Document of The World Bank Report No. 79575-GT RESTRUCTURING PAPER ON A PROJECT RESTRUCTURING OF THE EDUCATION QUALITY AND SECONDARY EDUCATION PROJECT LOAN (IBRD 7430-GU) APPROVED BY THE BOARD ON MARCH 6, 2007 TO THE REPUBLIC OF GUATEMALA November 21, 2013 Public Disclosure ABBREVIATIONS AND ACRONYMS DIGEBI Department of Bilingual and Intercultural Education (Dirección General de Educación Bilingüe) DIGECADE Department of Management of Educational Quality (Dirección General de Gestión de Calidad Educativa) DIGEDUCA Department of Evaluation and Research on Education (Dirección General de Evaluación e Investigación Educativa) DIGEEX Department of Student Support for Formal Education (Dirección General de Educación Extraescolar) DIGEFOCE Department of Community-Based Management Strengthening (Dirección General de Fortalecimiento a la Comunidad Educativa) DIPLAN Department of Education Planning (Dirección de Planificación Educativa) MINEDUC Ministry of Education (Ministerio de Educación) NUFED Community-Based Education for Development Schools (Núcleo Familiar Educativo para el Desarrollo) PADEP/D Professional Development Program for In-Service Teachers (Programa Académico de Desarrollo Profesional para Docentes) PDO Project Development Objective PEPS Accelerated Primary Education Program (Programa de Educación Primaria de Sobre Edad) RFM Results Framework and Monitoring SPLIS Scholarship Program for Low Income Students Regional Vice President: Hasan Tuluy Country Director: Felipe Jaramillo Sector Manager/Director: Reema Nayar / Mansoora Rashid Task Team Leaders: Juan Diego Alonso / Hongyu Yang ii Restructuring Restructuring Type: Level II Last modified on date: 11/21/2013 1. Basic Information Project ID & Name P089898, Guatemala Education Quality and Secondary Education Project Country Republic of Guatemala Task Team Leaders Juan Diego Alonso/Hongyu Yang Sector Manager/Director Reema Nayar/Keith E. Hansen Country Director Felipe Jaramillo Original Board Approval Date 03/06/2007 Original Closing Date: 12/31/2013 Current Closing Date: 12/31/2013 Proposed Closing Date [if applicable] 11/30/2015 EA Category C-Not Required Revised EA Category C-Not Required EA Completion Date Revised EA Completion Date 2. Revised Financing Plan (US$m) Source Original Revised BORROWER 20.00 20.00 IBRD 80.00 80.00 Total 100.00 100.00 3. Borrower Organization Department Location Republic of Guatemala Guatemala 4. Implementing Agency Organization Department Location Ministry of Education (MINEDUC) Guatemala 5. Disbursement Estimates (US$m) Actual amount disbursed as of 11/21/2013 US$ 58.30 million Fiscal Year Annual Cumulative 2014 9.00 67.30 2015 10.50 77.80 2016 2.20 80.00 Total 80.00 iii 6. Policy Exceptions and Safeguard Policies Does the restructured project require any exceptions to Bank policies? N Does the restructured project trigger any new safeguard policies? If yes, please select N from the checklist below and update ISDS accordingly before submitting the package. 7a. Project Development Objectives/Outcomes Original/Current Project Development Objectives/Outcomes Project Development Objective: The objective of the Project is to improve access to a quality lower secondary education for low-income students, especially in indigenous communities, through improved primary education completion rates for overage students, and strengthened flexible lower secondary education modalities and school management. 7b. Revised Project Development Objectives/Outcomes[if applicable] Project Development Objective: n/a iv GUATEMALA EDUCATION QUALITY AND SECONDARY EDUCATION PROJECT (IBRD 7430-GU) CONTENTS Page A. SUMMARY.......................................................................................................... 1 B. PROJECT STATUS ........................................................................................... 1 C. PROPOSED CHANGES..................................................................................... 4 ANNEX 1: RESULTS FRAMEWORK AND MONITORING.......................... 12 v GUATEMALA EDUCATION QUALITY AND SECONDARY EDUCATION PROJECT RESTRUCTURING PAPER A. SUMMARY 1. The main changes to the Project and rationale are as follows:  changes to the scope of Project activities in line to the Ministry of Education (MINEDUC)’s strategy of expanding the Professional Development Program for In- Service Teachers or PADEP/D (Programa Académico de Desarrollo Profesional para Docentes), which will be financed with Loan proceeds;  a revision to the indicators and targets in the Results Framework and Monitoring (RFM) table to: (i) ensure that all aspects of the Project Development Objective (PDO) are measured; (ii) reflect changes to the scope of Project activities; (iii) reflect the extended implementation period; and (iv) reflect updated data collection for actuals for years 2007- 2011;  a revision of Project costs consistent with the changes to the scope of Project activities and to reflect cost-savings from activities whose targets have already been achieved or are on track to be achieved;  a reallocation of Loan proceeds among disbursement categories to reflect changes to the scope of Project activities and Project costs;  a revision of the implementation arrangements to modify the personnel responsible for the implementation of the Project, as a result of which the Project Manager position would be eliminated since the general oversight of the Project activities left under the extended implementation period would be carried out by the Project Administration Manager;  a request by MINEDUC to utilize the latest version of the Consultant and Procurement Guidelines dated January 2011;  an extension of the closing date, with a corresponding modification to the implementation schedule, for a period of 23 months (from December 31, 2013 to November 30, 2015), in order to: i) scale up over 2014 and 2015 MINEDUC’s professional in-service teacher training program, ii) continue supporting the lower secondary education flexible modalities supported under the Project; iii) finance scholarships for lower secondary education cohorts in 2014 and 2015; and iv) complete the training for school councils in 2014 to ensure grants from Project funds are distributed to school councils to help finance their school development plans. 2. The above proposed changes will be reflected in an amendment to the Loan Agreement. Updating of the Operational Manual will be added as a condition for effectiveness of the amendment to the Loan Agreement. 1 B. PROJECT STATUS 2. The Project was approved on March 6, 2007, became effective on June 23, 2008, and was restructured four times before: June 15, 2009, March 17, 2010; June 6, 2011 and May 21, 2012. 3. The Project has three components, each one of them with two sub-components. Component 1: Primary education completion and quality, including subcomponents: 1A - Integrated basic education centers, and 1B - Pre-service and in-service teacher training development. Component 2: Access and Quality of Lower Secondary Education, including the following subcomponents: 2B1 - Strengthening and expansion of pertinent and flexible modalities for lower secondary education, and 2C - Education demand scholarships for low income students. Component 3: Education System Management in Support of Education Access and Quality, including Subcomponents: 3A - Consolidation and strengthening of school-based management for education quality, and 3B - Consolidation and strengthening of departmental supervision and technical assistance to schools. 3. The Project has improved access to a quality lower secondary education (7th to 9th grade) in 196 municipalities. These municipalities were selected from a combined set of criteria that comprises: a) extreme poverty; b) high proportion of indigenous populations; c) low indices of internal efficiency on education; and d) rural areas2. Table 1 below shows that the targeted municipalities of the Project experienced improved access to lower secondary education and that this improvement was, on average, higher than that experienced at the national level as a whole. In addition, 9th grade completion rates also improved, and at a fastest rate than the national average. These achievements were fostered by a series of targeted interventions with Project funding (Component 2) including financing scholarships for low-income students, payments to facilitators (teachers) in flexible modalities of lower secondary education, and provision of instructional material, including culturally appropriate (or intercultural bilingual) textbooks. 4. The Project has also had impact on primary education completion rates. Whereas in 2007, the 196 municipalities of intervention showed a 68 percent primary education gross completion rate3 against a national average of 76 percent, the 2012 figures showed that progress on this indicator for targeted municipalities was far higher (82 percent for the 196 municipalities of intervention against 85 percent for the whole country). These achievements were also partially fostered by a series of targeted interventions with Project funding (Component 1), especially through financial support to primary education teachers in targeted municipalities to complete the PADEP/D – in coordination with the Spanish Cooperation – and support to overage students 1 Sub-component 2A (Feasibility studies and strategies for upper secondary education curricula and evaluation system) was eliminated with the January 29, 2010 Project Restructuring. 2 The original list included 172 targeted municipalities that came out of a study commissioned by the World Bank in 2006 (Esquivel, F.; “Situación del Sistema Educativo Guatemalteco (Guatemalan Education System: An Overview)”. A further 24 municipalities classified as extremely poor were added in 2009. 3 Primary education gross completion rate is measured as the number of students that graduate from 6th grade in a given year divided by the total population aged 12 (that should be graduating from 6th grade). 2 in targeted municipalities to complete primary education through the Accelerated Primary Education Program or PEPS (Programa de Educación Primaria de Sobre Edad). Table 1. Project Impact on Lower Secondary Education 2007-2012 Total enrollment for lower Enrollment rates for lower Total graduates from lower Graduation rates from lower secondary education (7 th to 9 th secondary education (7 th to 9 th secondary education (9th grade) secondary education (9th grade) grades) grades) % % % % 2007 2012 2007 2012 2007 2012 2007 2012 increase increase increase increase 196 Targeted 207,357 297,039 43.3 42 54 28.6 54,094 84,670 56.5 32 45 40.6 Municipalities Total for 582,325 741,144 27.3 60 70 16.7 157,095 212,964 35.6 49 59 20.4 Guatemala Targeted impact vs. national 1.59 1.71 1.59 1.99 1 trends 1 Calculated as the ratio between the percentage change in the indicator on targeted municipalities and the percentage change in the indicator nationwide. 5. Progress in Component 1 has been significant. The PEPS-related previous targets4 for the Project have been exceeded: a total of 86 monolingual and 182 bilingual classes within schools that offer PEPS were created (targets were 70 and 172, respectively). As of today, this pilot program helped 19,078 overage students, in a chosen set of the 196 targeted municipalities, graduate from primary education. PADEP/D’s previous target of 1,274 primary education teachers trained with funding from the Project has also been surpassed: the Project financed a total of 1,484 teachers from 45 municipalities of intervention. This was approximately a half of the first cohort of PADEP/D graduates, but a third of the total financing in this Program from different sources5. 6. Component 2 also experienced significant progress to date in the three core programs that the Project financed: i) Telesecondary Institutes and NUFEDs, which were supported nationwide with the majority in the 196 targeted municipalities; and ii) the Scholarship Program for Low Income Students (SPLIS). A total of 1,636 Telesecondary Institutes were created, catering to more than 105,000 students in 5,080 classes. The previous targets were to have 967 Institutes with 2,901 classes created, all of them equipped with appropriate relevant textbooks (academic, job-related, and intercultural bilingual) and instructional equipment (computers, hard drives, projectors). The distribution of textbooks is ongoing and expected to be finalized by the end of 2013. The Project financed the payment of 1,701 of the 1,739 Telesecondary facilitators that the 2012 Restructuring had anticipated and MINEDUC’s budget absorbed them since6. Similarly, the Project created 600 NUFEDs (compared to the revised target of 634) and also equipped them 4 Previous targets were set in the 2012 Restructuring of the Project. 5 The Bank financed only the first cohort of PADEP/D graduates. All these graduates came from municipalities of intervention. Out of the 6,587 teachers that graduated from PADEP/D in the first two cohorts, the Government of Guatemala financed 53 percent of the cost, the Spanish Cooperation 30 percent of the cost and the Bank 16 percent of the cost. A new cohort (the 4th cohort of PADEP/D) is expected to begin at the end of 2013 and finish by end-2015. Project funds are expected to finance 1,250 teachers, all of them from targeted municipalities. 6 The 2012 Restructuring’s target of 1,739 facilitators paid was not reached because demand for Telesecondary Institutions did not increase as foreseen. 3 with textbooks (academic, job-related, and intercultural bilingual). Updated data on actuals show that demand for flexible modalities plateaued7; also in several rural areas where both Telesecondary and NUFED modalities are offered, families have tended to disproportionately choose the former because the Telesecondary modality involves less time at school and parents could count on their children more for family work8. Finally, the SPLIS program has financed a total of 16,639 low-income students to attend and complete a lower secondary education. Scholarships have been split almost equally across 7th, 8th and 9th grade, reaching approximately 5,500 beneficiaries of each grade level. The SPLIS has been recently revamped to introduce more transparent criteria in the selection of beneficiaries and greater decentralization in the monitoring of retention, learning achievement of students and distribution of scholarships. MINEDUC stopped all financing for scholarships during 2012, pending a decision on these changes, and resumed financing in 2013, after a new Ministerial Decree was issued9. Of the anticipated 22,160 scholarships to be financed in 2012 and 2013 identified in the 2012 Restructuring Paper, a total of 6,015 scholarships were granted as of today. 7. Component 3 has made progress, as well. A total of 973 school councils (community-based school management entities) were trained in school and financial management in 2011. However, most of these school councils changed a lot and some of them have been dismantled. As a result, grants have not yet been transferred to these schools to execute their school development plans. MINEDUC recently re-organized 520 school councils, all of which are expected to be given legal personality by early 2014, so as to become eligible entities to receive transfers financed by the Project. C. PROPOSED CHANGES  Components 8. Component 1 has been expanded in scope driven by the Government’s strategy of significantly boosting the number of teachers that receive professional training through PADEP/D under Sub-Component 1.B.  Results/indicators 9. The previous Results Framework and Monitoring (RFM) table presented 5 PDO-level indicators and 8 Intermediate Results Indicators (IRIs). Under the proposed changes to the RFM, there would be 2 PDO-level results indicators and 9 IRIs. As per the definition in the Loan Agreement, the revised RFM would be included in the Operational Manual of the Project. The 7 Lower secondary education enrollment seems to have peaked in 2012. Enrollment numbers for 2013 for all lower secondary education modalities show decreasing trends, most likely due to changing demographics. However, both Telesecondary Institutions and NUFEDs show a relatively larger decrease in enrollment, compared to regular schools. This pattern is a bit more pronounced for the 196 municipalities of intervention because Telesecondary and NUFEDs modalities are disproportionately located in rural areas. In fact, as of 2013, while the two flexible modalities supported under the Project represent about 28% of total enrollment in targeted municipalities, they represent 18% of enrollment nationwide. Further research needs to be conducted to investigate into other potential explanations for the referred patterns. 8 Enrollment at Telesecondary Institutions increased, from 2007 to 2013, 163 percent, whereas total enrollment at NUFEDs increased, in the same period of time, only 43 percent. This pattern was a bit stronger in the 196 municipalities of intervention (173 percent increase versus 50 percent increase). 9 Ministerial Decree N°0041-2013 issued on January 2, 2013. 4 approval of the Revised Operational Manual would be added as an effectiveness condition to the 4th Amendment to the Loan Agreement. The revised RFM is in Annex 1. 10. PDO-level indicators. Under the restructured Project, there would be 2 PDO-level indicators. Both indicators would have new targets estimated for each extra year under the extended Project’s period. Two previous PDO-level indicators would be moved to the IRI category. One previous PDO-level indicator would be dropped. PDO-level indicator 1:  Continued Indicator: 9th grade gross completion rate in 196 targeted municipalities o Previous target: 42 percent o Revised target: 47 percent The target has been revised due to the extended implementation period. The previous target has been surpassed and there is an expected upward trend for this indicator due to continued financing for the SPLIS and further support for the two flexible modalities for lower secondary education (teacher training, provision of technical equipment, instructional materials and furniture). PDO-level indicator 2:  Continued Indicator: Gross enrollment rate in lower secondary education (grades 7 to 9) in 196 targeted municipalities o Previous target: 54 percent o Revised target: 56 percent The target has been revised due to the extended implementation period. The previous target has been reached and there is an expected upward trend for this indicator. Enrollment is expected to increase in part due to continued financing for the SPLIS. In addition, the population of lower secondary school age is expected to decrease due to changing demographics. Dropped Indicator: Access to 7th grade in the modalities supported by the Project (PDO-level indicator #3) This indicator was PDO-level indicator #3 and would be dropped because: i) it is more an output than an outcome, ii) the previous indicator did not take into account that the bulk of Project financing, and therefore the impact sought for, was for targeted municipalities, not for the lower secondary education system as a whole, and iii) even if the revised indicator focused on targeted municipalities, this information would only provide further detail about the numerator of PDO-level indicator #2. 12. Intermediate Results Indicators. Under the restructured Project, there would be 9 IRIs rather than 8 previously. Two new IRIs would be added that were previously PDO-level indicators 5 (their wording and/or targets would also be revised) and 1 previous IRI would be dropped. Wording and/or targets would be revised for the 7 other IRIs. Component 1: Primary education completion and quality IRI #1:  Previous Indicator: Primary level completion rate (6th grade) in 196 targeted municipalities (PDO-level indicator #5)  Revised Indicator: Primary education completion rate (6th grade) in 196 targeted municipalities (IRI #1) o Previous target: 84 percent o Revised target: 85 percent This indicator was PDO-level indicator #5 and would become IRI #1 under the restructured Project since the PDO identifies it is a means to achieve Project objectives. Wording for this indicator was revised for clarity. The revised target is explained by the longer implementation period (see Annex 1). IRI #2:  Previous Indicator: Proportion of overage students (13-15 years old) that finalize the primary cycle (including the accelerated primary education modality) (PDO-level indicator #4)  Revised Indicator: Number of students in the Accelerated Primary Education Program (PEPS) that graduate from primary education (IRI #2) This indicator was PDO-level indicator #4 and would become IRI #2 under the restructured Project since the PDO identifies it is a means to achieve Project objectives. This indicator was revised: i) to make reference exclusively to the PEPS program and not to the whole population of overage students in primary education, for which no intervention has been envisaged under the Project; and b) to emphasize the (cumulative) number of overage students that the PEPS is succeeding in graduating from primary education. IRI #3:  Previous Indicator: Number of schools that offer the Accelerated Primary Education Program in Monolingual and Bilingual modalities. (IRI #1)  Revised Indicator: Number of classes within schools that offer the PEPS in Monolingual and Bilingual modalities. (IRI #3) o Previous target: 70 (monolingual) and 172 (bilingual) o Revised target: 86 (monolingual) and 196 (bilingual) 6 This indicator was previously IRI#1, but would now become IRI #3. The indicator was revised to clarify that it measures the number of classes within schools that offer PEPS not the number of schools. Targets were also revised upwards to reflect progress to date. IRI #4:  Previous Indicator: Number of primary level teachers that completed the in-service teacher training program (Programa de Profesionalización Docente) (IRI #2)  Revised Indicator: Number of pre-primary and primary education teachers that completed the in-service teacher training program (PADEP/D) in 196 targeted municipalities (IRI #4) o Previous target: 1,274 o Revised target: 13,237 This indicator was previously IRI#2, but would now become IRI #4. Wording was revised for clarifying that PADEP/D trains both pre-primary and primary education teachers. The Spanish name for the program between parentheses was replaced by its acronym. Targets were revised: i) to take into account that all PADEP/D graduates in targeted municipalities are captured, including those financed under the Project and those financed in coordination with the Spanish Cooperation; and ii) consistent with increased financing of PADEP/D under the restructured Project. Component 2: Access and Quality of Lower Secondary Education IRI #5:  Previous Indicator: Number of sections (pedagogical classes) of Telesecundaria modality in operation with adequate equipment and guides (financed by the Project) (IRI #3)  Revised Indicator: Number of Project-financed classes in Telesecondary Institutions that are functioning with adequate equipment and instructional materials (IRI #5) o Previous target: 2,901 o Revised target: 5,080 This indicator was previously IRI#3, but would now become IRI #5. Wording for this indicator was revised for clarity. The target has been revised upwards to reflect progress to date. IRI #6:  Previous Indicator: Number of students in targeted municipalities that receive scholarships (financed by the Project) and comply with attendance requirements (IRI #4)  Revised Indicator: Number of scholarships financed by the Project that are granted to students from targeted municipalities that comply with attendance requirements (IRI #6) 7 This indicator was previously IRI#4, but would now become IRI #6. Wording for this indicator was revised for clarity. The original target was not revised because it is expected that it would now be reached by the new closing date. Under the restructured Project, a full cohort of lower secondary education students that are in 7th grade in 2013 would be financed, in addition to the first two years of the upcoming cohort of 7th graders in 2014 and the first year of the cohort of 7th graders in 2015. Financing for the latter two would be picked up by the Government after the closing date. IRI #7:  Previous Indicator: Number of lower secondary schools (Telesecundaria and NUFED) that have received intercultural instructional materials (IRI #5)  Revised Indicator: Number of lower secondary schools, operating under the modalities financed by the Project (Telesecondary and NUFED), that have received intercultural and instructional materials (IRI #7) o Previous target: 967 (Telesecondary) and 634 (NUFEDs) o Revised target: 967 (Telesecondary) and 600 (NUFEDs) This indicator was previously IRI#5, but would now become IRI #7. Wording for this indicator was revised for clarity, but also to make it clear that it is measuring distribution of both intercultural instructional materials and general (academic and technical) instructional materials. The previous target for NUFEDs was scaled down because of the expected increase in demand for NUFEDs, set in the 2010 Restructuring, that did not materialize at such rate. Component 3: Education System Management in Support of Education Access and Quality IRI #8:  Continued Indicator: Number of schools with trained school councils. This indicator was previously IRI#6, but would now become IRI #8. The target for this indicator has not been changed because it is expected to be attained by the new closing date. IRI #9:  Continued Indicator: Number of school councils that receive grants and report expenditures satisfactorily. This indicator was previously IRI#7, but would now become IRI #9. The target for this indicator has not been changed because it is expected to be attained by the new closing date. Dropped indicator 8  Previous Indicator: Annual Monitoring Report, updating progress toward Project Outcome and Intermediate Results Indicators, based on the educational information system (IRI #8) This indicator was dropped because it is not an intermediate outcome indicator. MINEDUC does compile a semi-annual monitoring report and submit it to the Bank consistent with the legal requirement to do so.  Project Costs 13. The cost of Component 1 would increase due to the increase in the scope of Sub-Component 1.B and consequently its costs. The cost of other Sub-Components would decrease, largely due to cost savings brought about by: a) the absorption of the cost of Telesecondary facilitators by MINEDUC, b) the lower number of NUFEDs for which instructional materials were provided; and c) lower-than-expected price bids for a few large bidding processes (e.g. textbooks for lower secondary education). Changes to Project costs are shown in Table 2 below. . Table 2. Project Costs Bank Financing (US$m) Components Previous Revised (1) Primary Education Completion and Quality 6.3 9.8 1.A Integrated basic education centers 3.1 2.110 1.B Pre-service and in-service teacher training development 3.2 7.8 (2) Access and Quality of Lower Secondary Education 68.2 65.7 2.B Strengthening and expansion of pertinent and flexible modalities 57.1 55.1 for lower secondary education 2.C Education demand scholarships for low income students 11.1 10.5 (3) Education System Management in Support of Education Access and 5.0 4.3 Quality 3.A Consolidation and strengthening of school-based management for 1.9 1.5 education quality 3.B Consolidation and strengthening of departmental supervision and 3.1 2.8 technical assistance to schools Front-End Fee 0.2 0.2 Unallocated 0.3 0.0 Total 80.0 80.0 10 Sub-Component 1.A. had been reduced in scope in the 2012 Restructuring, but the resources assigned had not been diminished accordingly. 9  Reallocation of Loan Proceeds 14. The changes to the scope of Project activities and Project costs require a reallocation among categories as shown in Table 3 below. Table 3. Revised Allocation of Loan Proceeds Amount of the Loan Allocated (Expressed in Percentage of Expenditures to be Category USD) financed Current Revised (1) Goods, consultant’s services, Non-consultant 6,300,000 9,810,000 100 services, and Training under Part 1 of the Project (2) Goods, minor works, consultant’s services, Non- consultant services, Training and 38,200,000 36,060,000 100 scholarships under Part 2 of the Project (3) Payment of Telesecundaria 100 facilitators under Part 2.2(b) of 30,000,000 29,610,000 the Project (4) Goods, consultant’s services, Non-consultant services, 5,000,000 4,320,000 100 Training and Grants under Part 3 of the Project Amount payable in accordance with Section 2.03 of the Loan 5. Front-End Fee 200,000 200,000 Agreement in accordance with Section 2.07 of the General Conditions 6. Unallocated 300,000 0 TOTAL 80,000,000 80,000,000  Implementation Arrangements 15. Two clauses of the Financing Agreement would be amended. Section I.B.1.a) of Schedule 2 would be amended to eliminate the obligation of the Borrower to hire a “project manager”, as the general oversight for the few activities left under the extended implementation period would be done by the project administration manager. The definition of “Procurement Guidelines” and 10 “Consultant Guidelines” in the Appendix would be updated to reflect the latest version if this Guidelines (January 2011). For purposes of maintaining consistency with the updated Guidelines, the definition of “Procurement Plan” will be updated.  Closing Date 16. The Project’s closing date would be extended by twenty three (23) months, from December 31, 2013 to November 30, 2015, to enable expanded financing of the PADEP/D program, and continuing financing of the SPLIS, the training of school councils, and grants for financing execution of school development plans.  Implementation Schedule 17. All activities financed under the Project would be completed by December 2013, with the exception of:  PADEP/D, which would be implemented over 2014 and 2015 through the Project closing date;  SPLIS, which would also be implemented over 2014 and 2015 through the Project closing date in the 196 targeted municipalities;  a series of trainings and goods (technical and instructional equipment and furniture) that would be financed for the lower secondary education flexible modalities supported under the Project;  school councils training and transfer of grants to school councils in the 196 targeted municipalities, which are expected to be completed in 2014. 11 ANNEX 1 Results Framework and Monitoring11 GUATEMALA: EDUCATION QUALITY AND SECONDARY EDUCATION PROJECT (IBRD 7430-GU) Project Development Objective: The objective of the Project is to improve access to a quality lower secondary education for low-income students, especially in indigenous communities, through improved primary education completion rates for overage students, and strengthened flexible lower secondary education modalities and school management. Status: Data Unit of Baseline Responsibili C = Continue 2008 2009 2010 2011 2012 Frequenc source Indicator Name Measu Value in 2013 2014 2015 ty for data R= Revised (actual) (actual) (actual) (actual) (actual) y Methodolo re 2007 collection D = Dropped gy Project Development Outcome (PDO)-level Indicators PDO-level Indicator #1 9th grade gross completion Annual R % 32 34 36 37 45 45 45 45 47 Yearly Monitoring DIPLAN rate in 196 targeted Rep. municipalities PDO-level Indicator #2 Gross enrollment rate in Annual lower secondary education R % 42 43 49 52 54 54 54 55 56 Yearly Monitoring DIPLAN (grades 7-9) in 196 targeted Rep. municipalities Indicator: (i) Access to 7th grade in the Annual n/a n/a modalities supported by the D # 16,897 18,996 33,659 45,391 41,152 41,036 40,729 Yearly Monitoring DIPLAN Project: Rep. Telesecundaria (ii) Access to 7th grade in the modalities supported by the Project: Annual n/a n/a NUFEDs D # 9,852 10,882 12,633 12,857 13,208 12,823 12,444 Yearly Monitoring DIPLAN Rep. 11 Actual values for years 2007 through 2011 have changed over the 2012 Restructuring Paper for some indicators, consistent with updated data provided by DIPLAN. 12 Status: Data Unit of Baseline Responsibili C = Continue 2008 2009 2010 2011 2012 Frequenc source Indicator Name Measu Value in 2013 2014 2015 ty for data R= Revised (actual) (actual) (actual) (actual) (actual) y Methodolo re 2007 collection D = Dropped gy Intermediate Results Indicators (IRIs) COMPONENT 1: Primary Education Completion and Quality IRI #1 Annual Primary education completion R % 68 72 79 81 84 85 85 86 87 Yearly Monitoring DIPLAN rate (6th grade) in 196 Rep. targeted municipalities IRI #2 Number of students in the Annual Accelerated Primary R # 0 0 5,341 9,460 13,808 19,078 23,779 28,480 33,181 Yearly Monitoring DIGEBI Education Program (PEPS) Report that graduate from primary education IRI #3 (i) Number of classes within Annual DIGEBI schools that offer the PEPS in R # 0 0 73 75 88 86 86 86 86 Yearly Monitoring Rep. Monolingual Modality (ii) Number of classes within Annual schools that offer the PEPS in R # 0 0 142 159 185 182 196 196 196 Yearly Monitoring DIGEBI Bilingual Modality Rep. IRI #4 Number of pre-primary and primary education teachers Annual that completed the in-service R # 0 0 0 0 1,484 4,287 4,287 9,137 13,237 Yearly Monitoring DIGECADE teacher training program Rep. (PADEP/D) in 196 targeted municipalities 13 Status: Data Unit of Baseline Responsibili C = Continue 2008 2009 2010 2011 2012 Frequenc source Indicator Name Measu Value in 2013 2014 2015 ty for data R= Revised (actual) (actual) (actual) (actual) (actual) y Methodolo re 2007 collection D = Dropped gy COMPONENT 2: Access and Quality of Lower Secondary Education IRI #5 Number of Project-financed Annual classes in Telesecondary Monitoring Institutions that are R # 0 0 690 690 690 4,884 5,080 5,080 5,080 Yearly Rep. DIGECADE functioning with adequate equipment and instructional materials IRI #6 Number of scholarships financed by the Project that Annual are granted to students from R # 0 0 0 5,347 10,622 10,622 16,639 25,639 35,280 Yearly Monitoring DIPLAN targeted municipalities that Rep. comply with attendance requirements IRI #7 (i) Number of lower secondary schools, operating DIGECADE, under the modalities financed Annual DIGEEX, R # 0 0 0 0 0 967 967 967 967 Yearly Monitoring by the Project, that receive Rep. DIGEBI, intercultural and instructional DIPLAN materials Telesecondary Institutions (i) Number of lower secondary schools, operating DIGECADE, under the modalities financed Annual DIGEEX, by the Project, that receive R # 0 0 0 0 0 600 Yearly Monitoring 600 600 600 Rep. DIGEBI, intercultural and instructional DIPLAN materials NUFEDs 14 Status: Data Unit of Baseline Responsibili C = Continue 2008 2009 2010 2011 2012 Frequenc source Indicator Name Measu Value in 2013 2014 2015 ty for data R= Revised (actual) (actual) (actual) (actual) (actual) y Methodolo re 2007 collection D = Dropped gy COMPONENT 3: Education System Management in Support of Education Access and Quality IRI #8 Annual Number of schools with C # 0 0 0 0 973 973 973 1,350 1,350 Yearly Monitoring DIGEFOCE trained school councils Report IRI #9 Annual Number of School Councils C # 0 0 0 0 0 0 0 487 487 Yearly Monitoring DIGEFOCE that receive grants and report Report expenditures satisfactorily Indicator: Annual Monitoring Report, updating progress toward Annual Project Outcome and D # 0 1 2 3 4 5 n/a n/a n/a Yearly Monitoring DIPLAN Intermediate Results Report Indicators, based on the educational information system n/a = not applicable 15