The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Equity with Quality and Learning at Secondary (EQUALS) (P164223) AFRICA EAST | Malawi | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2019 | Seq No: 5 | ARCHIVED on 25-Jun-2021 | ISR47358 | Implementing Agencies: Ministry of Education, Science and Technology, Ministry of Finance, Economic Planning and Development Key Dates Key Project Dates Bank Approval Date: 13-Mar-2019 Effectiveness Date: 24-Oct-2019 Planned Mid Term Review Date: 15-Dec-2022 Actual Mid-Term Review Date: Original Closing Date: 31-Dec-2025 Revised Closing Date: 31-Dec-2025 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objective (PDO) is to improve quality of science and mathematics instruction in Community Day Secondary Schools (CDSSs) and increase access to secondary education in selected remote areas. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1. Improving the quality of science and mathematics instruction:(Cost $28.01 M) Component 2.Enhancing equitable access to secondary education:(Cost $51.45 M) Component 3.Project Coordination, Learning, Monitoring & Evaluation:(Cost $10.54 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 Implementation Status and Key Decisions (Public Disclosure) EQUALS has been engaged in the second year of implementation following project effectiveness on October 24, 2019. The Project was approved by the Board on March 14, 2019 and signed on July 25, 2019. This ISR provides updates on the implementation progress since the previous mission of November 2020. The direct effects of COVID-19 pandemic in the education sector are notable at three levels. Firstly, the effects of the pandemic continue to be seen in the delayed implementation of key project activities. The COVID-19 pandemic has hit the country hard, especially the second wave which peaked in January/February 2021. Based on the phased COVID-19 Standard Operating Procedures (SOPs), the Government has adopted several measures to reduce the spread of the virus, principal among them being the restriction on gatherings. The restrictions have affected implementation of several activities that the project had planned, including but not limited to delays in the completion of the nationwide curriculum orientation for science and mathematics teachers; the onset of the teacher support program; procurement processing especially with regard to the timing of bid 6/25/2021 Page 1 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) evaluations for procurements that required several officers to assemble in one place; team interactions on progress, especially on the provision of technical inputs into procurement documentation; and trial-testing for the e-registration and e-payment for the examinations system. Secondly, the education system has seen a sharp drop in learning, with fears that non-response to the situation may have far reaching impact. Keeping students out of school for nearly a year has affected learning. One year after the first wave of the pandemic, available results have begun to demonstrate the gravity of the learning loss. Results of the 2020 Malawi School Certificate of Education show that only 4 in 10 candidates who sat for examinations passed, a dramatic drop compared to 1 in 2 in the case of the 2019 examinations. Lastly, the pandemic has severely impacted girls’ education, further compounding the challenge of learning loss. Among the measures taken by the Government to reduce spread of COVID-19 during the first wave was the closure of schools, a move which may have contributed to the suspected growing number of out-of-school children, and associated issues such as child labor, teen pregnancy, early marriages, all of which have increased according to available evidence. For instance, the Malawi Health Equity Network reports 5,000 cases of teenage pregnancies in Phalombe district, and more than 500 girls having entered into early marriages since the COVID-19 pandemic. In Mangochi, which has always had the highest cases of teen pregnancy, more than 7,000 teenage girls became pregnant in the first half of 2020, 1,000 more than the number of girls who fell pregnant in the previous year during the same period. To address the COVID-19 pandemic challenges in the Secondary Education, the Government and the World Bank agreed on an Additional Financing (AF) of US$5 million to the EQUALS Project. The AF is deliverable this current Fiscal Year and will mainly focus on making schools safe and ensuring education continuity in case of school closure by promoting Distance Learning and E-Learning system (ODeL). The Government introduced additional layers of approval in procurement to increase transparency in the award of contracts. The Government introduced additional layers of scrutiny including the Public Procurement and Disposal of Assets Authority (PPDA), the Government Contracting Unit (GCU), Ministry of Justice, and the Anti-Corruption Bureau (ACB) to provide additional oversight in the procurement. Unfortunately, this has resulted in the stagnation of some project activities, for instance, in the approval of bidding evaluation reports for construction works. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial Moderate Moderate Macroeconomic Substantial Substantial Substantial Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Moderate Moderate Institutional Capacity for Implementation and High Moderate Moderate Sustainability Fiduciary Substantial Substantial Substantial Environment and Social Substantial Moderate Moderate Stakeholders Moderate Moderate Moderate Other -- High Substantial Overall Substantial Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the quality of mathematics and science instruction. IN01011556 6/25/2021 Page 2 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) ►Percent of CDSS meeting selected minimum standards for quality science and mathematics instruction (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 40 percent increase Value 0.00 0.00 0.00 from baseline Date 29-Nov-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of CDSSs meeting the minimum standards in selected four national education standards - 10, 11, 12 and 18. The selected standards have 3, 5, 4 and 5 observable criteria respectively. For the purpose of the project 5 criteria (10.10, 11.12, 12.11, 18.9 and 18.12) have been selected for measurement. The Comments: criteria are aligned to good classroom practices and instructional coaching by school head or a senior teacher in the school. A CDSS where the selected criteria are observed to be taking place will be considered to have met the minimum standards for science and math instruction. IN01011558 ►Learning achievement in standardised assessment in science and math (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline will be available To be determined by in 2021 when Malawi will Not yet due for Not yet due for Value the values of the next participate in the first measurement measurement round of assessments round of PISA Date 29-Oct-2021 25-Nov-2020 25-Nov-2020 31-Dec-2025 Average student scores in Math and a selected science subject in Form 2. Malawi National Examinations Board (MANEB) will subscribe to any available international assessments (preferably PISA). The next round of PISA will be available only in 2024. Due to the challenges related to the PISA timelines, the team has restructured the project along the processing of the Additional Financing and has changes this indicator by a new indicator on students’ performance at the Malawi School Certificate Comments: of Education (MSCE) in mathematics and sciences provided by the MANEB. The new indicator will be reflected in the result framework upon approval of the Additional Financing and will be informed with the next ISR. Increase access to secondary education in selected remote districts IN01011557 ►Primary to secondary transition rate in remote schools from 13 selected districts (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 32.00 31.70 31.70 48.00 Date 30-Nov-2018 25-Nov-2020 15-Jun-2021 31-Dec-2025 The number of new students enrolled in Form 1 expressed as a percentage of the number of pupils enrolled in the Standard 8 in the previous year in the 13 remotest districts. This represents a proxy indicator as students may be selected into national secondary schools. The planned construction activities have not yet started. This partly explained the slight decrease in the Comments: expected result. Updated information for the indicator is not yet available. Based on the agreed timeline, the Directorate of Quality Assurance and Standards (DQAS, former DIAS) will provide the updated information in October/November 2021. The indicator will be updated accordingly. IN01011559 Female Students (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target 6/25/2021 Page 3 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Value 60,000.00 60,000.00 60,000.00 90,000.00 Date 30-Apr-2019 25-Nov-2020 25-Nov-2020 31-Dec-2025 Overall Comments PDO Two out of four indicators are not yet due for measurement. The indicator related to the learning achievement in Sciences and Math has been has replaced by a new indicator on students’ performance at the Malawi School Certificate of Education (MSCE) in mathematics and sciences. The replacement is due to the challenges related to the PISA timeline. The new indicator will be reflected in the result framework upon approval of the Additional Financing and will be informed with the next ISR. The first remaining indicator, notably the Primary to secondary transition rate in the 13 project districts has decreased from the baseline of 33% to 31.7. The decrease is partially attributable to the delay in civil works to extend available classrooms for Secondary education. Data for the second one, the percentage of CDSS meeting minimum standards for quality science and mathematics instruction, are meant to be available by end October/November 2021 based on agreed reporting timeline of the Directorate of Quality Assurance and Standards (DQAS). Intermediate Results Indicators by Components C1. Improving quality of science and mathematics instruction IN01011560 ►Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 22.50 22.50 22.50 90.00 Date 27-Sep-2019 27-Sep-2019 15-Jun-2021 31-Dec-2025 Proportion of CDSSs with student textbook ratio of 1:1 Mathematics, Biology, Chemistry and Physics. The ratio is measured on the total enrolment per subject divided by total number of student textbooks available for the revised curriculum. Comments: Procurement of textbooks process almost done, the project reports that evaluation of bids is underway. The indicator will be updated upon delivery of the textbooks expected by August 2021. IN01011562 ►Number of interactive Science and Mathematics modules available for use by students (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 100% of modules in the selected science Value No No No subject for Form 4 developed and or adopted Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Animated materials that support learning. For example, in math interactive materials would show stepwise solutions of mathematical problems. In sciences, the materials are expected to animate experiments. These increase the chances of learning. MIE will establish the scope of development of modules. The Comments: project will track the incremental development of the modules in mathematics and a selected science subject for the entire secondary school cycle (F1-F4). 188 modules identified in biology, chemistry, Mathematics and Physics to be developed and digitalized. 6/25/2021 Page 4 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) IN01011564 ►% of CDSSs with students using interactive workbooks in math and science (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 75.00 Date 31-Dec-2018 25-Nov-2020 15-Jun-2021 31-Dec-2025 Percentage of schools with students (of at least 1 stream) of a specific grade for which material has been developed and or adopted; found using the developed interactive materials during the DIAS school Comments: monitoring exercise in the 43 school clusters. This indicator is not yet due for measurement. IN01011566 ►Percent of CDSS meeting prioritized leadership and management standards (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50% increase from baseline in the share of CDSSs meet Value 28.90 28.90 28.90 prioritized leadership and management standards Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of CDSSs meeting all the 5 minimum criteria set out in National Education Standard (NES) 18. The baseline will be established in the first project year. The development of planned modules is underway. Comments: Training is yet to begin. Training transferred from MIM/SDI to Chancellor college. Development of training program and associated modules is underway. Training likely to begin in June 2021. IN01011568 ►Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and math (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 20 percentage point Value 26.20 26.20 26.20 increase from baseline Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of mathematics and sciences teachers in CDSSs meeting the three criteria of the minimum NES 9 as well as criterion 9.7. The planned framework mapping TTIs to the 43 cluster lead schools has been developed. Training Comments: completed. But assessment not yet carried out to ascertain improvements over the baseline. Results of assessment expected to be available in October 2021 and the indicator will be updated accordingly. IN01011570 ►Foundational system for continuous assessment established for maths and biology (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No CA foundations established for maths and biology in Forms 3 and 4 integrating 2nd round data. Report and 6/25/2021 Page 5 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) action plan prepared on roll out to other subjects. Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Guidelines/procedures, tools and data management system including capacity readiness for conducting continuous assessment in mathematics and biology subjects. Comments: Targeted tools and system developed but are awaiting management approval. C2. Increasing access to secondary education IN01011561 ►Complementary streams for delivery of secondary education established (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 7,500 additional students admitted to complementary stream Value No No No of secondary education in the 13 remote districts Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 This indicator refers to the development and endorsement of policies and strategies supporting lower cost options of secondary education expansion. These include OSS, ODL, and Public-Private Partnerships (PPPs) including regulation and revised financing formula; and credible secondary expansion plan. As from the third year, the indicator will track the number of students enrolled in the complementary streams. Comments: While the ODL policy orientation has been provided by the MOE, the policy is however mute on OSS, PPP and financing reforms. The simulation for the expansion plan has been developed. Approval is expected by July 2021. IN01011563 ►% of CDSS in the 13 remote districts meeting teacher establishment in Science and Mathematics (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50% of CDSSs meet Science & Maths Not yet due for Not due for Value Not due for measurement teacher establishment measurement measurement requirements defined in STDMS Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of CDSS that have been supplied with adequate science and mathematics teachers based on the staffing norms defined in the teacher development, recruitment, deployment and management Comments: strategy. The TORs for recruitment of a TA have been finalized. The TA recruitment is at the finalization stage. IN01011565 ►% of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 90% of public secondary schools Pending update from Pending update from Value Baseline under validation conform to the average MANEB MANEB class size of 45-55 students in Form 1. 6/25/2021 Page 6 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of secondary schools filling up their form 1 capacity in the range of 45-55 students per stream as a result of the reformed and automated selection and placement system. Measured as (# Form 1 Students / # of Form 1 Streams) for each public school in the 13 selected districts, and the proportion of Comments: schools for which this ratio is greater than or equal to 50. The recruitment of the TA to support with the implementation is at finalization stage. IN01011567 ►% of CDSSs in 13 remote districts with functional GBV redressal and adolescent hygiene support systems (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 90% of CDSSs in 43 selected clusters have functional GBV Value 7.6 percent 7.6 percent 7.6 percent redressal and adolescent hygiene support system Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of CDSSs that have operational GBV redressal and adolescent hygiene support system based on NES 6 and provisions of the School Health Hygiene and Nutrition. The system will include but not limited to annual student sensitization, annual MG sensitization, sensitization of the teacher code of conduct, presence of male and female councilors in schools, gender clubs meeting at least once a quarter, existence of anonymous complaints reporting, demonstrable evidence of accepting, investigating, and addressing complaints; demonstrable evidence of provision of nutrition supplements to adolescents. The MOE will develop the compounded mechanism in the first year of the project. Comments: Guidelines on GBV prevention and adolescent health and hygiene developed by UNICEF endorsed by DSDE for use in secondary schools. The overall system, training and tools are developed and in placed at school level. However, no assessment has been carried out to establish improvements over baseline. Assessment is expected to be completed by October 2021. IN01011569 ►Progression rate for disadvantaged students benefiting from scholarships (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 471 scholarship 471 scholarship 85% of supported beneficiaries registered beneficiaries Value 0.00 students progress to in 2019/20 academic registered in 2019/20 the next grade/form year. academic year. Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 Proportion of students benefiting from the reformed bursary program through EQUALS who are promoted to successive grades in secondary education. Measured as number of bursary recipients who are Comments: promoted / number of bursary recipients. Not yet due for measurement. IN01011571 % Female (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 80.00 Date 27-Sep-2019 25-Nov-2020 25-Nov-2020 31-Dec-2025 IN01011572 6/25/2021 Page 7 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) ►Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 75% of target schools Value 0.00 0.00 0.00 are adequately maintained Date 27-Sep-2019 25-Nov-2020 15-Jun-2021 31-Dec-2025 CDSS where additional academic facilities have been provided by the project. The envisaged facilities include: classrooms, libraries, laboratories, electricity, water/sanitation etc. Comments: The ESMPs are cleared; the procurement process is completed; the contracts are at approval level by the Government Contracting Unit. IN01011573 ►Stakeholder satisfaction in delivery of secondary education in the 13 remote districts (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline to be Baseline established by Baseline to be furnished 20 percent increase Value furnished by September 2020 by September 2020 from baseline September 2020 Date 27-Sep-2019 25-Nov-2020 25-Nov-2020 31-Dec-2025 Feedback from parents and students in the delivery of education in the project resourced areas Survey tools have been developed and submitted to the Bank for review. The quality of the report is low, and the data produced are doubtful. The Bank recommends a new survey to establish acceptable Comments: baseline to be provided no later that October/November 2021. Overall Comments IR Overall, most of the indicators are on track to achievement intermediary target or end target. Out of the 13 indicators, 8 are on track or not yet due for measurement, 2 are awaiting assessment to ascertain improvements over the baseline, and 3 are directly linked to activities which are delayed. The two indicators for which an assessment is needed to establish baseline are: (i) Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and math; and (ii) Stakeholder satisfaction in delivery of secondary education in the 13 remote districts. For the two indicators, expected assessments were planned to be completed by October/November 2021. The three indicators for which activities have been delayed are the following: (i) Number of interactive Science and Mathematics modules available for use by students; (ii) Complementary streams for delivery of secondary education established; and (iii) percent of CDSS in the 13 remote districts meeting teacher establishment in Science and Mathematics. For these indicators, TAs are under recruitment to accelerate the implementation of the related activities. Upon completion of the activities, the indicators will be informed no later than October/November 2021. Performance-Based Conditions IN01011574 ►PBC 1 Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Intermediate Outcome, 15,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) FY25 6/25/2021 Page 8 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Value 22.50 22.50 22.50 -- Date -- 25-Nov-2020 15-Jun-2021 -- IN01011575 ►PBC 2 Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and math (Text, Intermediate Outcome, 12,510,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) FY25 Value 26.20 26.20 26.20 -- Date -- 25-Nov-2020 15-Jun-2021 -- IN01011576 ►PBC 3 Complementary streams for delivery of secondary education established (Text, Intermediate Outcome, 11,050,000.00, 12.28%) Baseline Actual (Previous) Actual (Current) FY25 Value No No No -- Date -- 25-Nov-2020 15-Jun-2021 -- IN01011577 ►PBC 4 % of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text, Intermediate Outcome, 10,900,000.00, 12.11%) Baseline Actual (Previous) Actual (Current) FY25 Baseline will be Pending update from Value Baseline under validation established by December -- MANEB 2019 Date -- 25-Nov-2020 15-Jun-2021 -- IN01011578 ►PBC 5 Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Intermediate Outcome, 29,496,000.00, 32.77%) Baseline Actual (Previous) Actual (Current) FY25 Value 0.00 0.00 0.00 -- Date -- 25-Nov-2020 15-Jun-2021 -- 6/25/2021 Page 9 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P164223 IDA-63790 Effective USD 90.00 90.00 0.00 13.89 78.77 15% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P164223 IDA-63790 Effective 13-Mar-2019 25-Jul-2019 24-Oct-2019 31-Dec-2025 31-Dec-2025 Cumulative Disbursements PBC Disbursement Achievement Disbursed amount in Disbursement % PBC ID PBC Type Description Coc PBC Amount Status Coc for PBC 6/25/2021 Page 10 of 11 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Restructuring History There has been no restructuring to date. Related Project(s) P176751-Additional Financing for the Equity with Quality and Learning at Secondary 6/25/2021 Page 11 of 11