The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Support to the National Education Pact Project (P146831) LATIN AMERICA AND CARIBBEAN | Dominican Republic | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2016 | Seq No: 11 | ARCHIVED on 30-Jun-2020 | ISR42428 | Implementing Agencies: Ministry of Education, Dominican Republic Key Dates Key Project Dates Bank Approval Date: 30-Sep-2015 Effectiveness Date: 09-Dec-2016 Planned Mid Term Review Date: 31-Jul-2018 Actual Mid-Term Review Date: 31-Jul-2018 Original Closing Date: 30-Jun-2020 Revised Closing Date: 30-Sep-2022 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The objective of the Project is to improve the Borrower’s capacity to: (i) recruit and train primary and secondary school teachers, (ii) assess student learning in primary and secondary education, (iii) evaluate the quality of service provided by Public Early Childhood Development Centers, and (iv) enhance the process for decentralizing public school management. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Improving capacity to recruit and train primary and secondary school teachers:(Cost $38.88 M) Improving capacity to assess student learning in primary and secondary education:(Cost $62.25 M) Improving capacity to evaluate the quality of service provided by public early childhood development centers:(Cost $5.00 M) Improving capacity to enhance the process of decentralized school management:(Cost $43.50 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions The Loan Agreement was approved by the Board on December 13, 2018 and it was signed by the Ministry of Finance on December 10, 2019. Based on the Bank’s operational rules, its Effectiveness Deadline was then June 7, 2020 (180 days after the Signature Date). The signing of the Loan Agreement was delayed after Bank approval because the Project was not included in the Borrower´s budget for the 2019 calendar year, which is a prior condition for signing. This condition was subsequently met for the 2020 calendar year budget, which allowed the signing of the Loan Agreement on December 10, 2019. After the Loan Agreement was signed, the first Congress session for 2020 started on February 27. However, due to the COVID-19 crisis pandemic declared by the World Health Organization on March 11, 2020 and the Emergency Status 6/30/2020 Page 1 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) declared by President Medina on March 19, 2020, the priorities of the Government and Congress shifted towards responding to the crisis and the Executive was not able to submit the Loan Agreement for Congress approval. In May 27, 2020 the Government of the Dominican Republic, through the Ministry of Finance, requested an extension of eight months of the Effectiveness Deadline, from June 7, 2020 to February 7, 2021 in order to allow enough time to fulfill the standard effectiveness conditions applicable pursuant to the General Conditions of the Loan Agreement.Given that the conditions to declare the entry into effectiveness were not fulfilled within the time established in the legal agreement and in the one provided by the policy of our institution (that is, within the 18 months after the approval of the Loan by the Board of Directors of our institution), the Bank decided not to grant an additional term for the effectiveness conditions to be met. However, the Bank informed the government that is ready to resume dialogue as soon as time permits, as we recognize it addressees key education challenges extremely relevant to the country. The project has disbursed 72% of the original loan amount ($50 million) and it has a new closing date of September 30, 2022. This new closure date was approved after the signing of the AF Loan Agreement by the Ministry of Finance as this was not conditional on having the AF Loan Agreement becoming effective. The Project has achieved two of the five PDO Indicators and is making good progress towards achieving the remaining three ones. The Ministry of Education remains strongly committed to the Project activities despite that the extension of the effectiveness date to the AF was not approved by the Bank and that the COVID-19 pandemic has brought unprecedented challenges to the education sector. Schools have been closed since mid- March 2020 and they are not expected re-open until at least the beginning of August 2020 when the new school year was expected to start. The Ministry of Education has been able to respond quickly to address some of the main challenges brought by the pandemic. The efforts at providing educational related services at this time are focused on: (i) distributing food as part of the school feeding program with protocols for social distancing; (ii) scaling up the use of educational radio and TV to provide distance learning; (iii) developing on-line platforms to share learning resources for students from all educational levels; and (iv) promoting the use of technologies to strengthening the communication channels between the Ministry of Education, teachers, and parents. A brief overview of progress by Component is provided below: Component 1: Improve the capacity to recruit and train primary and secondary teachers Teachers’ competitive entrance exam: In August 2019, the Ministry of Education implemented a competitive process to recruit new school directors and teachers. The competitive process included four components – cognitive test, soft skills test, knowledge test, and personal interview. The knowledge test is the one that was supposed to be aligned with the new teachers and school directors’ professional standards. This alignment should have been reflected in the use of the new bank of items to create the knowledge test as this was developed to reflect the new teachers and school directors’ professional standards adopted in the country. However, at the time that the competitive process was opened, the new bank of items was still not validated. There were close to 50,000 applicants who participated in this competitive process. Among them, only 13 percent were able to obtain the minimum score required to be offered a permanent teacher or school director contract with the Ministry of Education. Still, the demand for teachers in the country far exceeded the number of applicants who were eligible to be offered a permanent contract. To address this issue, the Ministry of Education had to offer lots of temporary contracts to applicants who had participated in the process but did not achieve the minimum requirements to be permanently hired. Pre-COVID-19, the Ministry of Education was planning to call for another competitive process in the first quarter of 2020 that allowed to identify applicants who are eligible to be offered permanent teaching and school director positions by the Ministry of Education. Due to pandemic, however, these plans have been put on hold. In the meantime, the Vice-Ministry of Certification and Accreditation asked the Bank to provide technical support to validate the new bank of items. The results from this validation showed that there were technical issues with around 30 percent of the items included in this new bank of items. As a result, the Bank started a partnership with the leading education local group representing the private sector (INICIA) to coordinate efforts to provide technical assistance to the Ministry of Education for the revision of the bank of items and the preparation of the new knowledge test expected to be used in the next competitive process. In-service teacher training: Since 2017, the Vice-Ministry of Technical-Pedagogical Services and INAFOCAM have provided in-service training to over 31,000 early grade teachers across 2,190 schools under the umbrella of the Strategy of School-Centered Training (EFCCE). The EFCCE focuses on providing training in reading and math in early grades using the results from the 3rd grade student learning assessments to guide the selection of tools to help student address their main challenges. Pre-service teacher training: Since 2017, ISFODOSU has been working in a development of a new professional teacher and school director career and in the design of an accreditation process with the technical support of the international agency ACSU. The new professional school director career was officially launched in 2019 and it is currently under implementation in partnership with APTUS and Uncommon Schools. Teachers and school directors’ performance evaluation: Since 2017, IDEICE has evaluated over 83,000 school directors, assistant principals, technicians, and teachers against the new performance standards. IDEICE created a platform to allow individuals to access their results online and develop aggregated reports for school directors, districts, and regions. IDEICE has shown a strong commitment to coordinate efforts that maximize the value of the data collected through performance evaluations and national tests for teacher training and will continue to support these efforts. Component 2: Improving the capacity to evaluate primary and secondary student learning During the second semester of 2019, the Ministry of Education published the national, regional, district, and school-level results from the diagnostic student learning assessment for 6th grade conducted in 2018. The diagnostic student learning assessment for 9th grade was conducted in 2019, 6/30/2020 Page 2 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) and results are expected to be published in the third quarter of 2020. The results from PISA 2018 were also published in 2019 through a technical report prepared by IDEICI. Component 3: Improving the capacity to evaluate the quality of services delivered by public early childhood development centers In 2019, the technical staff from both INAIPI and IDEICE were trained in the use of the TEACH ECE tool to be used to assess the quality of the services provided in the CAIPIs. In the first quarter of 2020, a random sample of eleven CAIPIs was selected to participate in a piloting exercise. This piloting exercise consisted in having a professional team record in a video the interactions between teachers and children in CAIPIs during a typical day. The videos were expected to be used by the trained staff from INAIPI and IDEICE to assess the quality of the services provided in these centers. As the implementation of the TEACH ECE tool requires experience, the trained staff from INAIPI and IDEICE felt the use of videos would allow them to produce more accurate metrics compared to the use of a strategy based on the actual visit to the CAIPIs. Due to the COVID-19 and an unexpected resignation of the head of INAIPI, this activity has been temporarily put on hold. Component 4: Improving capacity to enhance the process for decentralizing public school management In 2019, MINERD approved new national operational guidelines for the use of the school grants by the school management committees. In 2020, the plan was to develop district and regional operational guidelines with the technical assistance of an external consultant. The Decentralization Directorate reported that in previous years around 1,030 school management committees received these funds. This year they were expecting to have 1,750 school management committees benefiting from these funds. However, this has been affected by COVID-19 and these numbers might need to be revised based on the government’s priorities. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial Substantial Moderate Macroeconomic Moderate Moderate Moderate Sector Strategies and Policies Substantial Substantial Substantial Technical Design of Project or Program Moderate Moderate Moderate Institutional Capacity for Implementation and Substantial Substantial Moderate Sustainability Fiduciary Moderate Moderate Moderate Environment and Social Low Low Low Stakeholders Moderate Moderate Moderate Other -- -- -- Overall Substantial Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the Borrower's capacity to recruit and train primary and secondary school teacher IN00861380 6/30/2020 Page 3 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) ►Teacher positions staffed through the revised teacher entrance exam (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Government is not currently hiring new teachers. "Teacher positions" refers to positions for teachers and directors hired by MINERD. "Teacher entrance exam" refers to the Concurso de Oposicion. “Revised” means aligned with Professional Standards for Comments: Teachers. “Staffed” refers to the action of hiring teachers and directors for available positions as teachers or school principals in primary and secondary school levels. IN00861449 ►Positions to study teaching degrees at ISFODOSU filled through revised entry exam (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 "Positions to study teaching degrees at ISFODOSU" refers to students that ISFODOSU could accept to study a teaching degree. "Entry exam" refers to an assessment of potential candidates for those positions Comments: that at least assesses content knowledge in key areas. "Revised entry exam" refers to an exam that has incorporated technical improvements recommended by an expert on student assessment. Improve the Borrower's capacity to assess student learning in primary and secondary education IN00861446 ►Student learning outcomes for the first cycle of primary education analyzed and disseminated (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Student learning outcomes are defined as the results obtained by students in standardized test that measures learning during the first three grades of primary education. These must include the rollout of the Comments: dissemination strategy. “Analyzed” means reporting and publishing results by area of learning (and subarea if possible), area, gender, type of school, rural/urban, and school district or other geographic disaggregation. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. Improve the Borrower's capacity to evaluate the quality of service provided by Public Early Childhoo IN00861447 ►Percentage of QEC care centers that have been evaluated against quality standards and their results analyzed (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 50.00 Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Good progress has been made in the tools that will be used to measure this indicator. An action plan is Comments: under development and tools are being piloted this week. 6/30/2020 Page 4 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) The assessment must be in accordance with the guidelines established in the strategic plan for INAIPI, and for the last year should be verified by an independent agency according to Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. The analysis should include improvement plans with specific areas of improvement, a self-evaluation tool, and a fixed time frame for improvement and verification of improvement. Improve the Borrower's capacity to enhance the process for decentralizing public school management IN00861448 ►Increasing percentage of fully functional school management committees (Juntas de Centro) implementing their school development plans (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Needs to be calculated Needs to be calculated Value 0 percentage points 10 percentage points from existing data from existing data Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 The Bank has recommended that this indicator be adjusted during restructuring. It can also be reconstructed from available data. The percentage of schools that are implementing their projects would be determined through a school sample. An audit would be carried out by an agent external to MINERD, and the estimation of the percentage would be based on a random sample of the SMCs that are legally constituted, with an improvement plan, with a bank account, and receiving transfers from MINERD. By implementing it is Comments: meant that SMCs spend the money according to the improvement plan and with the participation of all members of the SMCs in decision making. Guidelines for evaluating successful implementation of improvement plans would be jointly designed by MINERD and the Bank, and they would be made clear in the terms of reference of the agent that would verify the achievement. The size of the sample and the actual random draw of the sample would be done by an expert in sampling. Units of measure for this indicator are percentage points and it is cumulative. Intermediate Results Indicators by Components Improving capacity to recruit and train primary and secondary school teachers IN00861450 ►Design and implementation of ISFODOSU revised entrance examination (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target ISFODOSU revised ISFODOSU revised ISFODOSU revised Revised entrance entrance examination is entrance examination entrance examination Value examination designed. applied to all its is applied to all its is applied to all its applicants. applicants. applicants. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 The entrance examination refers to the test ISFODOSU applies to admit students into its programs. The revision refers to a technical improvement in the instruments used. See also Table A2.3. Protocols for Comments: Verifying Disbursement-Linked Indicators. "Revised" means that an expert on student assessment has revised the test. IN00861454 ►Number of positions to study teaching degrees at ISFODOSU filled through revised entry exam (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target 6/30/2020 Page 5 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Value 0.00 9,976.00 9,976.00 5,600.00 Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 "Positions to study teaching degrees at ISFODOSU" refers to number of students that ISFODOSU could accept to study a teaching degree. "Entry exam" refers to an assessment of potential candidates for those Comments: positions that at least assesses content knowledge in key areas. "Revised" means that an expert on student assessment has revised the test. Unit of measure for this indicator is number and it is cummulative IN00861459 Percentage of Female (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 79.00 79.00 65.00 IN00861460 ►Implementation of ISFODOSU secondary-level teaching degrees (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target ISFODOSU offers at ISFODOSU began to ISFODOSU began to least two secondary offer two new offer two new secondary level teaching degrees Value Not started secondary level level teaching degrees in and advances on teaching degrees in September 2017. implementation of September 2017. curricula. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 “Secondary-level degrees” refers to degree programs in any of the following areas: mathematics, Comments: chemistry, social sciences/history, and other sciences. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. IN00861462 ►ISFODOSU has started the implementation of its own teaching career (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target The academic ISFODOSU has regulations needed for started the the proposal of the implementation of its Value Not started Not available revised teaching own professional career are being development plan for prepared and the draft its educators is expected this year. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 ISFODOSU teaching career refers to career development and evaluation system of ISFODOSU educators (teachers of teachers) focused on standards and competencies, with clear incentives to stimulate professional development of educators. See also Table A2.3. Protocols for Verifying Disbursement-Linked Comments: Indicators. IN00861464 ►Design and adoption of professional standards for teachers (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Professional standards Professional standards Professional standards Design and adoption Value for teachers adopted and for teachers adopted for teachers adopted completed by MINERD disseminated and disseminated and disseminated 6/30/2020 Page 6 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Professional standards for teachers refer to the standards for teacher performance designed by the Vice- Comments: Ministry for Certification within MINERD, which teachers must know and apply. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. IN00861465 ►Design and implementation of competitive entrance exam for teachers (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Item bank for exam is MINERD applies MINERD applies being revised and a entrance exam No entrance exam this competitive entrance competitive exam is (Concurso de Value year, but preparing items exam to hire teachers expected to be held in Oposición) aligned bank for revised exam (Concurso de Oposición) calendar year 2020 if with professional the conditions allow it. standards for teachers Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Competitive examination or concurso de oposición refers to the entrance exam applied to all candidates applying to be hired as teachers by MINERD. Professional standards for teachers refer to the standards Comments: for teacher performance designed by the Vice-Ministry for Certification within MINERD that teachers must know and apply. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. IN00861466 ►Design and adoption of teaching career proposal, and implementation of teacher evaluation system (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target At least 40% of teachers have been No, the proposal was No, the proposal was evaluated using the discussed and discussed and revised teacher Value Career proposal drafted suggestions were made suggestions were evaluation system, but it has not yet been made but it has not yet which is aligned with adopted. been adopted. professional standards for teachers Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Teaching career proposal refers to a document establishing the guidelines for the components of a teaching career, including entrance, progress, and exit. It should also include issues such as the selection process for teachers, in-service training, professional standards, a growth-oriented teacher evaluation Comments: system, an attractive career in terms of responsibilities (career advancement, definition of each stage of the teaching career with requirements for entry and exit), links to certification and teacher induction, and teacher development and improvement options, among others. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators. IN00861467 ►Design and adjustment of INAFOCAM in-service training programs (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target INAFOCAM adjusts in- INAFOCAM adopts new INAFOCAM adopts service training designs of in-service new designs of in- programs based on Value Not started training aligned with service training aligned results from professional standards with professional assessments and/or for teachers. standards for teachers. impact evaluations Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 IN00861468 ►Number of teacher positions staffed through the teacher entrance exam (Number, Custom) 6/30/2020 Page 7 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Baseline Actual (Previous) Actual (Current) End Target Value 6,000.00 15,793.00 15,793.00 19,000.00 Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 "Teacher positions" refers to positions for teacher and directors hired by MINERD. Teacher entrance exam refers to the Concurso de Oposicion. Note that this indicator tracks staffing using either the test that Comments: has been used and recently adopted and/or the revisedtest. The 2015 number is the one for that year, all others are cumulative. IN00861469 Percentage of Female (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 79.00 79.00 80.00 IN00861470 ►Implementation of SIGEF in MINERD decentralized agencies (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Yes, INAFOCAM has it Yes, INAFOCAM has it INAFOCAM and Planning for already, ISFODOSU will already, ISFODOSU ISFODOSU’s annual Value implementation in both be able to produce will be able to produce financial reports are institutions reports in 2018 reports in 2018 prepared using SIGEF Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 SIGEF refers to the national comprehensive financial management system implemented nationwide. Comments: Implementation means the use of SIGEF to produce financial reports. Improving capacity to assess student learning in primary and secondary education IN00861451 ►Student learning outcomes for the first cycle of primary education analyzed (including by gender) and disseminated (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target MINERD’s Student MINERD piloted and Assessment MINERD piloted and revised the Directorate staff have revised the dissemination dissemination received training on Value Not started component of the component of the sampling, item design, Student assessment Student assessment database strategy strategy management, and statistical software. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Student learning outcomes are defined as the results obtained by students in standardized test that measure learning during the first three grades of primary education. These must include the rollout of the dissemination strategy. “Analyzed” means reporting and publishing results by area of learning (and Comments: subarea if possible), area, gender, type of school, rural/urban, and school district or other geographic disaggregation. See also Table A2.3. Protocols for Verifying Disbursement-Linked Indicators included in this indicator. IN00861455 ►Application and dissemination of international student assessments (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target PISA 2015 applied, data PISA 2015 applied, Workshop on use and Value PISA 2015 pilot applied analyzed and data analyzed and dissemination of 6/30/2020 Page 8 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) disseminated, pilot of disseminated, pilot of international PISA 2018 underway in PISA 2018 underway assessment 2017. in 2017. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 PISA refers to the Programme for International Student Assessment of the OECD. See also Table A2.3. Comments: Protocols for Verifying Disbursement-Linked Indicators. Dissemination refers to activities that share the main lessons learned from the participation in international assessments to a wider audience. IN00861457 ►System for learning assessment at the primary level (utility of learning assessment) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Yes Yes Value Yes (3.0) Yes (3.0) (3.0) (4.0) Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Assessment refers to sample- of census based assessment in primary education carried out at least once Comments: every 5 years. For score, see Bank Guidelines on core sector indicators. Improving capacity to evaluate the quality of service provided by public early childhood development centers IN00861452 ►Capacity strengthening of INAIPI and assessment of QEC centers (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50% of functioning A pilot is advancing with A pilot is advancing Discussions about the Public Early Childhood the standards (the other with the standards (the Value themes the content of Development Centers instruments need to be other instruments need INAIPI’s strategic plan are assessed for developed) to be developed) quality standards Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Strategic plan refers to a document providing guidelines in terms of: i) Organizational and operational structure of the Institute, including administrative and management structure; ii) strategic framework (mission, vision, values, operational manual); and iii) a system of quality management including service Comments: delivery standards. In place refers to the fact that is used to assess quality of service delivery and it is used for decision making in terms of improving quality in centers. The assessment must be in accordance with the guidelines established in the strategic plan for INAIPI, and should be verified by an independent agency according to the protocols of verification of DLIs Improving capacity to enhance the process of decentralized school management IN00861453 ►Number of School Management Committees (SMCs) receiving funds directly (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1,021.00 1,021.00 1,021.00 1,750.00 Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Requirements to be considered a fully functional SMC that was able to receive funds, changed during Comments: project implementation. The process of meeting new requirements is underway. IN00861456 ►Implementation of revised SMC guidelines (Text, Custom) 6/30/2020 Page 9 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Baseline Actual (Previous) Actual (Current) End Target Implementation Proposal and Proposal and guidelines advanced on revolving Value Not started guidelines are being are being discussed. budgets and discussed. notification to SMCs. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 New guidelines refer to the revision of the ordinances and resolutions regulating SMCs to provide more flexibility to the SMCs in terms of allowable expenses and streamlining financial flows. See also Table Comments: A2.3. Protocols for Verifying Disbursement-Linked Indicators. Report on the characteristics of School Management Committees’ (Juntas Escolares) improvement projects could be done in 2017 and 2019. IN00861458 ►Beneficiary feedback included at different level (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target SIGERD new parents’ SIGERD new parents’ All three mechanisms module capability module capability Value Not started in place and currently being currently being implemented discussed. discussed. Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Reports of the data collected are published and analyzed. Details of the type and opportunities for Comments: beneficiary feedback will be included in the Operational Manual. IN00861461 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 524,476.00 524,476.00 455,520.00 Date 30-Jun-2014 31-Dec-2017 30-Jun-2020 31-Dec-2022 Direct beneficiaries are people or groups who directly derive benefits from an intervention (i.e., children who benefit from an immunization program; families that have a new piped water connection). Please note Comments: that this indicator requires supplemental information. Supplemental Value: Female beneficiaries (percentage). Based on the assessment and definition of direct project beneficiaries, specify what proportion of the direct project beneficiaries are female. This indicator is calculated as a percentage. IN00861463 Female beneficiaries (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 58.00 58.00 53.00 Performance-Based Conditions IN00861471 ►PBC 1 DLI 1: ISFODOSU’s revised standardized entrance examination is applied to all its applicants (Yes/No, Process, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 6/30/2020 Page 10 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Value No Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861472 ►PBC 2 DLI 2: MINERD administers competitive entrance exam to hire teachers (Concurso de Oposición) (Yes/No, Process, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861473 ►PBC 3 DLI 3: PISA 2015 applied by MINERD (Yes/No, Intermediate Outcome, 3,000,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861474 ►PBC 4 DLI 4: 250 additional School Management Committees (Juntas de Centro) receive Transfers to SMC (Number, Intermediate Outcome, 2,000,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value 0.00 250.00 250.00 -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861475 ►PBC 5 DLI 5: Dissemination of professional standards for teachers started (Yes/No, Process, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- 6/30/2020 Page 11 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) IN00861476 ►PBC 6 DLI 6: MINERD aligns entrance exam (Concurso de Oposición) with professional standards for teachers (Yes/No, Process, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861477 ►PBC 7 DLI 7: The implementation of the Student assessment strategy has started (Yes/No, Intermediate Outcome, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861478 ►PBC 8 DLI 8: ISFODOSU offers two new degrees for training secondary-level teachers (Number, Outcome, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value 0.00 2.00 2.00 -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861479 ►PBC 9 DLI 9: Teaching career and evaluation system (based on standards) has been adopted by MINERD (Yes/No, Process, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861480 ►PBC 10 DLI 10: MINERD pilots, and based upon the results of the pilot, revises the dissemination component of the Student assessment strategy (Yes/No, Intermediate Outcome, 2,500,000.00, 100.00%) 6/30/2020 Page 12 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value Yes Yes Yes -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861481 ►PBC 11 DLI 11: New functional spending guidelines for School Management Committees (Juntas de Centro) adopted by MINERD (Yes/No, Intermediate Outcome, 2,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861482 ►PBC 12 DLI 12: INAFOCAM and ISFODOSU’s annual financial reports are prepared using SIGEF (Number, Intermediate Outcome, 3,000,000.00, 50.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value 0.00 1.00 1.00 -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861483 ►PBC 13 DLI 13: 20% of public school teachers have been evaluated using the teacher career and evaluation system (Yes/No, Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861484 ►PBC 14 DLI 14: MINERD administers a student assessment for the first cycle of primary education (Yes/No, Outcome, 2,500,000.00, 100.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No Yes Yes -- 6/30/2020 Page 13 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) Date -- 15-Aug-2018 30-Jun-2020 -- IN00861485 ►PBC 15 DLI 15: Pilot assessment for Public Early Childhood Development Centers carried out (Yes/No, Intermediate Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861486 ►PBC 16 DLI 16: 1,750 School Management Committees (Juntas de Centro) are fully functional (Number, Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value 0.00 0.00 0.00 -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861487 ►PBC 17 DLI 17: ISFODOSU has started the implementation of its own professional development plan for its educators (Yes/No, Intermediate Outcome, 2,375,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861488 ►PBC 18 DLI 18: INAFOCAM adjusts in-service training programs based on results from assessments and/or impact evaluations (Yes/No, Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861489 6/30/2020 Page 14 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) ►PBC 19 DLI 19: MINERD’s Student Assessment Directorate staff have received training on sampling, item design, database management, and statistical software. (Yes/No, Intermediate Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value No No No -- Date -- 15-Aug-2018 30-Jun-2020 -- IN00861490 ►PBC 20 DLI 20: 50% of functioning Public Early Childhood Development Centers are assessed for quality standards (Percentage, Outcome, 2,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) 30-Jun-2020 Value 0.00 0.00 0.00 -- Date -- 15-Aug-2018 30-Jun-2020 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P146831 IBRD-85400 Effective USD 50.00 50.00 0.00 36.13 13.88 72% Not P146831 IBRD-89130 USD 100.00 0.00 100.00 0.00 0.00 0% Effective Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P146831 IBRD-85400 Effective 30-Sep-2015 08-Oct-2015 09-Dec-2016 30-Jun-2020 30-Sep-2022 Not P146831 IBRD-89130 13-Dec-2018 10-Dec-2019 -- 30-Sep-2022 30-Sep-2022 Effective Cumulative Disbursements 6/30/2020 Page 15 of 16 The World Bank Implementation Status & Results Report Support to the National Education Pact Project (P146831) PBC Disbursement Achievement Disbursed amount in Disbursement % PBC ID PBC Type Description Coc PBC Amount Status Coc for PBC Restructuring History There has been no restructuring to date. Related Project(s) P167815-Additional Financing - Support to the National Education Pact Project 6/30/2020 Page 16 of 16