68738 GLOBAL PARTNERSHIP FOR EDUCATION CATALYTIC FUND World Bank Annual Progress Report for 2011 Human Development Network Education May 3, 2012 ii Table of Contents Abbreviations.............................................................................................................................................. 5 Introduction ................................................................................................................................................ 9 Benin ......................................................................................................................................................... 13 Burkina Faso ............................................................................................................................................. 19 Cambodia .................................................................................................................................................. 27 Cameroon ................................................................................................................................................. 31 Central African Republic ........................................................................................................................... 34 Djibouti ..................................................................................................................................................... 38 Ethiopia ..................................................................................................................................................... 44 Guinea....................................................................................................................................................... 58 Guyana ...................................................................................................................................................... 64 Haiti........................................................................................................................................................... 69 Kyrgyz Republic ......................................................................................................................................... 73 Lao PDR ..................................................................................................................................................... 76 Lesotho ..................................................................................................................................................... 81 Liberia ....................................................................................................................................................... 88 Malawi ...................................................................................................................................................... 95 Mauritania .............................................................................................................................................. 104 Mongolia ................................................................................................................................................. 109 Mozambique ........................................................................................................................................... 112 Nepal....................................................................................................................................................... 117 Niger ....................................................................................................................................................... 123 Papua New Guinea ................................................................................................................................. 128 Sao Tomé and Principe ........................................................................................................................... 132 Senegal ................................................................................................................................................... 136 Sierra Leone ............................................................................................................................................ 140 Tajikistan ................................................................................................................................................. 147 The Gambia............................................................................................................................................. 154 Togo ........................................................................................................................................................ 163 Yemen ..................................................................................................................................................... 171 3 4 Abbreviations ADB Asian Development Bank AECID Spanish Agency for International Development Cooperation AFD Agence Française de Développement AfDB African Development Bank AGETIP Agence d’Exécution des Travaux d’Intérêt Public AKF Aga Khan Foundation AusAID Australian Agency for International Development BADEA Banque arabe pour le développement économique en Afrique BEP Basic Education Project, Liberia BEPSG Basic Education Program Support Grant, Burkina Faso CAR Central African Republic CDB Caribbean Development Bank CDD community driven development CEAP Exam Burkina Faso CF Catalytic Fund, of the GPE CIDA Canadian International Development Agency COGES Comité de Gestion de l'Etablissement Scolaire CSO civil society organizations CSR Country Status Report CWs Civil Works DAAD German Academic Exchange Service DANIDA Danish International Development Assistance DFID Department for International Development, UK DOE Department of Education DP development partners DVV Deutscher Volkshochschule-Verband, Germany ECCD Early Childhood Care and Development ECD Early Childhood Development ECE Early Childhood Center EFA-FTI Education For All-Fast Track Initiative EGRA Early Grade Reading Assessment EMIS Education Management Information System EPDF Education Program Development Fund ESDC Education Sector Development Committee ESDP Education Sector Development Program, Mauritania and Ethiopia ESIP Education Sector Investment Program, Malawi ESP Education Sector Plan EU European Union FAO Food and Agriculture Organization FAWE Forum for African Women Educationalists FCFA Franc Communauté Financiere Africaine, Burkina Faso FM Financial Management FODE Flexible Open and Distance Education FY Fiscal Year GDC German Development Cooperation GDP gross domestic product GEQIP General Education Quality Improvement Program, Ethiopia 5 GER gross enrollment rate GNI gross national income GoL Government of Liberia GoN Government of Nepal GPE Global Partnership for Education GPI Gender Parity Index GTZ Deutsche Gesellschaft für Technische Zusammenarbeit, Germany HDNED Human Development Network Education, World Bank HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome IBRD International Bank for Reconstruction and Development, World Bank IDA International Development Association, World Bank IDB Inter-American Development Bank ILO International Labor Organization IP Implementation Progress ISR Implementation Status and Results Report IUs Implementation Units JICA Japan International Cooperation Agency JSDF Japan Social Development Fund JSS Junior Secondary School KfW Kreditanstalt für Wiederaufbau (German Investment Bank) Germany LDG local donor group LEG local education group M&E monitoring and evaluation MDG Millennium Development Goals MDTF Multi-Donor Trust Fund MOE Ministry of Education MOES Ministry of Education and Sports MOEST Ministry of Education Science and Technology, Malawi MOET Ministry of Education and Training MTR Mid Term Review NER Net Enrollment Rate NGO nongovernmental organization NPSE Examen national de fin d’études primaries, Sierra Leone NSED National Education Sector Strategy, Tajikistan NZAID New Zealand Agency for International Development OECD Organisation for Economic Co-operation and Development OFID OPEC Fund for International Development OSI Open Society Institute PAD Project Appraisal Document PAM Programme alimentaire mondial PAPSE Education Sector Development Project, CAR PAU Project Administration Unit PCF Per Capita Financing PCR primary completion rate PCU Project Coordination Unit PDO project development objective PER Public Expenditure Review PIP Project Implementation Plan PIU project implementation unit 6 PRSP Poverty Reduction Strategy Paper PST Project Support Team PTR pupil-teacher ratio SE Supervising Entity SFP School Feeding Program SIDA Swedish International Development Agency SIP school improvement plans and projects SNV Netherlands Development Organization SSRP School Sector Reform Plan SWAp Sector Wide Approach TA technical assistance TOR Terms of Reference TTL task team leader, World Bank TVET technical and vocational education training UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific, and Cultural Organization UNFPA United Nations Population Fund UNICEF United Nations Children’s Fund USAID United States Agency for International Development VSO Voluntary Service Overseas, UK VVOB Flemish Development Cooperation WB World Bank WFP World Food Programme WHO World Health Organization All dollar amounts are in U.S. dollars unless otherwise indicated. 7 8 Introduction This report is the World Bank’s fourth annual country status report to the Global Partnership for Education (GPE - previously the Education for All-Fast Track Initiative (EFA-FTI)). It documents operations financed through the Catalytic Fund (CF) for which the World Bank is the Supervising Entity. This report is produced following the requirements in the Administrative Agreements between CF donors and the World Bank. The Country Summaries presented in the report are based on updated implementation status and results reports that are the standard progress reports required by the World Bank. The report reflects the situation as of the end of February 2012. In previous years the progress report included a general overview of the status of the education sector in each country. However, due to the development of the results framework for GPE, the overall reporting for the sector will in future be provided by the GPE Secretariat. Therefore, this progress report only includes the status and progress of the specific operations supported by the CF. The Bank has been the supervising entity for 87% of the allocations since the start of the Catalytic Fund. UNICEF is responsible for reporting on the implementation of their portion of support to Guinea and Madagascar. The Netherlands will report on progress in Zambia, and UK on the grant to Rwanda. On top of the active projects listed below the Bank is negotiating the last portion of the in total US$102 million to Burkina Faso. The Bank is also negotiating grant agreements with six countries to start implementation of the allocations approved by the GPE Board in December 2011 to: Mongolia, Timor- Leste, Moldova, Mali, Guinea-Bissau, and Cote d’Ivoire, although at the time of reporting the Bank is not able to work in Mali and Guinea-Bissau due to the political situation in those countries. Operations were rated as follows for progress in implementation (IP) and the likelihood of achieving the development objectives (PDO): Table 1. Composition of performance ratings for active projects end of February 2012 Rating PDO ratings IP ratings Satisfactory 13 12 Moderately satisfactory 7 7 Moderately unsatisfactory 6 6 Unsatisfactory 0 1 Total 26 26 Table 2 below shows the active projects as of December 31, 2011. For each country is indicated: the total allocation, the active part of the allocation, the disbursement on the active projects, and the ratings for progress implementation and achievement of development objective. The country chapters provide more details on the issues some operations are facing and what is being done to solve those problems. 9 Table 2. Active Projects Supervised by the World Bank - Overview of allocation, disbursements (end of 2011), and ratings for the Catalytic Fund as end of February 2012 Total Active Disbursed Allocation allocation ($ Country ($ millions) ($ millions) millions) PDO rating IP rating Benin 76.1 76.1 62.2 Moderately Satisfactory Satisfactory Burkina Faso 102.0 - - Cambodia 57.4 57.4 41.4 Satisfactory Satisfactory Moderately Cameroon 47.3 24.8 15.5 Unsatisfactory Moderately Unsatisfactory CAR 37.8 37.8 25.1 Satisfactory Satisfactory Moderately Moderately Satisfactory Djibouti 12.0 4.0 0.6 Unsatisfactory Ethiopia 168.0 168.0 146.8 Satisfactory Moderately Satisfactory Gambia, the 41.4 28.0 17.8 Satisfactory Satisfactory Ghana 33.2 - - Guinea 64.0 40.0 11.9 Moderately Satisfactory Moderately Satisfactory Guyana 32.5 32.5 27.9 Satisfactory Satisfactory Haiti 22.0 22.0 13.5 Satisfactory Moderately Unsatisfactory Kenya 121.0 - - Kyrgyz Republic 15.0 6.0 2.2 Satisfactory Satisfactory Lao PDR 30.0 30.0 6.6 Satisfactory Moderately Satisfactory Moderately Lesotho 31.9 20.0 1.4 Unsatisfactory Moderately Unsatisfactory Moderately Liberia 40.0 40.0 6.0 Unsatisfactory Unsatisfactory Madagascar 124.1 - - Malawi 90.0 90.0 15.0 Moderately Satisfactory Moderately Satisfactory Mali 8.7 - - Moderately Mauritania 23.0 14.0 12.3 Unsatisfactory Moderately Unsatisfactory Moldova 8.8 - - Mongolia 29.4 29.4 29.4 Satisfactory Satisfactory Mozambique 169.0 90.0 - Satisfactory Satisfactory Nepal 120.0 120.0 30.0 Moderately Satisfactory Moderately Unsatisfactory Nicaragua 24.0 - - Niger 21.0 8.0 5.3 Satisfactory Moderately Satisfactory PNG 19.2 19.2 0.9 Moderately Satisfactory Satisfactory Rwanda 175.0 - - Sao Tome and Principle 3.6 - - Senegal 81.5 81.5 30.7 Satisfactory Satisfactory Moderately Sierra Leone 13.9 13.9 8.9 Unsatisfactory Moderately Unsatisfactory Tajikistan 31.9 13.5 4.5 Satisfactory Satisfactory Timor Leste 13.1 - - Togo 45.0 45.0 9.4 Moderately Satisfactory Satisfactory Yemen 40.0 20.0 19.0 Moderately Satisfactory Moderately Satisfactory Zambia 60.0 - - Total 2032.8 1131.1 544.3 10 Table 3 shows a list of closed projects and projects supervised by other agencies. For each country is listed the type of completion report produced. These completion reports will be available from the GPE website. Please note that the World Bank changed the policy for trust funded grants in July 2008. Therefore, older projects only present short completion reports according to the rules applied before July 2008. Table 3. Closed Projects Supervised by the World Bank - Overview of allocation, disbursements end of 2011 Total Total Closed Allocation ($ disbursement ($ allocation ($ Disbursed Allocation Transfer to Country millions) millions) millions) ($ millions) other SEs other SEs Completion reports Benin 76.1 62.2 - Burkina Faso 102.0 67.0 67.0 67.0 ICR after last tranche - end 2012 Cambodia 57.4 41.4 - Cameroon 47.3 38.0 22.5 22.5 With IDA project CAR 37.8 25.1 Djibouti 12.0 8.6 8.0 8.0 ICR Ethiopia 168.0 146.8 Gambia, the 41.4 31.2 13.4 13.4 ICR Ghana 33.2 19.0 19.0 19.0 ICR Guinea 64.0 35.9 24.0 24.0 Guyana 32.5 27.9 Haiti 22.0 13.5 Kenya 121.0 121.0 121.0 121.0 ICR Kyrgyz Republic 15.0 11.2 9.0 9.0 ICR Lao PDR 30.0 6.6 Lesotho 31.9 13.1 11.9 11.7 ICR Liberia 40.0 6.0 Madagascar 124.1 97.0 60.0 60.0 59.0 37.0 ICR Malawi 90.0 15.0 Mali 8.7 6.5 8.7 6.5 Due mid-2012 Mauritania 23.0 21.3 9.0 9.0 GRM Moldova 8.8 8.8 8.8 8.8 ICR Mongolia 29.4 29.4 Mozambique 169.0 79.0 79.0 79.0 ICR under preparation Nepal 120.0 30.0 Nicaragua 24.0 24.0 24.0 24.0 ICR Niger 21.0 18.3 13.0 13.0 ICR PNG 19.2 0.9 Rwanda 175.0 125.0 105.0 105.0 70.0 20.0 ICR Sao Tome and Principle 3.6 3.6 3.6 3.6 GRM Senegal 81.5 30.7 Sierra Leone 13.9 8.9 Tajikistan 31.9 22.8 18.4 18.3 ICR Timor Leste 13.1 13.1 13.1 13.1 ICR Togo 45.0 9.4 Yemen 40.0 38.8 20.0 19.8 ICM Zambia 60.0 60.0 - 60.0 60.0 Total 2032.8 1317.0 634.4 631.7 213.0 141.0 GRM*: Grant Monitoring Report; ICR*: Implementation Completion Report; ICM*: Implementation Completion Memorandum. 11 Table 4. Portfolio indicators for active GPE projects compared to the overall education sector portfolio for the World Bank. End 2010 End 2011 Number of active GPE projects 28 26 Commitment for active GPE projects in US$ 1,033,700 1,106,300 Number of GPE projects at risk 2 3 Commitment of GPE projects at risk in US$ 133,500 99,400 % of GPE commitment at risk 13% 9% % education sector commitment at risk in FY 10 and 11 14% 15% GPE Disbursement ratio in % 19% 36% Education sector disbursement ratio in FY 10 and 11 38% 28% Preparation time – concept note to approval in months 8.3 8.4 Education sector preparation time FY 10 and 11 in months 10.3 9.7 The GPE grants are included in the Bank’s portfolio monitoring at the country level, regional sector level, and global sector level. In general, the Catalytic Fund portfolio is performing in line with the rest of the World Bank’s education portfolio. The active portfolio for GPE financed projects is around US$1 billion and the percentage of commitment at risk is lower than for the IDA/IBRD portfolio. The disbursement ratio (end of each of the calendar years) has also been higher than for the overall education portfolio except for 2010 where a number of large GPE projects were signed while they only started disbursing in 2011 - Nepal, Malawi, Togo, and Liberia. The preparation time for GPE grants is still substantially shorter than for other education projects prepared by the Bank, although the GPE projects are normally more complex to prepare due to the increased level of collaboration during preparation with the local education group and the additional quality assurance and approval processes conducted by GPE. The countries with grants at risk at the end of 2011 were Lesotho, Cambodia, and Haiti. At the end of 2010 the grants at risk were Benin and Cambodia. In the end of February 2012 update of the portfolio the grants in Sierra Leone and Malawi are also showing problems. HDNED May 2012 12 Benin Coordinating Agency: Denmark (DANIDA) Other Members of the Local Donor Group: French Development Agency (AFD), Spain, UNICEF, UNDP, WFP, UNESCO, European Commission, World Bank, Japan, The Netherlands, USAID, Swiss Cooperation , Germany (Kreditanstalt für Wiederaufbau, or KfW) Date of ESP endorsement: December 2006 Current Sector Plan Period: 2006–2015 Approval date: 05/23/2007 Closing date: 6/15/2012 Project Development Objective (PDO): The grant contributes to expanding equitable access to pre- school and primary education and to supporting the development of literacy programs, while improving quality and retention at the primary level and management of the sector as a whole. Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview Implementation Performance is rated Satisfactory, and progress towards PDO achievement is rated Moderately Satisfactory. The grant was in the amount of US$76.1 million, which became effective on April 14, 2008. The most notable achievements of the project are in the areas of access to and equity in education: (i) Gross Enrollment Rate (GER) rose from 93 percent in 2005/06 to 110.6 percent in 2009/10 for primary education; and (ii) the percentage of female students experienced the same trend by increasing from 44.4 percent in 2005/06 to 46.3 percent in 2009/10. This expansion has been supported by the construction of classrooms and latrines and will contribute to achieving the end-of- project targets of 112 percent GER and 47.5 percent of female students. Progress can also be noted in the following areas: (i) the target for the number of pre- and primary school student receiving at least one meal per day has surpassed (121,000 compared to 110,000); (ii) pre-school GER target surpassed its end-of-project target by 0.3 point (10.3 vs. 10); (iii) the number of direct project beneficiaries is likely to meet its target; (iv) in-service teacher training target of 16,000 will be surpassed according to end-of-project projections; (v) the proportion of teachers visited by the inspectors and education advisors increased (6 percent in 2009 vs. 59 percent in 2010) and (iv) the number of people who pass a test in initial literacy or post-literacy training will likely exceed final target of 51,000. Despite these positive developments, primary education completion rates, repetition and drop-out rates did not register the same improvements. Primary Education Completion Rates (PCR), for instance, declined slightly from 65 percent in 2005/06 to 64 percent in 2009/10 (compared to the targeted 72 percent) but girls’ PCR increased from 54.3 percent in 2005/06 to 57.3 percent in 2009/10. The reason for this overall decline can be explained in part by the rapid increase in enrollments but also by the persistent high repetition and dropout rates. The dropout rate was particularly high in Grades 1 and 6 (≥ 19 percent) compared to 4.9 percent and 7.6 percent in the other grades. The Grade 6 rate seems to 13 be due to poor performance in the primary education exam, while Grade 1 rate points to the lack of teachers and poverty of some parents as the main reasons. To counter these trends described, the government implemented: (i) school feeding program in the poorest areas, (ii) recruited additional qualified teachers, (iii) provided intensive in-service teacher training, (iv) increased inspectors’ and education advisors’ visits to teachers, and (v) increased the supply of textbooks. In particular, to improve the learning conditions, the government recruited and redeployed about 3,350 teachers in November 2010. Consequently, the student teacher ratio (in public schools) which deteriorated from 48.3 in 2008/2009 to 50.9 in 2009/2010 improved in 2010/11 to 47.9. In terms of disbursement, out of the US$76.1 million of the Grant amount, US$62.2 million have been disbursed (81.7 percent of the total amount). Given the significant progress made, the project is poised to achieve 100 percent disbursement in the short extension period when the signing process of procurement documents has been accelerated. Regarding the sector budget, the Government continues to allocate an increasing share of its budget to the education sector: 23.3% in 2011 against 18.5% in 2010. However, there are three key challenges:  First, the allocation of resources within the sector: while the budget allocated to the preschool and primary education remains strong since 2008 (53.6% in 2011), the share of the secondary education decreased from 29.4% in 2008 to 22.9% in 2011, despite the sharp increase of students; allocations to higher education increased from 17.1% in 2008 to 22.6% in 2011, mainly due to an increase of salaries.  Second, the budget execution rate of most of the education ministries has continued to go down (51.3% in 2010 against 57.6% in 2009 for the Ministry of Primary Education; 44.2% in 2010 against 48.4% in 2009 for secondary education).  Finally, weak management has resulted in the poor allocation of teachers to the schools. 14 Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Current End Target Direct project beneficiaries Number Value 1606946.00 1645964.00 1730401.00 Date 07-Jun-2010 16-Sep-2011 30-Dec-2011 Comments Data for SY 2008/9 Data for SY 2009/10 Female beneficiaries Percentage Sub Value 46.00 46.30 48.00 Type Supplemental People to pass a test in initial literacy or post- Number Value 23618.00 50000.00 51000.00 literacy training (number) Date 17-Jun-2006 16-Sep-2011 30-Dec-2011 Comments SY 2005/06 The training of 50 000 persons SY 2010/11 has been financed by the government. The number for the campaign 2010 is 20943. The training of about 47000 persons through the project has in October 2011 for six months. Female students (%) Number Value 44.40 46.50 47.50 Date 17-Jun-2006 29-Apr-2011 30-Dec-2011 Comments SY 2009/10. There has been an improvement in this indicator. The target cannot be met although an intensive sensitization has been carried out at the beginning of SY 2011/12 Repetition rate Percentage Value 7.50 13.40 10.00 Date 17-Jun-2006 29-Apr-2011 30-Dec-2011 Comments SY 2005/06. The base line is SY 2009/10. This target will SY 2010/2011 atypical because in this SY, not be met by the closing date almost all the students in grade but actions are underway to 6 successfully passed the final improve this indicator. exam of primary education Gross enrolment rate (GER) in primary school Percentage Value 93.00 110.50 112.00 15 Date 30-Jul-2008 16-Sep-2011 30-Dec-2011 Comments SY 2005/06 SY 2009/10 SY 2010/11 Gross enrolment rate (GER) in pre-school Percentage Value 4.50 10.30 10.00 Date 31-Jul-2008 16-Sep-2011 30-Dec-2011 Comments SY 2005/06 Primary education completion rate - (%) total/ Text Value Total: 65%; Girls: 54% (school Total: 72%; Girls: 65% (school girls year 2005/06) year 2010/2011) Date 24-Jun-2008 16-Sep-2011 30-Dec-2011 Comments Compared to school year 08/09 there has been a slight decrease. The boys' PCR is 70.3%. The target of this indicator will not be met at the closing date due to high level of repetition and drop outs. Adequate actions will be taken to improve this situation in the medium term. Note that there is no change in the PDO Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Current End Target Number of additional qualified primary teachers Number Value 0.00 0.00 8000.00 resulting from project interventions. Date 18-Apr-2008 16-Sep-2011 30-Dec-2011 Comments 9910 teachers have received Number of teachers who training through the FTI-FCB successfully passed the first program and have taken the exam of CEAP and will have to written exam of CEAP. The be presented to the final exam results of these exams are not that is educational application yet available. However, this in June 2012. indicator will likely be met. Number of additional classrooms built or Number Value 0.00 1159.00 1926.00 rehabilitated at the primary level resulting from Date 18-Apr-2008 16-Sep-2011 30-Dec-2011 project interventions. Comments The construction of 747 The number is financed by FTI- classrooms is underway. FCB program 16 Pre-school and primary students receiving at Number Value 121000.00 110000.00 least one meal per day Date 16-Sep-2011 20-Jun-2010 Comments The feeding program started in SY 2010/11 January 2011 and ended in June 2011 System for learning assessment at the primary Yes/No Value No Yes Yes level Date 15-Jul-2006 16-Sep-2011 30-Dec-2011 Comments The learning assessment has Learning assessment: final test been carried out in May 2011 completed and report available and the result of analysis will be available in December 2011. Utility of the learning assessment system Number Sub Type Value 0.00 1.00 Supplemental Number of Central ministry staff trained in Text Value not available 100 project management (e.g. procurement, financial Date 06-Jun-2006 16-Sep-2011 30-Dec-2011 management, planning etc) Comments Training in procurement. There is a delay in the implementation of the training action plan. Text Value Purchase of equipment and Implementation of a information management staff training completed system Date 16-Sep-2011 30-Dec-2011 Comments There is a significant delay in the implementation of this activity and the target could not be met. Therefore, it will be changed by the setting-up of the computerization framework in the next restructuring of the project. Number of girls and women literates in national Text Value 0 28940 language Date 24-Jun-2008 16-Sep-2011 30-Dec-2011 17 Comments The training of 47 000 persons through the ''faire faire" approach planned by the GPE project started in October 11. It is expected that the number of girls and women that will complete the training will be at least 24000. However, the Government achieved on its own resources the training of 26321 girls and women in 2009 and 2010 Teachers trained in service (number) (Core AFR) Text Value 0 16000 (school year 2010/11) Date 26-Jun-2008 16-Sep-2011 30-Dec-2011 Comments This is a cumulative number that does not include the community teachers benefiting from special training. Number of community teachers benefiting from Text Value 10000 training to obtain a CEAP Date 16-Sep-2011 30-Dec-2011 Comments This activity is financed by the 3 years training for 10000 program FTI-FCB, UNICEF community teachers and the Government. Two years training has been completed and the teachers passed the written exam of CEAP 18 Burkina Faso Coordinating Agency: UNICEF Other Members of the Local Donor Group: AFD, EU, Denmark, Dutch Cooperation, JICA, Plan, Canada, Switzerland and World Bank, Plan Burkina, Solidar Suisse, and Aide et Action. Date of ESP endorsement: October, 2008 Current Sector Plan Period: 2002-2011 CF Award Received: US$102 million This is a Programmatic Development Policy Lending consisting of three Operations. This report covers mainly the second operation of US$45 million. Approval date: March 24, 2011 Closing date: September 15, 2012 Project Development Objective (PDO): The Basic Education Program Support Grant (BEPSG) supports the Government’s Ten-Year Basic Education Sector Program which aims to: (i) Improve access and equity in basic education which includes preschool, primary and lower secondary education, as well as literacy programs, (ii) Improve quality, efficiency, and relevance of basic education, including technical education and vocational training, and (iii) Strengthen sector management including administrative, fiduciary and pedagogic management, partly through decentralized management of basic education services. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview The project is likely to achieve its PDO. The main Policy reforms are conducted in a satisfactory way and main DO indicators are achieved. Implementation was completed with one year delay. This is mainly due to an underestimation of the reform’s level of ambition. The Program is ongoing with the finalization of the preparation of the third operation of US$35 million. The following policy areas are covered by the program: Policy Area 1: Budget Management – Contracting out of the 2009 School Construction program and transfer of funds to the contracted agencies to allow uninterrupted implementation of the reform program. Policy Area 2: Biennial School Intake and Multi-Grade Teaching - Government has started to consistently implement its policy on prohibition of biennial school intake and introduction of multi-grade teaching. Policy Area 3: Decentralization of School Management including Construction - The Government has expanded the scope and coverage of the decentralization of school management to communes to increase the pace of establishing new and quality school places at affordable costs. 19 Policy Area 4: Improving Teacher Quality and Increasing Efficiency in the Use of Secondary School Teachers - The Government plans to improve teacher quality by expanding the output and increasing hiring of university graduates in Math and Sciences. It also plans to improve management of the actual hours executed by teachers in secondary education to reduce the use and cost of part-time teachers. Policy Area 5: Teacher Support and Internal Efficiency - The Government has put in place a system for increasing internal efficiency through implementing the policy on no repetition within cycles and limited repetition between cycles. Policy Area 6: Better Management of Teaching Time - The Government has improved the management of time spent in the classroom to help improve learning achievement. Policy Area 7: Assessment of Student Learning - The Government has established a coherent system for assessment of student earning in both primary and secondary education. Policy Area 8: School Health and HIV/AIDS - A policy and program has been put in place to deal with school health, nutrition and HIV/AIDS. All reforms for the three operations are completed. Negotiations for the third operation have been completed in February 16, 2012 and disbursement expected by end May 2012. Results Indicators Policy and Planning The operations helped establish a clear joint Government and Local Donor Group (LDG) work program over the last few years including policy and institutional changes with targets that were monitored as well as adequate budgetary resources. The reform action in the second operation ensured uninterrupted implementation of the construction program during. All schools in the 2009 and 2010 construction program have now been completed and commissioned. This is a major contribution to meeting the access and equity goals defined in the sector program and this will largely benefit students in sparsely populated and disadvantaged areas. More efficient use of school places The indicators for this measure are: (i) the primary level gross enrollment rate will increase from 72.4% in 2008/09, to 74.8% in 2009/10, to 77.1% in 2010/11 and to 82.4% in 2011/2012. (ii) All multi-grade classes have been provided with a minimum pedagogical kit. The actions for the first and second operations have resulted in increased and equitable access to primary education as overall enrollment rates have increased and dropout rates have dropped especially for girls. Between 2008/09 to 2010/11, the enrollment rate increased from 72.4% to 77.6%, and girls’ enrollment rate increased from 67.7 to 75.0% much faster than for boys. There has also been a 37% drop in the number of schools that did not offer a full cycle of six grades from 3,062 in 2008/09 to 2,014 in 2010/11. The 1,048 schools that were transformed into six grade schools during the period are now staffed with appropriately trained teachers. Increasing the number of school places The expected result was that unit costs of construction would fall and that the pace of construction would increase without prejudice to the quality of school construction. The unit cost of school construction by private contractors is 8,624,000 FCFA. This cost has dropped by one third to 5,700,000 FCFA with the involvement of communities in pilot programs. Data on the impact of involvement of communities are not yet available as decentralization to this level has not yet happened except in pilot projects. 20 Increasing teacher supply in secondary education The indicator for this module is that the training programs are in place. The university based program is in place and the distance education program will be put in place as a prior action for this operation. Current data shows that while in previous years’ science and math teachers were difficult to recruit, in 2009/2010 732 teachers with these profiles were recruited satisfying 85% of the needs. The distance education program will increase the supply of science and math teachers in rural communities since student teachers will remain in their communities during training. Experience shows that when students move to cities/larger towns for training not all return to the rural areas. Increasing internal efficiency The targets are that repetition rates will go from 10.6% in 2008/09 to 10.12 % in 2009/10, to 10% in 2010/11and 2011/12, and then to 8% en 2015 in Primary. For secondary education repetition rate would go down from 25.7% in 2008/09 to 24.6% in 2009/10, to 19.2% in 2010/11, to 16.5% in 2011/12, and then to 9% en 2015. The results so far are that at primary level repetition dropped substantially from 10.6% in 2008 to 10.12% in 2009 and reached 8.1% in 2010. For first cycle of secondary education, the repetition rate fell modestly from 26.31% in 2008 to 25.99 in 2010. From 2009-10 to 2010-11, dropout rates fell in first two sub-cycles of primary education from 6% to 4%. For girls during the same period, dropout rates fell in the first sub-cycle from 7% to 5% and for the second sub-cycle from 5% to 3%. Increasing effectiveness in use of learning time The indicator for this measure is that effective teaching hours would increase from 574 in 2007 to 736 in 2010 and 800 in 2011. As a result of these measures it is estimated that the time on task in primary education has increased from 574 or about 59.6% of the total to 736, 76.5% of the total. The 194 hours lost due to teacher absences has been reduced by 69 or 36% while lost teaching hours due to organizational and administrative reasons dropped even more sharply from 194 to 101 or by 48%. During the implementation of this series, completion rates for primary education rose from 41.7% in 2008 to 45.9% in 2009 and 52.1% in 2010. In first cycle secondary education, completion rates increased from 15.8% in 2008 to 17.1% in 2009 and 17.5% in 2010. Improving school health and nutrition The indicators for this measure were: The curricula for lower and upper secondary schools include material on health, nutrition and HIV/AIDS issues. The strategy was approved by cabinet in October 2009. A new curriculum including health nutrition and HIV/AIDS was introduced in lower secondary education in 2010. More effective use of training resources The indicators for this measure were: Short training courses and dual apprenticeship training are in place. Increase from 25,877 young people the annual flow by 2008/09 to 25,804 in 2009/10, to 30,000 in 2010/11 and to 30,000 in 2011/12 and 50,000 young people in 2015; Common management tools are available that allow for planning, implementation, monitoring and evaluation of Technical Vocational Education Training (TVET). 21 The number of public institutions practicing TVET dropped from 10.35% in 2008 to 8.76% in 2010. Intake to the post-primary is streamlined between the various sub-sectors (general education and TVET). With this shared use of resources in 2009, 1,411 apprentices were certified in programs run by the Ministry of Youth and Sports because of access to 7 workshops and 14 trainers under the Ministry. Supply of relevant skills at affordable costs for the labor market will continue to increase as the program expands. 22 BASIC EDUCATION PROGRAM SUPPORT GRANT POLICY MATRIX FOR BEPSG 1 – 3 Key Reforms Outcomes Indicators Prior Actions for the first Operation (July Prior Actions for the Second Operation Proposed Prior Actions for the 09) Third Operation Overall Policy Measures Revision of the Recipient's 2009 annual In order to improve the budget execution Implementation of policy and work program for the Basic Education sub- for the implementation of the education institutional reforms contained in the sector to, inter alia, update policy and sector construction program, the Recipient annual Action Plans. institution strengthening actions to be has: (i) entered into agreements with four Resources are available for carried out during the last semester of 2009. agencies for the implementation of the continuation of the school 2009 program of school construction; and construction programs from one (ii) transferred the funds allocated to the fiscal year to the next. financing of the 2009 program of school construction not spent at the end of fiscal year 2009, to said agencies to ensure completion of the program. Increasing Access and equity Identification by the Recipient's ministry In order to improve awareness of the The Recipient has fully The primary level gross enrollment responsible for Basic Education of public and the relevant staff on the operationalized the multi-grade rate will increase from 72.4% in territory all of the following schools within expansion of the multi-grade classes, the system for Primary Schools (in 2008/09, to 74.8% in 2009/10, to the Recipient's territory, with a view to Recipient has prepared and adopted a particular rural Primary Schools), 77.1% in 2010/11 and to 82.4% in ensuring in a next step that they will comply communication plan, and started its commencing Academic Year 2011/2012; with the applicable laws and regulations of implementation, including through 2011-2012, by: (a) finalizing the the Recipient relating to class size and sensitization campaigns, training of guide for multi-grade teaching All multi-grade classes have been intake: (i) schools with multi-grade-classes, teachers involved with multi-grade classes based on feedback from teacher provided with a minimum (ii) schools practicing "biennial school and supervisors, and distribution of a and teacher supervisors in the pedagogical kit intake", and (iii) schools with multi-grade multi-grade management guide to field to ensure acceptance of the classes which do not comply with the multi- supervisors and teachers, with a view to guide by the users; (b) distributing Reduction in the average student grade- classes enrollment criteria. receiving feedback for its improvement. the updated guide to all teachers teacher ratio from 55:1 in 2008/09 to and supervisors involved with 54.2: 1 in 2009/10, to 53.4: 1 in multi-grade teaching; and (c) 2010/11 and to 52.6:1 in 2011/2012. offering training for all teachers and supervisors newly involved with multi-grade teaching to carry out and manage such teaching properly in the classroom. Continued implementation of the Recipient's In order to improve the effective The Recipient has enhanced the The expected result was that unit Basic Education decentralization strategy decentralization of responsibilities, involvement of local communities costs of construction would fall from through the identification and resources and capacity in the construction in the education process by 8,624,000 FCFA and that the pace of communication by the Recipient's Ministry of schools, the Recipient has: (i) increased expanding the decentralization construction would increase without 23 responsible for Basic Education to the the number of Communes to which process to ensure that: (a) over prejudice to the quality of school Recipient's Ministry responsible for responsibility for management of school time, the school construction construction decentralization of a list of 14 school construction and corresponding funds have programs in each Municipality complexes, 12 three-classroom blocks, been transferred, and (ii) established in the where a Local Education 29 latrines blocks, whose construction is Recipient’s ministry responsible for Management Committee has been planned as part of the 2009 annual urbanism and habitat a commission with established are finalized and budget, and with respect to which regional representations to monitor and initiated only after consultation construction and management evaluate school construction by, and with said Local Education responsibilities have been transferred to provide technical support to, these Management Committee on the the urban Commune in which the Communes. implementation of such relevant school complex is located. construction program; and (b) ensuring that starting Fiscal Year 2011, the school construction programs in at least 12 of said Municipalities have been finalized and initiated only after such consultations with their Local Education Management Committees. Issuance by the Recipient's ministry In order to reduce teaching deficit in math The Recipient has introduced a The new university teacher training responsible for Secondary Education of and science, the Recipient has prepared new distance education training programs for math and science are guidelines (note de cadrage) dated June 15, training modules in math and science for program for students training to in place 2009, for the development of a national certificate teaching courses for university become math and/or science strategy for reducing the deficit of teachers students to be used for regular and distance teachers in Secondary Schools in Secondary Education, and establishment education courses. and has enrolled at least twenty- of an ad hoc committee comprised of five new students in said program representatives of all interested ministries for Academic Year 2011-2012. of the Recipient, to be responsible for the preparation of a proposed strategy consistent with said guidelines, to be submitted for approval by the Recipient's Cabinet not later than August 15, 2009. Improving Internal efficiency Issuance by the Recipient's ministries In order to reduce the repetition rate and Repetition rates go from 10.6% in responsible for Basic Education and increase the students’ chances to 2008/09 to 10,12% in 2009/10, to Secondary Education respectively of an successfully complete each teaching cycle, 10% in 2010/11and 2011/12, and inter-ministerial regulation (arrêté), the Recipient has trained the teachers to then to 8% en 2015 in Primary; limiting the repetition by students of grades enable them to teach the curriculum as a * Repetition rate goes down from between two sub-cycles, prohibiting unified program by cycle (as opposed to a 25.7% in 2008/09 to 24.6% in repetition by students of grades within each succession of annual programs within the 2009/10, to 19.2% in 2010/11, to 24 sub-cycle in Primary Education, and limiting cycle). 16.5% in 2011/12, and then to 9% en the repetition by students of grades in the 2015 in lower secondary. first cycle of Secondary Education. Introduction of a system to monitor time In order to better leverage teachers’ The Recipient has introduced a The number of instructional hours spent by teachers in providing teaching time, the Recipient has: (i) issued system for monitoring the time rises from 574 hours/year in 2007, to instruction to students in Primary Education an official circular on school openings to spent by Primary and Secondary 736 in 2010 and to 800 hours/year in and the first cycle of Secondary Education, limit unauthorized schools’ closings, insist School teachers throughout the 2011. and preparation of an action plan to on the strict application of rules and Recipient’s territory in the implement the recommendations of the regulations on teaching hours and teachers’ classroom actually teaching and Recipient's studies on improving absences; (ii) introduced an annual period has published the results of said students' learning time entitled, of administrative school opening to address monitoring for Academic Year respectively, administrative, logistical and maintenance 2010-2011 in newspapers of wide "L 'Effectivité de l'Année Scolaire 2006- issues before the beginning of the teaching circulation, all with the objective 2007 - Suivi du Calendrier Scolaire", dated period, (iii) strengthened its capacities of improving the amount of time December 2008. (communication tools and training) to spent by said teachers effectively implement the administration’s remedies to teaching students. unauthorized absence of teachers in Primary Education; and (iv) established a monitoring and evaluation system (including collecting, compiling and analyzing data) of the number of hours taught by full-time teachers and the use of part-time teachers in Secondary Education. Adoption by the Recipient's ministry In order to assess students’ learning, the The Recipient has operationalized Primary Completion rate will responsible for Basic Education and the Recipient has: (i) designed and a system, commencing Academic increase from 41.7 in 2008/2009 to Recipient's ministry responsible for implemented pilots for student learning Year 2011-2012, designed to 45.9% in 2009/2010, to 51.4% in Secondary Education, respectively, of an assessments in Primary Education in the provide to all Primary and 2010/2011, to 56.3% in 2011/2012, action plan for the implementation of the Recipient’s 45 Provinces and in Secondary Secondary Schools, and their 75.7% in 2015 and to 100% in 2020 ; Recipient's strategy for the assessment of Education in 23 Provinces; and (ii) teachers, as well as Primary and students' learning in Primary Education in published the results of these assessments. Secondary School teacher training Lower secondary Completion rate the forty-five Provinces, and in institutions institutions throughout the will increase from 15.8 in 2008/2009 of the first cycle of Secondary Education in Recipient’s territory, performance to 17.1% in 2009/2010, to 17.6% in 23 Provinces. assessments of such entities’ 2010/2011, to 18.8% in 2011/2012 students, and recommendations, based on said assessments, of ways to improve teaching approaches, with the objective of improving pre-service training and teaching in primary and secondary level classrooms. 25 Diversification of Technical Education and Vocational Training Issuance by the Recipient's ministries In order to start implementing its new policy The Recipient has: (1) adopted a Short training courses and responsible for Secondary Education and and strategy to improve technical and regulatory framework designed to apprenticeship training are in place. for professional training respectively, of vocational education training and the encourage the introduction of Indicators: an inter-ministerial decision, for the financial sustainability of training Dual Apprenticeship training Increase in the annual flow of young introduction of apprenticeship training institutions, the Recipient has: (i) revised the programs, whereby students people from 25,877 in 2008/09 to and issuance by the Recipient's ministries training programs for key skills to better align attending technical and vocational 28500 in 2009/10, to 30000 in responsible for Basic Education, to the needs of the labor market; (ii) training programs intern in private 2011/12, and to 50 000 young Secondary Education, and youth and established individual budget lines for each enterprises as part of their people in 2015. employment respectively, for the training institution; and (iii) adopted training; (2) introduced and Common management tools are aggregation of various education regulations allowing the training institutions operationalized, commencing available that allow for planning, resources in institutions offering to provide paid services to the private sector Academic Year 2011 - 2012, said implementation and monitoring and Secondary, Technical and Professional and allocate this income to the financing of programs in at least four training evaluation of TVET. Education (ESTP - Enseignement their recurrent and development costs. institutions; and (3) informed the Intake to the post-primary are Secondaire, Technique et Professionnel). public through appropriate media streamlined between the various sub- channels of such Dual sectors (general education and Apprenticeship opportunities TVET) available to primary education % of public schools practicing TVET graduates who attend technical as a training mechanism. education and vocational training programs. HIV/AIDS, Health, Nutrition Approval by the Recipient's ministry In order to start implementing its new The Recipient has adopted and The target is that the curricula for responsible for health and the Recipient's policy and strategy on health and nutrition introduced, commencing Acade- lower and upper secondary schools ministry responsible for Basic Education of in schools, the Recipient has started to mic Year 2011, a revised curri- include material on health, nutrition a draft strategy on health and nutrition in include health, nutrition and HIV/AIDS in culum for secondary education and HIV/AIDS issues. schools (Projet d'orientations stratégiques du the low secondary education curriculum that integrates health, nutrition secteur de l’éducation pour Ia lutte contre les taught in 2009-2010 and in the teacher’s and HIV/AIDS education. 1ST-VIH, la malnutrition et les autres guide to teaching. problèmes de santé (2009-2011), approved by the Recipient's ministry responsible for health and the Recipient's ministry responsible for Basic Education, with a view to its submission to the Recipient's Cabinet for adoption 26 Cambodia Coordinating Agency: UNESCO Other major Members of the Local Donor Group: Asian Development Bank (ADB), Education Partnership (NGO), European Union (EU), Japan International Cooperation Agency (JICA), Swedish International Development Association (SIDA), UNICEF, USAID, World Food Programme (WFP), World Bank, Japan Embassy, French Embassy, EDUCAM, and ILO Date of ESP Endorsement: December 2006 Current Sector Plan Period: 2009–2013 Approval Date: 06/25/2007 Current Closing Date: 06/30/2012. The original closing date, 06/30/2010, was extended. Currently another extension for a half-year period is being proposed. Project Development Objective(s): The objective is to: speed up progress towards improved grade 1 right-age entry, net enrollment, retention, progression rates and grade 6 completion rates in primary education. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview Overall implementation progress towards full achievement of Project Development Objectives has been satisfactory. All twelve Performance Indicators have made progress. Four indicators meet the planned targets, the other four indicators exceed targets and the remaining four indicators fail to reach the benchmarks primarily due to the effect of a reduction in construction activities. The best performing indicators are indicators of Early Childhood Development (ECD), School Improvement Grants (SIG), and training sessions for teachers, principals and government officials. The total cumulative disbursement as of April 2012 totaled $47.2 million, equivalent to 82.2% of the total Catalytic Trust Fund of $57.4 million. Although this disbursement is still behind the original schedule, there has been substantial progress in the pace of disbursement of civil works following the on-going removal of several bottlenecks related to construction activities. The project is fully compliant with relevant Legal Covenants. A Good Governance Framework is in place. Most of the monitoring tools have been developed, tested and used. It should be ensured that transparency and accountability continue to feature strongly in all project activities. Key Issues and Actions The flood prevented the construction team from accessing most construction sites (both in-progress and scheduled) for approximately three months. In some unfortunate cases, the flood destroyed bridges and roads to sites and thus prevented team access for more than three months. Currently a half-year extension of project closing date is being proposed to complete all planned civil work activities. 27 Results Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 760.00 1044.00 2856.00 rehabilitated at the primary level resulting Date 01-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 from project interventions. Commen 3500 is the 66 classrooms of Due to the ts original plan primary schools increases prices target. constructed in of buildings and CESSP are also furniture, the counted in this number is figure. reduced from 3,500 to 2,790 for ESSSUAP. 66 classrooms under CESSP are also added on this target. Project Development Objective Indicators No results have been entered. Global Environmental Objective Indicators No results have been entered. Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value Yes Yes Yes primary level Date 01-Jul-2008 31-Oct-2011 30-Jun-2012 Comments National The National Assessment Assessment system System was is fully being mainstreamed into 28 established Ministry system. under other bank funded project. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 3.00 3.00 4.00 Sub Type Date 01-Jul-2008 31-Oct-2011 30-Jun-2012 Supplemental Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of constructed Pre-Schools Number Value 0.00 25.00 25.00 25.00 Date 31-Jul-2008 31-Mar-2011 31-Mar-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of phased out in-complete primary Number Value 0.00 151.00 196.00 582.00 schools Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Due to prices of buildings and furniture increases, 557 is the revised target number. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of District Education Offices Number Value 0.00 20.00 20.00 60.00 completed Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of school improvement grants Number Value 0.00 366.00 366.00 558.00 awarded Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of teachers trained in CFS Number Value 0.00 11780.00 16378.00 15000.00 29 Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of School Principle trained in Number Value 0.00 1463.00 2063.00 1500.00 Leadership Program Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of scholarship awarded in target Number Value 0.00 10271.00 11892.00 24000.00 schools Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of Home-Based Care Launched Number Value 0.00 300.00 300.00 450.00 Date 31-Jul-2008 31-Mar-2011 31-Mar-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of Community Preschools Number Value 0.00 309.00 309.00 450.00 Launched Date 31-Jul-2008 31-Mar-2011 31-Mar-2011 30-Jun-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of ECE classroom completed Number Value 0.00 151.00 196.00 582.00 Date 31-Jul-2008 31-Mar-2011 31-Oct-2011 30-Jun-2012 Comments 30 Cameroon Coordinating Agency: AFD Other Members of the Local Donor Group: AFD, UNICEF, UNDP, Banque Arabe Pour le Développement Èconomique en Afrique (BADEA), JICA Date of ESP Endorsement: October 2006 Current Sector Plan Period: 2006–2011 Approval date: 11/11/2010 Closing date: 12/31/2011 Project Development Objective (PDO): The project development objective is to reduce class sizes by recruiting and retaining more teachers in the public education system, as well as deploying them in an equitable manner. Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview The Grant reimbursed a portion of primary school contract teacher salaries for the school year 2009/2010 and 2010/2011. During this period an additional 7,100 contract teachers were hired under the primary contract teachers program, bringing the total to 37,200 contract teachers recruited since 2007. The number of teachers hired under the contract teachers program conformed to the program document, and their distribution across Cameroon was broadly aligned with the Program Objective to reduce inequality in teachers' allocation. The deployment of teachers in areas where the Pupil- Teacher Ratio was the highest contributed to decreasing the degree of randomness from 42% in 2007 to 35% in 2010. It is worth noting that most of this decrease took place before project implementation since the degree of randomness was already 35% in 2009. Despite the large number of contract teachers hired, the Pupil Teacher Ratio decreased only slightly from 53:1 in 2009 to 52:1 in 2010 because the increase in the number of pupils enrolled in primary school was larger than anticipated. Figures for 2011 will only be available early 2012 at which point achievement of the final PDO targets can be assessed more precisely. The project encountered significant disbursement delays, and the first two installments, for a total of US$15.46 million were disbursed on November 08, 2011, more than six months later than envisaged. The remaining US$9.34 million is scheduled to be disbursed upon the receipt of a technical audit. Administrative bottlenecks and limited capacity within the Government to prepare withdrawal applications held back disbursements for several months. The Government completed a financial and technical audit of the use of the first two tranches, which was necessary before the last tranche is disbursed. In particular, this audit provides information on eligible or ineligible expenditures, including the actual presence of teachers in sample regions. The audit shows some anomalies in the teachers’ recruitment process, and teacher presence in the sample regions. The main finding is that there was a breakdown of internal controls in the recruitment process for teachers resulting in faulty salary payments. An amount of USD 24,821 (FCFA 12,534,709) was 31 found to be ineligible. The amount constitutes approximately 6% of teacher salary cadres IC4 and IC5. The categories of ineligibility including the amounts, and the calculation of respective reimbursement proportions to the Government and the respective development partners are provided in Tables below. 32 Project Development Objective Indicators Indicator Name Core Unit of Baseline Current End Target Measure Pupil Teacher Ratio Number Value 50.00 52.00 48.00 Date 01-Sep-2007 05-Dec-2011 01-Jan-2012 Com The baseline as indicated in This data is for the school ments the PAD is for the school year 2009/2010. No data is year 2006/2007 before available yet for the school implementation of the year 2010/2011 contract teacher program Degree of randomness in teacher Percentage Value 43.00 34.00 42.00 deployment Date 01-Sep-2009 01-Oct-2011 01-Jan-2012 Com The baseline as indicated in This data is for the school ments the PAD is for the school year 2009/2010. No data is year 2006/2007 before available yet for the school implementation of the year 2010/2011 contract teacher program Intermediate Results Indicators Indicator Name Core Unit of Baseline Current End Target Measure Number of additional qualified primary Number Value 0.00 37200.00 37200.00 teachers resulting from project Date 01-Sep-2006 01-Sep-2010 01-Sep-2011 interventions. Com The baseline as indicated in ments the PAD is for the school year 2006/2007 before implementation of the contract teacher program 33 Central African Republic Coordinating Agency: AFD Other Members of the Local Donor Group: UNESCO, UNICEF, French Embassy, PAM, European Union, World Bank, Morocco. Date of ESP Endorsement: February 18, 2008. Current Sector Plan Period: 2008–2011 (Phase One of the Government’s education sector program) Approval date: 04/06/2009 Closing date: 06/30/2012 Project Development Objective: The project contributes to the implementation of Phase 1 of the Government National Education Strategy (2008–2011) and aims at improving access to better-quality primary education. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview Implementation is satisfactory. The school infrastructure program, that experienced delays, has picked up and produced concrete results since October 2011 as follows: 501 classrooms built (against the target of 513) and 314 rehabilitated (against the target of 410). Disbursements have also shown good progress, reaching US$29.5 million (78% of grant amount) - a 48% increase from October 2011. At the sector level, the project has contributed to improving access and enhancing the teaching and learning environment. Since the reporting in October, sector indicators remain unchanged for the 2010- 11 school year: GER for the primary level reached 87.2%, surpassing the target of 79.5%. New entrants in the first grade were 115,803 students compared to a target of 110,142. As for the second grade, overall the target was met with 47,107 new entrants, compared to 47,612 as planned. Students/teacher ratio was 81/1, compared to the target of 91/1. With the distribution of textbooks completed, the students/textbook ratio of 1.4 compared favorably with the target of 1.9. Even though access has been in constant progression, the Government is aware of the high repetition rate (22%) that constitutes an impediment to the goal of attaining universal primary education. The project closing date has been extended by 12 months to June 30, 2013 and will enable the Government to consolidate the results achieved under the project and to fully utilize the grant proceeds. The work for a comprehensive review of the implementation of the first phase of its National Education Strategy is underway. A workshop to present the results, with the participation of high level officials, the civil society and the development partners, is scheduled for mid-may 2012. Component 1: Access. The school infrastructure program has underwent delays in its execution, particularly with one contract management entity- Agence d’Exécution des Travaux d’Intérêt Public (AGETIP) but has picked up substantially since July 2001, with an increase of 365 classrooms built and 314 rehabilitated. This brings the total of classrooms built to 501 (against the target of 513) and 34 classrooms rehabilitated to 314 (against the target of 410). There is an unused balance under the two contract management entities. Negotiations are underway to use the balance for additional schools construction. A technical audit needs to be undertaken soon. Component 2: Quality. The national strategy for training has been developed. It is very exhaustive and recommendations have been made to operationalize it in a realistic manner, based on capacity and availability of financial resources. One drawback of the strategy is the lack of actions toward the community teachers whose contribution to the system will still be needed for the near future. Teachers training program is continuing, with a new cohort 2011/13 comprising 750 teachers. By the end of the project, 2.765 teachers will be trained. Textbooks distribution has been completed and has contributed to decrease the pupils: textbook ratio considerably from 6.8 in 2010 to 1.4 to 2011. Visits to schools undertaken by the Project Unit showed that the French textbooks are being used in the classrooms while the use of the Mathematics textbooks is less prominent. The reasons provided are: pupils’ comprehension weakness and requirement to write in the textbooks for solutions to problems. Inspectors and pedagogical advisors have been trained in the competency approach for the utilization of the textbooks. They will, in turn, train the teachers. Rehabilitation of training centers has been gradually completed by 2011. Component 3: Management and Efficiency. Payment of salaries to contract teachers is done on a regular basis, using commercial banks and micro-credit entities. Difficulties remain in two areas that are insecure and where the banking system is not available, affecting payment of salaries to about 5 to 10% of the teachers. Attempts to negotiate with telephone companies and gas stations have not been successful. Key Issues and Actions Achieving the project development objective remains on track and notable progress has been made since the last mission in October 2011. The project closing date has been extended by 12 months to June 30, 2013 and will enable the Government to consolidate project achievements and fully utilize the grant proceeds towards the construction and rehabilitation of classrooms The Government has been informed by the GPE of its support in the execution of the second phase of the National Education Strategy with an indicative amount of US$19.2 million. The Bank has recently been selected as the Supervising Entity for the new operation. The project has also supported capacity building of a number of technical staff of the ministry of education; nevertheless, the impact has been modest due to the lack of a comprehensive development program but also of adequate budget. 35 Project Development Objective Indicators Indicator Name Core Unit of Baseline Current End Target Measure New entrants (non repeaters) Grade 6 Number Value 34796.00 47107.00 50017.00 Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com School year 2007/08 Annual statistics for school School year 2011/12 ments year 2010-2011 New entrants (non repeaters) Grade 1 Number Value 98161.00 115803.00 114136.00 Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com School year 2007/08 Annual statistics for school School year 2011/12 ments year 2010-2011 Gross enrollment in primary Percentage Value 73.70 87.20 81.70 Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com School year 2007/08 School year 2011/12 ments Pupil: Math textbook Percentage Value 0.00 1.42 1.90 Date 10-Oct-2007 06-Mar-2012 30-Jun-2013 Com Annual Statistics 2010- end value target is revised ments 2011. to correct the typo. Pupil: Reading textbook Percentage Value 7.00 1.36 1.90 Date 10-Oct-2007 06-Mar-2012 30-Jun-2013 Com Annual Statistics 2010- ments 2011 Value Pupil: teacher ratio Percentage 90.50 89.00 80.00 Date 10-Oct-2007 06-Mar-2012 30-Jun-2013 Com ments Annual Statistics for school year 2010-2011. Intermediate Results Indicators Indicator Name Core Unit of Baseline Current End Target Measure Number of additional qualified primary Number Value 1867.00 2765.00 teachers resulting from project interventions. Date 06-Mar-2012 30-Jun-2013 Com target has been corrected. 3 ments promotions of 750 teachers + one promotion of 365 community teachers + one "special" promotion of 150teachers (ENI 2008- 2010) Number of additional classrooms built or Number Value 0.00 815.00 985.00 36 rehabilitated at the primary level resulting Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 from project interventions. Com cumulative number of ments construction and rehabilitation Share of community teachers who Percentage Value 0.00 367.00 365.00 successfully complete training Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com unit of measure is "number" unit of measure has been ments instead of "percentage". revised to "number" Share of future "contract teachers" who Percentage Value 0.00 1650.00 2400.00 successfully complete initial training Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com The unit of measure is 2 cohorts of 750 each + 150 Unit of measure has been ments "number" instead of ENI 2008-2010 cohort revised to "number". "percentage". Revised target 2400 (initial 2250 + 150 "special ENI 2008-2010" ) Pupil: classroom ratio Number Value 111.00 87.00 111.00 Date 30-Jun-2008 06-Mar-2012 30-Jun-2013 Com School year 2007/08 Annual statistics for school School year 2011/12 ments year 2010/11 System for learning assessment at the primary Yes/No Value No No No level Date 10-Oct-2007 06-Mar-2012 30-Jun-2013 Com ments Value Utility of the learning assessment system Number 0.00 0.00 0.00 37 Djibouti Coordinating Agency: France Members of the Local Donor Group: AFD, JICA, UNESCO, UNICEF, USAID, World Bank, World Food Programme, AfDB, IsDB, Arab Fund for Economic and Social Development, Dubai Care. Date of ESP Endorsement: Sept 2011 Current Sector Plan Period: National Education Strategy 2010–2011, Education Action Plan 2011- 2016. Approval date: 10/19/2010 Closing date: 09/30/2012 Project Development Objective (PDO): To support Djibouti’s Education Action Plan for 2010-2011, namely, to increase equitable access to basic education and improve the quality and effectiveness of the education system. This financing will allow for the construction and furnishing of three new schools in rural communities, as well as school supplies for all children in rural schools. Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview During the first six months of implementation, the Grant encountered a number of difficulties due to the fact that the Ministry of Education (MOE) was not fully aware of changes in procedures that required GPE operations to closely follow World Bank’s procedures. As a result, there were delays in meeting Bank’s requirements to open a new account at a commercial bank and to submit a procurement plan, in order to start implementation. While these issues have been resolved the Grant closing date had to be extended for an additional year, i.e. until September 30, 2012. Over the past few months there has been progress in the implementation of Grant activities. Disbursements increased to 24% and actual commitments amount to approximately 42.2% of the total Grant amount. However, given the short period until Grant closing date, it will potentially be difficult to complete all Grant activities by September 30, 2012. The need for a closing date extension will be assessed during the next supervision mission scheduled in early April. Implementation progress by Component is as follows: School Access (Component 1): The original program included the construction of 3 new schools and the rehabilitation of 4 schools. Out of the 3 new schools, 1 is completed and the 2 remaining ones are at 85 % physical progress. Contracts for the equipment of these schools are at the signing stage. The rehabilitation program has been expanded to respond to urgent needs: 3 schools are currently being rehabilitated, and the evaluation of packages for 5 schools (1 school was added to the original program of 4 schools) is currently under process. 38 Improving Equity to Education (Component 2): Activities under this Component have also made good progress. Regarding children with special needs, 857 students from impoverished areas benefited from pairs of glasses. The delivery of equipment for rural schools is also expected to begin in June 2012 (contracts are currently in signing process). The training of children with disabilities which was originally planned under the Grant is being carried out by USAID. Reinforcing Quality of Education (Component 3): Major activities under this Component are currently underway: (i) the contract for the printing of Arabic, French and Math textbooks (a total of 35000 copies) was awarded in January 2012; and (ii) the contract for the provision of school kits to children will be delivered is in signing process and delivery of kits is expected around end of April 2012. Improving School Supervision and System Management (Component 4): Progress under this Component is slow. The activities which were achieved so far are: the acquisition of vehicles for inspectors to support school supervision and the training of one staff from the Directorate of Statistics (DPI) in monitoring and evaluation. Training activities related to the development of tools for supervision and teaching quality are planned to take place in 2012 but have not started yet. Key Issues and Actions Organizational and managerial changes have affected implementation in 2011. Presidential elections took place in April 2011, resulting in staff and structural changes within the Ministry of Education. The Ministère de l'Education Nationale et de l'Enseignement Supérieur became the Ministère de l'Education Nationale et de la Formation Professionnelle which is now also in charge of technical education and vocational training and no longer in charge of higher education (as a new ministry for higher education and scientific research was created). A new minister for Ministry was appointed in June 2011, and was later replaced in October 2011 by the current minister. The Secrétaire Exécutif du Comité Supérieur de l'Education who was responsible for donor coordination and the GPE grant became the Secretary General of Education (still in charge of the GPE Grant). The implementing agency director was also replaced by an existing staff from the BEPE; while these changes have delayed implementation during the most part of 2011, the changes within BEPE had a positive impact on the daily management of Grant activities as the new director is very responsive and has good experience in donor-financed projects. Monitoring and Evaluation remains weak. The collection and analysis of data is an issue for all projects at the Ministry. The Ministry does not have a functioning M&E system with clear roles and responsibilities for M&E tasks and the project implementation unit does not have staff dedicated to M&E at the project level. Although many applications currently exist to collect data, they are not integrated into one system. A new Bank funded education project which was recently appraised is expected to address these issues and the recruitment of an M&E officer is an effectiveness condition. A progress report covering the period up to December 2011 was submitted by the Ministry of Education to the Bank in early January 2012. However, the content of the report needed to be significantly improved in order to provide a clear picture of the results achieved so far, as well as updated indicators. The Bank provided detailed comments on the submitted progress report in order to improve the overall quality of information. A revised version, including indicators, was expected to be received by February 10, 2012 but is again delayed. The team is closely following up to receive this revised report in the coming days. Financial Management capacity needs further strengthening. Withdrawal applications are frequently returned by the World Bank Disbursement Department due to errors and/or missing information in submitting withdrawal applications. The FM software used for the Grant also encountered some technical difficulties at some point, which are now apparently resolved. 39 The Bank team is working closely with the BEPE FM team to resolve FM issues. The Bank team will also communicate this issue to the Minister and ensure that the FM specialist in the team spends a significant amount of time in the next mission to go over all pending and upcoming withdrawal applications to ensure they are filled out correctly. The WB FM team is also planning to organize a workshop in Djibouti in April which will benefit Ministry FM staff. 40 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary GER Percentage Value 51.50 75.40 78.2 80.60 Date 30-Sep-2005 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments Data from the Annuaire Statistique 2011- 2012 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary Completion Rate Percentage Value 39.00 62.00 62.00 71.40 Date 30-Sep-2005 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments No data could be provided by the Ministry during the current mission but the team is pushing to obtain an update at the end of the next mission in January 2012. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target GER parity index Number Value 0.81 0.91 0.88 0.94 Date 30-Sep-2005 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments Annuaire Statistique 2011- 2012 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of primary school students, of Number Value 50651.00 56654.00 61200.00 which girls Date 30-Sep-2005 05-Mar-2012 30-Sep-2012 Comments Of which girls: Of which girls: Of which girls: 41 22500 26326 (this result 30000 is at the program level) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Parity index (GER) Number Value 0.81 0.88 0.88 Date 30-Sep-2005 05-Mar-2012 30-Sep-2012 Comments (this result is at the program level) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Ratio of French, Arabic and Mathematics Number Value 0.25 0.50 1.00 textbooks for all primary levels Date 30-Sep-2005 30-Sep-2011 30-Sep-2012 Comments (this result is at the program level) Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of rural primary students receiving Number Value 6845.00 6845.00 6845.00 8207.00 school kits (notebooks, pencils, bags, etc) Date 30-Dec-2009 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments No data could be (this target is at provided by the the project level) Ministry during the current mission but the team is pushing to obtain an update at the end of the next mission in January 2012. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Construction (and facilities) for new Number Value 6.00 7.00 9.00 schools Date 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments 1 school was (this target is at completed and 2 the project level) others are at 85% 42 progress rate. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Rehabilitation of existing schools Number Value 7.00 7.00 11.00 Date 30-Sep-2009 05-Mar-2012 30-Sep-2012 Comments Rehabilitation of (this target is at schools is the project level) underway but not yet completed. 43 Ethiopia Coordinating Agency: Finland Members of the Local Donor Group: British Council, Belgium, DFID, DVV International, EU,, Finland, GTZ, Italy, JICA, KfW, Netherlands, USAID, UNDP, UNESCO, UNICEF, WFP, World Bank, Belgium, EU, Finland, Germany, Italy, Japan, Netherlands, UK, UNESCO, UNICEF, USA, WFP, World Bank Date of ESP endorsement: 2010 Current Sector Plan Period: 2010/11-2014/15 Status of Catalytic Fund Operation CF Grant 1 CF Grant signature: 11/21/2008 Closing date of GEQIP: 07/07/2013 CF closing date: 05/31/2012 CF Grant 2 CF Grant signature: 07/26/2010 Closing date of GEQIP: 07/07/2013 CF closing date: 06/30/2013 Program Development Objective: The program aims to improve the quality of general education (grades 1–12) throughout the country. Phase 1 of the program (2009–2013) aims to: (i) improve teaching and learning conditions in primary and secondary education; and (ii) strengthen the management planning and budget capacity of the Ministry of Education, as well as of the regional bureaus of education. Current Summary Ratings Progress towards achievement of Satisfactory PDO Overall Implementation Progress Moderately Satisfactory (IP) Implementation Status Overview The mid-term review of the project was conducted from May 2-26, 2011. Within the context of the Government's continued commitment to the quality of general education as set out in Education Sector Development Program IV (2010/11-2014/15), the project development objective (PDO) remains relevant. The PDO results indicators for 2009/10 indicate satisfactory progress in terms of increasing qualification of teachers. The percentage of primary teachers having the three-year diploma after grade 10 (the previous qualification requirement for grade 1-4 was one-year certificate after grade 10) reached 15.5% for grades 1-4 and 77.8% for grades 5-8 against the target of 3.4% and 54% respectively; and the percentage of secondary teachers with a degree reached 77.4% against the target of 56.5%. In addition, the Government's budgetary commitment to general education and to quality inputs for the sector shows positive trend, with the share of education in the total Government budget increasing from 21.4% in 2008 to 25.4% in 2009, and general education in the total education budget from 52.6% to 55.4%. 44 The project has made progress in many aspects since the December 2010 mission. The preliminary results of the school improvement program are positive. Schools visited during the mission used a participatory process in the preparation of their improvement plans and school grants were used according to the School Grants Guidelines. Evaluation of school grants is currently underway, which should provide more robust assessment of the school grants. Secondary textbooks for mathematics, physics, chemistry, biology, and civics and ethical education have been delivered. Efforts are underway to get all primary and secondary textbooks delivered within the project period. In the context of weak reading abilities of children in grades 2 and 3 revealed through the Early Grade Reading Assessment conducted in 2010, the mid-term review agreed to include in the project activities aimed at improving reading and writing abilities of students in early grades and accord them high priority. Key Issues and Actions Satisfactory progress is being made in terms of attaining the PDO. Secondary textbooks in mathematics, physics, chemistry, biology, and civics and ethical education have been delivered. Since the disagreement between the Bank and the MOE on the method of procurement of textbooks were largely resolved during the Mid Term Review (MTR), the chances of meeting the indicator of one textbook per children have increased. The first year target of increasing the percentage of qualified teachers were surpassed (for grades 1-4: target - 3.4%, actual - 15.5%, for grades 5-8: 54.0%, actual - 77.8%, and for grades 9-12: target - 56.5%, actual - 77.4%). Due to the significant increase in school grants last fiscal year the share of recurrent non-salary expenditures in the general education budget has increased over 15% surpassing the target of 5%. Similarly, the target for the share of education in the Government budget of 14.5% has been surpassed reaching 25.4% in FY2009/10. Since the mission in December 2010 the project has turned around. The chances of meeting the development objectives have improved and the implementation has been accelerated through resolution of a number of bottlenecks. The major accomplishments since the last mission are as follows: (a) all disputes with publishers resolved; (b) an understanding on issues related to the modality of procurement of textbooks reached with the MOE; (c) SIP component is being implemented satisfactorily, and additional school grants released as agreed during the last mission; (d) Comprehensive Evaluation of GEQIP is underway; (e) Evaluation of School Grants is underway; (f) Snowy Mountain Engineering Corporation - technical advisory firm - mobilized; (g) an Independent Procurement auditor appointed; (h) teacher development program component implementation has accelerated with bottlenecks in the implementation of TDP resolved; and (i) textbook procurement has gained momentum; and (j) two misprocurement cases moving towards resolution. The partnership environment is delicate, especially with a representative of DIFD having concurrent conflicting roles of a donor representative as well as of an advisor to the MOE. Besides being a member of the MDTF, DFID also runs its own education program in parallel to the project. This situation creates incentives for the MOE to pull activities that are constrained by Bank procedures out of the project, relying on DFID financial support. The project team, together with the other members of the MDTF present during the mid-term review, has raised a concern about this. In addition, the Country Director has shared its concern with the DFID Head of Ethiopia Office about the conflict of interest of the DFID representative leading to difficulties in project supervision. Following the December 2010 mission, when the IP of the project was downgraded from MS to U, there has been substantial progress in the project implementation. The State Minister himself is getting more and more involved in the project. He now chairs monthly GEQIP implementation review meetings. All six actions agreed and entered into the Implementation Status and Results Report (ISR) 45 have been completed. Based on the above progress the PDO is upgraded from MS to S and IP from U to MS. IP will be upgraded to S once the procurement problems being faced by the projects are addressed. 46 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Education expenditure as % of total Text Value 21.4% 23.2% 25.4% 25.4% government budget Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The baseline of For 2009/10. For 2009/10. End target 15.3% for has been 2006/07 revised from corrected to 14.5% to 21.4%. 25.4% (at MTR) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target General education expenditure as % of Text Value 52.6%% 55.4% 55.4% 56.2% total education budget Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The baseline for For 2007/08. For 2009/10 End target 2006/07 Source: EPER. revised from corrected to 66.6% to 52.6% from 56.2% (at 66.6%. MTR and based on ESDP IV) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target % of students scoring at least 50% in Text Value Grade 4 Female N/A NA Grade 4 national learning assessments in Grades 4 18.9% Male Female 25% and 8 in core subjects 21.8% Total Male 22% 20.0% Grade 8 Total 23% Female 6.1% Grade 8 Male 14.4% Female 12% Total 10.2% Male 15% Total 13.5% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments Assessment not yet NLA are NLA does not completed. conducted every report in the three years. The way the 47 last took place in indicator is 2008. Results of structured. 2011 NLA are Request will expected in 2012. be made to produce value for this indicator. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion rate in Grades 5 and 8 Text Value Grade 5 Female Grade 5: Female G5: F 73.7%, M Grade 5 56% Male 73.7%, Male 77.5%, T 75.6% Female 70% 69.2% Total 77.5%, Total G-8: F 44.5%, M Male 75% 62.7% Grade 8 75.6% 51%, T47.8% Total 72% Female 32.9% Grade 8: Female: Grade 8 Male 50.1% 44.5%, Male Female 45% Total 41.7% 51.0%, Total Male 55% 47.8% Total 50% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments For 2009/10 End targets from ESDP IV. Targets may not be achieved. Source: ESAA 2009/10 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment rate in 1st and 2nd Text Value 1st cycle First cycle: Female 1st cycle: F 1st cycle cycle secondary secondary 34.7%, Male 43.55, 34.7%, M 43.5%, secondary Female 28.6% Total 39.1% T 39.1% Female 38% Male 45.7% Second cycle: 2nd cycle: F 5.0%, Male 50% Total 37.3% 2nd Female 5.0%, Male M 8.9%, T7.0% Total 44% cycle secondary 8.9%, Total 7.0% 2nd cycle Female 3.7% secondary Male 7.3% Total Female 6% 5.5% Male 8% Total 7% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments For 2009/10 Source: ESAA 2009/10 48 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 17488033.00 Date 27-May-2011 Comments Number of students of which 47% are female Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Female beneficiaries Percentage Value 8219376.00 Sub Type Date 27-May-2011 Supplemental Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Recurrent non-salary expenditures as % Text Value 9.0% 15.6% 15.6% 17% of general education budget for each Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 region Comments The baseline of For 2009/10. For 2009/10. End target 5% for 2006/07 has been corrected to revised from 9.0%. 5% to 17% (at MTR) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil to new textbook ratio in core Text Value Primary core N/A Primary core Primary core subjects in a) Primary (including ABE subjects - none; subjects - NA; subjects - centers) & b) Secondary (math and Secondary math Secondary math 1:1; science & other core subjects) and science - and science: NA; Secondary none; Secondary Secondary other math and other core core subjects - NA science - 1:1; subjects - none Secondary other core subjects - 1:1 Date 01-Jul-2008 15-Dec-2010 21-Sep-2011 07-Jul-2013 Comments Primary core Primary textbooks subjects are at just started bidding and arriving. development stage. Distribution of 49 Secondary secondary math textbooks are at and science bidding, textbooks development and completed. But distribution stage. books were not enough all students. Reprints being processed. Textbooks for secondary other core subjects are under procurement and distribution. Data expected to be available by December 2011. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target % of teachers with appropriate Text Value G1-4 - 3.4%; G1-4 - 15.5%; G5- G1-4:15.5% G1-8 # qualifications (Diploma or degree) in G1- G5-8 - 53.4%; 8 - 77.8%; G9-12 - G5-8: 77.8% 72.3%; G9-12 4, G5-8, and G9-12 G9-12 - 49.8% 77.4% G9-12: 77.4% # 90.2% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments Based on Based on End target Educational Educational updated. Statistics Annual Statistics Annual ESDP does Abstract (ESAA) Abstract (ESAA) not 2009/10 2009/10. End disaggregate targets based on the indicator ESDP IV. They by the cycle may not be for primary achieved. education. Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value Yes Yes Yes primary level Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments 50 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 0.00 4.00 4.00 0.00 Sub Type Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Supplemental Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 1: % of schools and ABE Percentage Value 0.00 0.00 100.00 centers having received curriculum Date 27-May-2011 27-May-2011 07-Jul-2013 orientation Comments New indicator set at MTR Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 1: A policy framework and Text Value not applicable not yet Yes guidelines for NLA adopted by MOE Date 27-May-2011 27-May-2011 07-Jul-2013 Comments New indicator planned for set at MTR 2010/11 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 1: A policy framework and Text Value not applicable not yet yes guidelines adopted by MOE with a Date 27-May-2011 27-May-2011 07-Jul-2013 national inspection unit established Comments New indicator planned for set at MTR 2011/12 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # teachers trained in Number Value 0.00 0.00 4479.00 ELTIP Date 01-Jul-2008 27-May-2011 07-Jul-2013 Comments Indicator set in PAD but missing in ISR and therefore is added at MTR Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # teachers trained as Number Value 0.00 0.00 2995.00 mentors (SBEM training) Date 01-Jul-2008 27-May-2011 07-Jul-2013 51 Comments Indicator set in only one PAD but intervention missing in ISR during the life and therefore is of the project. added at MTR Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional qualified primary Number Value 0.00 0.00 2339.00 teachers resulting from project Date 27-May-2011 27-May-2011 07-Jul-2013 interventions. Comments Indicator added this is a 3-year at MTR program therefore the first group of 2339 teachers entering the program in 2009/10 will graduate in 2011/12 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 4: # intake of primary Number Value 0.00 6000.00 supervisors and directors trained under Date 27-May-2011 07-Jul-2013 LAMP short-term using newly developed modules Comments Indicator added Modules for short at MTR term LAMP under development Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 4: # intake of secondary Number Value 0.00 800.00 supervisors and directors trained under Date 27-May-2011 LAMP short-term, using newly developed modules Comments Modules for short term LAMP under development Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 1: Number of cumulative Text Value Primary core - None Secondary math & Primary core textbooks and teacher guides in core none; Secondary science: 7.3 - 76.7 subjects distributed in (a) primary and (b) math and million million; secondary (math and science; other core science - none; Secondary subjects) Secondary other math and 52 core subjects - science - 4.2 none million; Secondary other core subjects - 7.3 million Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The first batch of Number surpassed secondary books the planned 4.2 (Mathematics, million. Chemistry and Biology for Grade 9-10) is being distributed. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # intake into Colleges of Text Value 16,848 15,307 15307 24,830 Teacher Education (CTEs) for diploma Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 pre-service training Comments for 2009/10 For 2009/10. The target was not achieved. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # intake into Teacher Text Value 24,099 0 40,911 Education Institutes (TEIs) for degree Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 pre-service training Comments Program not Program not started. started. For clarity, indicator should read: # intake into Universities for one-year pre- service degree (spanning 2 summers) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # of ABE facilitators Text Value 263 (1.14%) 150 (0.65%) 263 10,650 53 qualified in Afar and Somali (3 month Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 certificate level) Comments For 2009/10 For 2009/10 based End target on GEQIP annual has been report covering revised from July 8, 2009 - July 9,563 to 7, 2010. 10,560 (at Additional 2,500 MTR). facilitators were trained using non- GEQIP resources. For clarity, indicator should read: # ABE facilitators trained for the 3-month certificate. Indicator pertains to all ABE centers and is no longer limited to Afar and Somali. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # of teacher educators Text Value 2,538 (53%) 1,335 (28%) 1,335 4,800 (100%) qualified annually (HDP) Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments For 2009/10 For 2009/10 based on GEQIP annual report covering July 8, 2009 - July 7, 2010. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 2: # of teachers upgraded Text Value 16,447 0 23,399 23,496 from certificate to diploma Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments 23,399 teachers The above result joined the course in is an intake: 2009/10. It is a 23,399 teachers three-year joined the course program. in 2009/10. It is a 54 three-year program. The baseline value is not zero as the program started before GEQIP. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 3: % of primary and Text Value No baseline N/A NA Schools - secondary schools and ABE Centers with available 90% ABE completed School Improvement Plans Centers - approved by PTAs/School Boards 50% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The first annual The first annual survey will be survey has been completed by delayed and is December 2011. expected to start from August 2011. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 3: % of primary and Text Value No baseline N/A NA Schools - secondary schools and ABE Centers available 90% ABE using School Grants to address priority Centers - areas identified in School Improvement 50% Plan Date 01-Jul-2008 15-Dec-2010 15-Dec-2010 07-Jul-2013 Comments The first annual The first annual survey will be survey has been completed by delayed and is December 2011. expected to start from August 2011. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 4: MOE and MOFED Text Value N/A Yes ESDP IV Produced in produce ESDP IV produced in November November 2010 2009 Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The ESDP 55 prepared in November 2010. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 4: % of schools received Text Value None 0% NA 50% in year revised SIP instrument training 2, 50% in year 3 - cumulative 100% by July 2013 Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments SIP revision not MOE reported that completed. 115,000 teachers, directors, supervisors and parents have been trained on the preparation of school improvement plans. Results will be available on completion of the planned annual evaluation of school grants. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Component 4: Education Statistics Text Value April 2008 Yes ESAA for 2009/10 Nov 2010, Annual Abstract produced and produced in Nov. Oct 2011, Oct disseminated by October 2010 2012 Date 01-Apr-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments 2002 EC abstract prepared. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 56 Component 5: % of woredas and regions Text Value Woredas - 60% 100% Woredas: 100% Woredas - report on physical, financial and Regions - 100% Regions: 100% 90% Regions performance progress data on quarterly Universities: 0% - 100%; basis Universities 100% Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments Only financial At MTR, indicator Universities report is to be has been revised reporting is provided on to include added quarterly basis. Universities Other reports on reporting, set at six-monthly basis. 100% starting 2011/12. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender and equity needs assessment Text Value 0 No Gender and Equity 1 across all components assessment study undertaken and findings were reported at MTR Date 01-Jul-2008 15-Dec-2010 27-May-2011 07-Jul-2013 Comments The draft TOR has been prepared (as part of the proposed Social Assessment). The report is expected to be finalized by end of January 2011. 57 Guinea Coordinating Agency: AFD and UNICEF Other Members of the Local Donor Group: UNICEF, AFD, AfDB, World Bank, USAID, UNESCO, Plan International Date of ESP endorsement: October 2007 Current Sector Plan Period: 2008–2018 Approval date: 07/30/2008 Closing date: 01/15/2013 Restructuring approval: 09/15/2011 Project Development Objectives (PDO): To enhance equitable access to and quality of education in basic education while also strengthening decentralized management of the education system. Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview The revised objective of the project is to enhance equitable access to and quality of education in basic education while also strengthening decentralized management of the education system. Given the reduction in the funding from GPE from 117.8 million to 64 million (of which 24 million is being managed by UNICEF and 40 million by the Bank as the supervising entity), the project has been restructured as follows:  revision of the Project Development Objective to make it compatible with the reduced grant amount and scope;  reduction of activities by adapting them to existing capacity and implementation mechanisms;  redistribution of civil works activities amongst different actors with comparative advantages in a specific area;  more emphasis on improvement of human resource management (in aligned with the World Bank supported project);  introduction of innovative approaches for the nine préfecture with low gross enrollment rates. The Government is currently finalizing the revised operational manual which is an effectiveness condition. Since the approval of the restructuring and the effectiveness in October, the grant disbursed 30%. Key Issues and Actions A joint review mission took place in Guinea in December 2012, the first mission after the re- engagement. AFD has been the only partner that continued to disburse during the political crisis. With their contribution, the government was able to launch the construction of the first 99 primary classrooms. KfW will withdraw from the pooled fund as it will not be able to disburse until the legislative elections are held. To this end, it envisages to select an NGO to carry out the Euro 18 58 million originally envisaged in the pooled fund, in order to allow the Guineans to benefit from this support. As a result, the team would need to carry out another restructuring of the program without KFW’s contribution. The program is currently being adapted to this end. Construction issues. Significant progress has been made to strengthen the supervision of construction. A WB architect and engineers were part of the mission in December. Progress has been made in improving the quality of construction of the existing 99 classrooms. In addition, a workshop was held with the supervisor team’s regional representatives to present the finding of the visit, provide recommendation on areas of improvement, and bring to the attention of those involved the areas that need even more careful attention and supervision. To this, the WB will also assist them in development a user friendly manual. Reorganization of the Ministry and local education staff. On September 9, the President of Guinea issued a decree for the nomination of new senior staff in the Ministry of Pre-University Education, including the replacement of the Program Coordinator (this would be the third replacement since project approval), Directors of Elementary Education, Planning and Statistics. These are all critical positions for successful program implementation. So far, the team’s assessment is that this reorganization did not impede the implementation of the program. Short implementation period. After the arrears were cleared in April 2011 and the restructuring approved in August 2011, the remaining period of implementation is a bit more than a year. The closing date was not negotiable as it was established by the Catalytic Fund Committee. Senior Management is asked to provide the team with the necessary support to extend the closing date when the time arises. Government will provide a request for extension within the next few weeks. Indicative allocation for the next phase. Guinea was not part of the countries for which an indicative allocation was proposed on the basis of the delays encountered in the disbursement. The local education group would like to request that this decision be re-considered given the progress in implementation as well as the need to update the sector plan to adapt it to the development of the sector. 59 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment rate for nine targeted Percentage Value 47.00 48% 55.00 prefectures Date 30-Mar-2011 December 2011 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment rate for nine targeted Percentage Value 43.00 43% 51.00 prefectures (by gender) Date 30-Mar-2011 December 2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 0.00 1584282.00 Date 15-Mar-2011 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Female beneficiaries Percentage Value 0.00 48.00 Sub Type Date 15-Mar-2011 31-Dec-2012 Supplemental Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Implementation of Annual Budgeted Percentage Value 0.00 90.00 Action Plans (PAAB) at all decentralized Date 31-Mar-2011 30-Dec-2012 levels Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Students with a passing grade in French Percentage Value 50.00 55.00 and Mathematics (4th grade) Date 30-Dec-2005 30-Dec-2012 60 Comments Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Yearly education statistics data availability Yes/No Value No Available in Nov Yes before the start of subsequent school year 2011 Date 30-Mar-2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teacher management as defined by the Percentage Value 70.00 75.00 allocation of teachers by number of Date 31-Mar-2011 30-Dec-2011 students (Conakry only) Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No No Yes primary level Date 31-Mar-2011 December 2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 0.00 2.00 Sub Type Date 31-Mar-2011 30-Dec-2012 Supplemental Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Textbooks purchased and distributed Number Value 0.00 1500000.00 Date 30-Mar-2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target % of teachers benefiting from in-service Percentage Value 0.00 90.00 61 training have improved results compared to Date 30-Mar-2011 30-Dec-2012 baseline Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Girls# success rate at the examination for Percentage Value 49.00 63.00 entrance to 7th grade in100 targeted Date 30-Mar-2011 30-Dec-2012 schools Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross intake at grade 1 (total) Percentage Value 82.00 83% 85.00 Date 30-Dec-2009 December 2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross intake at grade 1 (girls) Percentage Value 78.00 78% 82.00 Date 30-Dec-2009 December 2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Schools implementing reading assessment Number Value 0.00 500.00 Date 31-Mar-2011 30-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built Number Value 0.00 200.00 and/or rehabilitated at the lower secondary Date 31-Dec-2010 30-Dec-2012 level Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Allocation of textbooks by number of Percentage Value 54.00 80.00 students enrolled Date 30-Mar-2011 30-Dec-2012 Comments 62 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 99.00 1900.00 rehabilitated at the primary level resulting Date 30-Dec-2010 09-Sep-2011 31-Dec-2012 from project interventions. Comments 63 Guyana Coordinating Agency: World Bank Other Members of the Local Donor Group: Caribbean Development Bank (CDB), UNESCO, UNICEF, EU Date of ESP endorsement: November 2002 Date of ESP Re-endorsement: September 2008 Current Sector Plan Period: 2008–2013 Approval date: 09/17/2008 Closing date: 10/01/2012 Project Development Objective (PDO): The grant supports the Ministry of Education in attaining the goal of universal primary school completion for boys and girls by 2015, with an emphasis on improving the quality of education and increasing literacy and numeracy. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The project continues to perform well. As of December 31, 2011, out of the total US$32.92 million, US$27.91 million has been disbursed. Given the steady performance, it is expected that the remaining funds will be fully disbursed by the Program closing date, October 1, 2012. After careful considerations and planning it has been agreed that the team will, through the Ministry of finance, send a request to the World Bank regarding reallocations of funds. Specifically, the request will seek reallocation of US$2million from Category 10 to category 6. The reallocation is needed and justified for the following reasons: (i) There are saving and remaining funds in category 10 (Civil, Works, Goods, Training, Consultancy, Operations); (i) The School Feeding Program (SFP) Category 6 targets the remote areas (the Hinterland) that present unique challenges for provision of services. The targeted regions are characterized by high poverty levels and agricultural labor intensity; and (ii) The School Feeding Program produced significantly positive results on three fronts among participant primary school children: (i) improvement of school attendance, academic performance and classroom behavior; (ii) improvements in nutritional status of children; and (iii) increased parent and community participation. The impact evaluation results show that the poorest and most severely stunted children had the greatest benefit from the SFP. Improving the quality of the teaching force in the hinterland will be assisted by delivering the Trained Teachers Certificate though the Distance Education mode for teachers in Regions 1 and 9, which will commence in January 2012. The support will cover expenses from January until October 1, 2011 and 64 the MOE has committed to take on the program from then until this cohort graduates. In addition to the regular printed materials, each teacher in this cohort will also benefit from a notebook and USB, to access electronic materials and web content. A full-time data management and coordination specialist will be hired to help National Center for Education Resource Development (NCERD) implement the Continuous Professional Development Program for Trained Teachers (CPD). The MOE will maintain this position after GPE funding comes to an end for the sustainability of the CPD Program. In addition courses delivery will use the latest version of Operational Manual as a guide. To ensure the smooth and sustainable functioning of Learning Resource Centers (LRCs), a training workshop that supports administration of the LCRs was held in June 2011. The existing centers will also receive one shot maintenance/replacement of equipment where necessary and the two new LRCs built by the MOE (Paramakatoi and Wauna) will be equipped. Region 8 has improved performance in returning of payment receipts of Remote Area Incentive (RAI). Primary teachers in the hinterland will continue receiving RAI in the next year. The RAI reimbursement from the Government (5% in 2009; 10% in 2010; and 15% in 2011) is still pending. However, this issue has been brought to the attention of both the Minister of Education and Minister of Finance who are personally discussing the best alternative to reimburse the money and have committed to provide an answer to this situation shortly. Enhancing the Teaching & Learning Environment at Primary. As of October 2011, sixty-six (66) schools in the hinterland have improved electricity, water and sanitary facilities. Fifteen more schools will be added to this list by the end of 2011. In addition, the project has built a total of 16 teacher houses for primary schools in the hinterland with a capacity for housing 64 single teachers or 32 teachers and their families. Four more teacher houses will be built in 2012. Maintenance training and delivery of tool-kit for all schools that have benefitted from civil works continues through the next year. The MOE carried out an audit on the distribution of textbooks. The results have not been shared with the Bank. Procurement of textbooks for the school system will purchase urgently needed books for primary tops (Grades 7 and 8). The distribution of the books will be closely monitored by the team, which will work together with the Book Distribution Unit to ensure that books arrive at designated schools. Based on a review of the Escuela Nueva activities in the hinterland, the MOE decided that the contracting of Escuela Nueva Volvamos a la Gente (international consultancy) to develop learning guides at this time was not the best option. It proposed instead the local development of competency- based-modules. Because of the approaching of the Program Closing date, October 1, 2012 and the complexity of this task, the Escuela Nueva funds have been allocated to other activities in the program (e.g. civil works). There have been 77 School Improvement Plans (SIP) approved up to April 2011 and another 33 are currently in the process of being approved. Overall a total of 307 schools have benefited from SIP since it started in 2007. In 2012, 43 more schools will benefit from SIPs. Approximate 90 schools across the country have not been included in SIPs due to insufficient funds and weak local implementation capacity. However, the MOE has started to look at ways to support the SIPs for the remaining schools. One possibility is that the MOE will finances 30 SIPs each year through a three year period. 65 The Community-based School Feeding Program has benefitted 93 out of 138 primary hinterland schools which covers 16,625 children receiving a daily meal when they attend school. Given its positive results, some extra funds have been reallocated to this activity (US$2.3 million) to maintain the SFP operation until the end of the project. Some of this extra funding (US$100,000) will be utilized to fund small sustainability projects within hinterland schools that have benefited from the SFP. It is expected that about 70 schools will benefit from a small grant. The dissemination of results of the impact evaluation and the sustainability survey of the SFP will take place early 2012. 66 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary Text Value National PCR National PCR = 99.2% National PCR = 103.7% National PCR Completion Rate = 85.5%; Girls' PCR = 103.8% = 100%; (PCR) reaches Coastland Coastland 100%. PCR = 87.8%; PCR = 100%; Hinterland Hinterland PCR = 64.8% PCR = 100% Date 01-Jul-2000 01-Aug-2011 30-Nov-2011 01-Jul-2015 Comments From 2009-10 school From 2010-11 School year year. Coastland and hinterland Coastland and hinterland breakdown to be ready in March breakdown to be ready in 2012. Sept 2011. Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross Text Value 97.15%; 94.06%; 93.21% girls Total = 87.1% 100%; 100% enrollment rate 96.34% girls Girls = 86.3% girls Girls Gross Date 01-Jul-2001 01-Aug-2011 30-Nov-2011 01-Jul-2015 enrollment rate Comments from 2007-08 school year From 2009-11 school years, the data does not include private school enrollment. That's why the rate is low. The MOE has currently collected private school data and is now in the process of inputting the raw data into the EMIS system. Once the process is completed, it will correct the inconsistency. Indicator Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Name Improving the Text Value % of qualified % of trained teachers in % of qualified and trained teachers % of qualified quality of the and trained hinterland = 42.73%; % in hinterland= 43%; and trained 67 teaching force teachers in of qualified and untrained % of qualified and untrained in teachers in the in the hinterland= = 33.56%; % of hinterland =33.4% ; hinterland = hinterland 32%; % of unqualified and untrained % of unqualified and untrained in 74%; (and qualified and dropped to 23.7% hinterland =23.7% nationally) untrained in from 2009-10 school year hinterland = 12.95%; % of unqualified and untrained in hinterland = 51.38% Date 01-Jul-2002 01-Aug-2011 30-Nov-2011 01-Jul-2015 Comments from 2009-10 school year from 2009-10 school year Indicator Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Name Decrease in Text Value National = National = 0.55%; National = 0.55%; Repetition Repetition 5.92%; Coastland = 0.35%; Coastland = 0.35%; Hinterland = rates in Rate Coastland = Hinterland = 3.12% 3.12%; Hinterland 5.4%; decrease by Hinterland = 10%. 9.97% Date 01-Jul-2002 01-Aug-2011 30-Nov-2011 01-Jul-2015 Comments from 2009-10 school year from 2009-10 school year Indicator Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Name At least 70% Text Value Average math Average math score = Average math score = 20.60; 50% = 30 of students score = 27.68; 25.39; Average English score = 22.05 points. score 50% or Average Average English score = more on English score 21.43 SSEE standar- = 25.17 dized English Date 01-Jul-2002 01-Aug-2011 30-Nov-2011 01-Jul-2015 and mathema- tics test. (Max Comments from 2009-10 sch. yr. from 2009-10 school year score is 60) 68 Haiti Coordinating Agency: UNESCO Other Members of the Local Donor Group: AECID, AFD, CIDA, Inter-American Development Bank (IDB), European Union (EU), UNESCO, UNICEF, USAID, and World Food Programme (WFP). Date of ESP Endorsement: April 2008 Current Sector Plan Period: 2008–2011 Approval Date: 06/10/2010 Closing Date: 10/31/2015 Project Development Objective(s): The objective of the CF Grant is to improve access and equity of primary education for poor children aged 6 to 12. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview The project is implemented under the EFA Multi-donor Trust Fund and the first Grant would be fully disbursed by end of the year 2012. For Part 1 on improving access to school, the emergency operation called “Back to school� to respond to the impact of the January 2010 earthquake was completed in June 2011. Under this operation, 2,824 schools in affected area received compensation grants to cover teacher salaries from the project. For the school year 2011-2012, to support the Government’s policy for a free and compulsory basic education, the Ministry of Education and donors agreed on reallocating the remaining funds from the emergency operation to finance 83,000 students under the tuition waiver program. Under the Part 2 on improving quality education, the project continues financing the school nutrition and health program for about 12,000 students for the school year 2011-2012; four NGOs have been contracted to deliver either foods or meals to participating schools. For the activities related to the reform of the curriculum and the development of the Early Childhood Development, their implementation would be accelerated after the validation of the Education Operational Plan (EOP) and the appointment of its steering committee by the Ministry of Education, scheduled by February 2012. Under the Part 3 on enhancing institutional capacity, the project provided equipments and materials for the central Ministry and the 10 departments. To avoid interruptions with the financing of the important activities under the project first grant, the process to request a second grant would be initiated soon to ensure the availability of the new funds in early January 2013. Key Issues and Actions The final number of participating schools (2,824) is slightly below the project value target for the emergency operation (3,000) and is much lower than the number in the original list of schools (5,000) 69 established by the Ministry of Education. The education information system is weak and donors have given priority for the school census in 2011. As a result for the first time after eight years, updated education data are available. This would allow improving the monitoring of the education system, which was almost impossible in past years. The project activities are well aligned with the new Government policy for a free and compulsory basic education although their financial sustainability is questionable. The Government is developing new funding mechanisms, which could be a window for donors to initiate the discussion on integrating gradually the costs of the tuition waiver program and the school health and nutrition program in the national education budget. 70 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Schools participating in the teacher Number Value 0.00 3000.00 2824.00 3000.00 compensation program Date 11-Mar-2010 16-Jun-2011 23-Jan-2012 31-May-2011 Comments This program was This is the number This is the final The original designed as an of schools that number of schools target date for all earthquake have received the that have received transfers to have response funds but other the funds. been completed mechanism, schools are was for August therefore no expected to receive 2010. schools were transfers participating subsequent to the before the final report on earthquake. verification by the independent firms. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of children participating in school Number Value 0.00 54000.00 29000.00 50000.00 health and nutrition program Date 11-Mar-2010 16-Jun-2011 23-Jan-2012 30-Jun-2011 Comments This program was This is the This is the estimated The end target designed as an estimated number accumulated number value was set for earthquake of children of children financed one year of response enrolled in the by the CF for the implementation mechanism. The program, according school year 2010- of the first CF CF will co-finance to contracts signed 2011 (17,000) and grant. the existing school with NGOs. Final 2011-2012 (12,000). health and nutrition numbers will be The estimated program subject to the number of students validated reports currently enrolled in from the NGOs by the program in end of July2011. 2011-2012, and financed by the TF Grant, CDB and IDA is 73,000. Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 71 Contract signed with UNESCO for curricular Yes/No Value No No No Yes and pedagogical support to the MENFP Date 11-Mar-2010 16-Jun-2011 23-Jan-2012 31-May-2011 Comments The action plans is The action plans is ready but it needs to ready but it needs to be approved by the be approved after the incoming Minister of validation of the Education Sector Operational Plan by the Ministry of Education Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Implementation of ECD action plan Percentage Value 0.00 0.00 0.00 100.00 Date 11-Mar-2010 17-Jun-2011 23-Jan-2012 30-Jun-2015 Comments The ECD action plan The ECD action plan The ECD action is developed but is developed but plan is a five- needs to be approved needs to be approved year plan by the incoming after the validation of Ministry of Education the Sector Operational Plan by the Ministry of Education Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Implementation of institutional strengthening Percentage Value 0.00 50.00 70.00 100.00 action plan Date 11-Mar-2010 16-Jun-2011 23-Jan-2012 30-Jun-2015 Comments The action plan on the The school census for The action plan EMIS is implemented 2010-2011 is for institutional in close collaboration completed and school strengthening is with UNESCO, while data are available. a five-year plan equipment for the Equipments for the BDS (decentralized BDS (decentralized level of the MoE) is level of the MoE) being procured by the have being procured project. by the project. 72 Kyrgyz Republic Coordinating Agency: UNICEF Other Members of the Local Donor Group: World Bank, Asian Development Bank, European Commission, Save the Children, Soros Foundation-Kyrgyzstan, USAID, German Technical Cooperation (GTZ) Signing date: 02/11/2011 Closing date: 08/31/2012 Project Development Objective: The Project's objective is to support the Government's introduction of the national school preparation program for a smooth transition to school for children between the ages of five (5) and six (6) years. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview Grant implementation is progressing steady and in full swing. To date, the Awareness Campaign for the pre-school program has been launched through the conduct of 8 round-table public discussions country wide. The first phase of the staff training for the preparation of the national program has been delivered. 194 school administrators, trainers and teachers were selected to participate. 22 titles of reading books in Russian and Kyrgyz languages have been printed and delivered to schools that implement the program. About 1365 schools in four targeted oblasts received the furniture’s designed for the pre-school program. The grant disbursement now is up to US$2.2 million, equivalent to 37% of the total grant. This is also US$1.2 million up since the last ISR in a two-month period. The remaining procurement packages, including teacher training, developmental toys and visual aids, are underway and 40% of the contracts have already been signed for the delivery of these inputs. Keeping the momentum, the disbursement level is expected to reach US$5 million by April, 2012, which will account for over 80% of the grant. The delivery of the above inputs of goods and services will contribute to the full attainment of the grant objectives of supporting the government's national school preparation program. Considering the current progress, the grant is expected to achieve its development objective in a timely manner. Grant implementation is on track since effectiveness in March 2011. On the basis of current progress, the grant is expected to achieve its development objective in a timely manner. Key Issues and Actions There are projected savings of about $1.7 million from the lower than expected price of the competitive procurement. The Bank approved the Government’s proposal on the use of these resources in January, 2011. Considering the short implementation schedule of 18 months, the team will monitor the progress closely and ensure it keeps up the momentum for the remainder of the implementation without any slippage. 73 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Training and mentoring program for the Text Value 0 0 Training and teachers of the school preparation program is mentoring approved by KAE. approved. Date 14-Jan-2011 09-Sep-2011 21-Dec-2011 31-Aug-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target The 240hr preparatory program is approved Text Value No Approved Approved by Kyrgyz Academy of Education Date 14-Jan-2011 09-Sep-2011 21-Dec-2011 31-Aug-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of targeted children completed the Percentage Value 55.00 55.00 55.00 90.00 school preparatory program Date 14-Jan-2011 09-Sep-2011 21-Dec-2011 31-Aug-2012 Comments Number of 5-6 yr. olds covered in pre-school and primary school are 55,000 out of 5-6 yr. old population of 103,000. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of schools offering the preparatory Percentage Value 0.00 0.00 90.00 program Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 Comments Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Proportion of schools offering the program Percentage Value 0.00 0.00 90.00 using materials Date 21-Dec-2011 31-Aug-2012 Comments Component 2 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of schools receiving package of Number Value 0.00 0.00 2133.00 74 materials Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 Comments Component 2 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of methodological days provided Number Value 0.00 0.00 112.00 for the preparatory program Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 Comments Component 1 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of methodologists who Number Value 0.00 0.00 57.00 successfully complete training as mentors Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 Comments Component 1 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of teachers delivering the Number Value 0.00 0.00 3200.00 program Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional qualified primary Number Value 0.00 0.00 3200.00 teachers resulting from project Date 14-Jan-2011 21-Dec-2011 31-Aug-2012 interventions. Comments Component 1 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Recommendations coming out of the Text Value none not yet completed research studies discussed and Date 21-Dec-2011 disseminated Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Monitoring data is available and collected Text Value none not yet completed by MOES Date 21-Dec-2011 31-Aug-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target National advocacy campaign implemented Text Value n/a ongoing completed Date 21-Dec-2011 31-Aug-2012 75 Lao PDR Coordinating Agencies: AusAID, UNICEF Other Members of the Local Donor Group: ADB, EU, GIZ, Japan (JICA and Embassy of Japan), UNESCO, WFP and World Bank Signing date: 08/12/2010 Closing date: 08/31/2013 Project Development Objective: The Project Development Objective is to support the Government of Lao People's Democratic Republic to increase the coverage and improve the quality of Pre-primary and Primary Education with a focus on the most educationally disadvantaged children. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview Despite the initial start up delays, the program is now making good progress, and concerted efforts are being made to put Program implementation back on track. Given the complexity of community-based school construction activities which covers 56 target districts countrywide, the shorter than average implementation period of three years, the numerous training activities undertaken, the innovative nature of the school feeding and the non-formal education activities, the Program is making steady progress. The MoES shows high level of dedication and strong commitment to achieving Program objectives. Staff involved is dedicated and performing well in expediting Program activities and in monitoring implementation progress. The total cumulative disbursement as of February 27, 2012 remained at 21.7 % for the combined GPE and AusAID grants. Key Issues and Actions MoES have made substantive progress in following up on the joint commitments made during the Lao country team presentation to the Catalytic Fund Committee in Washington D.C. in May 2010. These commitments included: (a) increasing government financing for the education sector; (b) providing third party verification; (c) strengthening of financial oversight; (d) implementing the Performance Assessment Framework; and (e) developing capacity building plans. Progress on these commitments is reported in the October 2011 aide-memoire under Sub-Component B4: Strengthen Monitoring and Evaluation Capacity and will be followed-up during the upcoming March 2012 mission. Given the expected high future disbursements and the need to channel funds for school feeding, requests for authorization were sent to the Bank: (a) to increase the ceiling to the Designated Account from US$2 million to US$4 million and (b) to amend the Grant Agreement to include food items as part of the Community Grants Scheme. Following the October Joint Mission, the Secretariat of the GPE requested for an urgent update on the status of the Catalytic Fund allocation. The Secretariat noted the low disbursement rate and an urgent need for the Program to accelerate implementation. In close consultation with the MoES and 76 development partners, several remedial actions were identified to ensure effective and timely Program implementation. These include: (i) strengthening performance and management oversight, (ii) strengthening financial and procurement management, (iii) strengthening quality oversight of construction sub-component, and (iv) re-prioritization of activities. The MOES is making concerted efforts to meet all the requirements under remedial actions. Additional training support has been provided to the MoES to strengthen monitoring and evaluation (M&E) needs and to ensure that the M&E functions are fully embedded in the implementing units (IUs), with a specific staff assigned to carry out this function in each IU. The progress of the agreed actions from the October 2011 mission will be reviewed as part of the Joint Sector Review Mission and the GPE implementation support mission took place in March 2012. 77 Results Indicators . Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Dropout rate of primary education grade 1 Percentage Value 8.00 7.80 7.80 3.00 to 5 Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments Data is for Data is for academic Data is for academic year year 2010-2011 academic year 2008-2009 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Enrollment rate Percentage Value 91.00 94.10 94.10 95.00 Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments Data is for Data is for academic Data is for academic year year 2010-2011 academic year 2008-2009 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value Yes No No Yes primary level Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 Comments Assessment of Data is not yet Data is not yet ASLO of students grade 5 available available students on 3 subjects grade 3 on 2 subjects Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 0.00 1.00 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 760.00 rehabilitated at the primary level resulting Date 11-Aug-2011 from project interventions. Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional qualified primary Number Value 0.00 750.00 teachers resulting from project Date 11-Aug-2011 12-Aug-2013 interventions. Comments 78 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender parity index for primary education Number Value 0.88 0.90 0.90 0.96 Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments Data for Data is for academic Data is for academic year year 2010-2011 academic year 2008-2009 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Increase in the number of schools meeting Number Value 0.00 0.00 0.00 1600.00 SOQ, school of quality, standards Date 11-Aug-2011 Comments Data is for Data is not available Data is not academic year available 2008-2009 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary completion survival rate to grade Percentage Value 54.20 64.00 5 in targeted districts Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments The baseline data Data is not yet Data is not yet is for academic available available year 2008-2009 . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of schools that become complete Number Value 0.00 0.00 0.00 570.00 Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 Comments Data is for Data is not yet Data is not yet academic year available available 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of schools where block grants Percentage Value 0.00 0.00 0.00 100.00 have effectively been used Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments Data is for Data is not yet Data is not yet academic year available available 79 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of playgroups with a trained care- Number Value 0.00 0.00 0.00 180.00 giver and adequate materials Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 Comments Data is for Data is not yet Data is not yet academic year available available 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of schools with principals trained Number Value 0.00 0.00 0.00 1000.00 on their 7 roles Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments data is for Data is not yet Data is not yet academic year available available 2010-2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of schools with teachers trained Number Value 0.00 0.00 0.00 1600.00 Date 11-Aug-2011 08-Sep-2011 08-Sep-2011 12-Aug-2013 Comments Data is for Data is not yet Data is not yet academic year available available 2010-2011 80 Lesotho Coordinating Agency: Irish Aid Other Members of the Local Donor Group: World Bank, UNICEF, World Food Programme, AfDB, UNFPA, WHO, JICA. Date of ESP Endorsement: November 1, 2005 Current Sector Plan Period: 2005–2015; updated version for the 3-year period: 2009–2012 Signing date: 08/25/2010 Closing date: 08/30/2013 Project Development Objective is to provide improved facilities at existing primary schools, support and contribute to expand access to pre-primary education, and support improvements in quality of teaching. Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview This ISR updates the previous one, of October 12, 2011. Information used for its preparation was obtained during: (i) the supervision mission carried out one year after project effectiveness (November 2011); (ii) the Joint Technical Review of December 5, 2011; and (iii) the technical mission of February 2012. The Project was effective in November 2010, and thus, a full implementation year is completed. Project implementation is fully mainstreamed in the Ministry of Education and Training. Although there have been some delays in project implementation, the latter is starting to catch up, and progress has been made during the past four months. Component 1. Bids for civil works in the three districts selected for Batch 1 opened on August 9, 2011. These districts are: Thaba-Tseka, Mokhotlong and Qacha's Nek. Bid Evaluation Reports were sent to the Bank for a request of No Objection. To date, No Objection was provided to recommendations of contract awards for 29 out of a total of 31. Four contracts in the Qacha's Nek district have already been signed. Overall, around US$2.4 million worth of civil works are committed with signature of the remaining 27 contracts expected to take place during the month of February. At the same time, work has started to prepare bidding documents for civil works Batch 2, and bidding documents for classroom furniture have already been prepared with bids expected to open during the month February. This is significant progress in the most important component of the project. However, delays are still found in the conclusion of the procurement for individual consultancies for a Component 1, Contracts Manager and the Quality Surveyors and firm consultancies for a site surveyor firm and construction supervision firm. Procurement of such services is expected to be concluded before mid-March. Training in procurement provided by Eastern and Southern African Management Institute has taken place in December 2011. Component 2 has seen progress. The government has written contracts for 120 caregivers and 120 caterers for receptions classes in all ten districts in Lesotho and they were signed in August. 81 Construction kits and puzzle kits have been purchased and delivered. Food catering has been initiated in January 2012. Terms of Reference (TOR) for the consultancies on the value of reception classes as a form of ECCD provision, and on the causes for high early grade repetition have been submitted for No Objection, which has been granted. Preparation of contract renewal for care givers, and new contracts for caterers for the next fiscal year has already started. Component 3 has also seen good progress. Procurement of a firm to carry out the baseline service concluded with a contract signed in the amount of US$0.5 million. The teachers’ incentive scheme was launched in January, with the first quarterly payments to be made in March 2012. Consultancies on the development of new literacy and numeracy curricula and assessment materials are on-going and preparation for the pilot of the newly produced materials has started. Textbooks were purchased and distributed. There have been visible efforts from of the Ministry of Education and Training (MoET) to increase the pace of project implementation and to compensate for the delays in procurement. MoET has revised the roles and responsibilities of the implementation team; it has strengthened coordination and communication mechanisms, and there are visible results of this. However, procurement capacity is still weak and the procurement unit in MoET is not only in charge of procurement for the project but also for all MoET procurement. It is very important to follow up closely on project implementation and keep providing extra procurement and technical support to the implementation team. Key Issues and Actions Project implementation being fully mainstreamed in the MoET has posed serious challenges to progress, and project implementation was delayed in 8 months at the end of the first implementation year supervision mission (November 2011). Such delay, largely due to difficulties with project coordination, and building and retaining implementation capacity can jeopardize the allocation to civil works of additional US$10 million from the GPE. This allocation is to be triggered by completion of two civil works targets, previously agreed with the Partnership, at mid-term review. It is important to note however, that senior management in the Ministry of Education is very much aware of this situation and has started to carry out steps to improve the pace of implementation. In fact, since October 2011 to date, important progress has taken place, and if momentum is maintained, project implementation will significantly progress. Although important progress has been made recently, and training in procurement has been provided to the procurement unit in MoET, procurement capacity in the Ministry is still weak. This is largely due to the new composition of this team and their lack of experience with Bank procurement guidelines. At the district level procurement capacity is also weak and there is a great deal of information/training sessions required for local contractors, which are bidding under Bank guidelines for the first time. Informed by the lessons learnt with procurement of civil works in Batch 1, the Bank will provide extra support in procurement to MoET procurement unit at least during the months of February and March. Procurement experts will travel to Lesotho to provide hands-on training to MoET’s procurement team and to participate in training activities at the district level. Continuous extra technical support will also be provided to the overall implementation team during the upcoming months. MoET needs to continue its efforts to increase the pace of project implementation and to continue to consolidate communication and coordination among the implementation team, which efforts have already started to bear fruit. 82 Results Indicators Project Development Objective Indicators End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Decline in shortfall of qualified Percentage Value 0.00 0.00 10.10 teachers at primary level Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments 0.0 for first year (indicator on track with activities already started). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Qualified teachers (from total Number Value 0.00 0.00 1600.00 number covered by the project) Date 01-Nov- 05-Dec-2011 retained or attracted to difficult Sub Type 2010 schools Comments 0.0 for first year (indicator on track with activities already started). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Repetition rate (grade 1) Percentage Value 26.00 24.20 23.00 Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target met for first year of the project (25.00) End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Decline in shortfall of Percentage Value 0.00 0.00 7.50 classrooms at primary level Sub Type Date 01-Nov- 05-Dec-2011 83 2010 Comments Target not met (0.7% target value). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Enrollment in reception classes Number Value 0.00 2760.00 3600.00 supported by the project Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target met for the first year (2,400) End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Classrooms constructed by the Percentage Value 0.00 0.00 100.00 project meeting the agreed Date 01-Nov- 05-Dec-2011 standards Sub Type 2010 Comments Target not met (10% target value). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Direct project beneficiaries Number Value 0.00 2880.00 24600.00 Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target not met for the first year (4,620) End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Female beneficiaries Percentage Value 0.00 75.00 55.00 Sub Type Supplemental . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End 84 Target Teachers in difficult schools Amount(USD) Value 0.00 0.00 800.00 targeted by the project enrolled Date 01-Nov- 05-Dec-2011 in training programs Sub Type 2010 Comments Indicator on track- first year setup indicator scheme. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target System for learning assessment Yes/No Value Yes Yes Yes at the primary level Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Assessments carried out in Sesotho and Math and results disseminated. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Utility of the learning Number Value 3.00 3.00 3.00 assessment system Sub Type Supplemental End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Textbooks purchased and Number Value 0.00 6500.00 13300.00 distributed by the project Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target for the first year surpassed (3,300) End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Teachers and principals in grade Number Value 0.00 0.00 4500.00 85 1 to 3 targeted by the project that Date 01-Nov- 05-Dec-2011 were trained in teaching Sub Type 2010 methods adapted to the new Comments Target not met for curriculum the first year. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Number of additional qualified Number Value 0.00 0.00 800.00 primary teachers resulting from Date 01-Nov- 05-Dec-2011 project interventions. Sub Type 2010 Comments Indicator on track- first year setup indicator scheme. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Teachers in difficult schools Number Value 0.00 0.00 800.00 targeted by the project receiving Date 01-Nov- 05-Dec-2011 a grant Sub Type 2010 Comments Indicator on track- first year setup indicator scheme. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Reception classes supported Number Value 0.00 120.00 120.00 Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target fully met for the first year. End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Classrooms furnished Number Value 0.00 0.00 330.00 Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target not met for 86 the first year (33 classrooms). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Toilet blocks constructed Number Value 0.00 0.00 100.00 Date 01-Nov- 05-Dec-2011 Sub Type 2010 Comments Target not met for the first year (10 toilet blocks). End Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) Target Number of additional Number Value 0.00 0.00 330.00 classrooms built or rehabilitated Date 01-Nov- 05-Dec-2011 at the primary level resulting Sub Type 2010 from project interventions. Comments Target not met for the first year (33 classrooms). 87 Liberia Coordinating Agency: UNICEF Other Members of the Local Donor Group: USAID, Open Society Foundation, European Union, UNESCO, World Bank and NGOs, including Save the Children, Child Fund, Plan International, etc. Date of ESP endorsement: May 2010 Current Sector Plan Period: 2010-2020 Approval date: 5/6/2010 (became effective on January 31, 2011) Closing date: 6/30/2013 (three-year project) Project Development Objective: The Catalytic Fund’s development objective is to increase access to basic education, with a particular focus on poor areas, to improve conditions of teaching and learning, and to improve school management and accountability. Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Unsatisfactory Implementation Status Overview The GPE Grant for Basic Education Project (BEP) was approved on September 1, 2010 and the grant agreement signed on September 29, 2010. The three-year project became effective on January 31, 2011. Although the Government has made progress with respect to procurement of some consultants and firms, project implementation continues to be slow, in large part due to four factors: (i) institutional restructuring at various levels of implementation following the passage of the Education Reform Act in August 2011, (ii) low management capacity in the Ministry of Education (MOE) to implement a project with a complex design, (iii) continued lack of clarity on overlaps between the BEP and activities financed by other donor partners, and (iv) presidential elections in October 2011 and related and ongoing transitions in the MOE Senior Management Team (SMT). Information on new political appointments continues to trickle in: the new Minister – Ms. Estonia Tarpon – was appointed on January 27, 2012, two of the three Deputy Ministers on February 3, 2012, and the third Deputy Minister on February 22, 2012. The Assistant Ministers have yet to be appointed. Disbursement is slow, with US$1 million disbursed in the first year out of the originally scheduled US$8 million. The Government has proposed a project restructuring to address the implementation bottlenecks noted above. The MOE circulated the draft BEP Restructuring Issues Paper to the Education Sector Development Committee (ESDC). Minister Gongar subsequently chaired a meeting with the ESDC on February 7 and noted that the MOE had decided to pursue Option 2 or full integration of the BEP into the Education Reform Act 2011. The partners were supportive of pursuing Option 2. The Minister requested from the partners their feedback and any corrections or revisions to the BEP Restructuring Issues Paper by February 10. 88 The MOE appointed a Restructuring Team comprised of senior management and technical staff. Together with the Bank team, and in accordance with input provided by relevant Donor Partners, the Restructuring Team reviewed the Grant Agreement and Annexes 3 and 4 of the Project Appraisal Document (PAD) and in particular, discussed the rewording of the project description section of the Grant Agreement. The Restructuring Team will further discuss the Grant Agreement revision with sub-component teams and the MOE Senior Management Team prior to submitting a final proposal to the Minister. The Restructuring Team also agreed on the following next steps: (i) develop an expanded project description with details of proposed activities, (ii) discuss the flow of funds with the Financial Management Specialists, particularly as it relates to county and school grants, (iii) revise the disbursement schedule in accordance with a five-year implementation period, (iv) revise the results framework, and (v) review and revise, as needed, the Project Development Objective. The restructuring request letter is expected to be submitted by the GoL by mid-March 2012. Project restructuring is critical to improve implementation, but this process is likely to take at least another four to six weeks. Thus project implementation is expected to continue to be slow in the coming months. Key Issues and Actions The Government has requested a project restructuring on two fronts. First, the GoL proposes to extend the project for two years (thus total of five years of implementation). Second, the project will be restructured to focus on strengthening the management of key sector activities with high impact on enhancing equitable access to and quality of basic education: school construction in rural areas, learning materials provision and utilization, and fiscal de-concentration through county and school grants. In addition, support for the Early Childhood Education systems development would be continued. The BEP would support the functions of the Center for Education Management, which was established under the Education Reform Act 2011. Component 1: School Construction. The restructured component will focus on the management of school construction and therefore the Restructuring Team will suggest interim indicators that will capture improvements in the MOE’s capacity to supervise the planning and implementation of school construction, but also to develop guidelines for school maintenance. The number of ECD centers and primary and basic education schools to be built under the BEP remains the same. Component 2.1: Learning Materials. The restructured sub-component would focus on improving the management of procuring textbooks, and then monitoring their effective utilization in the classroom. The project would focus on innovative ways to bring down the unit cost of textbooks, both to mitigate against the selling of textbooks on the black market and to make it feasible for the government to regularly reprint textbooks. The Restructuring Team also highlighted that the utilization of textbooks in classrooms was key to improve the quality of education, and thus the project would support tracer studies and ensure collaboration with teacher training programs so that teachers know how to effectively use the teacher guides and textbooks. The number of textbooks (core subjects for grades 5- 9, totaling approximately one million textbooks) and teacher guides (approximately 20,000) remains the same. Component 2.2: School Grants. During the February 2012 mission, key discussions were held on the transition from the county-based grants funded by the Pooled Fund to the school grants under the BEP. The proposed plan is for the BEP to support a full assessment of the county-based grants system in April/May 2012. Based on currently available information, changes to the current county-based grants include: (i) strengthening the linkage between grant disbursement and county/school improvement plans, (ii) broadening the scope of eligible expenditures, including salaries for local teachers, simple repair work, and furniture, (iii) setting a minimum threshold so as to not disadvantage small schools, and (iv) reviewing the per student amount. The BEP will also support the piloting of school grants 89 starting in September 2012. The Project Support Team (PST) will develop a time to phase out the county-based grants, with the long-term goal of having all schools receive school-level grants based on school improvement plans. The PST will discuss the flow of funds with the Financial Management Specialists and the Bank will subsequently conduct an appraisal of the proposed changes. The MOE has been encouraged to appoint a strong sub-component team for this important activity. Component 2.3: Early Childhood Education (ECE). The mission agreed that the BEP would continue to support the launching of the national policy and the on-going TA for ECD systems development and the development of the implementation plan. The BEP will focus on fully equipping the 8 ECE centers that will be built under Component 1, including the procurement of equipment and learning materials, training of facilitators, and assessment of cognitive and physical (readiness) skills of students. Component 3: Education Management System. Management capacity at the central and schools will be strengthened. Proposed activities include: (i) functional review of the MOE to develop policies and instrumentation for performance based management, (ii) functional review of needs to develop an effective school-based management system, over and above the school grants system, (iii) strengthen the MOE financial management system, and (iv) support to set up the Center for Education Management. This component would also include support for an annual joint sector review. 90 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target School grants implemented in accordance Percentage Value 0.00 0.00 0.00 60.00 with agreed upon procedures Sub Type Date 01-Sep-2011 28-Feb-2012 Comments Significant sub- Significant sub- component design component design changes expected. changes expected. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Schools managed by a SMC or PTA Percentage Value 0.00 0.00 0.00 60.00 Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 Comments Significant sub- Significant sub- component design component design changes expected. changes expected. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teachers having at least one teaching guide Percentage Value 0.00 0.00 0.00 80.00 Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 Comments Procurement of new Bidding teacher guides in documents for progress. new teacher guides being developed. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Textbooks-Student Ratio Text Value 0 0 1:2 Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 Comments Procurement of new Bidding textbooks in documents for progress. new textbooks being developed. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 0.00 0.00 0.00 470000.00 Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 91 Comments Recruitment of TA TA recruitment for school for learning construction, school materials and grants, and learning school grants materials sub- (partial) components are completed, while underway. recruitment of TA for school construction is ongoing. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Female beneficiaries Percentage Value 40.00 0.00 0.00 40.00 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Basic education completion rate Percentage Value 49.00 49.00 49.00 56.00 Sub Type Date 12-Dec-2008 01-Sep-2011 28-Feb-2012 Comments New school level Results from data not yet 2010/11 School available. Census not yet available. . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target District Education Officers using the new Percentage Value 0.00 0.00 0.00 75.00 assessment instruments Sub Type Date 01-Sep-2011 28-Feb-2012 Comments New assessment New assessment instruments not instruments not designed. designed. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No No No Yes primary level Sub Type Date 01-Sep-2011 28-Feb-2012 Comments No MOE No MOE 92 counterpart team counterpart team has been assigned. has been assigned. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Availability of annual sector statistics by Yes/No Value No No No Yes May of each year Sub Type Date 01-Sep-2011 28-Feb-2012 Comments School census not School census not conducted in conducted in 2009/10. Data 2009/10. Data collection for collection for 2010/11 conducted 2010/11 in April 2011. conducted in Draft report not yet April 2011. Draft ready. report not yet ready. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Development of a pay and grade scale for Yes/No Value No No No Yes teachers Sub Type Date 01-Sep-2011 28-Feb-2012 Comments Significant sub- component design changes expected. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Unified HR database (Civil Service Yes/No Value No No No Yes Agency, MOE, MOF) developed and Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 maintained Comments Recruitment of Database gap database analysis analysis TA underway. completed. Significant sub- component design changes expected. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Children benefiting from de-worming Number Value 0.00 0.00 0.00 300000.00 intervention (number) Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 Comments First found of de- De-worming worming expected delayed so that 93 in October 2011. medicine can be administered at the same time as cascade training. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Cost-effective early child development Yes/No Value No No No Yes model designed and piloted Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 Comments Recruitment of TA for system ECD systems development development TA recruited. underway. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 0.00 0.00 108.00 rehabilitated at the primary level resulting Sub Type Date 29-Dec-2010 01-Sep-2011 28-Feb-2012 13-Jun-2013 from project interventions. Comments Recruitment of Recruitment of school construction school management firm construction underway. management firm underway. 94 Malawi Coordinating Agency: USAID Other Members of the Local Donor Group: AfDB, CIDA, DfID, GDC, JICA, USAID, UNICEF, WFP, WB Date of ESP Endorsement: Current Sector Plan Period: National Education Sector Plan (2008-2017), Education Sector Implementation Plan (2009-2013) Approval date: 06/17/2010 Closing date: 06/30/2015 Project Document Objectives: To increase access and equity and enhance quality of the teaching and learning environment. Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview The Project became effective in February 2011. In the last year the program has experienced impressive movements in critical areas. An innovative distance teacher training program has been launched. 10,000 student teachers have been placed in rural schools which in some cases experience pupil teacher ratios of over 100:1. A joint WB/Ministry Impact Evaluation of this program has completed the collection of baseline data. In addition, all schools in planned Phase 1 districts (6 districts) have developed School Improvement Plans (SIPs). Based on these SIPs substantial resources have been disbursed to schools. The SIPS and subsequent school grants increase transparency of funding at the local level as well as provide schools the opportunities to buy vital education inputs. However there have also been some challenges including slow classroom construction and weak procurement, budget and implementation processes. Classroom construction has been delayed. Reasons include slow payment system for contractors, job insecurity of infrastructure staff, and weak capacity of contractors. A decision was taken to allow for additional community based modalities for implementing education infrastructure projects in order to speed up civil works and thus meet the project school construction goals. Key Issues and Actions Supplementary Budget: The Education Sector Wide Approach (SWAp) Memorandum of Understanding and the Joint Financing Arrangement envisage priority-setting and budgeting as a joint process between Government of Malawi and DPs, and embracing civil society and the private sector. The education DPs, especially the pooled partners, expect to be more fully involved in the budgeting process than they have been in the past. Preparation of the annual Program of Work (PoW) for 2011/12 was started in good time, with the issuing of detailed guidance and templates. These called for proposed activities to be costed and linked to the nine key priorities in the ESIP reform agenda. However the 2011/12 budget did not include sufficient funding for the following: the Primary School Improvement Program (including school grants), the Open and Distance Learning (ODL) teacher 95 training program, and completion of civil works. As a result, the MoF approved a supplementary budget for the MoEST. Planning: The Ministry of Education had previously been supported by PIUs from DfID, AfDB, GDC, and IDA. The PIUs have now been dismantled leaving the Ministry to manage all DP funds for pooled partners. The MoEST has put in place new staff to support the management of these funds however planning remains weak. In particular there is unrealistic procurement planning that is not fully institutionalized within the government implementation process. This has been due to a lack of technical expertise, confusion regarding available resources, and insufficient understanding of procurement procedures. To address this we have begun weekly meetings with the procurement team to identify bottlenecks. These meetings are followed up with meetings with MoEST management. We have also strongly urged the Ministry to also strengthen the SWAp Secretariat. Phalombe Teacher Training College (TTC). The MoEST is planning to build a new teacher training college. The TTC will be partially supported by DFID outside of the pool, with the remaining balance to be covered by pooled funds. A Resettlement Action Plan is under preparation. IDA has sent a letter to the Government underscoring the importance of following IDA's safeguard policies. There is a potential delay in the finalization of audit of the SWAP for the year ended June 30, 2011. Delay in the recruitment and commencement of audit has led to a delayed audit report beyond the deadline date of December 31, 2011. 96 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil Classroom Ratio Number Value 100.00 97.00 Date 07-Mar-2011 30-Jun-2015 Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment rate in primary education Percentage Value 119.00 114.00 Date Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 0.00 6000.00 3703315.00 Date 03-Mar-2011 12-Oct-2011 30-Jun-2015 Comments The school bursary program has successfully provided bursaries to approx. 6000 students last school year. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Female beneficiaries Percentage Value 0.00 46.00 48.00 Sub Type Supplemental 97 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil Teacher Ratio Number Value 91.50 87.00 Date 03-Mar-2011 30-Jun-2015 Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Net enrollment rate in primary education Percentage Value 83.00 Date Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil Classroom Ratio Number Value 100.00 97.00 Date Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary Completion rate Percentage Value 88.00 94.00 Date Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 98 Urban Percentage Value 60.00 62.00 Date Comments Data will be provided to update this indicator by next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Rural Percentage Value 28.00 32.00 Date Comments Data will be provided to update this indicator by next ISR. . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Student/textbook ratio Number Value Date Comments Data to be updated in next ISR. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Std7/Math Number Value 1.50 1.00 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Std7/English Number Value 1.70 1.50 Sub Type Supplemental 99 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Std3/Math Number Value 2.00 1.50 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Std 3 /English Number Value 2.60 1.50 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Reliable annual abstract disseminated by Text Value No Yes March Date 30-Jun-2015 Comments Yes or No Basis Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Human Resource management information Text Value No No No Yes system in place Date 07-Mar-2011 07-Mar-2011 07-Mar-2011 30-Jun-2011 Comments Yes or No basis Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Satisfactory implementation of teacher Text Value No No Yes management action plan for recruitment Date 07-Mar-2011 30-Jun-2015 ,education, deployment, remuneration, supervision and promotion of teachers Comments Yes or No basis (Yes/No) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Managers trained in strategic planning, Number Value 0.00 100.00 budgeting and reporting Date 07-Mar-2011 30-Jun-2015 Comments cumulative Training plans are currently being reviewed by Ministry management for endorsement. 100 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No No No Yes primary level Date 30-Jun-2015 Comments Malawi does not have an assessment system in place. USAID and UNICEF are currently jointly working with the MoEST to support the development and implementation of a national early grade reading and math assessment system. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary schools with strategic and annual Percentage Value 0.00 15.00 100.00 work plans and budgets in place Date 07-Mar-2011 12-Oct-2011 30-Jun-2015 Comments The training will take place using a phased approach. The first 6 districts have been trained. Training was financially supported by USAID. The second 6 districts are currently being trained. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 101 Assessment of teacher management system Text Value No No Yes complete (Yes/No) Date 30-Jun-2011 Comments Yes or No basis Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Boarding facilities built and/or Number Value 0.00 8.00 11.00 rehabilitated Date 07-Mar-2011 12-Oct-2011 30-Jun-2015 Comments cumulative Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional qualified primary Number Value 0.00 0.00 12000.00 teachers resulting from project Date 03-Mar-2011 12-Oct-2011 30-Jun-2015 interventions. Comments cumulative Currently there are 10000 ODL student teachers. 2000 more than originally expected. Next year 4000 will graduate into the teaching workforce. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary schools receiving School Percentage Value 0.00 15.00 100.00 Improvement Grants Date 03-Mar-2011 12-Oct-2011 30-Jun-2015 Comments Substantive school grants were provided to 6 districts last fiscal year. These FY 6 additional districts are expected to receive school grants. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 102 Textbooks purchased and distributed Number Value 0.00 9800000.00 Date 03-Mar-2011 30-Jun-2015 Comments cumulative Textbooks were not purchased this year. The procurement process has begun for purchasing Standards 3-8 textbooks. The textbooks are likely to be received next FY. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 230.00 3000.00 rehabilitated at the primary level resulting Date 07-Mar-2011 12-Oct-2011 30-Jun-2015 from project interventions. Comments cumulative 103 Mauritania Coordinating Agency: AFD Supervising Entity: World Bank Other Members of the Local Donor Group: AFD, France, UNICEF, Spain, WFP, AfDB, IsDB, and UNESCO. Approval date: 04/08/2008 Closing date: 03/31/2012 Project Development Objective: The project objective is to: (i) promote access to education and improve equity and retention in the sector; (ii) improve the quality of the pedagogical content of primary education and the quality of teaching; and (iii) improve the management of the education system. Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview The project's PDO were in fact the objectives of the government's education sector program, with the specific objectives. The CF’s real objective was to support the implementation of the government program. However, this PDO wording aspect was never clearly stated and therefore the project continued to be measured against the sector program PDO as stated in this ISR. As such, the following objectives were met: National average of access to grade 1 stands at 105.3%, ratio girls/boy is 1.07, retention increased to 65.2%; quality of pedagogical content has been boosted by the acquisition of 2,776,314 textbooks to achieve 4:1 textbook: student ratio, improved internal efficiency is evidenced by maintenance of the low repetition rate since 2008 at 2.7% and the 39:1 student: teacher ratio, quality of teaching has increased through the training of teachers and resulted in improved completion rates at the primary level (73.1%). As of today the full amount of the project is disbursed. Component 1: The component of promoting access to education, and improve equity and retention in the sector has been supported by the following: (i) 632 classrooms have been built and equipped as of March 2012; (ii) 30,000 student desks have been purchased and distributed; (iii) 747 parents’ associations were trained in canteen management; and (iv) the school feeding program has been implemented trough the assistance of the World Food Program, benefiting 145,589 children in the poorest areas for 54 days, twice a day. Available data indicates that, between 2008 and 2011: (a) primary GER increased from 95% to 97%; (b) retention rate increased from 58.6% to 65.2%; (c) girls participation in primary education rose from 50.03% to 50.35%; and (d) the proportion of school offering complete primary education increased from 43% to 80%. In terms of sensitization campaigns, however, UNICEF undertook the study on barriers to girls’ schooling (finalized in December 2011, which will be used for the new project currently under preparation) and the government continues its program to celebrate the best performing girls during a graduation ceremony which has been very successful in keeping girls in secondary education. Component 2: Improve quality of pedagogical content of primary education and the efficiency of the Education system has been supported through the purchase of 2,776,314 textbooks (and teachers' 104 guides), which (once distributed) will raise the textbook: student ratio from 2:1 to 4.6:1. On the other hand, the implementation of the textbook policy was carried out (i.e. availability of textbooks in schools at no cost) with exception of the liberalization of textbook publishing. Component 3: Quality of teaching and internal efficiency of education was supported through the financing of incentives to encourage teachers who are teaching effectively ("prime de craie"). This incentive was supposed to ensure that teachers spend the required time in the classrooms teaching. Unfortunately, however, activities related to teacher evaluation to monitor the most important aspects of classroom practice and teacher behavior (attendance, preparation of lesson plans, planning teaching for the school year, pupil evaluation) were prepared by the Evaluation unit but not adequately budgeted. Furthermore, activities related to quality improvement in student examination and the student learning monitoring unit (Cellule d’évaluation des acquis des élèves) were not fully carried out, although the team was trained in Dakar. These two activities are therefore included in the new project financed by the Global Partnership for Education currently under preparation. Key Issues and Actions The project seems to have missed opportunities to address certain constraints, especially in terms of the PDO and related results framework development. This is mainly due to the fact that when this project was prepared, GPE projects did not follow normal Bank procedures and so did not benefit from the same level of documentation as other projects did. However, Bank team could have proposed a restructuring at the time of re-engagement in March 2010 after the 15 months suspension for instance, although not much progress had been made, making it difficult for the team to assess the types of changes that were necessary. The objectives were very ambitious but since the project supported the government's program, they both had the same objectives, which made it difficult for the project to show its contribution. To ensure completion of all activities, a six-month extension until March 31, 2012 to ensure completion of all activities was processed and approved on September 20, 2011. However, some activities under Component 3 such as teacher evaluation and student examination mechanisms were not budgeted adequately and could thus not be fully carried out (only preparatory activities were done). Given the importance of those activities, the government decided to include their implementation in the 2012 - 2014 action plan. The remaining 5% of student textbooks have arrived at the port of Nouakchott and final reception done on March 8, 2012. The grant has been fully disbursed. The government has been advised that any activities undertaken after March 31, 2012 will no longer be eligible for financing from the grant. The government confirmed that, especially in the case of school construction, they will use their own resources to complete any remaining activities. 105 Results Indicators Project Development Objective Indicators Unit of Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure percentage of primary Text Value 43.3% Proportion of 80% 78% schools offering 6 grades schools complete increased from 43.3% in 56% 2008 to 78% in 2010 Date 11-Jun- 23-Nov-2010 02-Nov-2011 31-Mar-2012 2008 Comments Construction of 600 The project is classrooms is above the target of under. 78% at end of project Intermediate Results Indicators Unit Indicator Name Core Baseline Actual (Previous) Actual(Current) End Target Measure Classrooms built and/or Text Value 0 53% 520 600 rehabilitated Date 11-Jun- 11-May-2010 02-Nov-2011 31-Mar-2012 2008 Comments 600 classrooms are 600 classrooms under construction are under but not finalized. construction but not finalized. Unit Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Purchasing 3 million Text Value 0 3 million and 2,700,000 3,000,000 textbooks and 75,000 75,000 instructional textbooks and textbooks and instructional materials materials 75,000 75,000 instructional instructional materials materials Date 11-Jun- 23-Nov-2010 02-Nov-2011 31-Mar-2012 2008 Comments Awarding contract Awarding contract Baseline and end for the acquisition for the acquisition target figures of 3 million of 2.7 million have been 106 textbooks and textbooks and modified; instead 75,000 instructional 75,000 of 8,514,776 materials is instructional textbooks in 2008 underway. materials is and a target of underway. 11,514,776 for end of project, the new values are: 0 for 2008 and 3 million for end of project Unit Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Teachers graduated Text Value 10,714 12714 14,000 from pre-service Date 06-Jun- 11-May-2010 02-Nov-2011 31-Mar-2012 teaching training 2008 (number) Comments Teacher graduation Teacher will take place at graduation will the end of the take place at of the academic year. academic year. This is a program indicator and will be updated as new data becomes available. Unit Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Ratio of girls to boys in Text Value 50 50.9 50.43 55 primary and secondary Date 06-Jun- 23-Nov-2010 02-Nov-2011 31-Mar-2012 education (%) 2008 Comments Unit Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Teachers trained in- Text Value 5000 8000 13,714 14,000 service (number) Date 06-Jun- 23-Nov-2010 02-Nov-2011 31-Mar-2012 2008 Comments 107 Unit Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Primary completion Text Value 50% 64% 61% 60% rate, total (% of relevant Date 06-Jun- 23-Nov-2010 02-Nov-2011 31-Mar-2012 age group) 2008 Comments The project is above the end of project target by 1% 108 Mongolia Coordinating Agencies: ADB and Japan. Other Members of the Local Donor Group: JICA, Save the Children, UNESCO, UNICEF, and World Vision, Ministry of Education, Culture, and Science (MECS); Inter-ministerial Sector-Wide Approach Team Date of ESP Endorsement: May 2005 Date of ESP Re-endorsement: Spring 2009 Current Sector Plan Period: 2006–2015 Approval Date: 03/16/2007 Closing Date: 12/31/2012 (the closing date has been extended from end 2009 to end 2012) Project Development Objective(s): The overall GPE goal is to ensure universal completion of basic education and close the gender and rural-urban gaps in enrollment and school completion by 2015. To help Mongolia move towards the goal of quality basic education for all, the GPE grant aims to: (i) improve access to and completion of basic education (primary and secondary education), with particular attention to rural areas; (ii) improve the quality of basic education; (iii) expand access to preschool education in rural areas; and (iv) improve project management. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The GPE project has completed implementation, except for construction of the Baganuur school complex. The construction is expected to be completed in August 2012. A follow-up GPE Grant of $10 million to support early childhood education in Mongolia was approved by the GPE Board of Directors in December 2011. It is expected that implementation of the new grant will begin in the Spring of 2012. The resources have been well used to improve teaching and learning environments. Several years after the delivery of inputs, the schools continue to use them well. The mission undertook a physical audit of the goods in Uvurkhangai and found the quality of most of the goods to be satisfactory. Key Issues and Actions During the supervision visit, in a few instances, there have been defects in the quality of the building construction, in particular kitchens, ventilation systems, and walls. The mission has recommended that the Project Implementation Unit ask the contractors to replace or repair the defects to the items that are still under warranty. 109 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment ratio in primary Percentage Value 96.40 98.60 98.60 96.20 education Date 01-Sep-2005 31-May-2011 31-May-2011 30-May-2009 Comments Due to extension of Due to extension basic education of basic education from 10 to 12 years from 10 to 12 and lowering of years and enrollment age lowering of from 8 to 6, there enrollment age has been fluctuation from 8 to 6, there of gross enrollment has been ratio and in-take fluctuation of rates. gross enrollment ratio and in-take rates. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment ratio in secondary Percentage Value 94.20 94.700 94.70 99.50 education Date 01-Sep-2005 31-May-2011 31-May-2011 30-May-2009 Comments Same as above Same as above Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Net in-take rate into Grade 1 Percentage Value 90.60 92.20 92.20 99.90 Date 01-Sep-2005 31-May-2011 31-May-2011 30-May-2009 Comments Same as above. Same as above. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Transition ratio from primary to secondary Percentage Value 93.70 96.40 96.40 98.80 education Date 01-Sep-2005 31-May-2011 31-May-2011 30-May-2009 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrollment ratio of pre-school Percentage Value 53.80 77.60 77.60 99.00 110 education Date 01-Sep-2005 31-May-2011 31-May-2011 30-May-2009 Comments . Intermediate Results Indicators Unit of Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Number of new schools built Text Value 0 2 2 3 Date 01-Sep-2005 31-May-2011 31-May-2011 31-Dec-2012 Comments Cumulative total Cumulative total since project since project inception. inception. Unit of Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Provision of in-service training in teaching Text Value 0 10103 1 1 methods in five subjects in primary and Date 01-Sep-2005 30-Sep-2010 30-Sep-2010 31-Dec-2012 secondary schools and to Grade 1 and dormitory teachers Comments Cumulative total Cumulative total since project since project inception. inception. Unit of Indicator Name Core Baseline Actual(Previous) Actual(Current) End Target Measure Deployment of mobile ger pre-schools Text Value 0 171 171 171 Date 01-Sep-2005 31-May-2011 31-May-2011 31-Dec-2012 Comments Cumulative total Cumulative total since project since project inception. inception. 111 Mozambique Coordinating Agency: GIZ until March 2012, then DFID from April 2012 to March 2013, and then the World Bank from April 2013 to March 2014 (to be confirmed). Other Members of the Local Donor Group disbursing through the Education Sector Support Fund (FASE): World Bank, Ireland, CIDA-Canada, Finland, Germany, DFID, Portugal, Spain, UNICEF, DANIDA, Italy, and Flanders. Date of ESP Endorsement: December 2011 Current Sector Plan Period: Mozambique Strategic Plan for Education (2012–2016). Approval date: 04/28/2011 Closing date: 07/31/2015 Project Objectives: To improve access to, and quality and equity of education. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The project was declared effective on February 6, 2012 and initial disbursement of $15million is being processed. 112 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender Parity Index (GPI) Percentage Value 0.90 0.90 0.94 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Transition rate EP2/next level post primary Percentage Value 79.00 79.00 90.00 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Net enrolment of 6 year olds in Grade 1 Percentage Value 69.90 69.90 86.00 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary completion rate Percentage Value 50.80 50.80 60.80 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 0.00 0.00 8000000.00 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Female beneficiaries Percentage Value 0.00 0.00 48.50 Sub Type 113 Supplemental Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No No Yes primary level Date 08-Sep-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 0.00 0.00 4.00 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Development and implementation of Text Value n.a. n.a. Implementation institutional development plan for year 4 SDEJETs Date Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Execution of the approved state budget Percentage Value 100.00 100.00 100.00 (that includes FASE) for the sector (aggregated total of recurrent investment) Date 15-Jul-2015 Comments For each year, the goal is >90% and <105% Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of primary schools covered by Percentage Value 60.00 60.00 100.00 programs using the concept of "skills for life" Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target ratio between orphans and non orphans Percentage Value 0.80 0.80 1.00 114 attending school in relation to ration Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 between orphans and non orphans in the reference age population (i.e., primary Comments school age children) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percent of ADE funds disbursed according Percentage Value 95.00 95.00 99.00 to plan Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of people who complete the Number Value 680455.00 680455.00 3500000.00 alphabetization cycle Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target dropout rate in primary education Percentage Value 6.50 6.50 4.00 Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional qualified primary Number Value 0.00 0.00 25000.00 teachers resulting from project interventions. Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of classrooms built or rehabilitated Number Value 0.00 0.00 800.00 at secondary level through the accelerate 115 classroom construction program Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 0.00 3200.00 rehabilitated at the primary level resulting from project interventions. Date 28-Apr-2011 08-Sep-2011 15-Jul-2015 Comments 116 Nepal Coordinating Agency: World Bank Other Members of the Local Donor Group: (i) Pooling Donors: ADB, AusAID, Denmark, DFID, EU, Finland, Norway, UNICEF, World Bank; (ii) non-pooling Donors: Association of International NGOs (AIN), JICA, UNESCO, USAID, and WFP. NGOs: Education Journalist Group, Community School National Network, Save the Children Nepal, Care Nepal. CSOs: Teachers’ Association Nepal. Date of ESP Endorsement: 2001. Signing date: 12/07/2010 Closing date: 12/15/2014 Program Development Objective: The Program Development Objective is to increase access to and improve quality of school education, particularly basic education (Grades 1-8), especially for children from marginalized groups Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview The project was approved in September 2009 and became effective in December 2009. The project supports the School Sector Reform Plan (SSRP; 2009–2015) of the Government of Nepal. The program is funded jointly by over a dozen development partners through a SWAp modality. Nine partners pool their resources with those of the GON, while the remaining five partners support the program directly. In addition, the SSRP is also supported by the GPE. To date, the project has disbursed approximately USD 44.41 million of IDA Grant and US$ 30 million from GPE. The program has made good progress in all four of its key performance indicators (KPIs): (i) net enrollment rate (NER) for basic education, (ii) basic education completion rate, (iii) gender parity index (GPI) for basic education, and (iv) completion of learning assessment for grade 8 students. Starting from a 2008-09 baseline of 73% the NER for basic education has increased to 86.6%, surpassing the end of program target of 85%. Similarly, the completion rate for basic education has reached 57%, exceeding the 2011/12 target of 54%. Nepal has achieved gender parity in net enrollment for basic education with the GPI for net enrollment being 0.99. The field work to assess learning outcomes for grade 8 students is almost complete, though delayed by a few months. The final results will be published by August 2012. The assessments for grades 3 and 5 began in January 2011 and the field work will start around December 2012. These improvements in the areas of access, gender parity, schooling efficiency, and quality assessment indicate that the program is making moderately satisfactory progress towards achieving the PDOs. 117 However, poor financial management and a weak fiduciary environment, coupled with little progress in implementing the program's Governance and Accountability Action Plan continue to pose serious impediments to effective implementation. These were once again reviewed and monitored during the Joint Consultative Meeting held in December 2011. Development Partners including IDA continue to monitor progress in these two areas on a regular basis. As a response to the weak fiduciary environment, the Bank and Development Partners, in close coordination with the GON, have carried out an in-depth fiduciary review. The Bank team, in consultation with both the development partners and the GON, is also initiating a public expenditure tracking survey and a forensic review of the textbooks printing and distribution system where some governance issues have recently emerged. Furthermore, in an effort to improve financial management the Bank team is working closely with the Ministries of Education and Finance, to modify budget heads to allow for better tracking of expenditures under this program. Key Issues and Actions Poor Financial Management: FM rating has remained 'Unsatisfactory' for three reporting periods in a row. Although the Government has fully committed to address these issues, little progress has been made given the serious and deeply structural nature of the problems. The development partners and the GON have agreed to implement the financial management action plan (FMAP). This continues to be the most serious risk to project implementation and successfully meeting PDOs. Governance and Accountability Action Plan: Key provisions under the plan have not been implemented three years after the approval of support to this program. Improving Governance and Accountability in Textbook Printing and Distribution: Contrary to an earlier policy commitment, the MOE has recently decided to push through with further expanding the Government's engagement with the private sector for printing and distribution of textbooks. This policy commitment was originally reached over 8 years ago, and about four years ago the Government engaged the private sector in printing and distribution of textbooks in the Eastern and Western regions. However, the current political dispensation believes that further enhancing private sector participation might not be politically feasible. The failure to push through this reform, which was an indirect way of addressing governance issues in the textbook printing and distribution system, has compelled the Bank team to tackle the governance issues more directly. The GON has been requested to take a set of critical actions in the coming months and these are being monitored closely. Pipeline Support: Additional IDA Financing of US$ 75 million was scheduled for delivery this FY. However, given the fiduciary and governance issues faced by this program, the Task Team in consultation with management has agreed to postpone delivery of this additional financing to next year and make it conditional upon improvements in Fiduciary and Governance environments under the SSRP. 118 Results Indicators Project Development Objective Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Indicators Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Net enrolment rate for primary education Percentage Value 92.00 95.10 99.00 (grades 1-5) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Unit of Measure Indicator Name Core Baseline Actual(Current) End Target Actual(Previous) Gender parity index in enrolment for Percentage Value 98.00 99.00 100.00 primary education (grades 1-5) Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Sub Type Comments Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Net enrolment rate for basic education Percentage Value 73.00 86.60 85.00 (grade 1-8) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Gender parity index in enrolment for Percentage Value 95.00 99.00 98.00 basic education (grades 1-8) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Gender parity index in enrolment for Percentage Value 91.00 99.00 95.00 secondary education (grades 9-12) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Completion Rate for Primary Education Percentage Value 58.00 79.00 (G5) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Completion Rate for Basic Education Percentage Value 41.00 56.80 66.00 (G8) 119 Indicator Name Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Core Comments Sub Type Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Student Learning Assessment in Grades Yes/No Value No No Yes 3, 5 and 8 Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 . Comments NASA is being carried out. Assessment initiated in December 2011 for grade 8. Comments Based on DOE Based on DOE Sub Type status report 2010. status report 2010. Intermediate Results Indicators Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Number of schools under community Number Value 8500.00 11902.00 26500.00 management Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Teachers with required Certification at Percentage Value 91.00 95.00 97.00 Basic Level Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments A teacher database is being developed which will allow estimating the proportion of teachers with teaching licenses. 120 Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure Net Enrolment Rate for Secondary Percentage Value 21.00 30.60 27.00 Grades(9-12) Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Enrollment in grades 11 and 12 significantly increased after PCL (equivalent to +2 level) phase out from Tribhuvan University en masse last year. Baseline Actual(Previous) Actual(Current) End Target Indicator Name Core Unit of Measure SLC Pass Rates as percentage of exam Percentage Value 62.00 55.90 71.00 appeared Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments The SLC results are published every year around June. So the above figure is from the previous year. In academic year 2010 the figure was 64.3% whereas last year it went down significantly. Baseline Actual(Previous) Actual(Current) End Target Core Unit of Measure Indicator Name Percentage Value 28.00 21.30 2.00 Repetition Rates at Grade 1 Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Large number of underage 121 children enrolling in grade 1 result in such high repetition rates in grade 1. Expansion of ECED classes is expected to help reduce this rate. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Share of Out-of-School Children aged 5- Percentage Value 27.00 13.40 12 Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Estimate based The figure above TBD on EMIS data. is obtained as NER, and are most likely overestimated. However, a more accurate estimate will be obtained using the NLSS III. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross Enrolment Rate (G 1-5) Percentage Value 147.00 135.90 135.00 Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross Enrolment Rate (G 1-8) Percentage Value 123.00 123.70 132.00 Sub Type Date 22-Sep-2009 11-Jan-2012 15-Dec-2014 122 Niger Coordinating Agency: UNICEF Other Members of the Local Donor Group: AFD, Belgium, DFID, KfW, EU, Luxembourg, JICA, IsDB, AfDB, UNESCO, WFP, Switzerland and World Bank, Oxfam Quebec, Concern, Plan Niger, and Aide et Action. Date of ESP Endorsement: 2002 Current Sector Plan Period: 2008–2011 (2nd Phase of PDDE) Approval Date: 10/15/2009 Closing Date: 05/31/2012 Project Development Objective(s): The project development objective is to contribute to the implementation of the Education Sector Program, thereby improving access to better-quality primary education. In order to achieve this objective, the project will focus on three components to: (i) increase access and equity in primary education; (ii) improve the quality of primary education; and (iii) strengthen the capacity of the Ministry of Education, as well as of decentralized education administrative entities. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview The project is making sound progress toward its planned objectives. Target indicators for the academic year 2010/2011 are on track as shown by the list of indicators. However, the closing date of the project was extended by 6 months, from November 30, 2011 to May 31, 2012 due to delays in the implementation of the school construction program and of the textbook acquisition and distribution. These implementation issues have been addressed and will allow for the completion of all project activities within the extended project period. Disbursement increased from 47 percent in February 2011 to 66 percent as of November 23, 2011, and is on track to achieve 100 percent disbursement by the extended project closing date. The relative high undisbursed rate is related to the two main activities, notably classroom construction and textbooks purchase. Since the procurement process was completed and the contracts awarded, the disbursement will increase substantially soon. The closing date of the project was extended by 6 months, from November 30, 2011 to May 31, 2012. The PDO indicators have been achieved or surpassed. Only one indicator, the gender parity index, still needs to be achieved. It is close to achievement though, at 44 (target 45). Social and cultural factors which include early marriages of girls negatively influence the access and the maintenance of girls at school. The Government and the civil society organizations, including the Comité de Gestion de l'Etablissement Scolaire (COGES) accentuate information campaigns and advocacy. In addition, the Government will reinforce its girls' education approach in the new sector program strategy scheduled 123 to be finalized by end of December 2011, based on lessons learned from the impact evaluation of the COGES involvement in school management. More specifically, the project's accomplishments consist of three of the five PDO indicators surpassing their target values, notably: (i) the total primary gross enrolment rate increased from 62 percent to 76 percent (target 70.0 percent); (ii) the rural primary gross enrollment rate improved from 58.9 to 70 percent (target 67.0 percent); and (iii) the completion rate of primary increased from 45.8 percent to 51.2 percent (target 50.0 percent). Access component Construction program: A total of 314 classrooms are expected, of which 242 classrooms were already built and 72 will be completed by end of April 2012. 70 latrines were completed and 24 were expected to be completed by next April. Girls Education: A sensitization campaign was organized in all regions to support girls’ enrolment. 5520 members of COGES (School Based Management committee) were trained to diagnose girls enrolment constraints, prepared remedial action plan and undertake proximity sensitization. In addition, 139 Communes with the lowest girl’s enrolment rate have received each CFA F 250,000 (US$500) to celebrate girls’ success at nation examination. Therefore, 417 girls who succeeded in the national examination with the best score in their communes have received a kit of school materials and some cash. Quality component A total of 412.259 grammar textbooks and 373.967 booklets and other reading materials in French and Math were expected to be acquired by end of April 2012. With the Project support and on test basis, school supplies were purchased directly by COGES in a district and allowed a timely availability of these materials early at the school year entry. This is critical in terms of instructional time saving which is determinant in learning outcomes improvement. Based on the success of the test, the Government is interested to generalize the approach. In addition, the project has trained 3,150 teachers involved in teachers’ training institution curriculum reform. Institutional development component To reinforce the decentralization process, in addition to COGES members training mentioned above, 40 members of COGES were trained in planning and management of alternative rural schools (ERA). In addition, three staffs of the Ministry of Education were trained abroad to conduct sector PER (Public Expenditure Review). 124 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target The average Pass rate in primary education Percentage Value 83.60 87.00 89.00 86.60 increased from 83.6% in 2007/2008 to Date 31-Dec-2008 15-Nov-2010 15-Nov-2011 30-Nov-2011 86.6% by 2010/2011 Comments Actual data not Updated based on available yet data of school year 2010/2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion rate of primary education Percentage Value 45.80 49.30 51.20 50.00 increased from 45.8% in 2007/2008 to 50% Date 31-Dec-2008 15-Jan-2010 15-Nov-2011 30-Nov-2011 by 2010/2011 Comments Updated based on data of school year 2010/2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary school gross enrollment rate in Percentage Value 58.90 70.30 70.00 67.00 rural areas increased from 58.9% in Date 31-Dec-2008 15-Nov-2010 15-Nov-2011 30-Nov-2011 2007/2008 to 67% in 2010/2011 Comments Updated based on data of school year 2010/2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender Parity Index Percentage Value 42.70 58.60 44.00 45.00 Date 31-Dec-2008 15-Jan-2010 15-Nov-2011 30-Nov-2011 Comments Updated based on data of school year 2010/2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary school gross enrollment rate Percentage Value 62.00 72.90 76.10 70.00 increased from 62% in 2007/2008 to 70% Date 31-Dec-2008 15-Nov-2010 15-Nov-2011 30-Nov-2011 in 2010/2011 Comments Updated based on Updated based on 125 data of school year data of school 2009/2010 year 2010/2011 . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No Yes Yes Yes primary level Date Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 546,000 students booklets acquired and Number Value 0.00 0.00 546000.00 distributed Date 09-Mar-2011 15-Nov-2011 30-Nov-2011 Comments Contract awarded Contract awarded Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 412,260 textbooks acquired and distributed Number Value 0.00 0.00 0.00 412260.00 Date 14-May-2010 15-Nov-2011 30-Nov-2011 Comments Not yet acquired. Contract awarded Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target IEC campaign organized to promote girls# Number Value 0.00 0.00 23.00 23.00 education. No IEC campaign supported by Date 14-May-2010 15-Nov-2011 30-Nov-2011 BESP. Comments IEC Campaign is IEC Campaign is IEC campaign is underway in 23 underway in 23 organized in areas areas with low girls areas with low with low girls’ education girls education education rate. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Public sector expenditure reviews are Number Value 0.00 0.00 0.00 1.00 prepared Date 15-Nov-2010 15-Nov-2011 30-Nov-2011 Comments Underway Underway At least one PSER is prepared. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of functioning school management Number Value 10162.00 12623.00 13763.00 14000.00 126 committees increased from 10,162 in Date 31-Dec-2008 14-May-2010 15-Nov-2011 30-Nov-2011 2007/2008 to 14,000 in 2010/2011. Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 3 core team members of the MoE are Number Value 3.00 3.00 3.00 trained in PER preparation Date 14-May-2010 14-May-2010 30-Nov-2011 Comments Pre-Financed by Pre-Financed by Pooled-Fund Pooled-Fund Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 5,700 members of school management Number Value 592.00 5560.00 5700.00 committees (COGES) are trained Date 15-Jan-2011 15-Jan-2011 30-Nov-2011 Comments 5520 COGES members in general Schools and 40 COGES members of innovative Schools (ERA) 127 Papua New Guinea Coordinating Agency: UNICEF Other Members of the Local Donor Group: AusAID, EU, JICA, NZAID, UNICEF, World Bank Date of ESP Endorsement: 2002 Current Sector Plan Period: Approval Date: 03/03/2011 Closing Date: 06/30/2014 Project Development Objective(s): The principal development objective of the proposed Reading Education Project (READ PNG) is to improve the reading skills of elementary and primary education students. Progress toward achievement of this objective will be monitored against baselines for reading results which would be established in selected provinces during 2010 and during the 3 year program period (2011-2013). Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview READ PNG has got off to a slow start due to a 7 month delay between grant signature and effectiveness. The Project was formally launched by Government on April 19, 2011 and the grant became effective on November 3, 2011 after a Financial Management Specialist and an Accountant were engaged by the Department of Education (DoE). Coordinators for each of the three project components (books/materials procurement, teacher training and early grade reading assessment) have also been successfully engaged. The initial deposit of about $1 million has been made into the designated account. DoE effectively began project implementation in mid-2011, despite the effectiveness delays. A large tender for English language readers has been advertised. Offers from publishers are expected to be evaluated and books selected in February/March 2012. Around $10 million in book contracts are expected to be signed in 2012, and the books distributed to classrooms prior to the beginning of the 2013 school year. Another tender for learning materials to support reading is expected to be launched in early 2012. The first provincial baseline of early grade reading was undertaken in late 2011 in Madang province, and the results will be disseminated and discussed in early 2012. It is expected that two additional early grade reading baselines will be established in 2012, in the National Capital District and in East New Britain. Progress to date has been facilitated by regular support from the Bank team, especially from the Country Office. It is expected that demands on the Bank team will diminish progressively as DoE engages more consultant support and the programs being supported become integrated into DoE. Since project appraisal, the Bank team has agreed to the following two changes in the project design, neither of which changes the overall project objectives or organization of the project: 128 Given pilot experience with carrying out early grade reading assessments, we have agreed with DoE that a minimum of 4 provincial early grade reading baselines will be carried out during the 3 year project time frame. These will be in Madang, National Capital District, East New Britain and Western Highlands. The initial goal for the project was to carry out 15 provincial baseline assessments. During piloting, the provincial assessment work was determined to be more difficult and time intensive than originally foreseen, as well as more expensive. The average cost of field work was originally costed at about $50,000 per province and the actual cost is proving to be about double that. It was agreed with DoE and Bank procurement staff that contracting for local language books to be used in elementary schools would be carried out through a simple grant scheme, as the owners of such texts are likely to be NGOs, churches and schools and not formal publishers or businesses which could be expected to respond to a tender. There is also a social safeguards justification for introducing the grants approach, as indigenous populations are more likely to be excluded from proposing local language books as part of a more traditional book procurement arrangement. A simple grant scheme has been defined in which the scheme will be advertised, books will be submitted and evaluated and invoices will be paid for the printing and distribution of books. This exercise is expected to begin in mid-2012. Key Issues and Actions Initial project implementation experience has revealed a potentially major problem with the structure of DoE management of READ PNG, as well as the IDA-financed Flexible Open and Distance Education (FODE) Project. The fiduciary arrangements that were agreed for project implementation are proving problematic and putting implementation performance at risk. In an effort to comply with government and donor partner priority for use of local systems and procedures, it was decided during preparation that financial management and procurement advisers would be housed in and report to Corporate Services, which is the division of DoE responsible for procurement and financial management. This approach made even further sense in education as two World Bank-funded projects were beginning implementation at the same time and the Bank wanted to avoid establishing individual project implementation units in line divisions. However, the management of the Corporate Services division has so far not been effective at managing these consultants. We are also finding that using DoE's own procedures -- a donor priority -- is increasing the risk of delays, as these procedures are often heavy and long. We are committed to continuing to use local procedures and DoE's existing governance structure for at least the first 12-18 months of project implementation. An assessment should be made at the mid-term of implementation of this 3-year project as to whether alternative arrangements are justified and what those alternative implementation arrangements might be. 129 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target EGRA Scores Text Value 0 baselines 1 provincial 4 provincial completed baseline baselines completed completed Date 11-May-2011 14-Dec-2011 30-Jun-2014 Comments Baseline to be EGRA baseline established produced for following first Madang Province provincial EGRA surveys; national target of 15 provincial baselines reduced to 4 . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Books in vernacular Number Value 0.00 0.00 0.00 50000.00 Date 11-May-2011 11-May-2011 14-Dec-2011 30-Jun-2014 Comments Number of Grant scheme not Vernacular books vernacular yet started funded books funded under grant scheme Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Books delivered Number Value 0.00 0.00 0.00 800000.00 Date 11-May-2011 11-May-2011 14-Dec-2011 30-Jun-2014 Comments Books not yet English + procured and Vernacular delivered 130 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teachers trained Number Value 0.00 0.00 0.00 3000.00 Date 11-May-2011 11-May-2011 14-Dec-2011 31-Dec-2013 Comments Number of Training not yet teachers trained started 131 Sao Tomé and Principe Coordinating Agency: UNDP Other Members of the Local Donor Group: Brazil, Portugal, AfDB, Taiwan, World Bank, WFP, UNDP, UNESCO, UNICEF Date of ESP Endorsement: September 2007 Current Sector Plan Period: 2007–2017 Approval date: 01/20/2009 Closing date: 06/30/2011 Project Development Objective: The project is intended to assist the Government of Sao Tomé and Principe to improve the delivery of basic education services with a focus on greater equitable access, better quality, and improved local governance of services. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview This Project closed on June 30 2011 with 100 percent disbursement rate and most of planned activities completed. Both Project Development Objectives and Implementation Performance are satisfactory. The Project was instrumental in supporting the country progress towards universal primary education. The US$ 3.6m supported the construction of 22 new classrooms in primary education, allowing for the enrollment of additional 1,500 children, and 16 classrooms in early childhood education, the pre- service training of 60 new teachers, in-service training of 350 teachers, purchase and distribution of 200,000 textbooks for primary education students, and various training activities addressed to technical staff of the education sector. Key Issues and Actions Building on the success of the Project, the Government has requested a second GPE Project, and has asked the World Bank to continue to be the Supervising Entity. EPDF money in the amount of 237,000 US$ was provided to Sao Tome and Principe to help prepare a Country Status Report (CSR), review its Education Sector Strategy, and prepare a new Education Sector Plan. The work on those fronts is progressing well. The CSR is about to be finalized. The Education Strategy and the Education Sector Plan will be finalized in May 2012. The country intends to convene a round table of donors to mobilize additional resources for education (the GPEF has indicated an amount of $1.1million for the next three years). 132 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion Rate at Primary Education Percentage Value 44.20 66.80 70.00 80.00 Date 20-Nov-2008 28-Feb-2011 16-Jun-2011 30-Jun-2011 Comments Even though the target was not achieved (the target may have been overestimated), the completion rate has progressed steadily. In light of the progress, this is an impressive result. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Survival Rate from grade 1-6 Percentage Value 62.00 94.20 94.20 85.00 Date 20-Nov-2008 28-Feb-2011 28-Feb-2011 30-Jun-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Repetition Rate in Primary Education Percentage Value 24.00 12.00 12.00 15.00 Date 20-Nov-2008 28-Feb-2011 16-Jun-2011 30-Jun-2011 Comments The current value still lags behind the target, but there was huge improvement. Repetition rate was cut by half since 2008. 133 . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 0.00 22.00 22.00 rehabilitated at the primary level resulting Date 20-Nov-2008 28-Feb-2011 16-Jun-2011 30-Jun-2011 from project interventions. Comments the construction of they will be 22 classrooms is finalized in June underway, but they 2011 will be finalized in June 2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of untrained teachers in primary Percentage Value 75.00 58.00 58.00 45.00 education Date 20-Nov-2008 28-Feb-2011 16-Jun-2011 30-Jun-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of schools with a triple shift Percentage Value 15.00 7.80 7.80 0.00 regime Date 20-Nov-2008 28-Feb-2011 16-Jun-2011 30-Jun-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of schools that offer a full six Percentage Value 6.50 35.00 35.00 60.00 year cycle of primary education Date 20-Nov-2008 18-Nov-2010 16-Jun-2010 30-Jun-2011 Comments This indicator does not take into account the 22 new classrooms, since they will be available in the upcoming school year. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Effective Learning Time per Day Percentage Value 2.30 3.00 3.00 4.30 Date 20-Nov-2008 18-Nov-2010 16-Jun-2010 30-Jun-2011 134 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pre-school classrooms built Number Value 0.00 8.00 18.00 18.00 Date 20-Nov-2008 18-Nov-2010 16-Jun-2010 30-Jun-2011 Comments 135 Senegal Coordinating Agency: USAID Other Members of the Local Donor Group: AFD, AfDB, Coopération Française, EU, IDA, IsDB, Japan, UNICEF, USAID, WFP Date of ESP Endorsement: 2006 Current Sector Plan Period: 2008–2012 Project Development Objective: The CF operation supports the government’s goal of attaining universal primary education by 2015 through construction and the extension and equipping of classrooms and ancillary buildings. Approval date: 07/09/2009 Closing date: 12/31/2012 Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The project is on track in meeting its development objective. The grade one intake rate is 113 percent while the target at the end of the project is 110 percent. The primary Gross enrollment rate of 93.9 percent is likely to meet the end of project target of 96 percent. Currently more girls than boys are enrolled at the primary level. The primary completion rate (PCR) rose from 59.1% to 66.5% for the 2010-11 school year greater than the average 1 point annually over the last decade and if this continues for 2011 the target of 70% will likely be exceeded. The Grant agreement of US$81.5 was signed on July 2009. A first tranche of US$35 million was released in 2009. That amount has been used to implement a program of 1960 classrooms, 254 schools administration facilities, and 374 water points. The implementation of this program is almost completed with 1770 classrooms delivered over 1960 planned for the first phase. The implementation of the second phase has started for the construction of 2400 classrooms, 460 latrines, 266 school administration facilities, and 421 water points. The works already completed are comprised between 10 and 75 percent. All 2400 classroom are expected to be completed by the end of the project. To implement the second phase of US$46.5 million, the Government and the World Bank team restructured the project in November 2010 to diversify the implementation modalities for an accelerated delivery of the second phase. So, in addition to AGETIP, in charge of implementing the first phase, six additional agencies have been designated to handle the implementation of the project. They are: The Directorate of School Construction, the six Regional Development Agencies of the Regions for Kaolack, Thies, Diourbel, Louga, and St-Louis. 136 To date, all implementing agencies have completed their procurement processes and have started the construction of 2400 classrooms, 460 latrines, 266 school administration facilities, and 421 water points. The more efficient and effective procurement process generated US$8.3 million that the Government proposes to use to build additional classrooms and auxiliary facilities for 25 junior secondary schools to support the Government’s recent policy to implement a compulsory ten-year basic education. The project closing date was extended to December 31, 2012 to allow a full completion of the schools construction. A full supervision mission in planned for May 2012. 137 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Admission rate into grade one of primary Percentage Value 113.00 117.00 123.00 110.00 school Date 06-Oct-2008 05-Jun-2009 31-Dec-2010 31-Dec-2011 Comments Good progress Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary gross enrollment rate Percentage Value 90.00 92.50 94.50 96.00 Date 05-Jun-2008 05-Jun-2009 31-Dec-2010 31-Dec-2011 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary completion rate Percentage Value 58.00 59.70 59.10 70.00 Date 05-Oct-2008 19-Jun-2009 31-Dec-2010 31-Dec-2011 Comments The trend is slow and may not lead to achievement of the target. . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Repetition rate Percentage Value 7.60 7.50 7.50 6.80 Date 07-Oct-2008 04-Jun-2009 04-Jun-2009 31-Dec-2011 Comments small decrease small decrease Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Dropout rate Percentage Value 9.20 11.50 11.50 5.00 Date 05-Oct-2008 11-Oct-2008 11-Oct-2008 31-Dec-2011 Comments the dropout rate is the dropout rate is increasing and is increasing and is extremely high extremely high 138 notably in grade one notably in grade (14%) and five one (14%) and (18%). five (18%). Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of classrooms delivered under CF Number Value 0.00 0.00 1700.00 3910.00 program Date 08-Dec-2009 05-Mar-2010 05-Mar-2010 31-Dec-2011 Comments The procurement The procurement process is ongoing process is ongoing Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target number of classrooms delivered to Number Value 0.00 0.00 708.00 2010.00 complete incomplete cycles Date 05-Nov-2009 05-Mar-2010 31-Jul-2011 31-Dec-2011 Comments The procurement process is ongoing Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of temporary structures replaced Number Value 0.00 0.00 651.00 1900.00 Date 08-Sep-2008 05-Mar-2010 31-Jul-2011 31-Dec-2011 Comments The procurement process is ongoing Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of new schools constructed Number Value 0.00 0.00 30.00 150.00 Date 09-Oct-2008 05-Mar-2010 31-Jul-2011 31-Dec-2011 Comments The procurement process is ongoing 139 Sierra Leone Coordinating Agency: UNICEF Other Members of the Local Donor Group: AFD, DFID, EC, Irish Aid, IsDB, JICA, Save the Children UK, SIDA, UNESCO, UNICEF, WFP, and a number of additional international NGOs Date of ESP Endorsement: Appraisal – March 2007; Endorsement –April 2007 Current Sector Plan Period: 2007–2015 Project Development Objective: The objective of CF grant for Sierra Leone is to expand access to and improve the quality of basic education in the country. Approval date: 09/02/2008 Closing date: 09/30/2012 (second extension) Current Summary Ratings Progress towards achievement of PDO Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Implementation Status Overview The Project witnessed significant delays in its first two years. It became effective in September 2008 but the initial disbursement of US $3 million did not occur until late June 2009. The delays in start-up resulted in the project being extended from its original closing date of June 30, 2010 to December 31, 2011. Subsequently, the Education Sector Plan (ESP) Secretariat, housed within the Ministry instead of establishing a separate PIU, was understaffed and the Ministry itself did not have the requisite skills to undertake the procurement of schools/classrooms, materials, furniture and textbooks envisioned under the project. In January 2011 implementation continued to be very slow. As the project gained momentum, it became clear that the project focused too much on inputs which were not reaching schools (in the case of books, materials and furniture) or not being completed (schools/classrooms/ancillary facilities). The Ministry requested an extension which the Bank team asserted could only be granted if the project was restructured to shift the over-emphasis on goods and works towards a few small, but key activities that would begin to move towards a 'programmatic approach" which would eventually have more long term impact on strengthening the system. The project was successfully restructured and extended on December 29, 2011 to September 30, 2012. The restructuring was designed to (i) curtail remaining large-scale procurement in order to focus completion of existing activities (i.e.: ensure all materials are delivered to and used in schools, complete remaining civil works), and (ii) help work on activities to start strengthening government systems such as conducting a review of the Junior Secondary School (JSS) Curriculum, developing a Student Assessment Framework and improving the efficiency of an existing JSS Girls’ Incentives Program. Additional training for teachers and School Management Committees (SMC) will be undertaken, and the successful school-based deworming program from June 2011 will be scaled up from seven to twelve districts. The change in approach is evident by the fact that the Ministry Directors of various units are actively involved in all aspects of project planning and implementation as part of their work program. Previously most project activities were done in isolation by the Education Sector Plan (ESP) coordinator. 140 Since the October 2011 mission, the ESP Secretariat has been strengthened with additional personnel who are improving the pace of implementation. All Financial Management reports have been submitted and found to be satisfactory; six more schools have been completed and commissioned bringing the total to 32 out of 57 schools; and books and learning materials are being distributed to schools. Teacher training under the project is on track for successful completion, as is the SMC training program. Another disbursement request for $1.1 million has been submitted. Improvement in the following four areas by the end of April 2012 would allow the Bank team to upgrade the "Implementation Progress" from Moderately Unsatisfactory to Moderately Satisfactory - with the hope of reaching fully satisfactory by the end of the project. These include: (i) carrying out a validation exercise to ensure that the learning material s and furniture reached schools and are in use; (ii) completing the remaining civil works – including wells and latrines – before the rainy season begins in June; (iii) finalizing the TOR and hiring consultants to work with the various ministry directorates on, inter alia, the Student Assessment Framework and JSS Curriculum Review; and (iv) accelerating the work on the Girls’ Incentive Program. Similarly, "Progress towards achievement of project development objectives" could be upgraded in the same time frame if the validation demonstrates impact and active use of the inputs to support improved access and learning in the classroom. Capacity remains weak and standard supervision practices need to be reinforced with additional resources. Key Issues and Actions The project was extended from December 31, 2011 to September 30, 2012. Validation of the goods and works in schools will be taking place before the end of April 2012 to ensure their efficient and effective use. The Minister will hold a meeting with the Local Councils and non-performing contractors to develop a plan for rapid resolution. He has agreed to invite his counterparts in Finance and Economic Development as well as Local Government. The project will contract the Financial Auditor for 2011 by March 31. 141 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of pupils who pass the NPSE Text Value 72% 72.4% 72.6% 72% examination Date 15-Sep-2008 28-Jan-2011 30-Jun-2011 31-Dec-2011 Comments Goal is to NPSE for 2010- maintain the 11 school year. same average pass rate as the baseline Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary Completion Rate Percentage Value 61.80 67.00 70.00 Primary Sub Type Completion Rate Date 31-Oct-2008 31-Dec-2010 Comments Source: SL Source: School Country Status Census 2010, Report Statistics Sierra Leone Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teacher payroll and salary Text Value 0 Initial verification N/A Teacher payroll verification exercise completed completed, bio data and salary being collected. 40 verification percent of teachers exercise completed have no records. and maintained Date 15-Sep-2008 04-Feb-2011 04-Feb-2011 14-Sep-2011 Comments Teacher payroll and Teacher payroll This indicator is salary verification and salary not influenced by exercise carried out. verification project activities exercise carried and investments, out. No follow-up and will be actions taken to dropped. 142 date. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Education Sector Annual Text Value 0 Annually during the 2 (10/2009 and Education Sector Performance Review organized project 6/2011) Annual Performance Review organized for Year 1, Year 2and Year 3 Date 15-Sep-2008 16-May-2011 20-Jun-2011 14-Sep-2011 Comments An Education Sector An Education Annual Performance Sector Annual Review was Performance organized in Review was October, 2009 organized in June 2011. Next to take place starting May 16, 2011. Timed to coincide with report of 2010 School Census. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of teaching and learning Text Value 0 Materials procured, 850,000 sets of materials that are distributed to but no TLMs have teaching and primary schools been distributed learning materials under the project yet to be distributed to primary schools Date 15-Sep-2008 04-Mar-2011 23-Sep-2011 14-Sep-2011 Comments Approximately 50% Approximately This indicator will of materials have 50% of materials be dropped been procured. have been 12/31/2011 due to Delivery to procured. measurement and Freetown expected Delivered to LCs definition issues. by April 2011, in July 2011. distribution to About 30% schools pending delivered to 143 schools. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of new teachers who enroll Text Value 0 200 300 300 additional for the distance education program teachers enroll in distance education program (100 teachers annually) Date 15-Sep-2008 31-May-2010 31-May-2010 31-Dec-2011 Comments This round due to be Completed August completed by 2011 August 2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of Junior Secondary Text Value 0 260 enrolled 260 260 junior teachers who receive in-service secondary teachers training receive in-service training Date 15-Sep-2008 28-Mar-2011 28-Mar-2011 30-Dec-2011 Comments Due to be completed Completed August by July 2011 2011 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of primary teachers who Text Value 0 1,000 primary 700 1,000 primary receive in-service training under the teachers enrolled. teachers receive project in-service training Date 15-Sep-2008 04-Feb-2011 30-Aug-2013 30-Dec-2011 Comments Ongoing Ongoing Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of new classrooms Text Value 258 classrooms 237 318 classrooms constructed under the project underway completed Date 04-Feb-2011 23-Sep-2011 30-Dec-2011 Comments Construction nearly Construction Reduced to 237 completed. 60 nearly completed. under classrooms left to be Remaining restructuring. procured and built. classrooms 144 originally planned under the project will not be built under the restructured project. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of girls enrolled at junior Text Value 40.9% 40.9% 43.5% Increase towards secondary level parity (50-50%) Date 30-Sep-2009 31-May-2010 31-May-2010 31-Dec-2011 Comments School Census data 2010 School available May 2011 Census Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of new entrants into primary Text Value 324,000 323,389 pupils 217,652 346,500 children 1 children enrolled in P1 enrolled in enrolled in (47.8% girls) Primary 1 7,500 primary 1 additional enrollment annually Date 15-Sep-2008 31-May-2010 27-May-2011 31-Dec-2011 Comments Report from 2010 2010 School This indicator is School Census due Census - A decline not reliable in a May 13, 2011 in intake natural in Post Conflict Post Conflict situation and will setting where there be dropped. was a surge in enrollments early on. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of pupils enrolled at Text Value 1,324,183 1,322,238 pupils 1,194,502 1,369,183 children primary level 1,324,183 children children enrolled in 5,016 enrolled in enrolled in primary schools enrolled in primary schools primary schools Date 15-Sep-2008 31-May-2010 27-May-2011 31-Dec-2011 145 Comments Report from 2010 2010 School This indicator will School Census due Census - There are be dropped May 13, 2011 concerns about the because the baseline and erratic baseline and trends in projections were enrollments in a faulty. Post Conflict situation. Many over- and under- aged children flow in and out of schools. The trends are not clear. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of LCs which conduct fee- Text Value 0 14 conducted 19 All 19 LCs free awareness campaigns based on conduct fee-free findings of out-of-school study awareness campaigns based on the findings of out-of-school study Date 15-Sep-2008 04-Feb-2011 04-Feb-2011 31-Dec-2011 Comments Implementation in Not financed by This indicator will progress the project be dropped because many of the LCs conducted the campaigns with other donor resources during the delay of project effectiveness. 146 Tajikistan Coordinating Agencies: World Bank and UNICEF Other Members of the Local Donor Group: GTZ, USAID, EU, KfW, WFP, UNDP, Aga Khan Development Network (AKDN), and Open Society Institute (OSI) Date of ESP Endorsement: October 2005 (refers to Sector Plan 2006–2015) Current Sector Plan Period: 2009–2015 FTI-3 Effectiveness: 12/23/2009 Closing date: 09/30/2012 Project Development Objective: The operation aims to contribute to an increased access to improved learning environments and a more efficient delivery of quality education services. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The grant to Tajikistan (FTI-3) is progressing satisfactorily. The Grant is designed to help fill gaps in the implementation of the National Strategy for Education Development (NSED), particularly with respect to the goals to improve the physical infrastructure, and material and technical aspects of the education system; to improve the management and performance of the education system for the delivery of quality education services; and to ensure the quality of education services. It supports activities like school construction and rehabilitation, provision of furniture and reading materials to schools, training to school directors on the efficient school management, supporting central and local level authorities and schools in carrying on per capita financing, training of rayon and school methodologists on supporting teachers, education data collection and processing for the decision makers and development of a new Education Strategy. Civil works have been completed in four sites and are on-going in all remaining 26 sites, reading materials for schools have been selected, purchased and delivered to schools, the first phase of the directors’ training on the financial management is completed, and training evaluation results are presented and discussed with key stakeholders. The second phase on pedagogical leadership will start soon. Mentoring program is completed, and the program evaluation results were presented and discussed with key stakeholders. All modules for EMIS are developed and introduced (except one) nationwide, and the NSED Action Plans are drafted and submitted for the Government approval. The NSED package serves as a basis for on-going preparation of a new GPE grant. Key Issues and Actions The Mid Term Review of the Grant was conducted in December 2011. The key conclusion of the Review was that the FTI-3 Grant is progressing well, albeit with some delays. In March 2011, the Closing Date was extended till September 30, 2012 in order to accommodate for delays in the design of civil works, in procurement of furniture, and the new procurement procedure put in place by the 147 Government. In October 2011, the Bank received a request to reallocate Grant proceeds between categories, to increase Designated Account authorized allocation, and to reduce scope of component 3.3 (Evaluation of the supply and demand schemes promoting enrollment). The request was approved. Disbursement was behind schedule mainly due to the aforementioned delays in the civil works and furniture provision, which together comprise 73% of total project costs. The design for the Civil Works took more time than planned to accommodate innovations and improvements per the reviewers’ recommendations. With the start of the Civil Works the disbursement was catching up. To further accelerate disbursement, the Recipient asked the Bank to increase the Designated Account ceiling, which was approved by the Bank. Another reason for the delay is the new tender procedures adopted by the Government envisaging review and approval of the tender results by the State Investment Committee, which delays procurement processes. The evaluation process for furniture was protracted and completed with rejection of all bids. Now, the contract is signed for one package, and the Bank has got evaluation report for the one which was re-bidden. As of March 1, 2012, $5.1 million is disbursed, $5.0 million is committed, and remaining $3.4 million is allocated including $2.0 million for furniture. 148 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target (Quality) Number of teachers who received Number Value 0.00 0.00 0.00 1000.00 in-class mentoring support during the year Date 16-Apr-2010 30-Aug-2010 20-Nov-2011 30-Sep-2012 Comments Data is being 80% of est. target collected group. The proportion of beneficiaries who are female will be at least equal to the proportion in the general teacher population. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target (Efficient delivery) Class size in new PCF Text Value 19 21 Increase of at rayon’s least one point Date 16-Apr-2010 30-Aug-2010 01-Jan-2011 30-Sep-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target (Efficient Delivery) Pupil: stavka ratio in Text Value 13.4 13.8 Increase of at new PCF rayon’s least one point Date 16-Apr-2010 30-Aug-2010 01-Jan-2011 30-Sep-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Access) Number of students in targeted Number Value 0.00 0.00 50000 180000.00 schools who have benefited from reading materials Date 16-Apr-2010 January 1, 2012 30-Sep-2012 Comments Number of benefitting 149 students is being collected. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target (Access) Number of students in targeted Number Value 0.00 0.00 0.00 67000.00 schools that have benefited from furniture Date 16-Apr-2010 30-Aug-2010 20-Nov-2011 30-Sep-2012 Comments The contract for one package is just signed; the ICB for the re- bidden package is under evaluation. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target (Access) Number of students in the Number Value 0.00 0.00 3000.00 13000.00 targeted schools that have benefited from civil works Date 16-Apr-2010 30-Aug-2010 01-Mar-2012 30-Sep-2012 Comments In four completed schools. Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 4.1: Percentage of targeted Percentage Value 0.00 0.00 0.00 90.00 MOE staff who successfully passed trainings on financial management, Date 16-Apr-2010 30-Aug-2010 01-Dec-2011 30-Jun-2011 procurement procedures, and management. Comments data is being At least 90% of collected targeted staff Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 3.3: Reports are completed Text Value No reports No reports All planned and recommendations discussed reports should be published and officially discussed. Date 16-Apr-2010 30-Aug-2010 20-Nov-2011 30-Sep-2012 Comments TORs for busing 150 are being finalized Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 3.2: Number of module Number Value 0.00 0.00 8.00 9.00 reports submitted to the Unit for Analysis and Education Sector Reform Development Date 16-Apr-2010 23-Dec-2010 23-Dec-2010 30-Jun-2011 Comments work is ongoing on work is completed 9 (teachers; 4 modules on 8 modules. school library; premises, territory and equipment; demography; students; infrastructure and buildings; textbooks rental; construction; financial management) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 3.1: % of the districts in Percentage Value 0.00 0.00 0.00 70.00 the country that have their school budget approved according to the PCF regulations Date 16-Apr-2010 30-Aug-2010 01-Dec-2011 30-Jun-2011 Comments Data is being collected Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 2.3: Reports are completed Text Value No reports No reports Final report is and recommendations discussed available, including analyses of training needs and demands; of training courses; and of relation between demand/need and supply, including recommendations Date 16-Apr-2010 23-Dec-2010 20-Nov-2011 30-Sep-2012 151 Comments WG is established TORs are shared with the partners for comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 2.2: % of FTI-trained Percentage Value 0.00 0.00 89.70 90.00 methodologists who successfully master the essentials of the course Date 16-Apr-2010 23-Dec-2010 01-Dec-2011 30-Jun-2011 Comments Mentoring program 96 out of 107 At least 90% (of was modernized trained 520 est. and piloted. TOT methodologists so methodologists to and training will far have be trained). The start in end January successfully proportion of 2011 mastered basics of methodologists the course. trained who are female will be at least equal to the proportion of methodologists who are female. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 2.1:% of FTI-trained 003 Value 0.00 0.00 97.30 90.00 directors who successfully master the essentials of the course Date 16-Apr-2010 23-Dec-2010 01-Dec-2011 30-Sep-2012 Comments MOE has 366 out of 376 The end date was modernized the FM directors trained changed in part of the training so far have accordance with module. successfully the new Closing mastered basics of Date. the course. At least 90% (of 600 est. directors to be trained). The proportion of directors trained who are female will be at least equal to the proportion of directors who are female 152 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 1.3:Number of schools that Number Value 0.00 0.00 464.00 700.00 received supplementary reading materials Date 16-Apr-2010 23-Dec-2010 01-Dec-2011 30-Sep-2012 Comments MOE has re- Reading materials The end date was advertised have been changed in assignment for purchased and are accordance with international TA being delivered to the new Closing schools Date Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 1.2: Number of classroom Number Value 0.00 0.00 0.00 1100.00 (equivalents) equipped with new furniture Date 16-Apr-2010 23-Dec-2010 20-Nov-2011 30-Sep-2012 Comments MOE sent Bidding ICB is underway The end date was documents changed in accordance with the new Closing Date Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Sub-component 1.1:Number of classrooms Number Value 0.00 0.00 0.00 200.00 that have been rehabilitated or constructed Date 16-Apr-2010 23-Dec-2010 20-Nov-2011 30-Sep-2012 Comments Local designing CWs started in The end date was firm and three May 2011. In two changed in international completed schools accordance with engineers for the the roofs were the new Closing design proof check rehabilitated. Date. are completing design stage. 153 The Gambia Coordinating Agency: World Food Programme Other Members of the Local Donor Group: DFID, World Bank, AfDB, BADEA, OPEC Fund for International Development (OFID), UN funds and programs as well as several NGOs, including VSO, ActionAid, Future in Our Hands Date of ESP endorsement: 2003 Date of ESP Re-endorsement: August 2008 by local donor group; submitted to GPE in September 2008 Current Sector Plan Period: 2009–2011 Approval date: 7/31/2009 Closing date: 12/31/2012 Project Development Objective: The overall objective is to improve teaching and learning conditions in basic education, including early childhood development. Current Summary Ratings Progress towards achievement of PDO Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The last semi-annual education sector joint donor review mission was conducted from November 28 to December 2, 2011. WFP (coordinating agency of the Local Education Group), FAO, FAWEGM, IsDB, JICA, Peace Corps, PAFEG French, Spain Embassy, VSO, US Embassy, Nigeria High Commission, UNICEF, and World Bank attended the review. Key Issues were the following:  While the Education Sector Policy (2004-2015) and Strategic plan are being revised laying out strategies, sectoral priorities, and goals to be met, continuous government commitment will be necessary as well as resource mobilization from partners. The government reaffirmed its commitment during the joint review.  Variation in learning outcomes with especially poor outcomes in regions 4-6. Student questionnaires drew attention to a number of policy-oriented issues. The results of the assessments should be used to inform teacher training and policy-making.  Equity issues affect the performance of the sector. A bottleneck analysis will be conducted to look at issues of equitable access to target resources (including school feeding) and efforts to reach the poor and excluded children.  The comprehensive draft M&E framework is supported by all partners. The M&E will capture inputs, outputs, outcomes, impact as intermediary stages leading to results programmed declined in work plans for each ministry entity with a quarterly follow-up. It is also designed to facilitate the follow-up of the sector policy and includes EMIS produced data such as school level statistics. It will be critical to: a) share the draft M&E framework with a large number of 154 concerned parties and partners; b) scale up the current EMIS towards a more comprehensive one for decision making. Component 1: Increasing access to equity in basic education Although the components under the GPE project have been soundly making progress, the number of new classrooms construction has been reduced from 400 to 252 due to the inaccurate cost estimates that were used during the project preparation. So far, 45 out of 252 new classrooms have been constructed by the NGOs and a framework agreement for an additional 78 new classrooms has been prepared with Future In Our Hands (FIOH) International NGO. Most of the remaining classrooms will be completed before the end of 2012. Component 2: Improving the quality of teaching and learning materials This component's implementation has been satisfactory. With regard to the supplementary readers, 22 Gambian authors have been contracted to supply 41 titles for a total quantity of 247,999 copies. To date, 202,674 copies have been delivered to schools. Out of 41 titles, 18 are new titles and will be field tested soon in order to determine the effectiveness of the materials. Component 3: Strengthening management and institutional capacity at the central and regional levels. Annual data collection from schools have been collected and processed through EMIS. The Government presented the initial 2010/2011 EMIS data which have received more scrutiny with the involvement of cluster monitors and regional directorates to conduct data checks and review. Most of the duplications have been removed especially those related to the madrassas, for which it was difficult to keep oversight due to frequent changes in names. Once the 2010/11 data are stabilized and all the remaining cluster data are received, and the madrassa list between 2010 and 2011 has been addressed, the EMIS team will retrospectively carry out a trend analysis. Since July when the 2010-11 data were collected, there are still some data gaps due to delays in submission from some cluster monitors. The methodology could be further refined to ensure a swifter turnaround time. However, although some data are still pending, the current estimates demonstrate a drop in government school enrollment with a shaper decrease in regions 4, 5, and 6 as well as an overall small drop in the total enrollment (about 2%). Policy Revision for Basic and Secondary Education (2012-2015) is ongoing. Thematic areas include access equity, quality, sector management with 29 Sub themes ranging from ICT, to strategies attracting those that are not in conventional schools nor in madrassas, non formal education, madrassa education, teacher incentives, and efficiency measures, to name a few. The revised policy process has seen an energetic start with a systematic consultative process including through phone interaction, TV/radio. More than 600 regional representatives were consulted on the draft policy pronouncements. Some of the comments made during the consultations relate to the need to provide remedial classes as part of the school mandates. Although the suggested sub-topics are already quite comprehensive, without having the detailed content of each, it is also recommended to introduce a 2nd chance education for dropouts to provide an opportunity to complete the regular and conventional school program or equivalent. More information on this approach will be shared by the partners. Next steps: a) Consultations with National Assembly Members, b) national conference, c) final policy drafting, and interface between drafters and readers; d) start drafting the Strategic plan after the first draft policy is completed; e) clarify the issues of the common mandates such as TVET and teacher training. 155 Key Issues and Actions Currently the project restructuring is underway; the documents have been prepared and cleared for Regional Vice President’s approval. There are two main proposed changes: (a) revision of the Project Development Objective (PDO) to reflect the activities and objectives of this project more precisely and (b) revision of the results framework to be more specific with reliable and collectible data. (a) The PDO would be modified from "improve conditions for teaching and learning in basic education including early childhood development" to "improve conditions for teaching and learning in basic education". This change stems from the fact that most early childhood interventions planned under the project were implemented through the Japan Social Development Fund (JSDF). It has been agreed that the few activities relating to ECD supported by the project including the support of ECD networks and the formulation of an ECD policy, do not have the intensity to warrant inclusion in the development objective. The development objective would therefore be revised to reflect the interventions leading to the outcome for which the program can reasonably be held accountable. (b) Apart from the PDO, another significant change relates to the revision of the results framework. Indicators will be revised in order to be specific, measurable, available, relevant and time-bound (SMART). It has been noted that the framework is overloaded with indicators and in some cases repetitious one, so it is therefore necessary to identify a focused set of indicators which draw on indicators that are regularly collected and reported by government agencies. During this process the baseline targets would be adjusted as it was determined that the available data at the time of appraisal was invalid. 156 Results Indicators The results indicators will be updated once the restructuring has been approved. Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Intake rate for ECD Percentage Value 39.40 41.00 45.00 Date 30-Dec-2008 15-Jun-2010 15-Jun-2011 31-Dec-2012 Comments See PDO rating explanation Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Intake Rate at lower basic level Percentage Value 101.00 94.00 94.00 125.00 Date 30-Dec-2008 25-Jan-2011 25-Jan-2011 31-Dec-2012 Comments Baseline will be Target will be changed in the adjusted in the RP RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Intake rate for Upper basic level Percentage Value 88.00 68.00 68.00 90.00 Date 30-Dec-2008 30-Dec-2010 30-Dec-2010 31-Dec-2012 Comments Baseline will be Target will be changed in RP adjusted in RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrolment for ECD Percentage Value 26.00 36.40 36.40 42.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Baseline will be See PDO rating See PDO rating Target will be changed in the explanation explanation adjusted in RP RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrolment at lower basic school Percentage Value 91.40 88.20 88.20 101.90 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Baseline will be Target will be changed during adjusted in RP MTR 157 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gross enrolment at upper basic school Percentage Value 60.00 62.00 62.00 69.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Target will be adjusted during MTR Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion rate at lower basic school Percentage Value 65.00 75.00 75.00 80.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Baseline will be Target will be changed at MTR adjusted during MTR Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion rate at upper basic school Percentage Value 56.00 59.00 59.00 63.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Target will be adjusted in the RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target % of qualified teachers (LBS) Percentage Value 70.00 70.00 70.00 80.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Target will be adjusted in the restructuring paper (RP) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Performance management system is Text Value All job profiles PMS in use PMS is in place PMS in use functional and helps inform key personnel completed in decisions regions Date 30-Dec-2008 17-Dec-2010 17-Jun-2010 31-Dec-2012 Comments 158 Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of classrooms built under CF Number Value 0.00 45.00 45.00 141.00 Date 30-Dec-2008 20-Dec-2010 20-Jun-2011 31-Dec-2012 Comments Target will be changed in the RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of classrooms rehabilitated under Number Value 0.00 0.00 0.00 30.00 CF Date 30-Dec-2008 17-Dec-2010 16-Jun-2011 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teacher-Pupil Ratio at lower basic school Text Value 1:39 1:41 1:41 1:45 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Teacher-Pupil Ratio at upper basic school Text Value 1:22 1:38 1:45 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil: Textbooks ratio at lower basic Text Value 1:1 1:1 1:1 school Date 30-Dec-2008 15-Jun-2010 15-Jun-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Pupil: Textbooks ratio at upper basic Text Value 3:1 2:1 3:1 1:1 school Date 30-Dec-2008 17-Dec-2010 17-Aug-2011 31-Dec-2012 Comments the textbooks have not yet been delivered but are envisaged by end of Nov. 159 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Annual instruction hours Hours Value 866.00 870.00 870.00 880.00 Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of hours per week devoted to Text Value TBD will be dropped in TBD reading, by region RP as never tracked Date 30-Dec-2008 15-Jun-2010 15-Jun-2010 31-Dec-2012 Comments will be available by will be replaced April 2011 by a reading competency measurement Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target % of schools with approved school Text Value 90 100 100% development plans Date 30-Dec-2009 15-Jun-2010 15-Jun-2010 31-Dec-2012 Comments will be available by September 2010 Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Increase grade level competence (mastery) Percentage Value 10.00 15.00 in core subjects on NAT Date 30-Dec-2008 15-Jun-2010 15-Jun-2010 Comments will be available by this indicator will April 2011 be adjusted in the RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Increase grade level competence Percentage Value 46.00 60.00 (minimum) in core subjects on NAT Date 30-Dec-2008 15-Jun-2010 15-Jun-2010 31-Dec-2012 Comments will be available by this indicator will April 2011 be adjusted in the RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 160 Frequency and duration of support visits to Text Value 2h 4h 4h Two-hour visit to schools by cluster monitors each school per week Date 30-Dec-2008 15-Jun-2010 15-Jun-2011 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Education share of budget Percentage Value 14.00 17.00 19.00 20.00 Date 30-Dec-2008 15-Jun-2010 15-Jun-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Availability of sector statistics by February Text Value 2007 data 2010 available 2010 available 2011 available of each year available Date 30-Dec-2009 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Net enrolment rate for lower basic school Percentage Value 75.00 70.00 70.00 85.00 Date 30-Dec-2008 22-Dec-2010 22-Dec-2010 31-Dec-2012 Comments Baseline will be Target will be changed in RP changed in RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Net enrolment rate for upper basic school Percentage Value 38.00 44.00 44.00 48.00 Date 30-Dec-2008 22-Dec-2010 22-Dec-2010 31-Dec-2012 Comments Baseline will be Target will be changed in RP changed in RP Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender parity (female/male) at lower basic Number Value 1.03 1.02 1.02 1.03 school Date 30-Dec-2008 22-Dec-2010 22-Dec-2010 31-Dec-2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Gender parity (female/male) at upper basic Number Value 0.91 0.88 0.88 1.00 161 school Date 30-Dec-2008 17-Dec-2010 17-Dec-2010 31-Dec-2012 Comments 162 Togo Coordinating Agency: UNICEF Other Members of the Local Donor Group: World Bank, France, Germany, European Commission as well as several NGOs, including Plan Togo, Aide et Action, Handicap International Date of ESP endorsement: 2010 Current Sector Plan Period: 2010–2020 Approval date: 09/16/2010 Grant Agreement Signature: 10/29/2010 Effectiveness date: 01/28/2011 Closing date: 05/01/2014 Project Development Objective: (i) increase coverage of and retention in basic education, (ii) support improvements in the quality of teaching, and (iii) strengthen institutional and community capacity in implementation and management of the Project. Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Implementation Status Overview The Togo GPE Project is a three-year program supporting the implementation of the 2010-2020 Education Sector Program (ESP) and financed by a grant (US$45 million) funded by the GPE. The Grant Agreement was signed on October 29, 2010 and the project became effective on January 26, 2011. First supervision mission was completed in July 2011 and second supervision mission in December 2011. The project unit is fully staffed. A Steering committee has been established. After a slow start, the implementation rhythm accelerated with the purchase of around 3 million textbooks, the first transfer of school grants (based on equity and performance, total amount of US$ 1.8 million) and a good start of the school building component, in particular through the training of school committees of the first 16 rural construction sites for managing the school building using simplified procurement and financial management procedures. Activities regarding communication on the project and on the Education Sector Plan have also taken off smoothly. Project implementation has taken off. More commitment to the implementation of the education sector plan would speed up achievement of planned results. Communication on the sector plan and on the project shall support this process. Key Issues and Actions A concern regarding the ESP is the delay from the Government in signing the decree and staffing the Secrétariat Technique Permanent (STP) in charge of monitoring ESP implementation. This body shall play a key role in ensuring a more homogeneous implementation of the ESP cross sub-sectors. Although the focus of the project is primary education, it also supports the overall ESP 163 implementation, through provision of technical assistance for supporting the setting up of a sustainable observatory able to monitor the links between training and job market’s demands. Project implementation: Eleven months after effectiveness, disbursement rate is 8.1% and Disbursement+Commitment rate is 16.1%. The 3 million textbooks have been delivered to Lomé and have now to be transferred directly to schools (firms that will deliver books directly to schools have been selected through a national bidding process). The school grants for the first year have been transferred to bank accounts located at district levels and training of school committees on the way to use the school grants has been done. The grassroots management training for school building in rural areas has been done for all school committees of the experimental first phase (16 sites) of the project and sub-grant agreements have been signed between school committees and the Ministry of Education. Blue prints of the schools have been approved and school committees have now the non objection to select firms in charge of supervising the civil works. Grassroot management training of the school committees selected for the second phase has started. Most of the indicators of the project are progressing: i) primary completion rate reached 78% in 2011; ii) a learning assessment (PASEC) has been conducted; iii) significant progress has been made for the preparation of the capacity building plan of the Ministry of Education. The two activities that deserve the most attention for speeding up implementation and disbursement are: i) the school buildings in urban areas, and ii) the construction of the 3 teacher training institutes (both delegated by the Ministry of Education to the executing agency Agence d'Exécution des Travaux Urbains AGETUR). A particular attention is also needed for the implementation of the sub-component devoted to finalization of the new curricula of ECD and primary education. Procurement: The mission has rated procurement of the project as Moderately Satisfactory. The 2012 procurement plan has been approved. The mission recommended the setting-up of more systematic meetings of the project unit in order to monitor more closely and pro-actively implementation of the activities. Financial Management: The mission has rated Financial Management of the project as Moderately Satisfactory. The mission noted with satisfaction the recruitment of the external auditor. The mission recommended the urgent setting-up of the FM software in order to update the 2011 accounting of the project using the software. Environmental and Social safeguards: The mission noted with satisfaction the recruitment of an environmental and social safeguards specialist who joined the project team in November 2011. The mission also recommended to the Ministry of Education to take the necessary actions for mitigating the risks of potential conflicts regarding land ownership and for assessing more precisely the needs for financial compensation on a couple of sites that have been selected for school buildings. Communication: The mission noted with satisfaction the recruitment of a communication specialist and the preparation of draft communication tools and strategy. At a time when the project will scale up, the mission recommended the finalization of the communication tools and the start of communication activities. 164 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Time-bound capacity building plan Percentage Value 0.00 0.00 0.00 75.00 Sub Type Date 07-Jun-2010 03-Mar-2011 28-Feb-2012 30-Apr-2014 Comments Plan under Plan under % of completion preparation finalization of activities planned in the capacity-building plan Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Direct project beneficiaries Number Value 0.00 0.00 0.00 75000.00 Sub Type Date 01-Apr-2010 03-Mar-2011 28-Feb-2012 30-Apr-2014 Comments Actual New schools not implementation not yet built but school yet started committees in charge of managing the school building have been trained Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Ratio Reading textbooks: students in Text Value 1:2.0 1:2.0 1:2.0 1:1.4 primary school Sub Type Date 05-Jan-2009 03-Mar-2011 28-Feb-2012 30-Apr-2014 Comments Textbooks have been purchased and delivered in Lomé. They still have to be delivered to individual schools (planned for March 2012) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target 165 Ratio Math textbooks: students in primary Text Value 1:2.1 1:2.1 1:2.1 1:1.5 school Sub Type Date 05-Jan-2009 03-Mar-2011 28-Feb-2012 30-Apr-2014 Comments Textbooks have been purchased and delivered in Lomé. They still have to be delivered to individual schools (planned for March 2012) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary completion rate Percentage Value 63.00 76.00 76.00 74.00 Sub Type Date 05-Jan-2009 08-Jan-2010 18-Oct-2011 30-Apr-2014 Comments 2010/11 data 2010/11 data (Source: MEPSA) (Source: MEPSA) It is important to It is important to note that following note that following a new population a new population census, population census, population data has data has dramatically dramatically updated updated downwards, which downwards, which has a big effect on has a big effect on completion rate. completion rate. Then the big Then the big increase compared increase compared to 2009 is not a to 2009 is not a real increase but an real increase but an improvement of improvement of the data. the data. . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of financing agreements signed Percentage Value 0.00 0.00 29.60 80.00 166 between inspectorates and communities as Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2014 a % of planned number in the project Comments First financial The 16 first action plan agreements financial expected to be agreements have signed by been signed December 2011 (29.6% of the planned 54) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target System for learning assessment at the Yes/No Value No Yes Yes Yes primary level Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2014 Comments A PASEC survey A PASEC survey has been has been implemented in implemented in 2010. 2010. The results were The results were reported to reported to education education policymakers. policymakers. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Utility of the learning assessment system Number Value 0.00 2.00 2.00 3.00 Sub Type Supplemental Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target School building program overall Percentage Value 0.00 0.00 0.00 70.00 satisfaction of actors and beneficiaries Sub Type Date 07-Jun-2010 31-Aug-2011 31-Aug-2011 30-Apr-2014 Comments Survey instrument Survey instrument % of satisfaction under preparation under preparation of actors and beneficiaries of the school building program Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Percentage of resources managed by the Percentage Value 0.00 0.00 0.00 80.00 contract management agency and Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2014 167 communities according to agreed Comments Both construction New schools not The target is to procedures programs are at the yet built but reach 80% of the preparation stage school grants managed for phase 1. committees in according to charge of agreed procedures managing the school building have been trained Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of additional classrooms built or Number Value 0.00 0.00 0.00 652.00 rehabilitated at the primary level resulting Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2014 from project interventions. Comments First classrooms First classrooms The target is to expected by June expected by June reach 80% of the 2012. 2012. numbers planned in the Project Action Plan (80% of 815) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion of a credible school health, Text Value No existing Plan under Final version of nutrition and HIV/Aids implementation Plan preparation the Plan plan Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2013 Comments TOR for technical The recruitment assistance is being of a specialist is finalized. under process Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion of literacy implementation Text Value No existing Plan under Final version of plan Plan preparation the Plan Sub Type Date 07-Jun-2010 31-Aug-2011 31-Aug-2011 30-Apr-2013 Comments Consultant about to A consultant has be recruited to been recruited to provided technical support the support. finalization of the plan Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion of Early Childhood Text Value No existing No existing Plan No existing plan Final version of 168 Development implementation plan Plan the Plan Sub Type Date 06-Jun-2011 31-Aug-2011 21-Dec-2011 30-Apr-2013 Comments TOR for technical TOR for technical support is being support is being prepared. prepared. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Primary school teacher's deployment Number Value 0.55 0.56 0.60 consistency index Sub Type Date 30-Nov-2009 03-Mar-2011 21-Dec-2011 30-Apr-2014 Comments The value is Provisional data Great efforts have the R-squared provided by been made by the between MEPSA are not Ministry of number of credible and need Education to teachers and further checks improve this number of indicator. Further students, improvements are calculated on expected soon. the basis of all public/commu nity primary schools Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of communities having grassroots Percentage Value 0.00 0.00 29.60 80.00 management training compared to planned Sub Type Date 07-Jun-2010 31-Aug-2011 21-Dec-2011 30-Apr-2014 number Comments Actual The 16 first The target value is implementation communities have 80% of the has just been been trained numbers planned initiated (29.6% of the 54 in the project planned for Year action plan 1) Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of regional teacher training Number Value 0.00 0.00 0.00 3.00 institutes built and equipped Sub Type Date 07-Jun-2010 31-Aug-2011 31-Dec-2011 30-Apr-2014 169 Comments Actual Managing firms Completion of the implementation not have been 3 constructions. yet started selected. The buildings of the 3 regional teacher training institutes are expected for end of 2012. Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Actual number of schools with grant Percentage Value 0.00 0.00 100.00 75.00 delivered compared to the planned number Sub Type Date 07-Jun-2010 01-Nov-0116 21-Dec-2011 30-Apr-2014 Comments Actual The target value is implementation not 75% of the yet started numbers planned in the project action plan Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Completion of new textbooks in math and Text Value New textbooks New curricula Final version of reading do not exist under finalization new textbooks available Sub Type Date 07-Jun-2010 01-Dec-2010 28-Feb-2012 30-Apr-2014 Comments Actual implementation not yet started Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Actual number of textbooks purchased and Percentage Value 0.00 0.00 0.00 85.00 delivered to primary school compared to Sub Type Date 07-Jun-2010 31-Aug-2011 28-Feb-2012 30-Apr-2014 planned number Comments Actual Textbooks have The target value is implementation not been purchased 85% of the yet started and delivered to numbers planned Lomé. They still (85% of 1.6 have to be million textbooks) delivered to individual schools (planned for March 2012) 170 Yemen Coordinating Agencies: UNICEF (Donor Coordinator) and JICA (Deputy Coordinator) Other Members of the Local Donor Group: Netherlands, Germany (GTZ and KfW), WFP, JICA, Save the Children, CARE International and Dubai CARE Date of ESP Endorsement: 2004 Current Sector Plan Period: 2002–2015 Approval Date: 9/30/2009 Closing Date: 9/30/2012 Project Development Objective(s): The objective is to increase the access of children, especially girls, to primary education in 7 out of 21 governorates. Current Summary Ratings Progress towards achievement of PDO Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Implementation Status Overview Overall, the project is progressing and most of the activities are already under implementation. The project underwent a reallocation of funds in May 2011 to: (i) account for the higher costs for civil works; (ii) account for the higher costs of school bags, and the addition of computers and accessories for some target schools that was in the initial project plan but not costed for; (iii) increase the amount allocated to training; and (iv) reduce the amount allocated to the contracting of rural female teachers. Given the current political situation and the unrest in the country, activities will not be completed by the current grant closing date of September 30, 2012 as many activities have been delayed due to current unrest in the country. The GoY will submit a request for extension by mid March 2012. The Project Administration Unit (PAU) will update the Project Implementation Plan (PIP) and disbursement Plan by March 15, 2012. Key Issues and Actions Country Situation: Continued staff evacuation and travel restriction brings challenges to grasping the whole picture on the ground. Because of the security situation in Yemen, international and local staff is either on Administrative leave or Development Assignment after ending their evacuation last December 2011. Supervision missions have not been possible early 2011. However, the team managed to conduct one as a reverse mission in Amman, Jordan during November 20-27, 2011. The WB officially suspended disbursements as of July 28th, 2011. However, this suspension was lifted on January 20, 2012. The Ministry of Education will submit a request for an extension of six months to enable the project to complete activities delayed due to the suspension of disbursement such as construction, teacher training program for rural female, and school kits. The PAU team is currently working with the MoE to prepare required documents. 171 The civil works component of the project started in May 2010. Contracts for the construction of classrooms have been awarded for a total amount of about US$9.2 million for 404 classrooms. Out of these contracted classrooms, 307 have been completed and handed over to the MOE. The cost of school construction is being analyzed and this will lead to an update of project targets with the project expected to be restructured to reflect the changes by Mid April 2012. Component 2 is progressing with the second on-the-job training for female teachers had been planned from end July to September 2011 for 506 female teachers from 42 districts from the targeted governorates. However, due to the country situation and the suspension of disbursement, the process to issue Bank no objection for this activity took longer than usual, which delayed the training. Therefore, the MOE planned to conduct part of the training during January-February 2012, for only 491 teachers as 15 dropped from the program. In addition, the provision of school kits for students in grades 1-6 has been distributed to 281,714 students in the five governorates (Hajja, Hodiedah, Dhamar, Al Baida and Al Dhalae). It is expected that 214,385 kits will be distributed during the second semester of 2011/2012 if the process of procuring the kits goes as planned. 172 Results Indicators Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target a) Number of boys enrolled in Number Value 616874.00 698112.00 667000.00 G1-6 in 7 intervention governorates will increase by Date 06-Aug-2006 26-Sep-2011 30-Sep- 50,000 compared to the baseline 2012 of 616,874 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Number of girls enrolled in G1- Number Value 437450.00 501149.00 507000.00 6 in 7 intervention governorates will increase by 69,000 Date 06-Aug-2006 26-Sep-2011 30-Sep- compared to the baseline of 2012 437,450 Comments . Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target a) About 17,430 new and Number Value 0.00 9,210.00 17,430.00 improved student places (mainly for girls) will be created Date 30-Sep-2009 30-Jan-2012 30-Sep- in the selected 7 governorates ) 2012 Comments Indicator Name Core Unit of Measure Baseline Actual(Previous) Actual(Current) End Target Construction of about 240 new Number Value 0.00 153.00 240.00 classrooms in 30 targeted districts in 7 governorates Date 30-Sep-2009 2-Feb-2012 30-Sep- 2012 Comments 173