Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Second Education Reform for the Knowledge Economy (P105036) MIDDLE EAST AND NORTH AFRICA | Jordan | Education Global Practice | IBRD/IDA | Specific Investment Loan | FY 2009 | Seq No: 16 | ARCHIVED on 02-Jan-2017 | ISR26219 | Implementing Agencies: Ministry of Education Key Dates Key Project Dates Bank Approval Date:19-May-2009 Effectiveness Date:22-Jan-2010 Planned Mid Term Review Date:18-Nov-2012 Actual Mid-Term Review Date:12-Nov-2012 Original Closing Date:31-Dec-2015 Revised Closing Date:31-Dec-2016 Project Development Objectives Project Development Objective (from Project Appraisal Document) The development objective of ERfKE II is that students enrolled in all streams of pre-tertiary education in Jordan will have increased levels of skills necessary for participation in the knowledge economy. Has the Project Development Objective been changed since Board Approval of the Project Objective? No PHRPDODEL Components Name Establishment of a National School-based Development System:(Cost $13.30 M) Monitoring and Evaluation and Organizational Development:(Cost $13.60 M) Development of Teaching and Learning:(Cost $49.30 M) Special Focus Program Development:(Cost $20.60 M) Improvement of Physical Learning Environments:(Cost $310.80 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO  Moderately Satisfactory  Moderately Satisfactory Overall Implementation Progress (IP)  Moderately Satisfactory  Moderately Satisfactory 1/2/2017 Page 1 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Overall Risk Rating  Moderate  Moderate Implementation Status and Key Decisions Having reached project closing stage on December 31, 2016, ERFKEII has achieved its goals in the areas of education quality, policy development system strengthening and institution building, monitoring and evaluation and school infrastructure. Specifically, (a) school-based development process established (supported by Global Affairs Canada’s), (b) new OpenEMIS was rolled out in all schools in September 2016; (c) new Teachers Induction training program developed and implemented, and role of supervisors is shifting to a more advisory role; (d) the enrollment rate in Kindergarten 2 (KG 2) reached 61.4 percent, with a policy directive to consider KG2 compulsory; (e) the school network optimization plan was approved, involving the merging of small schools and the provision of transportation to students affected; and (f) in addition to developing the national assessment tool NAFKE, NCHRD has provided a number of instrumental analytical work that contributed to the improved policy development, including the EDI, the national report for TIMSS 2011, the rationalization plan, and others. There is a consensus among development partners (DPs), including the WB, to continue to support the education sector in Jordan. This new phase of education development and reform will follow the recently approved (September 2016) National Human Resources Development (HRD) Strategy 2016- 2026, which largely builds upon the ERFKEII achievements. During the coming months (including the four months of the loan grace period), it will be critical that the Ministry of Education, through the Development Coordination Unit, continue to coordinate closely with the Ministry of Public Works and Housing to submit the consolidated financial statements and audit report on time, and process all pending payments to contractors. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance  --  Moderate  Moderate Macroeconomic  --  Moderate  Moderate Sector Strategies and Policies  --  Moderate  Moderate Technical Design of Project or Program  --  Moderate  Moderate Institutional Capacity for Implementation and Sustainability  --  Moderate  Moderate Fiduciary  --  Moderate  Moderate Environment and Social  --  Moderate  Moderate Stakeholders  --  Moderate  Moderate Other  --  --  -- Overall  --  Moderate  Moderate Results Project Development Objective Indicators PHINDPDOTBL  Increase in scores on national assessments aligned with knowledge economy skills (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 1/2/2017 Page 2 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Grade 5: Math: 31.6, Grade 5: Math: 29.6, An average Science: 45.5, Arabic: Science: 43.7; Arabic: 38.5 An average increase increase 37.8; Grade 9: Math: Grade 9: Math: 33.3; between year 4 & year 6 between year 4 37.0; Science: 40.9, Value Science: 36.3; Arabic: 39.9 of 1 score points for & year 6 of 1 Arabic: 43.4 Grade 11: Math: 22.8; Math, Science and score points for Grade 11: .Math: 30.6, Science: 28.2; Arabic: 45.8 Arabic Math, Science Science: 30.5; Arabic: and Arabic 48.8 Date 31-Jan-2011 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target met and Results achieved as per NAfKE 2014 compared to the baseline for NAFKE 2011. Grade 5: Math: 31.6, Science: 45.5, Arabic: 37.8; Grade 9: Math: 37.0; Science: 40.9, Arabic: 43.4 Grade 11: .Math: 30.6, Science: 30.5; Arabic: 48.8 PHINDPDOTBL  Enrollment rates: maintain current high net enrollment rates in Basic Cycle and increase NER in Secondary Cycle (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Basic cycle: Basic cycle 2(1-10): 97.6% Basic cycle: 97.9% Basic cycle: 97.9% Sec. 98.8% Value Sec. cycle: 61.5% Sec. Cycle: 72.6% Cycle: 72.6% Sec. cycle: 78.2% Date 01-Jun-2008 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Data for 2016/2017 enrollment rates is being processed and will only be available in early 2017. Thus, the ISR will reflect the data immediately afterwards. Overall Comments Data for 2016/2017 enrollment rates will be available in early 2017, and the PDO indicator "Enrollment rates: maintain current high net enrollment rates in Basic Cycle and increase NER in Secondary Cycle" will be updated then and reflected in the ICR. Intermediate Results Indicators 1/2/2017 Page 3 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Development and implementation of enabling policies, guidelines and procedures (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Implementation Policies, guidelines and Policies are all of policies, Value No procedures being implemented. guidelines and implemented procedures. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. This indicator refers to the SDDP program details (SDDP program and training modules, Field Directorates program and training modules). In order to ensure proper implementation, several enabling policies and procedures were reviewed, including education councils’ regulation, new supervisors’ role, and block grants regulation. PHINDIRITBL  Establishment of a National School-based system: Number/percentage of schools that are implementing improved plans (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 789.00 3,709.00 3,554.00 3,000.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed. Note: The end of project target was established based on the number of existing schools at the beginning of the project and assuming 90% of total schools will be included, leaving 10% contingency in case of any unforeseen reasons. PHINDIRITBL  Number of field directorates that are implementing improvement plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 7.00 42.00 42.00 35.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed. 1/2/2017 Page 4 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  A single School Evaluation Instrument focused on ERfKE outcomes, agreed and being used for school self-evaluation and for public and professional accountability (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Instrument is being Instrument is being Instrument Value No instrument. used. used. used. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. The instrument was developed at the beginning of the project and is used during the implementation. It was presented and discussed at earlier stages during WB missions. The instrument is part of the implementation process for SDDP which is currently under implementation for all targeted schools and field directorates. It includes four domains: teaching and learning, leadership, community engagement, and learning environment. PHINDIRITBL  Number of schools having received financial support from MOE to continue implementing School Improvement Plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 3,554.00 3,000.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed in 2016/2017 The numbers are not cumulative and reflect the number of schools that receive funds from MOE each year, depending on available budget allocations . PHINDIRITBL  Number of field directorates having received financial support from MOE to continue implementing field directorate improvement plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 42.00 35.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed. 1/2/2017 Page 5 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Review and realignment of mandate and responsibilities of MOE organizational structures required by ERfKE II to ensure effective and efficient implementation of the reform. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Realignment is Realignment is Realignment Value No mandate completed. completed. completed. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. MOE center refers to the Ministry offices in Amman. During ERFKEII implementation, the following was achieved: the ECD Directorate established in line with the reform requirements; the Special Education Managing Directorate established along with the subsequent modification reflected at the Field Directorate level; and an Accountability Unit established and being streamlined within the structure of MOE. As of September 2016, the new organizational management structure for the MoE was endorsed and published on the Official Gazette No (5775) dated 4/9/2016. The new structure will be operational by Q1/ 2017. The WB mission of November 2016 raised the importance of ensuring that the new structure is aligned with the priorities of the HD Strategy, especially in terms of human and financial resources. This would particularly be the case for departments/units implementing priority areas such as ECD, Teacher professional development, and building and maintenance department. PHINDIRITBL  Number/percentage of non-school staff participating in ongoing programs to support the delivery of the school improvement program (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 830.00 2,425.00 1,200.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed. This is due to the extension of the Canadian support for SDDP that allowed for scaling up the intervention. PHINDIRITBL  Report on stakeholders' perception on extent to which implemented studies are responsive to the M&E framework and the approved implementation plan is carried out and disseminated. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Final report Value No report. Completed in 2013. Completed in 2013. delivered. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments The baseline study was conducted in 2013. The report was completed, shared with the Bank and disseminated. Decision was made not to conduct another study because there would be no value added to the baseline study. The MOE has indeed implemented the study's main recommendation and widely dissiminated the reports. 1/2/2017 Page 6 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Report on stakehlders'perception of relevance of M&E reports for informing policy and planning is carried out and disseminated. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline study Baseline study Final report Value No report. completed and report completed and report delivered. delivered. delivered. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2015 Comments The baseline study was conducted in 2013 and was combined with the study of Indicator #4 above. The report was completed, shared with the Bank and disseminated. Decision was made not to conduct another study because there would be no value added to the baseline study.The MOE has indeed implemented the study's main recommendation and widely dissiminated the reports. PHINDIRITBL  Extent to which SIS/EMIS is producing data for continuous monitoring of the 32 key performance indicators (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 10.00 25.00 21.00 32.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. The new OpenEMIS became fully operational in the school year 2016/2017 and all schools completed data entry in the new system. This has been one of the major accomplishments of ERfKE II, particularly considering the baseline situation. In 2010/2011, school-level data was only partially collected via software owned by a private company who kept the source code and charged disproportionate amounts for its services and for any change, i.e., new indicator, that the Ministry wanted to introduce. This was both financially unsustainable and technically unacceptable. Jordan has now a fully Ministry-owned Open EMIS, with state of the art technical capabilities. The target of 32 key performance indicators was established at design stage and then revised throughout project implementation. The new OpenEMIS was fully operational in 2016, thanks to all ERfKE II donors, and with technical support from UNESCO and the direct financial support of the EU and of the WB at the beginning of the process. Subsequently, a new framework for indicators with key thematic areas was revised and approved by the MOE, so the indicators for the new OPENEMIS were repackaged. Thus, the number of “32” indicators is no longer relevant. 1/2/2017 Page 7 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Percentage of newly appointed permanent teachers completing post recruitment initial training in ETC (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 9.00 98.40 96.00 40.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. Note 1: For the 2016/2017 school year, 4573 new teachers were appointed, out of whom 4390 were trained through the Induction training program delivered in October and December 2016. Teachers appointed after Mid October 2016 will receive training during the next round of the Induction Course. Note 2: The reason why the percentage decreased from 98.4 in 2015/ 2016 is because 240 teachers attended the pre-service training program at the Queen Rania Training Academy (QRTA) and not at the Eucation Training Center (ETC) that delivers the bulk of the induction training program. This is the result of the agreement between QRTA and the MOE to start involving QRTA in pre-service teacher training. PHINDIRITBL  Teacher policies revised to support applicaton of national teacher standards (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 90 % of target policies 100% of target Value 0.00 70% revised policies revised Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments During 2016, the following were drafted by an international expert: (i) The National teacher professional standards, (ii) Teacher code of conduct, (iii) The accreditation of curriculum professional development, (iv) The new teacher appraisal model, (v) The teacher career path (vi) And the continuous teacher professional development curriculum The final drafts are being endorsed by the Board of Education- The team will verify on that while drafting the ICR in order to reflect the status by the closing date of December 31, 2016. PHINDIRITBL  Review of subjects by grade to better ensure alignment with knowledge economy skills (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Subjects for grades 5- 10 reviewed and fine- All subjects for tuned. Textbooks for All subjects for grades 5- grades 5-10 Value Zero 4th, 5th, 6th to 9th 10 reviewed and fine- reviewed and grades developed and tuned. fine-tuned. used. Textbooks 7th, 8th,10th & 11th grades 1/2/2017 Page 8 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) are in the printing process. Textbooks 12thboth (science &art streams) are in the process of being developed. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. For 2016/ 2017, new textbooks for grades 7, 8, 10 and 11 are being used. Textbooks for grade 12 (science &art streams) are being finalised to be used during the school year 2017/2018. PHINDIRITBL  Tawjihi examinations reviewed and arrangements put in place for harmonization with the goals of the ERfKE II curriculum (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target New plan with the required subjects, and A plan for revised Harmonized Value Exams not reviewed. to have the exam in Tawjihi examinations examinations in one cycle staring from approved. place 2017/2018 approved. Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target partially achieved. As per earlier mission discussions, most of the approved changes have been geared towards improving cost- efficiency and addressing cheating issues. While those were much-needed measures, they are far from addressing the most fundamental challenges related to this examination. To fully achieve this indicator, the MOE would require to take major policy changes starting with the curriculum reform of upper secondary education and including VET at that stage. The complexity of these education policy issues and the centrality of the Tawjihi examination in Jordanian society, require strong leadership and a solid long-term vision for any meaningful reform to take place. As explained above, the extreme turnover of Ministers during project implementation, and the political turmoil related to the 2009 financial crisis, 2011 Arab Spring, and the Syrian refugee crisis starting in 2012, have not provided a sufficiently enabling policy environment for daring reforms of the Tawjihi examination. Note 1: In September 2015, the Board of Education approved the following changes to be in effect starting the school year 2017/ 2018: (i) Tawjihi will be conducted once a year; (ii) the MoE will reconsider the curricula and the study plans for the secondary stage; (iii) the number of the subjects covered by the exam will decrease; and (iv) a supplementary examination session will be held in August. Note 2 : The harmonization means including knowledge economy skills in Tawjihi exam. 1/2/2017 Page 9 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Extent of e-learning/ICT utilization in the teaching and learning process (by subject/grade) as revealed by nationally representative classroom observation studies (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 67.00 73.00 73.00 73.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments The end of project target will be verified as soon as NCHRD finalises the National Report for the TIMSS 2015 and will be reflected in the draft ICR. Note 1: the value of this indicator is driven by a questionnaire addressed to school principals as part of TIMSS. Note 2: The assessment from MOE is that there is low utilization in ICT because of connectivity issues, access to computers and relevance of e-content. As part of the ICT strategy implementation, the MOE will adopt an M&E framework for ICT utilization (ICT executive plan is being prepared) PHINDIRITBL  The content and design of NAfKE is reviewed for overall technical soundness and alignment with ERfKE curriculum ad arrangements putin place for any necessary revision (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Tool tested and Content and design not The reviewed tool was The reviewed tool was piloted ready Value reviewed or put in place. implemented in 2014. implemented in 2014. for implementation Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. PHINDIRITBL  Percentage of eligible children enrolled in KG2 in all authorities (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 51.80 61.40 61.40 60.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. 1/2/2017 Page 10 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Percentage of KG teachers/supervisors successfully completing prescribed training program for early childhood education (National curricula/working with young children, comprehensive training program) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 93.00 100.00 99.00 100.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. All of KG supervisors successfully completed training on the National Curricula; and all KG teachers were trained except for those newly appointed in 2016/2017. PHINDIRITBL  Number of parents of KG students enrolled in volunteer program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 2,000.00 4,323.00 4,333.00 5,000.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target mostly achieved. The figures are calculated on an annual basis and are not cumulative. Throughout implementation, the number has consistently exceeded 5000. The current value of 4333 could increase over the course of the semester. This will be verified while drafting the ICR. PHINDIRITBL  Percentage of KG classrooms that meet MOE quality assurance standards (developed and approved in 2011) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 93.85 93.91 75.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. 1/2/2017 Page 11 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Percentage of VET textbooks aligned with market requirements and adopted for grades 11 and 12 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 65.00 65.00 65.00 90.00 Date 31-Jul-2014 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target partially achieved. In May 2016, the Board of Education approved the reduction for the remaining Industry branch specializations from 25 to 10. Subsequently, the review and development of the general frameworks, and the general and specific outcomes for the industrial track is expected to be completed by end of December 2016. Yet, unfortunately, the related textbooks would not be developed before the end of project. Significant delays in revising the industrial stream and thus the partial achievement of the indicator signal lack of clarity of the purpose of VET, which should be addressed before the WB can provide further support to the sub-sector. PHINDIRITBL  Revision and approval of policies to support special education program services (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Policies not reviewed or Policies Value Policies implemented. Policies implemented. approved. implemented Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. PHINDIRITBL  Number of teachers trained and qualified according to national standards for (i) Gifted students and (ii) Students with disabilities (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50 (teachers of 0 (teachers of gifted 48 (for gifted students) 48 (for gifted students) gifted students) Value students) 0 (teachers of 145 (for students with 60 (for students with 50 (teachers of students with disabilities) disabilities) special needs) students with disabilities) Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. This is not a cumulative indicator Note: KOICA is planning in-service training targeting an additional 50 teachers of students with special needs in early 2017. 1/2/2017 Page 12 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Number of students enrolled in special education programs for (i) Gifted students; (ii) Students with disabilities (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 10846 Gifted students 8750 (Gifted 3875 (Gifted students) Not available yet, (a) 8313 Gifted students students) Value 13894 (Students with under processing for (b) 19650 students with 18500 disabilities) students with disabilities (Students with disabilities disabilities) Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target mostly achieved for Gifted Students and surpassed for students with disabilities. PHINDIRITBL  Number of special education students with access to services relevant to their individual needs (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target (a) 8,313 (gifted 6500 (Gifted 10268 (gifted students) 3875 (Gifted students) 238 students) Students) Value 2861 (students with (Students with disabilities) (b) 1,791 (students with 850 (Students disabilities) disabilities) with disabilities) Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. 1/2/2017 Page 13 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Number of students with access to learning in a safe and well-managed physical environment (MOE schools) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 859,867.00 925,553.00 985,553.00 945,000.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved. Note: Safe schools are defined as MOE-owned and one shift. The influx of Syrian refugees starting in 2012 and peaking in 2014 has led the MOE to turn 400 schools into double-shift. This has obviously an impact on this indicator and on others related to school infrastructure. PHINDIRITBL  Decrease in number of underutilized schools in all fields directorate (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1,891.00 130.00 132.00 10.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed due to changes in the ministry's policy for merging schools. NOTE: The end of project target was revised during restructuring to be 10 (4, 4, 2 in the last 3 years of the project). The number of underutilized schools was decreased by 132 schools down from a total of 1,891 underutilized schools in the baseline year PHINDIRITBL  Decrease in number of overcrowded schools in all field directorates (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1,244.00 1,377.00 1,662.00 2.00 Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target not achieved as the end of project value of overcrowded schools is 1622 as compared to the baseline of 1,244 (an increase of 418). It has not decreased by 2 as planned, mostly due to the influx of Syrian refugees starting in 2012 and peaking in 2014. The original ERfKE II goal was in fact to do away with double-shift schools altogether, and up to 2014, the MOE looked for alternative options in order to avoid double-shift schools. However, the growing intensity of the refugee crisis and pressure from donors has led the Ministry to turn 400 schools as double shift. That has a huge impact on this indicator related to overcrowding. it goes without saying that the Syrian crisis was both unprecedented even for a country like Jordan, and unpredictable at the time of project preparation. Moreover, during these years, refugees from Yemen, Libya and Iraq, in smaller numbers, added to the pressure on public schools in Jordan. And just to complete the picture, the global financial crisis that hit Jordan in 2009 led through the years to a transfer of students from the private school sector to the public one. While that trend is now beginning to revert, it has been an added source of pressure on the public system during the ERfKE II implementation years. 1/2/2017 Page 14 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Number of additional classrooms/lab spaces for science and ICT constructed as extensions to existing old schools (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 583 classrooms 0 classrooms 0 ICT lab 0 505 classrooms, 9 ICT, 624 classrooms, 13 ICT, Value 12 ICT labs science lab 30 science labs 34 science labs 31 science labs Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved and surpassed PHINDIRITBL  Policies created for continuous building maintenance and approved. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Policy reviewed but no Policy reviewed but Policy Value No policy strategy ahead. approved by the MOE implemented Date 21-Apr-2009 29-Jul-2016 22-Dec-2016 31-Dec-2016 Comments Target achieved in terms to policy adoption but only partially achieved in terms of its implementation (due to financial constraints). Though the policy on maintenance was reviewed and approved by MOE very early during project implementation, and even though this could formally warrant the claim that the indicator has been achieved, it would not be fair to ignore that those policies have hardly been implemented, and that this is due to the lack of funding and of implementation capacity. It is also important to acknowledge that ERfKE II did not include any subcomponent or activity specifically related to school maintenance; and again, that the assumption about the "financing gap" being addressed at some point so that issues of this sort could be properly dealt with, was simply not realistic. During earlier supervision missions, the MOE confirmed that maintenance was increasingly becoming a priority. However, the actual budget allocated to maintenance (about JOD4.0 million) is clearly insufficient to establish and implement a full maintenance system. Overall Comments For the intermediate indicators, out of 29 indicators, 8 indicators were not fully achieved. Considering the complexity of project scope and implementation challenges, its multi-donor nature, and the succession of crisis and critical events between 2011 and 2016, it can be safely and fairly be claimed that ERfKE II has been successful. As for the 8 partially achieved indicators, detailed explanations have been given above on 1/2/2017 Page 15 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) each of them. Broadly speaking, the impact of the Syrian crisis accounts for the most important shortcomings regarding those indicators. For some of them, though, the team is still waiting for updated figures corresponding to this academic year. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed Disbursed P105036 IBRD-77020 Effective USD 60.00 60.00 0.00 60.00 0.00 100% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P105036 IBRD-77020 Effective 19-May-2009 30-Dec-2009 22-Jan-2010 31-Dec-2015 31-Dec-2016 Cumulative Disbursements Restructuring History Level 2 Approved on 22-Oct-2013 ,Level 2 Approved on 18-Mar-2015 1/2/2017 Page 16 of 17 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Related Project(s) There are no related projects. 1/2/2017 Page 17 of 17 Public Disclosure Copy