The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Jordan Education Reform Support Program (P162407) MIDDLE EAST AND NORTH AFRICA | Jordan | Education Global Practice | Requesting Unit: MNC02 | Responsible Unit: HMNED IBRD/IDA | Program-for-Results Financing | FY 2018 | Team Leader(s): Dina N. Abu-Ghaida Seq No: 5 | ARCHIVED on 30-Jun-2020 | ISR42624 | Created by: Dina N. Abu-Ghaida on 24-Jun-2020 | Modified by: Dina N. Abu-Ghaida on 28- Jun-2020 Program Development Objectives Program Development Objective (from Program Appraisal Document) The Program is to expand access to early childhood education, and to improve student assessment and teaching and learning conditions for Jordanian children and Syrian refugee children. Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory   Implementation Status and Key Decisions Since the last ISR dated December 2019, the COVID-19 pandemic led to school closures beginning in March 2020 and lasting through the rest of the school year. The Ministry of Education (MOE) responded swiftly by switching to distance education in the short term and planning for the medium term. The Ministry focused on setting up online and television resources to provide students with distance learning content. Leveraging readily available materials from the private sector, the Ministry offered online lectures through its newly established Darsak platform and two dedicated TV channels. These resources cover the curriculum’s core subjects of Arabic, English, math, and science for grades 1 through 12. In addition, the country’s TV sports channel was repurposed to broadcast educational material tailored to students preparing for the tawjihi. The MOE also developed the Education during Emergency Plan 2020/22 (EDEP), which lays out the short- to medium-term education response to the COVID-19 pandemic in three phases. Prior to the COVID-19 pandemic, the Jordanian government had requested additional support from the World Bank in order to expedite KG2 access expansion and reform both the content and mode of delivery of the tawjihi exam. With the advent of the COVID-19 pandemic, this request for support was expanded to include strengthening implementation of the EDEP, in particular as relating to its Sustainability Phase (September 2020 - September 2022). Having made the swift leap to distance education, the MOE sees the benefits of maintaining the gains made in its ability to provide distance education by integrating distance education better into traditional classroom instruction once the pandemic subsides and children return to schools. In other words, the education system in Jordan will not only recover but “build back better” during this phase, with MOE exploring opportunities to leverage high-quality distance learning content as a complementary resource for students during regular times and piloting blended learning modalities. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P162407 IBRD-88040 Effective USD 147.70 147.70 0.00 90.32 57.38 61% 6/30/2020 Page 1 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) P162407 TF-A6420 Effective USD 2.09 2.09 0.00 0.26 1.83 13% P162407 TF-A6421 Effective USD 50.21 50.21 0.00 31.59 18.62 63% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P162407 IBRD-88040 Effective 05-Dec-2017 12-Dec-2017 14-Dec-2017 31-May-2023 31-May-2023 P162407 TF-A6420 Effective 12-Dec-2017 12-Dec-2017 14-Dec-2017 31-May-2023 31-May-2023 P162407 TF-A6421 Effective 05-Dec-2017 12-Dec-2017 14-Dec-2017 31-May-2023 31-May-2023 Program Action Plan Action Description Complete and verify baselines for the PforR Program indicators Source DLI# Responsibility Timing Timing Value Status Technical Client Due Date 31-Jan-2020 Revised Date The baseline value for the dropout rate for Syrian refugees is still missing. Capacity building in M&E through the Completion Measurement recruitment of an M&E officer will support in verifying and finalizing the methodology for computation of this baseline value. Comments Action Description Establish an integrated system which captures procurement/contract cycle (Goods, Works, Consultants) Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems Client Due Date 31-Aug-2020 Revised Date Completion Measurement Integrated system established and operational. The MOE is drafting the TOR related to integration of procurement and contract management systems at MOE and Comments MOPWH. Action Description Systematic Reporting for constructions activities, between MOE and MOPWH Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems Client Recurrent Continuous In Progress Completion Measurement Operations Manual procedures on procurement of works are complied with. Comments No construction activities have been completed so far under the program. 6/30/2020 Page 2 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Environmental and Social Standards Operating Procedures and Guidelines including different measures to bridge Action Description identified gaps adopted Source DLI# Responsibility Timing Timing Value Status Environmental and Social Client Recurrent Continuous In Progress Systems Operations Manual updated and complied with Environmental and Social Standards Operating Procedures and Completion Measurement Guidelines Comments Operations Manual is updated Systematically integrating gender mainstreaming efforts into MOE activities through enhancing the capacity of MOE Action Description staff and respective partners to mainstream gender in program activities (e.g. teacher training, school construction and maintenance) Source DLI# Responsibility Timing Timing Value Status Technical Client Recurrent Continuous In Progress Completion Measurement Capacity building activities with a gender focus Comments This activity has not been initiated yet. Systematically integrating gender mainstreaming efforts into MOE activities through reducing gender biases and Action Description stereotypes in teacher trainings Source DLI# Responsibility Timing Timing Value Status Technical Client Recurrent Continuous In Progress Completion Measurement Teacher Training materials with gender balance. Comments This activity has not been initiated yet. Systematically integrating gender mainstreaming efforts into MOE activities through developing gender-sensitive Action Description guidelines for classroom management Source DLI# Responsibility Timing Timing Value Status Technical Client Recurrent Continuous In Progress Completion Measurement Gender-sensitive guidelines for classroom management Comments This activity has not been initiated yet Systematically integrating gender mainstreaming efforts into MOE activities through supporting teachers to provide a Action Description safe learning environment for girls and boys Source DLI# Responsibility Timing Timing Value Status 6/30/2020 Page 3 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Technical Client Recurrent Continuous In Progress Completion Measurement Capacity building activities for teachers with a gender focus Comments This activity has not been initiated yet. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Moderate Moderate Moderate Macroeconomic Substantial Substantial Moderate Sector Strategies and Policies Substantial Substantial Moderate Technical Design of Project or Program Moderate Substantial Moderate Institutional Capacity for Implementation and High High High Sustainability Fiduciary Moderate Moderate Moderate Environment and Social Substantial Substantial Substantial Stakeholders Moderate Moderate Moderate Other -- -- -- Overall Substantial Substantial Moderate RiskComments Comments The overall risk was revised to "moderate" from "substantial" reflecting three downgraded risk sub-categories: the macroeconomic, technical design of project or program, and sector strategies and policies risk were all revised to "moderate" from "substantial", while all remaining risks remain unchanged. The macroeconomic risk rating was revised to "moderate" from "substantial" to more accurately reflect the potential impact on achievement of the PDO and PDO indicators. Although the Program will be implemented in a context of several exogenous shocks, including the impact of the COVID- 19 pandemic, the residual risk to the PDO after mitigation measures is moderate. This is due to Jordan’s resilience to past shocks and the inclusion of a budget additionality to Ministry of Education (MOE) DLI, which aims to ensure that sufficient resources will be made available towards meeting the Program interventions. The technical design of project or program risk was revised from "substantial" to "moderate". The Ministry of Education's Education Strategic Plan (ESP) has been in implementation now for 2 years and the technical design of the Program is fully aligned with the ESP, which has made some achievements. For example, progress has been made in the area of improving teacher competencies and licensing, which is a technically and politically complex task. Sector strategies and policies risk was revised from "substantial" to "moderate". The MOE has adopted the ESP and defines annual action plans that are reviewed twice a year jointly with the education sector development partners. With the onset of the COVID-19 pandemic, the MOE found it necessary to formulate the Education during Emergency Plan (EDEP) to respond to the unique emerging circumstances. Now that the immediate response is over, the MOE is working on integrating the EDEP into the annual planning exercise of the larger ESP. Key policies that underlie the ESP -- in particular the expansion of KG2 services, improvement in teaching quality, and strengthening of student assessment – have been sustained over several years, partly as the commitment to these policies reaches up to the highest levels in the country. Results 6/30/2020 Page 4 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) PDO Indicators by Objectives / Outcomes Expanded access to quality early childhood education IN00866597 ►Number of Jordanian children and Syrian refugee children enrolled in KG2 (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 80,000.00 103,991.00 101,758.00 110,000.00 Date 31-Oct-2017 10-Oct-2019 16-Feb-2020 31-May-2023 The latest value available is from February 2020. The February 2020 level is slightly below the October 2019 level, likely the result of drop-out since the beginning of the academic year when students first Comments enrolled. Improved teaching and learning environment IN00866598 ►Percentage point reduction in the dropout rate of Syrian refugees (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 5.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Baseline for dropout rate of Syrian refugees was to be finalized by January 31, 2020. This was not possible, in particular after the onset of the COVID-19 pandemic. The restructuring and additional financing no longer Comments includes this indicator. Improved learning and teaching environment IN00866599 ►Number of teachers evaluated against the new National Teacher Professional Standards (NTPS) who meet the minimum performance standards (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 5,000.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 The NTPS have been finalized and adopted. A consulting firm has been recruited and developed the first Comments draft of the National Teacher Policy and Strategy Framework and Evaluation tools. Reformed student assessment and certification system IN00866600 ►First phase of Tawjihi reform completed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Assessment reform committee was established and conducted its first meeting on March 26, 2019. Terms of reference for a firm to provide technical assistance on the development of an overarching assessment Comments framework and tawjihi reform (including its digitization) will be developed in July 2020. 6/30/2020 Page 5 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Intermediate Results Indicators by Results Areas Expanded access and improved quality of early childhood education IN00866606 ►In‐service training modules developed for KG teachers (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2020 In-service training modules will be designed based on the quality assurance standards currently under Comments revision by the MOE. IN00866610 ►Percentage of public KG teachers that have completed the in-service training module (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 100.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2021 Comments IN00866614 ►Number of public and private KGs that have developed and implemented quality improvement plan (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 400.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Comments IN00866618 ►Public‐private partnership (PPP) setup designed and implementation plan for PPP rollout developed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 30-Nov-2017 10-Oct-2019 25-Jun-2020 31-May-2023 A consulting firm has been contracted and the first draft of the KG demand-supply analysis report has been Comments developed. Improved teaching and learning environment IN00866608 ►Improved maintenance system adopted (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes 6/30/2020 Page 6 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2018 Legal framework for transfer of school-level budget for maintenance has been updated. The MOE has Comments established a steering committee to finalize all aspects of the improved maintenance system. IN00866612 ►Percentage of schools with high proportion of Syrian refugees implemeting the socioemotional learning program (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 70.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 A consulting firm has completed the socio-emotional learning needs assessment. The POWER-J Comments intervention materials have been completed and will be piloted in MOE schools in October 2020. IN00866616 ►Number of K‐12 teachers trained and certified (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 50,000.00 Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 The MOE has finalized the teacher standards and is working on the design of the certification requirements based on the standards. The MOE will conduct a three-day awareness training on the new teacher Comments standards likely in September 2020. IN00866619 ►Teacher feedback on training and certification training monitored, analyzed and included in the annual monitoring and progress reports developed by ETC (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Comments Reformed student assessment and certification system IN00866607 ►Grade 3 diagnostic test on early grade reading and math implemented (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2019 The verification agency has verified the accomplishment of this indicator. Comments IN00866611 ►Legal framework for the Tawjihi exam has been adopted so that its secondary graduation and certification function is separated from its function as a screening mechanism for university entrance (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes 6/30/2020 Page 7 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2021 Comments IN00866615 ►Student and Teacher Feedback on first phase Tawjihi reform inform the Tawjihi reform rollout plan (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Comments Strengthened management of education system IN00866609 ►Geographical Information System (GIS) and Open EMIS produce accurate and timely disaggregated data needed for program monitoring (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-Dec-2018 The verification agency has verified the accomplishment of this indicator. Comments IN00866613 ►Percentage of bids for goods and works that needed to be re‐bid (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No <20% Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Comments IN00866617 ►Percentage of goods and works contracts that needed to be extended (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target <20% (goods) and Value No No No <50% (works) Date 31-Oct-2017 10-Oct-2019 25-Jun-2020 31-May-2023 Comments Disbursement Linked Indicators DLI_IND_TABLE ►DLI 1 DLR#1.1. Number of Syrian refugee children enrolled in target schools at the basic and secondary education levels (Output, 15,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 6/30/2020 Page 8 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Value 125,000.00 131,476.00 134,303.00 160,000.00 Date 30-Oct-2017 10-Oct-2019 16-Feb-2020 -- The latest value available is from February 2020. No recent data are available as a result of the COVID-19 Comments school shutdown. ►DLI 2 DLR#1.2. Number of Syrian refugee children enrolled in target schools at KG2 level (Output, 5,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 2,500.00 4,591.00 4,835.00 10,000.00 Date -- 10-Oct-2019 16-Feb-2020 -- This figure is from February 2020 and more recent data are not available as a result of the COVID-19 school Comments closures. ►DLI 3 DLR#2. Number of additional children enrolled in public and private KG2 (Output, 15,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 80,000.00 103,991.00 101,758.00 110,000.00 Date 30-Oct-2017 10-Oct-2019 16-Feb-2020 -- This figure is from February 2020. More recent data are not available as a result of the COVID-19 school Comments closures. ►DLI 4 DLR#3.1. Comprehensive and harmonized quality assurance system adopted for public and private KG2 schools (Output, 4,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- A consulting firm has been contracted and developed the first draft of KG quality standards. Comments ►DLI 5 DLR#3.2. 80 percent of KG2 schools assessed through the newly established quality assurance system (Process, 8,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 80.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments 6/30/2020 Page 9 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) ►DLI 6 DLR#3.3. 95 percent of public KG2 teachers have completed the KG in-service training modules (Output, 8,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 95.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- KG in‐service modules will be developed once the quality assurance standards are finalized and approved. Comments ►DLI 7 DLR#3.4. 25 percent of KG schools have improved quality as per the quality assurance system (Outcome, 7,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 25.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments ►DLI 8 DLR#4.1. New national teacher professional standards adopted and disseminated (Process, 6,000,000.00, 100%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No Yes Yes Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- The National Teacher Professional Standards (NTPS) were finalized, endorsed, and published on MOE's Comments website. ►DLI 9 DLR#4.2. Teacher evaluation framework adopted (Process, 6,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- A consulting firm has been contracted and developed the first draft of the National Teacher Policy and Comments Strategy Framework and Evaluation Tools. ►DLI 10 DLR#4.3. 5,000 teachers evaluated against the National Teacher Professional Standards (NTPS) (Outcome, 7,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 5,000.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- 6/30/2020 Page 10 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Comments ►DLI 11 DLR#4.4. 30,000 K-12 teachers trained and certified (Output, 15,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 30,000.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments ►DLI 12 DLR#5.1. School program for improving student socioemotional learning designed and tested in schools (Process, 4,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- A consulting firm has completed the SEL needs assessment. The POWER-J intervention materials have been Comments completed and will be piloted in MOE schools likely in October 2020. ►DLI 13 DLR#5.2. 70 percent of schools with high proportion of Syrian refugee children implementing the socioemotional learning program (Outcome, 4,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 70.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments ►DLI 14 DLR#6.1. Improved maintenance system adopted (Output, 5,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments Committee was formed and initiated working on the new maintenance system. ►DLI 15 DLR#6.2. Legal framework approved for allowing transfer of school-level maintenance and upkeep budget to schools (Output, 5,000,000.00, 100%) Baseline Actual (Previous) Actual (Current) By end of Year 5 6/30/2020 Page 11 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) Value No Yes Yes Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- The relevant regulations were revised to increase budget to schools, as well as procurement threshold to allow Comments for school-level budgets on maintenance and upkeep. The DLR has been achieved and verified by the IVA. ►DLI 16 DLR#6.3. 3,000 schools using a maintenance and upkeep budget (Outcome, 2,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value 0.00 0.00 0.00 3,000.00 Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments ►DLI 17 DLR#7.1. National assessment strategy adopted (Output, 5,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Assessment committee was formed to kick start the work on the assessment framework. TORs relating to the development of an overarching assessment framework and reform of the Tawjihi system (including its Comments digitization) are expected in July 2020. ►DLI 18 DLR#7.2. Grade 3 diagnostic test on early grade reading and math implemented in all target schools (Output, 7,000,000.00, 100%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No Yes Yes Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Grade 3 diagnostic test on early grade reading and math was implemented in all target schools during the Comments scholastic year 2017/2018. The IVA has verified the accomplishment of this DLR. ►DLI 19 DLR#7.3. First phase of Tawjihi reform completed and action plan for reform rollout is produced (Process, 9,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments 6/30/2020 Page 12 of 13 The World Bank Implementation Status & Results Report Jordan Education Reform Support Program (P162407) ►DLI 20 DLR#7.4. Legal framework for reform of the Tawjihi exam has been adopted so that its secondary graduation and certification function is separated from its function as a screening mechanism for univer (Process, 7,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No No No Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- Comments ►DLI 21 DLR#8.1. Geographical Information System (GIS) is operational and updated with latest data required for management of the education system (Output, 3,000,000.00, 100%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No Yes Yes Yes Date 30-Oct-2017 10-Oct-2019 25-Jun-2020 -- The IVA has verified the accomplishment of this DLR. The GIS is operational and producing reports. The GIS is linked with OpenEMIS and 85% linked with the Department of Lands and Survey. MOE staff have been Comments trained on the use of the system and are able to use it to inform planning and monitoring. ►DLI 22 DLR#8.2. Approved annual MOE budget reflects an increase of US$134 million for the Program (Output, 45,000,000.00, 51%) Baseline Actual (Previous) Actual (Current) By end of Year 5 Value No Yes Yes Yes Date -- 10-Oct-2019 25-Jun-2020 -- This DLI has been achieved for the MOE 2019 and 2020 budget resulting in 2 disbursements, the first USD 11 Comments million, and the second USD 12 million. 6/30/2020 Page 13 of 13