 150.0 Total 25 Operations 1,052 1,422 2,473 1,995 69 Annex 6: Abstracts of New FY 2009 Education Operations (Managed by the Education Sector Board) Armenia ­ Second Education Quality & Relevance APL 2 P107772 IDA grant amount: US$25.0 million; lending instrument: APL The development objectives of the Second Adaptable Program Lending (APL2) for the Education Quality and Relevance Project for Armenia are to enhance school learning in general education, improve the school readiness of children entering primary education; and support the integration of the Armenian tertiary education system into the European higher education arena. There are three components to the project. The first component is enhancing the quality of general education. There are four subcomponents to this element: (a) promoting school readiness and equal opportunities at the start of general education. The main objective of this subcomponent is to increase the level of school readiness among Armenian children, with a focus on the poorest and most vulnerable communities; (b) supporting further improvements in the quality of education through improved teacher in-service training and professional development. The objective is to improve quality of teaching; (c) continuing support to the integration of Information and Communication Technologies (ICT) in the teaching and learning process. The objective of this subcomponent is ensure that all schools in Armenia are equipped with up-to-date technologies, connected interactively through the Internet, and ready to use all these technologies effectively to deliver the curriculum, as well as to enhance and facilitate student learning; and (d) supporting the implementation of high school reforms. The objective of this subcomponent is to support teachers and schools in the implementation of the 12-year general education system and high school reforms, including curriculum and assessment reforms. The second component of the project is supporting tertiary education reforms in the context of the Bologna agenda. There are four subcomponents to this project element: (a) establishment and strengthening of the national quality assurance system; (b) developing a tertiary education management information system; (c) strengthening the capacity to implement a sustainable financing system; and (d) reforming pre-service teacher education. The third component of the project is project management, monitoring, and evaluation. The objectives of this component will be to: (a) provide continued support of mainstreamed arrangements for the management and administration and monitoring of project activities; and (b) institutionalize key management functions in the Ministry of Education and Science with respect to policy planning, monitoring, and evaluation. Bangladesh ­ Higher Education Quality Improvement P106216 IDA grant amount: US$81.0 million; lending instrument: SIL The objective of the Higher Education Quality Enhancement Project in Bangladesh is to improve the quality and relevance of the teaching and research environment in higher education institutions by encouraging both innovation and accountability within universities and enhancing the technical and institutional capacity of the higher education sector. There are four components to the project. The first component is promoting academic innovation. The objectives of this component are to: (i) establish enabling conditions to enhance the quality and relevance of teaching, learning, and research in universities; and (ii) introduce an efficient 70 instrument for the allocation of additional public funds to universities with an emphasis on innovation and accountability. This component aims at instilling changes within the academic community in order to invigorate teaching, improve learning, and boost research in priority areas for national development, relying on demand from this community. Second component of the project is building institutional capacity. The objective of this component is to reinforce the strategic and institutional capacity of the sector, both at the central level and at the level of higher education institutions. The component includes the following subcomponents: (i) improving the strategic capacity of the University Grants Commission; and (ii) strengthening universities' institutional capacity. The third component of the project is raising the connectivity capacity of the higher education sector. The objective of this component is to disenclave Bangladesh universities and integrate them into the globalized world of knowledge. The main activity will be the establishment of a Bangladesh Research and Education Network. The project will also facilitate access to the global repository of knowledge through subscription to a digital library. The fourth and final component is project management. The objective of this component is to ensure proper implementation, management, monitoring, and evaluation of the project. It comprises two subcomponents, namely: (i) project management; and (ii) monitoring and evaluation. Bangladesh ­ Secondary Education Quality and Access Enhancement P106161 IDA grant amount: US$130.0 million, lending instrument: SIL The objectives of the Secondary Education Quality and Access Enhancement Project for Bangladesh are to improve the quality of secondary education, systematically monitor learning outcomes, and increase access and equity in project areas (upazilas). This project, covering 121 upazilas, will consist of: (a) improving education quality and monitoring learning levels in project areas; (b) improving equity and access in project areas through the provision of stipends to poor girls and boys; (c) strengthening the institutional capacity of the Ministry of Education, both at central and local levels; and (d) establishing an effective monitoring and evaluation system. Brazil ­ Acre Social Economic Inclusion and Sustainable Development P107146 IBRD amount: US$ 120.0 million, lending instrument: SIL The objective of the Acre Social and Economic Inclusion and Sustainable Development Project in Brazil is to contribute to the Government of Acre's efforts to promote social and economic inclusion of the poorest/most disadvantaged populations living in both urban and isolated and/or remote rural areas of the state. There are five components to the project. The first component is basic services for isolated communities. This component will support the provision of basic services in health, education, and agricultural extension services, including technical and financial assistance, to Acre's dispersed and most isolated communities. The second component of the project is social and economic inclusion in rural areas. This component includes: (i) improving the quality of education and health services in 100 COPs (Pole Communities); and (ii) improving the income levels of the population living in these communities by supporting selected production chains. This component will develop activities in COPs, the type of communities targeted by the project, which have relatively higher level of existing infrastructure and better access to markets. This component will also support 71 professional training for workers of the agricultural and industrial sectors. The third component of the project is entrepreneurship for selected marginal urban communities. The objective of this component is to promote social inclusion of urban communities in areas of high socioeconomic and environmental vulnerability. These urban communities are located in the bottoms of valleys, close to rivers, and in urban marginal areas. In addition, this project component will seek to foster entrepreneurship and promote economic empowerment through the promotion of community enterprises and the expansion of vocational training for professionals and community members. The fourth component of the project is public policy and institutional strengthening. This component aims to: (i) modernize state agencies with an emphasis on those involved in project implementation; (ii) foster decentralization of basic services in health and education, which are assigned to municipalities by the Brazilian constitution; and (iii) introduce results-based management strategies in selected sectors. The fifth and final component of the project is project management and information dissemination. This component will support overall project coordination and supervision and will help strengthen the effectiveness and quality of all project operations. Brazil ­ Pernambuco Education Results and Accountability (PERA) P106208 IBRD amount: US$ 154 million, lending instrument: SIL The development objectives of the Pernambuco Education Results and Accountability (PERA) Project for Brazil are to: (a) improve the quality, efficiency, and equity of public education in Pernambuco; and (b) introduce management reforms that will lead to greater efficiency in the use of the public resources in the education sector of the Government of the State of Pernambuco (GOP). Both objectives will be accomplished by carrying out interventions in the State Secretariat of Planning and Management, the State Secretariat of Education, and the State Secretariat of Administration. There are two components to the project. The first component is improvement of basic education. This component is comprised of four subcomponents: (i) a basic standards program; (ii) a literacy program; (iii) an overage correction program; and (iv) monitoring and evaluation (M&E). The Basic Standards Program aims at improving state schools' infrastructure, equipment, and teacher availability and quality. The Literacy Program includes activities to ensure that children leave fundamental education knowing how to read. The Overage Correction Program is aimed at correcting age-grade distortion. Finally, the M&E subcomponent will support activities to evaluate student performance and provide feedback to schools and parents. The second component of the project is comprised of public sector management (PSM) interventions. This component will support the GOP's efforts to modernize its public sector through two subcomponents: (i) general PSM interventions; and (ii) education sector management interventions. The first subcomponent will put in place critical cross-cutting instruments that will benefit PSM in general. The second subcomponent will further strengthen education management through sector-specific technical assistance. 72 Burkina Faso ­ Education Fast Track Initiative Program P115264 Catalytic Fund amount: US$ 22 million; Lending Instrument: DPL The development objectives of this project are to support the government's Basic Education Sector Program, which aims to (i) improve access, equity, and expand coverage of basic education (which includes preschool, lower secondary education, and secondary vocational, as well as literacy programs), (ii) improve the quality, efficiency, and relevance of basic education, and (iii) strengthen sector management, including administrative, fiduciary, and pedagogic management, partly through decentralization of basic education services. The Basic Education Sector Program will also focus on attenuating the impact of the financial crisis through safety nets (e.g., school feeding programs, free schooling, targeting underserved areas and the poor), linking human development interventions to growth--in particular, within the growth poles--by providing adequate technical and vocational training programs, and better social services delivery through improved decentralization, goals that are also included in the upcoming Country Assistance Strategy. Central African Republic ­ Education Sector Development Program: Social and Environmental Management Framework Plan P112321 FTI Catalytic Fund amount: US$0.5 million, lending instrument: SIL The major objectives of the Education Sector Development Program of the Central African Republic are to: (i) increase access to education by improving school offerings; (ii) improve the quality of education through teacher enrollment and training, as well as the supply of school handbooks; (iii) build the management capacity of the education system and of the program. The project's negative environmental impacts will come from the building and rehabilitation of infrastructure (e.g., schools, latrines, water points), in term of disturbance to the living environment, production of solid and liquid waste; insecurity related to the works; the occupation of private grounds, etc. Moreover, building materials could also represent sources of negative impacts for the natural environment, which will require restoration actions after use. The environmental impacts such as ground erosion, ground and water pollution, the loss of vegetation, and the impacts due to the increase in solid and liquid waste can come from both building and rehabilitation activities. In the preparation phase for the buildings, the expected impacts derive from the felling of trees to clear sites for new buildings and from the production of building site waste. On the whole, the direct and indirect effects are: various types of pollution (e.g., anarchistic elimination of solid and liquid waste resulting from the building sites (including potential asbestos waste from the roofs); traffic obstruction, noise, dust, and risks of accidents on the human environment; a possible reduction of the vegetation cover. In order to bring a solution to these negative impacts, the proposed screening process of the Social and Environmental Management Framework Plan (SEMFP) will be conducted so that the biophysical characteristics of the areas where project activities are carried out are taken into account, and as a consequence, mitigation measures implemented. 73 Chile ­ Promoting Innovation and Competitiveness P082927 IBRD amount: US$ 30.0 million, lending instrument: SIL The overall development objective of the Promoting Innovation and Competitiveness Project is to enhance Chile's policy and institutional innovation framework for competitiveness and improve the impact of priority innovation programs. More specifically, the project's objectives are to: (i) to strengthen the capacity of the Ministry of Economy (MoE) regarding innovation and ensure the coherence of its work with other policies for competitiveness; (ii) strengthen the National Commission For Scientific and Technological Research (CONICYT) and improve the coherence, quality, and relevance of research funding policy in Chile; and (iii) stimulate technology transfer and the creation of new technology-based enterprises through the Chilean Development Agency (Corporation for the Promotion of Production) (CORFO). There are three components to the project. The first component is strengthening MoE capacity on innovation and related competitiveness policies. This component will enhance the MoE's institutional capacity to formulate, monitor, and evaluate innovation policies in accordance with the guidelines of the National Innovation Strategy. In addition, it will support selected elements of a broader strategic plan to strengthen the MoE, which is under advanced preparation, in order to foster consistency between innovation policies and other policies seeking to enhance Chile's competitiveness. This will also ensure that the innovation-related units of the MoE operate within a solid and adequate institutional framework that promotes sustainable reforms. In addition, this component will support a project coordination unit within the MoE. The second component of the project is strengthening Chile's science base. This component will strengthen CONICYT by helping the institution formulate a strategic plan with clear medium-term goals aligned with the national innovation strategy; develop and implement a coherent research support policy; and increase its capacity to design and evaluate programs. At the end of the project, CONICYT will have increased capacity to design, oversee, and learn from the implementation of its programs. The Inter-ministerial Committee on Innovation and the Ministry of Education will guide CONICYT in the implementation of this component. The third component of the project is fostering technology transfer and new technology-based ventures. This component will strengthen CORFO-led programs that seek to stimulate the creation of knowledge-intensive businesses and the adoption of higher-value technologies by small and medium enterprises (SMEs), and a monitoring and evaluation capacity. It will achieve these goals through three subcomponents: (i) upgrading new technology-based enterprises, (ii) strengthening technology extension and transfer services for SMEs, and (iii) strengthening CORFO's monitoring and evaluation capacity of the programs of Innova Chile. China ­ Technical and Vocational Education and Training P096707 IBRD amount: US$ million 20.0, lending instrument: SIL The development objective of the Guangdong Technical and Vocational Education Training Project for China is to expand the capacity and improve the quality and relevance of technical and vocational education and training in secondary and tertiary institutions, as well as improve the efficiency of its delivery via enhanced policy development. There are two components to the project. The first component is school-based reforms and innovation. This component will: (i) strengthen the link between schools and industry; (ii) improve school management; (iii) introduce an updated modular, competency-based training (CBT) curriculum; (iv) train 74 instructors to use the new curriculum; (v) improve student assessment and quality assurance at the school level; and (vi) expand and upgrade facilities and equipment. The second component of the project is policy development and capacity building. This component will: (i) support policy research and knowledge sharing at the national level; (ii) improve monitoring and evaluation; and (iii) enhance project management and coordination. Congo, Republic of ­ Basic Education Support ­ Additional Financing P113508 IDA grant amount: US$ 15.0 million; lending instrument: SIL The objective of the Additional Financing for the Support to Basic Education Project is to improve the efficiency, quality, and equity of the provision of basic education in the Republic of Congo with a view toward achieving universal quality primary education by 2015. The additional grant will help finance the costs associated with the scaling up of all project activities and support the finalization and implementation of a full-fledged sector strategy, including (i) supporting the preparation and implementation of a comprehensive and sustainable long- term Education For All Fast Track Initiative education sector plan; (ii) building the capacity of the Ministry of Primary and Secondary Education unit in charge of literacy, by improving, in particular, its planning, human resources, fiduciary and budget management capacity, and strengthening the capacity of the regional departments of education to provide support to the school system; (iii) providing support to increase equity in the provision of services by providing free textbooks and focusing on infrastructure expansion efforts in underserved areas; (iv) improving the quality of education through training teachers, school directors, and inspectors; improving curricula; and introducing standardized tests; and (v) providing support to out-of-school youth and excluded populations, such as pygmies. Ethiopia ­ General Education Quality Improvement P106855 IDA grant amount: US$ 50.0 million; lending instrument: APL The objective of the General Education Quality Improvement Program Project (GEQIP) for Ethiopia is to improve the quality of general education throughout the country. The program will be monitored closely through a set of key performance indicators. The first phase of the GEQIP will support the development of a robust monitoring and evaluation subcomponent and will assist the Ministry of Education in further improving the existing education management information system capacity. There are five components to the project. The first component is curriculum, textbooks, and assessment. The main objectives of this component are to: (a) implement a new school curriculum; (b) provide textbooks and teacher guides for the new curriculum; and (c) align student assessment and examinations with the new curriculum and reform the inspection system. The second component of the project is a Teacher Development Program. This component will support the government's efforts to increase the supply of effective teacher educators, teachers, and facilitators in primary and secondary education through the implementation of teacher education and in-service and pre-service teacher development programs. The third component of the project is a School Improvement Program (SIP). The objectives of SIP are to: (a) improve the capacity of schools to prioritize needs and develop a school improvement plan; (b) enhance school and community participation in resource utilization decisions and resource generation; (c) improve the government's capacity to deliver specified amounts of schools grants at the woreda level; and (d) improve the learning 75 environment by providing basic operational resources to schools. The fourth component of the project is a Management and Administration Program. This component supports government initiatives to strengthen the planning, management, and monitoring capacity of the Ministry of Education, Regional Education Bureaus, and the Woreda Education Offices to implement systemwide primary and secondary education programs effectively and efficiently. The fifth and the final component of the project is comprised of program coordination and monitoring and evaluation. This component will provide the necessary resources for effective coordination, monitoring, evaluation, and the implementation of an information and communications strategy at the national and subnational levels. Gambia - Third Education Project: Environmental and Social Management Framework P115427 FTI Catalytic Fund amount: US$ 28.0 million; lending instrument: SIL The objective of the Third Education Project for Gambia is to improve educational standards throughout the country irrespective of gender or age. Negative impacts include: air pollution during the burning of some work site wastes; soil and water pollution due to seepage from tanks; contamination of water supply sources; blocked and overflowing latrines (health risks); lack of water for sanitation or toilet facilities; animals serving as vectors from latrines where flies and rodents are carriers of diseases; degradation or depletion of vegetation and soil around water points; and displacement or reduction of wildlife populations by loss of habitat. Mitigation measures include: (1) regular collection and evacuation of work site refuse towards authorized dumps; (2) conduct an awareness-raising campaign for work site staff and users of school infrastructures (e.g., schoolboys, teachers, etc.); (3) careful planning and selection of new installation sites; (4) protect water resources and discharge liquid waste at designated outfalls after effluent treatment; (5) ensure the installation of adequate water supply facilities and or water reservoirs with enough capacity; (6) establish a system to support the employment of caretakers or the use of routine cleaning and maintenance services; (7) mix animal species to maximize use of vegetation resources; (8) rehabilitate degraded areas nearby as wildlife habitats; (9) proper management of animal processing facilities to reduce health impacts; and (10) reduce concentrations of pollutants in air, surfaces, and groundwater. Ghana ­ Education for All-Fast Track Initiative P116441 Catalytic Fund amount: US$ 14.2 million; Lending Instrument: SIL The objective of this project is to improve the quality of basic education in Ghana. The project, which is part of a broader recipient program, consists of the following parts: (a) provision of core textbooks and other teaching and learning materials in line with the revised curriculum under the recipient's education reform program; (b) provision of incentives to attract and retain teachers in deprived areas through construction and rehabilitation of teacher accommodations, provision of motorbikes, and carrying out of pre-service and in-service training; (c) provision of technical assistance for updating the environmental [and social] arrangements for the project and for carrying out technical and financial audits of the project. 76 Grenada­ Education Development ­ Additional Financing P113342 IDA grant amount: US$ 1.9 million; lending instrument: APL The objective of the Organization of Eastern Caribbean States (OECS) Education Development Project for Grenada is to increase equitable access to secondary education and to strengthen the institutional capacity of the educational sector. The additional resources will finance the costs associated with scaling up those components that were curtailed when the project was restructured after Hurricane Ivan in November 2004 in order to address emergency infrastructure needs. Specifically, it seeks to improve education quality and strengthen education management. The additional financing will continue to support the project's key development objectives, which are to: (a) increase equitable access to secondary education; (b) improve the quality of the teaching and learning process; and (c) strengthen management of the sector and the governance of the schools. Grenada­ Skills for Inclusive Growth P095681 IDA grant amount: US$ 3.0 million; lending instrument: APL The objective of the Organization of Easter Caribbean States (OECS) Skills for Inclusive Growth Project is to support the Government of Grenada to increase the employability of youth through demand-driven, public-private sector partnerships for technical and life skills training. This objective will be pursued through three means: (a) training to increase job related competencies among unemployed youth via a competitive training mechanism that supports the financing and delivery of demand-driven training; (b) establishing a framework to improve the quality and value of training in Grenada and enhance OECS collaboration in training; and (c) strengthening the institutional capacity to plan, implement, and monitor training. There are three components to the project. The first component is skills training for unemployed youth; funding will finance the training of unemployed youth through a competitive, demand-driven training scheme. The objectives of the training scheme are to provide quality, competency- based skills and life skills training to vulnerable youth, and to ensure that the training corresponds to labor market needs. The second component of the project is establishing an occupational standards framework to improve the quality and value of training; funding will finance activities related to the adoption of an occupational standards framework that is regionally recognized and adapted to the local context. This will include the introduction of occupational standards, their vetting by local industries, and the establishment of quality assurance processes. The third and the final component of the project is institutional strengthening and project management. Guinea - Education For All-Fast Track Initiative Program P111470 FTI Catalytic Fund amount: US$ 117.8 million; lending instrument: SIL The vision of the Sectoral Program of Education (PSE), in conjunction with the strategy of poverty reduction and the Millennium Goals for development, lies in the articulation of the following objectives: (i) to support the education system to promote economic growth, seen as the main driver of poverty reduction; (ii) to target actions that gradually correct disparities related to gender, geography, income, and exclusion; and (iii) to develop a strategy capable of producing human capital that meets the demands of the modern and informal sectors of the economy and provide quality education to all students. The negative impacts that may be 77 incurred in the implementation of the PSE concern the displacement of populations and the loss of activities, including commercial and/or merchant, craft, agricultural, and the loss of heritage (canteens, shops, stalls); loss means of production (crops); and the loss of sources of income or livelihood. The construction of school infrastructure could induce negative effects on the health of populations, non-use of local labor, waste management site, and so on. Guinea­ Education for All ­ Additional Financing P111304 IDA grant amount: US$ 10.0 million; lending instrument: SIL This project provides additional financing (AF) to the Republic of Guinea for the Education for All Project. The AF will finance the costs associated with the payment of remuneration and incentives to primary and secondary public school teachers. It is also designed to support how the project is restructured, which will involve: (i) changing the project objective to better align it with project activities, including those under the AF; and (ii) the refinement of certain performance indicators. The revised project objective is to assist the recipient in its efforts to improve the conditions for teaching and learning in its territory, through (i) expanded access to education; (ii) enhanced quality of learning; and (iii) strengthened capacity for decentralized management of the sector. A concomitant extension of the closing date of the original credit from December 31, 2008, to December 31, 2009, is also in order to allow for full implementation and monitoring of activities under the original credit. The AF is an attempt to respond to the double challenge facing Guinea at the moment by supporting the government in addressing the budget deficit and entrenching reform, which will improve the ability of the Ministry of Education and other ministries in charge of personnel management to effectively perform their duties. The AF will help mitigate the impact of the budget deficit by ensuring that teachers will continue to be paid on time during the months of November and December 2008. Providing this support will guarantee that the beginning of the school year is not jeopardized and that the achievement of project goals and activities. Haiti­ Emergency School Reconstruction P115261 IDA grant amount: US$ 5.0 million; lending instrument: ERL This project is a grant to the Government of Haiti for an Emergency School Reconstruction Project. The project is a core part of the Bank's overall response to the emergency situation caused by Tropical Storm Fay and Hurricanes Gustav, Hanna, and Ike in August and September, 2008. The grant provides financing to ongoing government activities, as well as technical assistance to improve existing procedures. It is expected that other donors will also contribute to the reconstruction efforts, including the Inter-American Development Bank and the Canadian International Development Agency. This grant also serves as a natural complement to two other ongoing IDA-supported operations in the education sector, focusing on access to basic education and teacher training. Indonesia ­ BOS Knowledge Improvement for Transparency and Accountability (KITA) P107661 IBRD amount: US$ 600.0 million; lending instrument: SIL The objective of the School Operational Assistance (BOS) Knowledge Improvement for Transparency and Accountability Project (KITA) for Indonesia is to improve access to quality education for all children of ages 7 to 15 by strengthening school-based management and 78 community participation, improving existing fiduciary arrangements for greater transparency and accountability of the BOS program and, consequently, bringing about better utilization of BOS funds. The rising price of basic commodities has increased the financial burden on families that send their children to school. The overall cost of education borne by families has been rising. School fees are a significant barrier to access to education for the poor: in a recent survey, 34 percent of households in the poorest quintile with children enrolled in school reported difficulties in paying school fees at the primary school level. Another 44 percent reported difficulties at the junior secondary level. The BOS program, which was initiated in 2005, disburses block grants to all schools throughout Indonesia based on a per-student formula. It is Indonesia's most significant policy reform in education financing in two important aspects: (i) block grants to schools are based on a per-pupil formula, which provides incentives for headmasters and teachers to focus on maintaining and increasing enrollment; and (ii) funds are directly channeled to the schools, which empowers school managers by allowing them to choose how best to allocate the BOS grants. BOS-KITA provides an opportunity to initiate a broader sectorwide program, which is expected to be one cornerstone of the country partnership strategy. This is an important step towards supporting institutions in Indonesia. BOS-KITA represents a new type of support that will be a key to revitalizing the Bank's investment lending portfolio in Indonesia and is a new way of working--starting with an existing, effective, government-owned program. Jordan ­ Second Education for the Knowledge Economy P105036 IBRD amount: US$ 60.0 million; lending instrument: SIL The development objective of the Second Education Reform for the Knowledge Economy Project (ERfKE II) is to provide students enrolled in pretertiary education institutions in Jordan with increased skill levels to participate in the knowledge economy. There are five components to the project. The first component is establishing a national school-based development system. The project will support the creation of an effective, school-based development process as the main vehicle to deliver to Jordan's young people a quality education focused on developing the abilities, skills, attitudes, and values associated with a knowledge-based economy. The second component of the project is monitoring, evaluation, and organizational development. The objective of this component is to build upon ERfKE I investments related to policy, planning, and monitoring and evaluation (M&E), and to ensure that outputs from these activities fully support and inform the adoption of a school-centered approach to the delivery of education services. This component has two subcomponents: (i) policy development, strategic planning, monitoring, and evaluation; and (ii) organizational development. The third component of the project is the development of teaching and learning. This component reviews and develops teacher employment, utilization, and professional development policies and practices, fine tunes a limited range of curriculum and student assessment arrangements, and ensures support for associated new developments. There are two subcomponents: (i) teacher policies, training, and professional development; and (ii) curriculum, assessment, and learning resources. The fourth component of the project is the development of a special focus program. The objective of this component is to improve inclusive access to learning for all children in Jordan by focusing on three critical subsectors: (i) early childhood education; (ii) special education; and (iii) vocational education. The fifth component of the project is improving 79 physical learning environments. The objective of this component is improved provision of quality education facilities in a cost-effective, sustainable manner so that students have access to environmentally friendly and efficiently operated quality physical learning environments. This component has three subcomponents: (i) alignment of Ministry of Education standards with international design standards and the requirement of education reform; (ii) construction and equipment of new schools and provision of extensions and equipment to existing schools; and (iii) establishing a maintenance and management system for school buildings. Jordan ­ Higher Education Reform for the Knowledge Economy P102487 IBRD amount: US$ 25.0 million; lending instrument: SIL The Higher Education Reform for the Knowledge Economy Project will support the Government of Jordan to improve equitable access for male and female students to a higher education system in the country. The project will support policy reforms that will: (i) improve government capacity to diversify and improve financing mechanisms; (ii) modernize the governance and management efficacy of the sector; and (iii) strengthen quality assurance and accreditation mechanisms. The project has three components. The first component will build the capacity of the Ministry of Higher Education and Scientific Research to introduce new funding mechanisms to promote transparency, innovation, and effective resource management, including support for competitive program funding and establishing a Student Aid Agency. The second component aims to strengthen the management performance and accountability of universities and the sector overall by strengthening the transparency and quality of decision making. The third component aims to improve the employability of men and women graduates of university and community colleges programs and to enhance the international competitiveness of higher education institutions in Jordan through more effective quality assurance mechanisms and accreditation standards. The project will finance training, consulting services, and goods for the development of accreditation standards and capacity building for program review, assessment, and quality assurance at the national and university levels. Mozambique - Education Sector Support Program Fast Track Initiative Catalytic Fund: Environmental And Social Management Framework P112052 FTI Catalytic Fund amount: US$ 79.0 million; lending instrument: SIL The objective of the Education Sector Support Program Fast Track Initiative Catalytic Fund for Mozambique is to provide an environmental and social screening process to allow for the identification, assessment, and mitigation of potential negative environmental and social impacts related to the construction and rehabilitation of schools and special education centers, as well as of related water supply and sanitation systems in the schools. The adverse environmental impacts of the project will mainly come from the rehabilitation and construction of additional classrooms, schools, teaching facilities, and related water supply and sanitation systems (e.g., loss of vegetation, soil and ground water pollution, soil erosion, generation of solid and liquid wastes). Mitigation measures include: (a) ensuring regular emptying, conducting a hygiene education campaign to raise awareness of the health risks of exposed sewage, and establishing and supporting affordable pump-out services; (b) establishing a system to support the employment of a caretaker or of routine cleaning and maintenance; and (c) protecting water resources by putting them away from discharge areas of work site wastes. 80 Namibia ­Support of the Education and Training Sector Improvement Program P109333 IDA grant amount: US$ 7.5 million, lending instrument: DPL This program document represents the second of the Development Policy Loan series (DPL2) in support of the Education and Training Sector Improvement Program for Namibia. The project will focus on progress made since DPL1. DPL2 reinforces and extends sector policy, legal, financial, and institutional reforms initiated during DPL1. It supports the development of: (i) specific policies, as well as legal and financing frameworks that underpin planned sector reforms; (ii) specific systems and tools required to give effect to policies and legal and funding frameworks intended to improve education access, equity, quality, relevance, and efficiency; and (iii) specific institutional capacities that are critical for effective implementation of planned sector reforms. Niger ­ Education for All/Fast Track Initiative Program 115436 Catalytic Fund amount: US$ 21 million; lending instrument: SIL The overall objective of the Education Sector Program (ESP) in Niger is to achieve universal access to primary education by 2015. The ESP is a sectorwide program that has four interrelated strategic: (i) expanding access to basic education; (ii) improving education quality and efficiency; (iii) improving the use of existing resources; (iv) building capacity and empowering local structures and communities. Nigeria ­ Lagos Eko Secondary Education P106280 IDA grant amount: US$ 95.0 million; lending instrument: SIL The objective of the Lagos Eko Secondary Education Project for Nigeria is to improve the quality of public junior and senior secondary education in Lagos state. There are four components to the project, the first is to promote secondary school effectiveness through school development grants. The objective of school development grants is to raise education outcomes in junior and senior secondary education by providing public secondary schools in Lagos access to yearly discretionary resources with an explicit focus on improving the quality of education services, given that priority needs are defined at the school level. The second component is enhancing quality assurance for junior and senior secondary schools. The objective of this component is to establish a standardized system for measuring student learning achievements in core subject areas and support teachers to develop the skills needed to better teach these areas. The third component is project coordination and management. This component will provide the necessary resources for effective coordination, monitoring, and evaluation, as well as the implementation of an information and communications strategy. Finally, the fourth component is strengthening the federal postbasic education strategy. The objective of this component is to provide capacity building and technical assistance to the federal Ministry of Education to enhance the development of the national postbasic education strategy, as well as to support policy dialogue on the strategy with states. Pakistan ­ Punjab Education Sector P102608 IDA grant amount: US$ 350.5 million; lending instrument: SIL 81 The objectives of the Punjab Education Sector Project for Pakistan are to improve access to and the equity, quality, and relevance of education in Punjab. The project aims to: (i) enhance fiscal sustainability and the effectiveness of public expenditures, including in education; (ii) enhance the quality of school education; (iii) improve and expand access through improvements in school participation and completion rates, and a reduction in gender and regional disparities; and (iv) strengthen school management and governance in the education sector. There are two components to the project. The first component is program financing, which accounts for the largest part of total financing provided by the Bank and its development partners. The second component of the project is technical assistance; this component will help strengthen existing capacities for implementation and monitoring of the sector program. Pakistan ­ Sindh Education Sector P107300 IDA grant amount: US$ 300.0 million; lending instrument: SIL The development objective of the Sindh Education Sector Project (SEP) of Pakistan is to support the Government of Sindh's Medium-Term Education Sector Reform Program (SERP). The objectives of SERP are to increase school participation, reduce gender and rural-urban disparities, increase student progression, and improve the measurement of student learning. There are two components to the project, the first of which is financing SERP. This component finances eligible expenditure programs up to capped absolute amounts, with disbursements based on the achievement of agreed indicators. These disbursement-linked indicators reflect intermediate outcomes or implementation performance indicators that are critical to the achievement of the project's education development outcomes. SERP activities and subprograms fall within four broad areas that aim to improve: (i) fiscal sustainability and the effectiveness of public expenditures, including in education; (ii) education sector management; (iii) access to quality schooling with a particular focus on rural children and girls; and (iv) the quality of teaching and student learning. The second component of the project is technical assistance. This component will finance capacity building and strengthen fiduciary, safeguards, and monitoring and evaluation systems. Panama ­ Basic Education Quality Improvement P106686 IBRD amount: US$ 35.0 million; lending instrument: SIL The objectives of the Education Quality Improvement Project for Panama are improved: (i) quality of nonformal initial, basic (grades 1­9) and secondary (grades 10­12) education programs; (ii) coverage and internal efficiency of initial and basic education; and (iii) strategic planning and institutional performance of the Ministry of Education at the central, regional, and local levels. Improving equity is considered a universal, cross-cutting principle and therefore embedded in each component of the project. There are three components to the project. The first component is to improve learning processes at nonformal preschool programs, as well as in primary and secondary schools. This component aims to advance education quality in the system through supply-side interventions on pedagogical methods, curricular relevancy, promotion of information technology literacy skills, and improved technical capacity to measure student learning outcomes. The second component of the project is to increase coverage and retention of the school population in initial and basic educational programs. This component seeks to expand coverage of nonformal initial education programs, while increasing 82 the internal efficiency of the system from preschool through basic education (grades 1­9). The third and final component of the project is to enhance the institutional capacity and performance of the Ministry of Education. This component aims to support strategic investments in institutional and technical capacity to improve the Ministry's administrative, management, monitoring, and evaluation of the education system. Sao Tome and Principe - Education for All - Fast Track Initiative Program Project P114824 FTI Catalytic Fund amount: US$3.6 million; lending instrument: SIL This Environmental and Social Management Framework (ESMF) is an update of the original framework. This update focuses on the Education For All - Fast Track Initiative (EFA/FTI) Catalytic Fund Grant to Support Implementation of the Education Sector Plan of the Republic of Săo Tomé and Príncipe. The development objective of the proposed EFA/FTI grant is to contribute to improving delivery of basic education services, with a focus on greater and more equitable access, better quality, and improved local governance. The funded project will allow for the scaling up of ongoing education interventions launched under the Social Sector Support Project (SSSP). It will particularly: (i) improve access and equity of primary education, particularly in rural areas; (ii) improve the quality and efficiency of basic education; and (iii) support capacity building for quality sectoral management. Potential negative impacts that may affect the project include pollution of the natural environment (air, water, and land); human health and safety impacts. Moreover, the project may have potential adverse environmental impacts on human populations or environmentally important areas, including wetlands, forests, lawns, and other natural habitats. These impacts are specific and few, if any, are irreversible. Senegal ­ EFA-FTI Catalytic Fund P116783 Catalytic Fund amount: US$81.5 million; lending instrument: SIL This Catalytic Fund (CF) grant aims to contribute to the government's goal of attaining universal primary education by 2015 though construction, extension, and equipment of classrooms. The CF will use indicators to track progress on the ten-year education sector program, with specific indicators to track the attainment of the objectives of this grant. Sudan - Basic Education Project: Environmental and Social Management Framework P112096 Trust Fund amount: US$ 15.0 million The development objective of the Basic Education Project is to increase access to improved basic education in four selected states in northern Sudan, including the development and implementation of an Environmental and Social Management Framework (ESMF) for the project. Negative impacts include: disruption of services; increased traffic generation; soil and water pollution; soil erosion; disruption of drainage; increased noise; reduced air quality; and damage to vegetation. Mitigation measures include: (i) minimizing the period of disconnection; provision of alternative arrangements when disruption for an extended period is unavoidable; (ii) restriction of heavy transport and equipment activity to normal working hours; (iii) collection and disposal of demolition and excavated materials at appropriate locations; (iv ) limitation of earth moving to dry periods, so major excavations and movements of soil are undertaken during the summer months; protection of most susceptible surfaces with mulch; and covering open trenches with plastic sheeting and supporting their sides; (v) restriction of 83 work to normal working hours; using the quietest available plant and/or machinery; maintaining all equipment in good mechanical order and fitting them with appropriate silencers; (vi) keeping access and haul roads swept and sprayed with water, especially during the dry, hot season; and (vii) minimizing loss of natural vegetation during construction; replanting any damaged trees or shrubs. Uganda ­ Post Primary Education and Training P110803 IDA grant amount: US$ 150.0 million, lending instrument: APL The objectives of the Post Primary Education and Training Adaptable Program Lending Project in Uganda are to: (i) increase access to lower secondary education; (ii) improve the quality of lower secondary education; and (iii) enhance the enabling environment for postprimary education and training. There are three components to the project. The first component will increase access to lower secondary education by supporting expansion of school infrastructure. The second component of the project will improve the quality of lower secondary education by expanding the capacity of at least one national teachers' college; supporting the provision of in- service training to improve school management, accountability, and pedagogical leadership; improving lower secondary school curricula, conducting assessment and examinations; and supporting the acquisition of textbooks and science equipment. The third and the final component of the project will enhance the enabling environment for postprimary education and training by developing an advocacy and communications strategy; supporting training to strengthen management, operations, financial management, and national assessments; carrying out studies; and developing a strategy for the expansion of technical vocational and upper secondary education. Uzbekistan ­ Basic Education ­ Phase Two P107845 IDA grant amount: US$ 28.0 million, lending instrument: APL The overall objective of the Second Phase of the Basic Education Project is to continue supporting the Government of Uzbekistan's (GoU) efforts to improve the effectiveness of teaching and learning through: (i) targeted interventions in selected general secondary education schools and preschools in poor, rural areas; (ii) development of institutional capacity to assess student learning; and (iii) adoption of predictable and transparent school budgets in selected oblasts. There are five components to the project. The first component is providing learning materials and resources for grades 5 through 9 of general secondary schools. The objective of this component is to improve the quality of teaching and learning in project schools through effective use of the learning materials and resources acquired. The second component of the project is strengthening school-based training for teachers and directors in preschools and general secondary schools. The objective of this component is to change teaching in project schools and preschools towards a more interactive, student-centered approach to improve learning outcomes. The third component of the project is strengthening school boards and providing competitive grants to selected schools for school improvement. The objective of this component is to increase further the involvement of school boards in project schools and provide competitive funding for school improvement. The fourth component of the project is improving education financing, budgeting, and management. The objective of this component is to improve education financing, budgeting, and school management in selected oblasts. The 84 fifth component of the project is supporting project and results management. The objective of this component is to support project management, implement a national standardized assessment of student learning, and evaluate project effectiveness. Vietnam ­ Higher Education Development Policy Program, 1st Operation P104694 IDA grant amount: US$ 50.0 million, lending instrument: DPL The Higher Education Development Policy Program (HEDPP), along with the Second Higher Education Project and the New-Model Universities Project, is designed to support the Government of Vietam's implementation of two policies: the Socioeconomic Development Plan 2006­2010 (SEDP' and the Higher Education Reform Agenda. In particular, HEDPP aims to strengthen governance, rationalize financing, improve the quality of teaching and research, improve accountability for performance, and enhance transparency in financial management within the higher education sector. The Higher Education Development Policy - First Operation (HEDPO1) will be the first in a programmatic series of three single-tranche Development Policy Credits to support the sustained implementation of selected elements of the Government's reform agenda. Vietnam ­ School Education Quality Assurance P091747 IDA grant amount: US$ 127.0 million, lending instrument: SIL The objective of the School Education Quality Assurance Program (SEQAP) Project for Vietnam is to improve learning outcomes and education completion for primary education students, particularly disadvantaged primary education students, by supporting the government's full-day schooling (FDS) reform program. There are four components to the project; the first component being to improve the policy framework for implementing the FDS program. This is a highly strategic component that aims to complete the requirements for the transition to FDS in the 2009­2015 period and to build a more efficient and equitable framework for scaling-up the reform in the 2015­2025 time period. The second component of the project is to improve human resources for the implementation of the FDS program. This second component will support the training and professional development of teachers, school leaders, and education managers to successfully move to FDS in the provinces--which are beneficiary of the program--with a focus on teaching methods, teacher standards, and school management. The third component of the project is to improve school facilities and resources for the implementation of the FDS program. This third component will mostly support the upgrade of infrastructure and facilities, as well as support recurrent expenditures, as needed, in about 1,730 schools to successfully move them to FDS. The latter project element will include related decentralized capacity building for effective school construction and preparation of FDS plans. Finally, the fourth component of the project is program management. This component will support the management of SEQAP to ensure smooth implementation and results on the ground. It will support the standing office of the Ministry of Education and Training in key areas, as well as additional capacity building at the subnational level in procurement and financial management. 85 Annex 7: New FY 2009 Operations with Education Components/Activities Managed by Non-education Sector Board IBRD + Educati IDA on as Lendi Amt % of ng IDA IBRD Region Country Project ID Operations Name Sector Board for total Instru ($m) ($m ) Educati IDA+IB ment on RD ($m) ($m) AFR Burkina Faso P099033 Poverty Reduction Support Credit (9) Poverty Reduction DPL 100.0 0.0 10.0 10% AFR Burundi P112998 Public Works and Urban Management Urban Development SIL 45.0 0.0 9.0 20% AFR Cameroon P113027 -Community Development Program Support Project Phase-II Poverty Reduction APL 40.0 0.0 4.8 12% AFR Congo, D.R. P115642 Emergency Project to Mitigate Impact of Financial Crisis Financial and Private Sector Dev ERL 100.0 0.0 16.0 16% AFR Ethiopia P103022 Protection of Basic Services Program Phase II Project Social Protection SIL 540.0 0.0 286.2 53% AFR Ethiopia P098132 Tourism Develop. Project SIL Financial and Private Sector Dev SIL 35.0 0.0 1.8 5% AFR Madagascar P113134 Emergency Food Security & Reconstruction Social Protection ERL 40.0 0.0 9.2 23% AFR Mauritius P112369 Third Trade and Competitiveness DPL Economic Policy DPL 0.0 100.0 15.0 15% AFR Niger P102354 Community Action Program (APL-2) Agriculture and Rural Dev APL 30.0 0.0 3.6 12% AFR Nigeria P090644 Community Social Development Social Protection SIL 200.0 0.0 40.0 20% AFR Rwanda P106083 Poverty Reduction Strategy Grant V DPL Economic Policy DPL 80.0 0.0 16.0 20% AFR Senegal P087304 Dakar -Diamniado Toll Highway Project Transport SIL 105.0 0.0 7.4 7% AFR Senegal P115938 Rapid Response Child-Focused Social Cash Transfer and Nutrition Security Health, Nutrition and Population ERL 10.0 0.0 0.3 3% AFR Tanzania P101229 Poverty Reduction Support Credit 6 (3rd of 2nd series) Public Sector Governance DPL 160.0 0.0 17.6 11% AFR Tanzania P101230 Poverty Reduction Support Credit 7 (4th in 2nd series) Public Sector Governance DPL 190.0 0.0 28.5 15% EAP China P114107 Wenchuan Earthquake Recovery Project Urban Development ERL 0.0 710.0 35.5 5% EAP Indonesia P108757 2nd National Program for Community Empowerment in Rural Areas Social Development SIL 0.0 300.0 48.0 16% EAP Lao P106188 Poverty Reduction Fund (Supplemental) Social Protection SIL 15.0 0.0 4.5 30% EAP Vietnam P111164 Poverty Reduction Support Credit 8 Public Sector Governance DPL 350.0 0.0 70.0 20% ECA Armenia P115743 ADD'L FIN. - Social Investment Fund III Additional Financing Social Protection SIL 8.0 0.0 3.9 49% ECA Bulgaria P102160 Social Sectors Institutional Reform Development Policy Loan (DDO) Social Protection DPL 0.0 150.0 60.0 40% ECA Bulgaria P115400 SIR Development Policy Loan 3 Social Protection DPL 0.0 200.0 80.0 40% ECA Bulgaria P100657 Social Inclusion Project Social Protection SIL 0.0 59.0 14.8 25% ECA Macedonia P103974 Conditional Cash Transfers Project Social Protection SIL 0.0 25.0 7.5 30% ECA Moldova P114838 ADD'L FIN. - Second Social Investment Fund 2 Social Protection SIL 5.0 0.0 1.0 20% ECA Poland P116125 Employment, Entrepreneurship & Human Capital Dev. DPL Social Protection DPL 0.0 1,300.2 143.0 11% LCR Argentina P106752 Unleashing Productive Innovation Financial and Private Sector Dev APL 0.0 150.0 22.5 15% LCR Brazil P106765 Ceara Inclusive Growth (SWAp II) Public Sector Governance APL 0.0 240.0 48.0 20% LCR Brazil P107843 Fed District Multisector Manag. Proj. Health, Nutrition and Population SIL 0.0 130.0 20.8 16% LCR Colombia P101211 Second Social Safety Net Project Social Protection SIL 0.0 636.5 108.2 17% LCR Costa Rica P115173 Pub Fin & Compet. DPL/ DDO Economic Policy DPL 0.0 500.0 85.0 17% LCR El Salvador P114910 Public Finance and Social Sector DPL Economic Policy DPL 0.0 450.0 126.0 28% LCR Haiti P114775 (AF) Community-Driven Develop Project Agriculture and Rural Dev SIL 8.0 0.0 0.4 5% LCR Jamaica P101321 Fiscal and Debt Sustainability DPL Economic Policy DPL 0.0 100.0 5.0 5% LCR Nicaragua P106747 Development Policy Credit Public Sector Governance DPL 20.0 0.0 3.4 17% LCR Peru P101177 2nd Results & Accnt.(REACT)DPL/DDO Social Protection DPL 0.0 330.0 69.3 21% SAR Bhutan P111222 Development Policy Grant /Credit Economic Policy DPL 20.2 0.0 2.8 14% SAR Pakistan P105075 Poverty Alleviation Fund III Agriculture and Rural Dev SIL 250.0 0.0 25.0 10% Total 38 Operations 2,351 5,381 1,450 19% 86 Annex 8: Cofinancing of Education Projects Approved in FY 2009 (Managed by the Education Sector Board) Total IDA+ proj. co- Project Country of IBRD Region Country Project Name Financier ID financin ID financier amt g amt ($m) ($m) AFR Burkina P115264 Education Fast Track Initiative Education for All - Fast Track Initiative World 102.0 Faso Program AFR Central P112321 Education for All/Fast Track Initiative Education for All - Fast Track Initiative World African Catalytic Fund Grant 0.5 Republic British Department for International U.K. 50.8 Development (DFID) Congo, Multi Donor Trust Fund for BELGIUM, Govt. of (Except for MOFA - DGIC) Belgium 1.0 AFR P114213 D.R. Education Single Purpose Trust Fund 0.0 Sub-total 51.8 Department for International Development U.K. 31.1 (DFID) Education For All World 70.0 Education for All - Fast Track Initiative World 98.0 FINLAND: FINNVERA Finland 9.6 General Education Quality 50 AFR Ethiopia P106855 SWEDEN Sweden 12.3 Improvement ITALY: Dev. Coop. Department (MOFA) Italy 20.4 NETHERLANDS: Min. of Foreign Affairs/Min. of Netherland 26.4 Dev. Coop. s Bilateral Agencies (unidentified) World 15.0 Sub-total 282.8 50 AFR Gambia, P115427 Education for All-Fast Track Initiative EFA-FTI Education Program Development Fund 28.0 The Catalytic Fund 2009-11 AFR Ghana P116441 Education for All ­ Fast Track Education for All - Fast Track Initiative World 14.2 Initiative Program AFR Guinea P111470 Education For All Fast Track Initiative Education for All - Fast Track Initiative World 117.8 Program AFR Mozambi P112052 Education Sector Support Program EFA-FTI Education Program Development Fund 79.0 que Fast Track Initiative Catalytic Fund 87 EC: European Commission World 9.4 FINLAND, Govt. of (Except for Min. for Foreign Finland 0.0 Affairs) GERMANY, Govt. of (Except for BMZ) Germany 3.7 LUXEMBOURG (Except for Ministry of Finance) Luxembourg 1.9 NETHERLANDS (Except for MOFA/Min of Dev. Netherlands 7.5 Support of Education and 2.5 Coop AFR Namibia P109333 Training Sector Improvement SPAIN Spain 1.9 DPL2 US United 4.8 States Miscellaneous 1 10.3 UN Development Programme World 2.8 Bilateral Agencies (unidentified) World 0.8 Sub-total 38.0 7.5 AFR Niger P115436 Niger ­Education for All/Fast EFA-FTI Education Program Development Fund 8.0 Track Initiative Program AFR Sao Tome and P114824 Education for All/Fast-Track Education for All - Fast Track Initiative World 3.6 Principe Initiative AFR Senegal P116783 Senegal Education for All-Fast EFA-FTI Education Program Development Fund 81.5 Track Initiative Catalytic Fund AFR Sudan P112096 Basic Education Project Multi-donor Trust Fund for North Sudan 15.0 EAP China P096707 Technical &Vocational Education Economic Development Cooperation Fund Korea, Rep. 0.6 and Training 20 EAP Indonesia P115725 Dutch Education Support Indonesia - Free-standing Trust Fund Program 8.5 Program-BOS EAP Timor-Leste P104340 TP-Fast Track Initiative Program EFA-FTI Education Program Development Fund 4.9 2009 MOFA-Directorate-General for Int. Coop.(DGIC) Belgium 3.6 School Education Quality British Department for International U.K. 127 EAP Vietnam P091747 23.9 Assurance Project Development (DFID) Sub-total 27.5 127 Agency for International Development (USAID) United 117.0 States Second Education Reform for Canadian International Development Agency Canada the Knowledge Economy (ERfKE 17.0 MNA Jordan P105036 (CIDA) II) Japan International Cooperation Agency (JICA) Japan 2.5 60 Bilateral Agencies (unidentified) World 153.9 Sub-total 290.4 60 MNA Jordan P102487 Higher Education Reform for the Bilateral Agencies (unidentified) World 30.0 25 88 Knowledge Economy (HERfKE) MNA West Bank & P116758 Tertiary Education Project Special Financing World 5.0 Gaza Total 20 Projects 1,189 289.5 89 Annex 9: IDA Grants for Education, FY 2002­FY 2009 Lending Total IDA Of which as Approval Year Region Country Project Name Instrument Commit $m IDA Grants $m FY02 SAR Afghanistan Emergency Education Rehabilitation & Dev. ERL 15.0 15.0 Total FY02 (1 project) 15.0 15.0 FY03 AFR Chad Education Sector Reform SIL 42.3 23.0 FY03 AFR Kenya Free Primary Education. Support SIL 50.0 50.0 FY03 AFR Sierra Leone Rehabilitation of Basic Education Project SIL 20.0 20.0 FY03 ECA Kosovo Education Participation Improvement Project SIL 4.5 4.5 FY03 ECA Tajikistan Education Modernization Project SIL 20.0 7 Total FY03 (5 projects) 136.8 104.5 FY04 AFR Kenya Development Learning Center Project LIL 2.7 2.7 FY04 AFR Mali Development Learning Center Project LIL 2.5 2.5 FY04 AFR Niger Basic Education SIL 30.0 24.4 FY04 AFR Tanzania Secondary Education Dev. Program SAD 150.0 26.4 FY04 EAP Laos Secondary Education SIL 13.0 7.7 FY04 SAR Bangladesh Reaching Out of School Children Project SAD 51.0 51.0 Total FY04 (6 projects) 249.2 114.7 FY05 AFR Congo, Rep. of Support to Basic Education Project SIL 20.0 20 FY05 AFR Malawi Education Sector Support Project I SIL 32.2 32.2 FY05 EAP Cambodia Education Sector Support Project SIL 28.0 20 FY05 ECA Kyrgyz Republic Rural Education SIL 15.0 15.0 FY05 SAR Afghanistan Education Quality Improvement Program SIL 35.0 35 FY05 SAR Afghanistan Strengthening Higher Education Project SIL 40.0 40 Total FY05 (6 Projects) 170.2 162.2 FY06 AFR Gambia, The Education 3 Phase 2 APL APL 8.0 8.0 FY06 EAP Mongolia Rural Education and Development -READ SIL 4.0 4.0 FY06 ECA Moldova Quality Education in Rural Areas SIL 10.0 5.0 FY06 SAR Sri Lanka Education Sector Development Project SIL 60.0 60.0 Total FY06 (4 Projects) 82.0 77.0 90 2007 AFR Burundi Elucidation Sector Reconstruction Project SIL 20.0 20.0 2007 AFR Congo, D.R. Education Sector Project SIL 150.0 150.0 2007 EAP Timor-Leste Education Sector Support Project SIL 6.0 6.0 2007 SAR Nepal Second Higher Education Project SIL 60.0 60.0 2007 LCR Haiti First Phase of the Education For All Project APL 25.0 25.0 Total FY07 (5 Projects) 261.0 261.0 2008 EAP Mongolia MN-Rural Ed and Dev (READ) Supplement SIL 1.0 1.0 2008 SAR Bhutan Additional Financing to Bhutan EDP SIL 1.6 1.6 2008 LCR Haiti HT Meeting Teacher Needs for EFA SIL 6.0 6.0 2008 AFR Eritrea ER-Integrated ECD II SIL (FY08) SIL 12.0 12.0 2008 SAR Nepal Education for All Additional Financing SIL 60.0 60.0 Total FY08 (5 Projects) 80.6 80.6 FY09 AFR Congo, Rep. CG-Basic Educ Support - Add Fin (FY09) SIL 15.0 15.0 FY09 AFR Guinea GN-Education For All - Add Fin (FY09) SIL 10.0 10.0 FY09 LCR Haiti HT: Emergency School Reconstruction ERL 5.0 5.0 Total FY09 (3 Projects) 30.0 30.0 GRAND TOTAL 23 PROJECTS 1024.8 845.0 Note: IDA Grants were introduced in FY02; the organization incurs the same costs extending a grant as it does a credit: each form of IDA financing requires the same project preparation, appraisal, negotiation, supervision, and assessment. At the same time, IDA does not receive service charges on grants because there is no outstanding principal balance. 91 Annex 10: Characteristics of New FY 2009 Education Projects (Managed by the Education Sector Board) In FY09 the Education Sector Board managed 25 lending operations. Selected characteristics of these operations are analyzed in this annex. (A tabulation of the characteristics is included table A10.1 of this annex. Of the 25 operations, 4 represented additional financing for projects approved in prior fiscal years and for which no additional PADs or program documents were prepared; the characteristics for these projects were taken from the retrospective analyses for the years in which they were approved. As in recent years, education projects in FY 2009 emphasized quality improvement. Almost every project included an element of quality improvement. There was also a notable emphasis on secondary or postsecondary education, now that so many developing countries are nearing universal primary education and experiencing growth in demand for secondary education, especially lower secondary. Improving the Quality of Education Curriculum reform Just under half (12 of 25) of the FY09 projects included an element of curriculum reform. For example, a subcomponent of the Ethiopia General Education Quality Improvement Program Project will "support the reform of the curriculum for grades 1­12 to improve the quality of general education." Similarly, the Uganda Post Primary Education and Training Program project will support "developing a new curriculum for lower secondary education." The Bangladesh Secondary Education Quality and Access Enhancement Project will finance the "setting up of a reading program at the classroom level for grades 6­10." The Brazil Acre Social and Economic Inclusion and Sustainable Development Project will finance "technical assistance and consultancy services for design and development of appropriate curricular programs and education materials for all the programs to be implemented by this subcomponent." The Jordan Second Education Reform for the Knowledge Economy Project includes actions which will "focus on (i) the development of a framework for long term continuing curriculum review, (ii) specific reviews of curricula in subjects grades 1­10 . . . (iii) parallel curricula reviews and development for secondary education, especially core subjects of Math, Sciences, Arabic and English . . ." The Pakistan Higher Education Support Program will support actions to "increase the number of 4-year undergraduate programs being offered by higher education institutions with a structured broad-based curriculum." Learning materials Thirteen FY09 education projects included the provision of learning materials. For example, the Brazil Pernambuco Education Results and Accountability Project supports "developing and/or stocking school libraries" and "providing appropriate teaching materials." The Panama Education Quality Improvement Project supports "the production of additional teaching and student materials needed" to expand a new multigrade pedagogical model. 92 Table 3.9 Characteristics of FY09 Education Projects (Education Projects Managed by the Education Sector Board) t og m at ar en t en Pr age uc ese me n on De ram nt on ch io m an e y/ op os is s an sch n cat rly /s tio ati uc ali rc ve - c ys m an uc d e s St par y pa tion Gr t ed oo ship rls nit aa t M nce tiar vel Ed ntr sea pro fit al roo Gi mu duc en Ea nds ipa cip Gr ts: atio du HI ing ini ls Le her ate m Eq a tio ati h Ad ch cho n e m S e sm d r i ar tr r ia ul ildh lar ce re im ne an ss ac m for e i ip ti r t u i n on V / a ng s t te l d Be /fin /cla Co AID ses Ec e IS Di ts: oo Te ing re pm M t n a z s ar um t e c a r on n Le icul n rr Country Abbreviated Title Cu Armenia 2nd Educ Quality Bangladesh Higher Ed Quality Bangladesh Secondary Educ Brazil Acre Soc & Econ Brazil Pertambukco Educ Chile Inovativeness China Tech & Voc Educ Congo, Rep Basic Ed Support* Ethiopia Ed Quality Improv Grenada Education Devel* Grenada OECS Skill* Guinea Education for All* Haiti Emerg Sch Recon Indonesia BOS-KITA Jordan EdRef f KnowEcon Jordon ER f KE II Morocco Basic Educ Reform Namibia Educ Sector Improv Nigeria Lagos Eko Proj Pakistan Punjab Educ Devel Pakistan Sindh Educ Sector Panama Basic Educ Quality Uganda Post Primary Educ Uzbekistan Basic Education II Vietnam Higher Education *Additional financing for project approved in earlier fiscal year. The Armenia Second Education Quality and Relevance Project will support the "development of high-quality and relevant electronic materials and the training and capacity building of those who need to be ready to integrate them in the curriculum and in the classrooms of Armenian schools." The Uzbekistan Second Phase of the Education Reform Program project will provide learning materials for 1,501 general schools. "School boards, through an open and participatory process, will assess school needs and then request materials most needed at that school, selecting from a list of materials prepared by the [Ministry of Public Education] and agreed by the Bank team." In the Nigeria Lagos Eko State Education Sector Project, schools receiving grants may use them for "instructional materials and other learning inputs." Professional development of teachers Measures to further the professional development of teachers were included in 18 of the 25 projects. The Bangladesh Secondary Education Quality and Access Enhancement Project PAD 93 notes, "English language and Mathematics have been identified as the most problematic subjects for secondary school students in Bangladesh, with the two subjects consistently having the highest failure rate at [secondary school completion] examinations." As a result, the project will support "training for teachers, differentiated by institutional performance levels, and post- training support for 55,000 (of which female teachers constitute 16 percent) rural, secondary- level English-language and Mathematics teachers from 7,000 project schools . . ." The Morocco Basic Education Reform Support Program II project PAD notes, "To improve the quality of education and increase school retention, teachers and principals will be trained to better assess the learning skills of their pupils." The project will also "support strategies to revamp the preservice training system, with the integration of a bi-subject teaching scope at lower secondary education level." The Ethiopian General Education Quality Improvement Program will address weaknesses in preservice teacher training "through *six+ preservice quality improvement subcomponents: (i) revise the intake and selection of student teachers; (ii) update the teacher education curriculum and training modules; (iii) enhance pre-service practice teaching; (iv) improve the capacity of teacher educators; (v) improve training for instruction in English; and (vi) provide training for alternative basic education facilitators." An action included in the Pakistan Higher Education Support Program project is to "Review a professional development module aimed at improving faculty pedagogical skills, assessment, use of technology, and improved student teacher interaction." Learning assessments Fourteen FY09 projects included explicit activities to improve assessments, including participating in international assessment programs. "To measure the impact of the proposed project components," the Armenia Second Education Quality and Relevance Project proposes to determine the "improvement of learning outcomes of 8th graders as measured by TIMMS (Trends in International Mathematics and Science Study) 2011 and of 12 th graders by the Armenian unified examination, using the 2007 and 2008 results as the baseline . . ." The Nigeria Lagos Eko State Education Sector Project includes a subcomponent devoted to standardized testing for secondary schools. "The specific objective of this subcomponent is to establish a standardized system for measuring students' learning achievement in the core subject areas (English, mathematics, science) in a credible manner to support the development and performance grants scheme of the project." The Bangladesh Secondary Education Quality and Access Enhancement Project also has a subcomponent devoted to learning assessment. "This subcomponent aims to systematically measure the quality of learning by administering internationally comparable and national curriculum-based numeracy and literacy testing on a sample basis, which will be representative at a national level. The results of these independent assessments will be fed back to policymakers and stakeholders to raise their awareness about the quality of education, and adjust quality-related policies and interventions accordingly. . . The mathematics questionnaires will be based on the Trends in Mathematics and Science Study (TIMSS) to facilitate international comparison of achievement in numeracy skills. The English questionnaire will be developed based on the National Curriculum and Textbook Board curriculum." 94 Increasing parental and community participation Explicit measures to involve parents and other members of local communities in school improvement are included in seven FY09 projects. (Note, however, that school development grants may also involve parental and community participation in school development plans-- see the section below.) The Haiti Emergency School Reconstruction Project explicitly includes community participation. "The emergency Project will finance activities to promote community participation to properly use and maintain the new educational infrastructure. To that end, the Fund for Social and Economic Assistance will hire a community development specialist who will work alongside the communities to develop and deliver training on the following four topics: (i) social accountability; (ii) risks and disaster management; (iii) school maintenance; and (iv) relations between parents and teachers." The Indonesia School Operational Assistance ­ Knowledge Improvement for Transparency and Accountancy Project "requires oversight on planning and use of funds, which is sought from the community through parents and the school committee. Transparency is reinforced through the placement of expenditure reports on school notice boards, regular parent-teacher meetings, and publications in newspaper, as well as the existence of complaint-handling and sanctions for non-compliance." The Jordan Second Education Reform for the Knowledge Economy Project states that the early childhood development component "will aim for greater equity in access to ECD, improved quality of programs and services, and increased parental and community involvement." Targeting specific groups Increasing the participation of girls Four FY09 education projects included specific measures to increase the participation of girls in education. The first component of the Uganda Post Primary Education and Training Program project is to support the government program that "aims to expand access to lower secondary education, particularly for girls and the economically disadvantaged, through increasing capacity and reducing the costs of educational access." The PAD for the Jordan Higher Education Reform for the Knowledge Economy Project notes, "A comprehensive gender assessment was undertaken as part of project preparation, which has resulted in inclusion of specific interventions within the Competitive Fund to increase female labor participation in Jordan." The Bangladesh Secondary Education Quality and Access Enhancement Project includes a subcomponent that will "continue the ongoing stipends and tuition program until the stipends program is implemented in all 121 upazilas." Both the Pakistan Sindh Education Sector Project and the Pakistan Punjab Education Sector Project support stipends for girls in secondary school. The Punjab PAD notes that the stipend program "targets 15 districts of Punjab (mostly in southern Punjab) with literacy rates below 40 percent. Stipends of Rs. 200/month are provided on a quarterly basis to girls enrolled in grades 6­10 in government schools, conditional on maintaining class attendance of 80 percent. . . An impact evaluation carried out by the Bank using both household survey and administrative data showed that the program had a significant positive impact on the net growth in female enrollment in eligible districts . . ." 95 Stipends In addition to the three stipend programs noted in the previous section on increasing the participation of girls, three other FY09 projects had stipends to support different educational objectives. The Bangladesh Secondary Education Quality and Access Enhancement Project, in addition to the continuation of the existing girls' stipends, will "finance stipends and tuition to poor girls and boys from the poorest 50 percent of households in project upazilas, identified using Proxy-Means Testing. . . During the project period, it is estimated that 4.2 million student-years of secondary education will benefit from tuition support." The Namibia First Education and Training Sector Improvement Program will support conditional cash grants for orphans and vulnerable children in six selected regions. The Panama Education Quality Improvement Project will support an ongoing conditional cash transfer program for low-income boys and girls. Early childhood education Seven FY09 education projects included an element of early childhood education. The Brazil Acre Social and Economic Inclusion and Sustainable Development Project includes a subcomponent that will support "ECD nonformal programs for children ages 4 and 5, for approximately 15,000 children living in universal service communities and priority service communities, with the objective to guarantee universal enrollment. The provision of this type of program is a critical step to reduce over-age enrollment and overall internal inefficiency in fundamental education." In the Panama Education Quality Improvement Project there is a subcomponent that "aims to expand the coverage of Community and Family Centers for Initial Education and home-based initial education programs, which comprise [the Ministry of Education's+ nonformal initial education supply." The Armenia Second Education Quality and Relevance Project includes a subcomponent on "promoting school readiness and equal opportunities at the start of General Education. . . The main objective of this subcomponent is to increase the level of school readiness among Armenian children, with a focus on the poorest and most vulnerable communities. . . Approximately 8,750 children ages 5­6 will benefit from participation in a kindergarten class, either through an enhanced existing preschool or through the establishment of a KG classroom in the local primary school. . . The parents of these children will benefit from quality preschool education options for their children . . . Approximately 140 poor and disadvantaged communities will benefit from targeted grants that will allow them to enhance the quality of preschool education provided in their existing structure (if they have one) or in the preschool section of existing local primary/basic/secondary school (if they don't have an operating preschool)." The Jordan Second Education Reform for the Knowledge Economy Project includes a subcomponent on early childhood development. "The component will aim for greater equity in access to ECD, improved quality of programs and services, and increased parental and community involvement. The component consists of four areas of intervention: (i) increasing institutional capacity; (ii) professional development of kindgergarten teachers; (iii) expansion of kindergartens for the poor; and (iv) greater public awareness and understanding." 96 Using grants to increase client ownership FY09 education projects continued the trend in recent years of using grants to increase client ownership and foster community participation. Grants may be competitive or available to all potential beneficiaries if they fulfill the grant conditions, generally a plan for the use of the grant funds. School development grants The most common use of grants in FY09 education projects was for school development grants. Just over half of all FY09 education projects, 14, included a program of school grants. The Brazil Acre Social and Economic Inclusion and Sustainable Development Project includes a subcomponent to foster expansion and improvement of the quality of basic education services. "This subcomponent will also support the development of school subprojects, which will be implemented through School Grants. The School Subprojects, which may include activities for school rehabilitation and maintenance and for quality improvements, will give emphasis to the implementation of activities that are essential to improve school performance and learning outcomes, identified in the School Development Plan. The school development plans will contribute to increase school accountability and community participation." The Ethiopia General Education Quality Improvement Program includes a subcomponent to finance school grants. The subcomponent builds on an ongoing program in which schools complete a Self- Assessment Form "through which schools identified problem areas, developed priorities based on identified problems and ultimately developed a School Improvement Plan to address prioritized needs." The Jordan Second Education Reform for the Knowledge Economy Project "will support the development and implementation of innovative approaches to school-based teaching and learning activities including management, curriculum development and teacher training through a competitive Innovation Fund." The Uzbekistan Basic Education Project includes a component that "will support the establishment and implementation of a competitive school fund scheme for school boards to design and implement their own plans to improve school quality. These proposals are expected to be quality-oriented activities aimed at improving the classroom pedagogical process and the school pedagogical climate to improve learning outcomes." Recognizing the importance of private schools in underserved areas, the Pakistan Sindh Education Project "offers a per-student subsidy to private entrepreneurs in targeted underserved rural localities." There are two variants of the program: "the first offers a gender-uniform subsidy, while the second offers a gender-differentiated per-student subsidy with a higher amount for each girl enrolled. Both models are expected to tie treceipt of the subsidy to free schooling, requirements to ensure satisfactory infrastructural and environmental conditions, and, later, student performance as measured by independent academic tests. Both models will also offer, among other things, institutional capacity building and teacher development assistance." Grants to tertiary institutions Five FY09 education projects include grant programs for tertiary institutions to promote innovation and encourage research. The Jordan Higher Education Reform for the Knowledge Economy Project will support establishment of a Competitive Fund. "The primary objective of 97 the Competitive Fund is to encourage and stimulate innovation among public universities and Community Colleges towards the improvement of quality and relevance of their programs. The Competitive Fund will encompass the following: (i) projects that target institutional capacity development and internal efficiency improvement of public universities; (ii) programs that target external efficiency improvement and development of undergraduate and graduate programs in public universities; and (iii) programs in public Community Colleges specifically targeting national and regional needs for a skilled workforce." The Chile Innovation for Competitiveness Project "could finance fellowships and competitive grants (subprojects) to research teams that could include training of researchers, scholarships for students conducting research in supported teams, research materials, research equipment of excellence, dissemination activities, participation in national and international research activities, and travel to participate in conferences and other training activities related to the research." Distance education Only four FY09 education projects included substantial distance education elements. Under the Namibia First Education and Training Sector Improvement Program, "*a+n open and distance learning policy will be developed to avail new education and training opportunities through this mode of delivery." The Panama Education Quality Improvement Project includes a subcomponent that "aims to strengthen instructor practice and provision of teaching materials at the Telebásica distance education centers, as well as to expand this program to rural and indigenous communities in remote areas." Institutional strengthening Management improvement Twenty-two of the 25 FY09 education projects included activities to improve education management. The Nigeria Lagos Eko State Education Sector Project PAD notes, "To support the project schools, management and oversight would be organized at the state level (State Ministry of Education in close coordination with the relevant parastatals) and district level (Tutor-General/Permanent Secretary and Local Government Education Areas). The technical support for implementation includes a team of short- and long-term consultants, specializing in project implementation (including project management, financial management, procurement, and monitoring and evaluation) resident in the Ministry of Education, and providing regular support to the districts." The Bangladesh Higher Education Quality Enhancement Project will support the University Grants Commission (UGC) that was established "to act as an intermediary between the government (Ministry of Education) and the universities and to regulate the affairs of the universities. However, due to the rapid increase in the number of universities (both public and private) in recent years and inadequate funding and human resources, the UGC currently lacks institutional capacity in enforcing academic and financial discipline and cannot perform its oversight responsibility for all public and private universities effectively. The project will support provision of training, after clearance from IDA, and ICT development . . . required for upgrading the management capacity of the UGC." The Panama Education Quality Improvement Project includes a component that will "aim to support 98 strategic investments to Ministry of Education's institutional and technical capacity to improve the administrative, management, monitoring and evaluation performance of the educational system." The Vietnam Higher Education Development Policy Program project will take a number of measures to improve the quality of higher education including "establishment of a Higher Education Quality Assurance Agency . . . with responsibility for accreditation of public and private higher education institutions and for oversight of the various review agencies . . ." The Chile Innovation for Competitiveness Project includes a component on "strengthening the Ministry of Education capacity to formulate and implement policies" which, among other activities, will support "training of staff of Ministry of Education on innovation policies and related competitiveness areas, and on areas related to performance management systems and human resource management system . . ." Program research Nine FY09 education projects included support for program research. The Brazil Pernambuco Education Results and Accountability Project includes a component that finances program research. "The State Secretariat of Education] will prepare a prototype education sector strategic plan with priority activities and suggested monitoring indicators to guide future programs and budgets as disbursement conditions." Among the studies being considered for support with project funds are: "(i) an evaluation of the educational, institutional, fiscal, and economic impact of Pernambuco's system of teacher incentives . . .; (ii) a study of the school transport system aimed at optimizing coverage and reducing costs . . . (iii) a study to identify and classify the various types of violence that occur in the schools of Pernambuco . . . and (iv) a study to evaluate potential instruments to reduce the average age at which children start school, particularly through an increase in coverage of Early Childhood Education." The Indonesia School Operational Assistance Knowledge Improvement for Transparency and Accountability Project will support studies, among others, on (i) "how to increase knowledge of school operational assistance among families and encourage greater participation in school- based planning and monitoring . . .;" (ii) a study to "look at the roles and responsibilities of potential independent monitoring and complaint-handling mechanisms" and (iii) a study of school-based management that "will analyze the causal links between SBM and the quality of education provision." The Uganda Post Primary Education and Training Program project will support studies intended "to learn from reform implementation to date and plan for the second phase of Uganda Post Primary Education and Training Program implementation . . . Analytical work will include studies of the implementation of double-shift schools, the impact of public support to private schools, and the effectiveness of school based procurement for construction." The China Guangdong Technical and Vocational Education and Training Project includes a subcomponent that will "support policy research for: (i) carrying out policy studies on key issues in technical and vocational education and training, and (ii) learning from the experience of implementing the project and disseminating such lessons learned and the results of these studies." 99 Decentralization Only four FY08 education projects included a significant element of decentralization. The Morocco Basic Education Reform Support Program II project will support "key ongoing actions that will lead to a more effective implementation of the deconcentration and decentralization process, notably the transfer of critical responsibilities to the Regional Education and Training Academies. It will also help promote and further move toward results-based management and improved governance practices. Along the course, capacity building will take place at all levels (central, Regional Education and Training academies, and delegations). The project also supports school-based initiatives whereby the related financial resources will be channeled to the schools under their own management." In the Brazil Acre Social and Economic Inclusion and Sustainable Development Project, "Among the areas that are being contemplated for further discussion and possible financing are studies and activities that will . . . support the decentralization of health and education services . . ." Education management information systems Of the FY09 education projects, 12 supported the development of education management information systems, most often in conjunction with other activities intended to improve education management. The Ethiopia General Education Quality Improvement Program, for example, includes an EMIS subcomponent. "Under the first phase of the General Education Quality Improvement Program, the Ministry of Education plans to strengthen the existing EMIS system through a combination of: (i) capacity development for policy analysis and planning; (ii) renewal, renovation, repair and ongoing maintenance of information technology infrastructure at the federal, regional and local government levels; and (iii) several enhancement initiatives that will make education information more accessible and relevant." Provision of equipment and classrooms Although a less prominent element of education projects today than several years ago, the provision of physical equipment (including computers and software) and classroom rehabilitation are included in 19 FY09 education projects. These projects include the following countries: Armenia, Bangladesh (two projects), Brazil (two projects), Chile, China, Republic of Congo, Grenada, Haiti, Jordan (two projects), Morocco, Namibia, Panama, Pakistan (two projects), Uganda and Uzbekistan. Economic and Financial Analysis An economic and financial analysis is included in 21 of the 22 FY09 new education projects. (One exception was the Haiti Emergency School Reconstruction Project, for which the Project Paper notes, "No formal economic and financial analysis has been carried out as part of the preparation of the ESRP. The investments financed through the project will be limited to the most urgent reconstruction and rehabilitation works as well as, when appropriate, prevention and mitigation works." The other exception was the Vietnam Higher Education Development Policy Program project, for which it was judged unnecessary to include in the program document.) For the most part, fiscal analyses conclude that the project is not so large in 100 comparison with the overall education budget that sustainability after the project is completed will be a serious issue. An exception is the Morocco Basic Education Reform Support Program II project, which warns, "Implementation of the Education Emergency Plan, supported by the project, will have significant fiscal implications since it will require the increase of the education sector expenditure from the current level of 6 percent of GDP to approximately 7 percent during the next four years. Budget projections (after the plan ends) suggest the pressure on public finance will tend to reduce over time. It is estimated that the education budget will progressively come back to its initial relative level (i.e., approximately 6.2%) . . ." Several economic analyses place substantial emphasis on the importance of education (and education quality) for economic growth. For example, the Jordan Second Education Reform for the Knowledge Economy Project argues, "The potential returns to investment in education are now very well-established in myriad studies both inside and outside the Bank . . . Increasingly, there is consensus that these returns are most closely liked to improvements in education quality . . . The quality of a country's education system is viewed increasingly as an investment in human capital--one that can pay large dividends in terms of lifetime outcomes for individuals and economic growth and social stability for a country." The Chile Innovation for Competitiveness Project economic analysis states, "Economic literature has extensively documented the role of technological innovation as a key source of sustainable income and employment growth . . . The society's ability to produce and commercialize scientific and technological knowledge is critical for gains in productivity, global competitiveness, and economic growth." The analysis cites a number of studies linking research and development to economic growth. Benefit cost analysis The economic and financial analyses of 11 FY09 education projects include some kind of cost- benefit analysis, most often an internal rate of return. Depending on the assumptions, the rates of return vary from 9 percent to 28 percent, with lower rates often accompanied by a comment that nonmonetary benefits are not included in the analysis and are thought to be significant. Both the Pakistan provincial education projects include excellent, extensive, and detailed cost- benefit analyses. The China Guangdong Technical and Vocational Education and Training Project economic analysis estimates a rate of return; it also includes a Monte Carlo analysis and a cumulative probability curve. 101 Annex 11: Education Lending by Region and IDA/IBRD Breakout, FY 1990­FY 2009 (including education components in all operations) IBRD+IDA Commitment $ million Region FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 AFR 310 221 324 364 268 175 195 115 400 209 190 210 473 424 363 369 339 707 373 720 EAP 371 566 391 461 329 277 444 620 185 639 84 15 135 226 119 228 288 125 234 941 ECA 77 198 8 10 65 63 89 126 544 54 23 63 83 395 164 264 127 82 67 357 LCR 61 534 406 480 919 1,058 474 76 858 462 63 529 560 785 218 680 713 369 525 711 MNA 30 240 72 108 30 152 97 100 129 59 197 72 38 154 155 124 147 14 32 68 SAR 555 278 131 431 135 417 420 706 64 171 206 96 365 666 286 377 725 695 648 Total 1,404 2,036 1,332 1,854 1,746 2,143 1,720 1,037 2,821 1,487 728 1,095 1,385 2,349 1,684 1,951 1,991 2,022 1,927 3,445 IDA Commitment $ million Region FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 AFR 307 220 233 345 265 159 195 115 400 209 190 210 463 424 363 369 339 699 368 697 EAP 50 151 145 128 71 129 112 119 8 181 9 15 55 170 21 137 88 125 129 239 ECA 0 0 0 0 15 5 5 3 39 26 23 16 10 45 35 32 23 35 34 52 LCR 7 14 0 13 0 87 35 0 60 89 43 76 6 19 36 23 8 27 24 11 MNA 1 29 0 69 29 0 21 80 1 59 19 54 3 1 47 46 105 14 27 0 SAR 534 278 131 431 135 417 420 630 64 171 206 94 365 659 278 377 701 665 648 Total 900 692 509 987 514 797 787 316 1,138 629 455 578 632 1,023 1,160 885 941 1,601 1,246 1,647 IBRD Commitment $ million Region FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 AFR 3 1 91 20 4 16 0 0 0 0 0 0 10 0 0 0 0 8 5 23 EAP 321 415 246 333 259 148 332 501 176 458 75 0 79 55 98 91 200 0 106 703 ECA 77 198 8 10 50 58 85 123 505 28 0 46 73 350 129 231 103 47 33 305 LCR 53 520 406 467 919 972 439 76 798 373 20 453 555 767 182 657 704 342 502 700 MNA 29 211 72 38 1 152 77 20 128 0 178 18 35 153 108 78 42 0 5 68 SAR 21 0 0 0 0 0 0 75 0 0 0 2 0 7 9 0 24 30 0 Total 504 1,345 822 868 1,232 1,346 933 721 1,683 859 273 517 753 1,325 524 1,066 1,049 421 681 1,798 Note: OPCS introduced a new coding system for sector analysis in FY03 to let each project be coded in different sub-sectors (up to five) across all sectors. This table uses the new coding system to be consistent with OPCS's sector analysis, which the Bank now uses frequently such as Annual Report. 102 Annex 12: Education Lending by Subsector and IDA/IBRD Breakout, FY 1990­FY 2009 (including education components in all operations) IDA+IBRD Commitment in US$ million Sub-sector FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Adult lit/non-formal Ed. 2 7 32 31 1 46 5 42 6 56 18 4 11 5 40 37 19 0 Gen education sector 82 130 58 43 72 194 167 97 253 245 216 435 442 639 355 507 457 627 504 1,036 Pre-primary education 26 44 29 69 7 43 9 12 77 31 13 32 32 102 25 88 147 14 36 185 Primary education 418 666 549 804 1,010 877 569 198 1,411 449 362 315 406 780 883 565 552 414 702 998 Secondary education 148 68 59 242 132 376 334 213 357 107 22 124 133 285 250 376 449 253 99 944 Tertiary education 552 725 516 480 430 195 482 456 658 562 98 41 268 524 62 361 263 260 499 208 Vocational training 178 396 89 185 94 459 113 55 67 51 11 91 85 15 98 50 82 415 69 74 Total 1,404 2,036 1,332 1,854 1,746 2,143 1,720 1,037 2,821 1,487 728 1,095 1,385 2,349 1,684 1,951.1 1,991 2,022 1,927 3,445 Note 1. OPCS introduced a new coding system for sector analysis in FY03 to let each project be coded in different sub-sectors (up to five) across all sectors. This table uses the new coding system to be consistent with OPCS's sector analysis, which the Bank now uses frequently such as Annual Report. Therefore, the totals differ from those education projects managed by the Education Sector Board. Note 2. General education sector includes more than one sub-sector. About 50% of financing under "general education" is for primary education. 103 IDA Commitment in US$ million Sub-sector FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Adult lit/non-formal Ed. 2 2 10 43 37 6 55 18 1 5 5 4 19 7 0 Gen education sector 56 40 1 18 56 56 52 78 52 124 159 138 164 232 198 289 414 493 272 525 Pre-primary education - 30 1 30 8 24 11 13 29 3 25 5 61 4 17 8 Primary education 294 159 243 564 251 501 442 97 837 201 201 226 229 427 696 292 200 338 686 375 Secondary education 129 19 28 116 50 72 50 56 148 65 22 19 80 68 152 144 159 185 54 533 Tertiary education 282 328 199 252 98 122 158 54 75 185 47 32 94 280 61 135 38 247 173 160 Vocational training 137 144 29 8 58 15 42 24 3 5 8 78 47 13 23 16 65 315 39 46 Total 900 692 509 987 514 797 787 316 1,138 629 455 578 632 1,023 1,160 885 941 1,601 1,246 1,647 Note 1. OPCS introduced a new coding system for sector analysis in FY03 to let each project be coded in different sub-sectors (up to five) across all sectors. This table uses the new coding system to be consistent with OPCS's sector analysis, which the Bank now uses frequently such as Annual Report. Therefore, the totals differ from those education projects managed by the Education Sector Board. Note 2. General education sector includes more than one sub-sector. About 50% of financing under "general education" is for primary education. 104 IBRD Commitment in US$ million Sub-sector FY90 FY91 FY92 FY93 FY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 Adult lit/non-formal Ed. 4 23 31 1 3 5 4 2 3 6 35 18 12 0 Gen education sector 25 91 57 26 16 138 114 19 201 121 57 296 278 408 157 218 43 134 232 511 Pre-primary education 26 44 29 39 7 12 9 4 53 20 3 32 99 83 87 10 19 177 Primary education 124 507 306 240 760 376 127 101 574 247 162 89 177 353 187 273 353 76 17 622 Secondary education 19 50 31 127 82 304 284 158 209 43 105 53 216 98 232 290 68 45 411 Tertiary education 270 397 317 228 331 73 325 403 583 377 51 9 174 244 2 226 225 13 326 48 Vocational training 41 252 60 177 36 444 70 32 64 46 3 13 38 2 75 34 17 101 30 28 Total 504 1,345 822 868 1,232 1,346 933 721 1,683 859 273 517 753 1,325 524 1,066 1,049 421 681 1,798 Note 1. OPCS introduced a new coding system for sector analysis in FY03 to let each project be coded in different sub-sectors (up to five) across all sectors. This table uses the new coding system to be consistent with OPCS's sector analysis, which the Bank now uses frequently such as Annual Report. Therefore, the totals differ from those education projects managed by the Education Sector Board. Note 2. General education sector includes more than one sub-sector. About 50% of financing under "general education" is for primary education. 105 Annex13: Education Lending by Instrument, FY 1990­FY 2009 (Managed by the Education Sector Board) FY FY FY FY9 FY9 FY9 FY9 FY9 FY9 FY9 FY0 FY0 FY0 FY0 FY0 FY0 FY0 FY0 FY0 FY0 Lending Instrument 90 91 92 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 Adaptable Program Loan (APL) 6 3 4 3 5 6 6 6 2 5 4 4 Development Policy Loan (DPL) 2 3 6 Emergency Recovery Loan (ERL) 1 1 1 2 1 2 Learning / Innovation Loan (LIL) 1 4 8 4 4 3 2 Program Structural Adj. Loan (PSL) 1 Sector Adj. Loan (SAD) 2 1 1 1 2 1 1 Specific Investment Loan (SIL) 16 5 9 20 22 19 19 23 16 27 13 10 11 8 14 11 19 14 17 19 Sector Investment & Maintenance Loan (SIM) 4 4 1 5 1 3 3 1 3 1 1 1 1 1 1 1 Technical Assistance Loan (TAL) 1 1 1 1 1 1 TOTAL 9 13 23 28 20 23 28 17 35 23 21 21 21 26 21 26 26 28 25 25 106 Annex 14. Definition of Coding for Education Subsector Adult Literacy/Nonformal Education (EL) covers adult education and instruction in day or evening classes in schools or special institutions providing for adults, correspondence, discussion via internet facilities, distance learning courses, electronic classrooms, learning by interactive video, literacy and non-formal programs, satellite communications/networks, and telecommunication seminars. Preprimary Education (EC) covers early childhood development, pre-primary school education usually given in nursery schools, kindergartens and pre-school childcare. Primary Education (EP) is general school education at the first level, programs designed to give the skills in numeracy and literacy and to build the foundations for further learning, girls primary education, non-formal education at the first education level, primary education provided by the private sector, and school health and special school-type education for handicapped children at this level. Secondary Education (ES) is general school education at the secondary level, girl's secondary education, private secondary level education and special school-type education for handicapped students at this level. Tertiary Education (ET) covers education that leads to a university degree or equivalent, polytechnic education, post-secondary sub-degree level education, usually leading to a diploma or equivalent, private tertiary education and teacher training and colleges. Vocational Education (EV) includes apprenticeships, labor market counseling/guidance services to students, promoting private provision of training, skills training and technical training and training financing schemes. General Education Sector (EZ) is used only if no other Education sector is appropriate or for activities that involve more than five sectors. For example, if a project covers three sectors under education, tow sectors under Law and Justice and Public Administration, and two sector under Health and Other Social Services, then, use the General Education sector code to reflect the three sectors. In recent years, about half of the lending categorized as general education has been estimated to be related to primary education. About 50 percent of general education sector lending is accounted as support for basic education. 107