THE WORLD BANK MRD -IDA I WORLD BANKOROUP 2020 H.E Lassan6 Kabor6 OFFICIAL Minister of Economy, Finance and Development DOCUMENTS Ministry of Economy, Finance and Development Ouagadougou, Burkina Faso BURKINA FASO: Education Access and Quality Improvement Project (Grant No. D033-BF) Amendment to the Financing Agreement Excellency: We refer to the Financing Agreement (the "Agreement") effective October 30, 2015, between BURKINA FASO ("the Recipient") and the International Development Association ("the Association") for the above-mentioned Project (the "Project."). The Association proposes to amend the Agreement to align the Project activities and Closing Date with those of the Financing Agreement for the Additional Financing being signed today as follows: 1. Article 3.01 to the Agreement is hereby deleted and replaced with the following: "3.01 The Recipient declares its commitment to the objective of the Project. To this end, the Recipient shall carry out the Project through the Ministry of National Education and Literacy "MENAPLN" in accordance with the provisions of Article V of the General Conditions and Schedule 2 to this Agreement." 2. Schedule 1 to the Agreement is amended to read in its entirety as set forth in the Annex to this Amendment Letter. 3. Paragraph B.2 of Section III of Schedule 2 to the Agreement is hereby deleted and replaced with the following: "3. The Closing Date is July 31, 2024." 4. Section I (Definitions) of Appendix to the Financing Agreement is hereby amended as follows: (a) The following definitions are amended and replaced to read in their entirety as follows: "MENAPLN" means the Recipient's Ministry of Basic Education (Minist&re de l'ducation nationale et de l'alphabtisation et de la promotion des langues nationales) or any successor thereto. >> ""MFSNFAH" means the Recipient's Ministry of Women, National Solidarity, Family, and Humanitarian Action, or any successor thereto." "Sub-grant" means a sub-grant to be provided to public lower secondary schools and public upper secondary schools to develop improvement plans accordance with: (a) Part 2.4(b) of the Project; (b) the Project Implementation Manual; (c) Section I.D of Schedule 2 to this Agreement; and (d) the provisions of a Sub-grant Agreement, and the term "Sub-grants" means, collectively, more than one Sub-grant. (b) The following definitions are added and placed in alphabetical order, (and existing definitions are consequently renumbered to keep the alphabetical order): ""DGEC" means the Recipient's Direction Ginirale des Examens et Concours within MENAPLN or any successor thereto." ""SIGE" means the Recipient's Education Management Information System within the MENAPLN." c. The following definition is deleted in its entirety: ""MESS" means the Recipient's Ministry of Secondary and Tertiary Education (Minist&re des Enseignements Secondaire et Supgrieur) or any successor thereto." All other provisions of the Agreement, except as amended herein, shall remain in full force and effect. Please indicate your agreement with the foregoing amendments to the Agreement on behalf of the Recipient by countersigning and dating the two original copies of this letter and returning one countersigned original to us. Upon receipt by the Association of this countersigned copy, this amendment shall become effective as of the date of your countersignature. Sn rely, imouna bow Fam Country e for Burkina Faso Africa Region AGREED: BURKINA FASO By: Name: H.E. Lassan6 Kabor6 Title: Minister, Minister of Economy, Finance and Development Date: 4C71 D6/IL_ Annex 1 SCHEDULE 1 Project Description The objective of the Project is to support the Recipient to: (a) increase access to pre-school education in the two (2) poorest regions, secondary education in the five (5) poorest regions, and (b) improve the teaching and learning. The Project consists of the following parts: PART 1: Expanding equitable access to pre-school education in the two (2) poorest regions and to secondary education in the five (5) poorest regions 1.1 Increasing access and quality of early childhood education through: (a) Developing and delivering an interactive audio instruction program based on the national pre-school curriculum through audio episodes in three local languages through inter alia: (i) the provision of equipment for schools and the production of the said program including the payment of facilitators, translators, Training of instructors, and technical assistance; (ii) the development of an impact evaluation of the interactive audio instruction; (iii) the provision of Training to Ministry of Women, National Solidarity, Family, and Humanitarian Action (MFSNFAH) and MENAPLN staff; and (iv) low-cost upgrades to physical structures. (b) Piloting a formal short-track teacher training program to support the audio instruction program referred to in paragraph (a) above, through the provision of equipment, production and distribution costs, and technical assistance. 1.2 Expanding access to secondary education through: (a) (i) the construction of and equipment for approximately 33 lower secondary schools (collages d'enseignement gjnral), 28 upper secondary schools (lycdes), three (3) upper scientific secondary schools (lycjes scientifiques), six (6) regional upper scientific secondary schools (lycdes scientifiques), and one (1) specialized preparatory class in the two existing national upper scientific secondary schools of Ouagadougou and Bobo- Dioulasso, and (ii) the upgrade of and equipment for approximately five (5) lower secondary schools to upper secondary schools; (b) providing Subsidies to: (i) schools for their recurrent costs; and (ii) eleven thousand (11,000) selected students, mainly girls, from poor households for schooling costs; (c) the construction of and equipment for: (i) approximately five (5) new private lower secondary schools and five (5) private upper secondary schools (lycies); and (ii) the expansion of existing private secondary schools; and (d) providing technical assistance to design digital contents adapted to the pedagogical, cultural, and linguistic specificities to the Recipient. 1.3 Addressing school closure in conflict affected areas and education sector response to COVID- 19 through: (a) Supporting distant learning interventions through: (i) providing equipment, (ii) carrying out remote Training for teacher and education sector actors and (iii) creating teaching digital content; (b) Carrying out health education and hygiene interventions to support students and teachers to better respond to Covid- 19; (c) providing school supplies, food for canteens, and salaries for contractual teachers; (d) the construction of and equipment for approximately fifty (50) classrooms in existing educational establishments accepting students from Unsecured Areas; (e) providing equipment, supplies and operating costs to the Recipient's Technical Committee in charge of managing schooling in Unsecured Areas; (f) acquiring of tablets and interactive boards for students in Unsecured Areas and COVID- 19 affected areas; (g) providing training to teachers; (h) establishing popup schools in secured areas within conflict-affected regions; and (i) providing support to non-profit organizations to organize and supervise schooling in Unsecured Areas. PART 2: Improving the quality of the teaching and learning 2.1 Provision of support to undertake curriculum reform and conducting a pilot of said reform, through the development of learning instruments, and teacher Training for the first two (2) sub-cycles of primary education, and the first three (3) grades of lower secondary education. 2.2 (a) Improving teacher pre-service Training in (i) secondary education, (ii) Ecole Normale Superieure in Koudougou, and (iii) Institut de Science (IDS) through the provision of, inter-alia: (A) a video lessons system with required equipment; (B) Training for teachers and technical staff; and (C) a virtual library; (b) improving teacher in-service Training through the provision of, inter-alia, equipment and operational costs of pedagogic advisers and inspectors; (c) technical assistance to support the reform of in-service teacher training provision modalities and Training to mathematics and science teachers; (d) constructing, equipping and operationalizing a national Science Technology Engineering and Mathematics Teacher Training Institute; and (e) constructing and equipping a teacher preparedness center in Ouagadougou (Centre de Priparation Li l'Agrigation de Ouagadougou) and the provision of technical assistance to operationalize the center. 2.3 Provision of, inter alia: (a) science equipment, including laboratories, to the upper secondary scientific schools referred to in Part 1.2.(a)(i) of the Project; (b) support to expand local development of textbooks and increased availability of textbooks and other pedagogical materials in schools; (c) teaching materials/equipment locally produced to improve science teaching at secondary education; (d) technical advisory support to CENAMAFS to strengthen its technical and management system and to ensure it is operating with a relevant business model; (e) support to develop up to five (5) sets of textbooks for lower secondary schools and up to five (5) sets of textbooks for upper secondary schools; and (f) technical assistance and training to textbook authors 2.4 Provision of support to school-based quality initiatives, including: (a) the development of school improvement plans focusing on quality improvements; (b) provision of Sub-grants to public lower secondary schools and public upper secondary schools in the five (5) poorest regions to contribute to the implementation of their improvement plans based on criteria stipulated in the Project Implementation Manual; (c) Training of members of said schools based management committees; and (d) the Ministry of Education's annual school performance competition to reward the ten most deserving public schools. 2.5 Provision of: (a) support to: (i) conduct learning outcomes assessment annually in a selected sample of schools in the Circle of Excellence; (ii) administer standardized tests to a national representative sample of secondary schools; (iii) train technical and supervisory staff and counselors in testing and evaluation; (iv) conduct two (2) evaluations of school instructional time; (v) improve the system organizing the lower secondary certificate and baccalaureate examinations; (vi) procure software; (vii) develop an item bank for the lower secondary certificate and baccalaureate examinations; and (viii) train staff involved in the organization of the lower secondary certificate and baccalaureate examinations and in the students learning assessment process; and (b) technical assistance to DGEC to reinforce its capacity and ensure implementation of improved national examinations and students' learning assessments systems. PART 3: Contributing to strengthening education institutional capacity at central and decentralized entities 3.1 Provision of support to: (a) strengthen data processing and analysis, and planning capacity at the local levels through the provision of, inter-alia, equipment, Training and development of tools; (b) improve the management of numbers of students and their evolution in the system through the transfer of the computerized management system implemented in Senegal in the Tertiary Education Governance and Financing for Results Project; (c) develop students' identification system, train technicians and procure equipment; and (d) develop EMIS module for efficient human resources. 3.2 Establishing school based management committees in each lower public secondary school to help promote increased involvement of communities in school management, including the provision of, inter-alia: (a) support to adapt the existing school base management committee operational and training guides for use in Burkina Faso; (b) Training on activities necessary to the creation of school based management committees; and (c) Training to members of said committees; and support to develop management tools. 3.3 Provision of support for: (a) Project management and implementation activities; and (b) core studies to provide relevant information needed for policy dialogue and decision-making for education policy reforms. Part 4: Contingent Emergency Response Component ("CERC") Providing immediate response to an Eligible Crisis or Emergency, as needed.