The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) CAMEROON--Equity and Quality for Improved Learning Project (P133338) AFRICA | Cameroon | Education Global Practice | Recipient Executed Activities | Investment Project Financing | FY 2014 | Seq No: 11 | ARCHIVED on 26-Jun-2019 | ISR37209 | Implementing Agencies: Ministry of Basic Education, Government of Cameroon Key Dates Key Project Dates Bank Approval Date: 24-Feb-2014 Effectiveness Date: 05-Jun-2014 Planned Mid Term Review Date: 03-Oct-2016 Actual Mid-Term Review Date: 31-Oct-2016 Original Closing Date: 30-Sep-2018 Revised Closing Date: 28-Jun-2019 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The objective of the project is to improve the equity and quality of primary education service delivery in the Recipient's territory with an emphasis on disadvantaged areas. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1: Improving equity and quality in primary education service delivery:(Cost $48.30 M) Component 2: Building institutional capacity for improved education service delivery:(Cost $5.10 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions This ISR is based on a May 2019 mission, dedicated to (i) the supervision of the Project and (ii) the preparation of the Implementation Completion and Results Report (ICR). This is the last ISR of this Project, to be closed on June 28, 2019. While US$10.1 million remains undisbursed at the time of preparation of this ISR, it is expected that by the closing date, 95 percent of the total grant amount will be disbursed and 97 percent by the end of the four-month grace period ending in October 2019. Considering the cancellation of US$1.4 million (due to the non-achievement of one DLI), a maximum disbursement of 97 percent is feasible by the end of the grace period. Results presented in this ISR include data recently provided by the Independent Verification Agency (IVA). 6/26/2019 Page 1 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) It worth noticing that project’s implementation has been complexified by crisis in the North West and the South West regions during most of project life’s period: the recruitment and affectation of new teachers has been particularly challenging for the Ministry of Basic Education in these two regions, as well as the distribution of textbooks and other inputs. While results have been achieved, this situation can partially explain overall delays observed in Project’s implementation. Regarding gender results, while the project has reached (or exceeded) its targets, last available data, at national level, tends to show that efforts have not been sufficient to change the big picture in terms of overall girl’s participation. Progress towards achievement of the Project Development Objective. A few weeks before the closing date, the Project remains on track to meet its development objective, as illustrated by progress on the following PDO-level indicators:  Pupil-textbook ratio. The pupil-textbook ratio for targeted classes has reached 2.3:1 as of September 2018, compared to a baseline of 12:1, as a result of successful Year 3 textbook distribution, Thus, the end-of-project target of 3:1 has been exceeded.  Recruitment and deployment of new teachers. As confirmed by the IVA, the number of new contract teachers recruited by MINEDUB reached a total of 8,970 over the 2016-2018 period (3060 in 2016, 2895 in 2017 and 3,015 in 2018), slightly with the end-of-project target for this activity/indicator (3000). Additional targets for this activity were exceeded: (i) percentage of new teachers deployed in priority zones and rural areas (93% versus end-of-project target of 80% - PDO-level indicator); and (ii) percentage of new teachers which are female (69% versus end-of-project target of 45% - PDO-level sub-indicator). However, the IVA reveals minor - but numerous - breaches in terms compliance with the teacher recruitment process. In addition, due to administrative bottlenecks and technical issues (with IT), a portion (15%) of the newly recruited teachers (those promoted in 2018) have not yet been paid.  Assessment of student learning outcomes. Led by the Independent Unit for Learning Assessment (UAS) supported by the project, the final assessment of student learning outcomes will be completed in June 2019. This evaluation will enable the Project to evaluate the learning outcomes of the cohort exposed to Project interventions. (Primary school students from grade 3 in the 2018-2019 school year and exposed to Project’s intervention(s) since the 2016-2017 school year). Further, the evaluation will provide valuable information on: (i) classroom practices, (ii) utilization of textbooks and (iii) future training needs. Establishment and strengthening of the UAS remain are important achievements of the project. The recently effective Education Sector Reform Project (ESRP) will help to further deepen and support the efforts to strengthen and maintain the UAS. Intermediate results indicators. The Project has reached an estimated (2019 Statistical Yearbook is not yet available) 4,759,650 direct beneficiaries (110% of final target – of which 48% are female, exceeding the target of 46%), has exceeded all four end-of-project indicator targets related to training (teachers, inspectors, teacher training schools directors, and share of women), and has met three out of four indicators on building knowledge and capacity development (e.g. a skills study, policy note on adult literacy, and study on student flow and higher education reform). The fourth study on basic education (feasibility study on a 12-year mandatory education program) is available but still pending validation. The remaining intermediate result indicator targets related to education management information system (EMIS) strengthening is pending final adjustments but will be completed by the end of the Project. The last remaining activities relate to (i) distribution of materials to conserve textbooks and (ii) the distribution of 10,000 benches for primary schools in refugee and internally displaced persons (IDPs) affected areas. For these two activities, delayed contracting may cause difficulties for the project to ensure the full distribution of items to schools by closing date. Technical work is ongoing to accelerate this process, and an independent verification will be undertaken to ensure compliance with the expected results. Implementation Progress (IP). Overall Implementation progress rating remains Moderately Satisfactory. Availability of the IVA’s final reports on results verification represents a critical aspect of Project’s implementation, leading to the expected disbursement of more than US$6 million. Other activities (learning assessment, EMIS strengthening and completing a study on the basic education cycle) are very close to completion and should be accomplished by the end of the project. The expected completion of last remaining activities and the good results achieved by the learning assessment unit explain the MS rating. Disbursements. As of June 10, 2019, disbursements have reached US$41.8 million (80.6% of the total grant amount) and are likely to reach 48.81 US$ million (95%) by the end of the Project, with the remaining expected disbursements against the teacher recruitment DLI. The final disbursement of the project is expected to increase up to 97% by the end of the grace period, based on the current project forecasts. 6/26/2019 Page 2 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- High High Macroeconomic -- Substantial Substantial Sector Strategies and Policies -- Substantial Substantial Technical Design of Project or Program -- Substantial Substantial Institutional Capacity for Implementation and Sustainability -- Substantial Substantial Fiduciary -- High High Environment and Social -- Low Low Stakeholders -- Moderate Moderate Other -- -- -- Overall -- Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the equity and quality of primary education IN00705984 ►Reduction in pupil:textbook ratio (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 12.00 2.30 2.32 3.00 Date 03-Sep-2012 11-Dec-2018 28-May-2019 31-Mar-2018 IN00705985 ►Number of new contract teachers as a result of the Project (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 9,000.00 8,970.00 9,000.00 Date 31-Mar-2014 11-Dec-2018 28-May-2019 31-Mar-2018 IN00705986 Percentage female (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 57.00 57.00 45.00 IN00705987 ►Share of maitres des parents converted to contract teachers' status in the ZEP and other disadvantages areas (Percentage, Custom) 6/26/2019 Page 3 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 93.00 93.00 80.00 Date 31-Mar-2014 11-Dec-2018 28-May-2019 31-Mar-2018 IN00705988 Percentage female (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 69.00 69.00 45.00 Date 31-Mar-2014 11-Dec-2018 28-May-2019 31-Mar-2018 IN00705989 ►% of Grade 3 students meeting the reading benchmark monitored through EGRA (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 17.95 17.95 0.00 Date 31-Mar-2014 30-Nov-2017 30-Nov-2017 28-Jun-2019 IN00705990 Anglophone schools (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 33.10 19.30 19.30 38.00 Date 31-Mar-2014 05-Jun-2018 05-Jun-2018 28-Jun-2019 IN00705991 Francophone schools (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 36.80 16.60 16.60 45.00 Date 31-Mar-2014 05-Jun-2018 05-Jun-2018 28-Jun-2019 IN00705992 ►% of Grade 3 students that meet mathematics benchmark monitored through EGMA (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 30.80 30.80 0.00 Date 31-Mar-2014 05-Jun-2018 05-Jun-2018 28-Jun-2019 IN00705993 Anglophone schools (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 28.10 28.10 28.10 34.00 Date 31-Mar-2014 05-Jun-2018 05-Jun-2018 28-Jun-2019 IN00705994 Francophone schools (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target 6/26/2019 Page 4 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Value 26.30 33.40 33.40 34.00 Date 31-Mar-2014 05-Jun-2018 05-Jun-2018 28-Jun-2019 Intermediate Results Indicators by Components Improving equity and quality in primary education service delivery IN00705995 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 3,500,000.00 4,759,650.00 4,310,696.00 Date 05-Jun-2014 11-Dec-2018 28-May-2019 28-Jun-2019 IN00705998 Female beneficiaries (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 48.00 48.00 46.00 IN00705999 ►Sub-Component 1.2 Number of Grade 1 textbooks, teaching guides (French, English, Mathermatics), readers and stationery (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,090,184.00 1,090,184.00 3,060,403.00 Date 31-Mar-2014 05-Jun-2018 28-May-2019 31-Mar-2018 IN00706001 ►Sub-Component 1.2 Number of Grade 2 textbooks, teaching guides (French, English, Mathermatics), readers and stationery (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,300,000.00 1,300,000.00 2,697,183.00 Date 31-Mar-2014 05-Jun-2018 28-May-2019 31-Mar-2018 IN00706003 ►Sub-Component 1.2 Number of Grade 3 textbooks, teaching guides (French, English, Mathermatics), readers and stationery (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 680,000.00 680,000.00 2,582,896.00 Date 31-Mar-2014 05-Jun-2018 28-May-2019 31-Mar-2018 IN00706005 ►Number of Benches distributed in priority zones (ZEP) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 10,000.00 6/26/2019 Page 5 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Date 01-Oct-2018 22-Aug-2018 31-May-2019 28-Jun-2019 IN00706008 Number of Benches distributed in refugee/deplacee-affected communes (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 5,000.00 Date 01-Oct-2018 22-Aug-2018 31-May-2019 28-Jun-2019 IN00706009 ►Component 1.3 Number of teachers trained in the use of the teaching and learning materials (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 60,730.00 60,000.00 30,663.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706010 Of which females (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 30,400.00 30,400.00 14,105.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706011 ►Component 1.3 Number of inspectors trained in the use of teaching and learning materials (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 631.00 712.00 382.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706012 Of which females (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 300.00 360.00 176.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706013 ►Sub-Component 1.3 Number of ENIEG Directors trained in the use of the new teaching and learning materials (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 62.00 62.00 58.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706014 Of which females (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 9.00 9.00 9.00 Date 15-Apr-2014 20-Dec-2016 28-May-2019 31-Mar-2018 6/26/2019 Page 6 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Building institutional capacity for improved education service delivery IN00705996 ►Education Management Information System (EMIS) Architecture (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Mar-2014 05-Jun-2018 28-May-2019 28-Jun-2019 IN00705997 ►Geo-referencing of public and private schools (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Mar-2014 30-Nov-2017 28-May-2019 28-Jun-2019 IN00706000 ►Building Knowledge & Capacity Development--Study 1: Analysis on introducing education fondamentale including early childhood develoment (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 31-Mar-2014 05-Jun-2018 28-May-2019 28-Jun-2019 IN00706002 ►Building Knowledge and Capacity Development--Study 2: Skills for the labor market (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Mar-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706004 ►Building Knowledge & Capacity Development--Study 3: Policy Note on adult literacy and out-of-school children (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Mar-2014 20-Dec-2016 28-May-2019 31-Mar-2018 IN00706006 ►Building Knowledge & Capacity Development--Study 4: Student Flow and Higher Education Reform (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 31-Mar-2014 20-Dec-2016 28-May-2019 28-May-2019 IN00706007 ►Mid-Term Review (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target 6/26/2019 Page 7 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Value No Yes Yes Yes Date 26-Feb-2014 04-Nov-2016 28-May-2019 28-Feb-2018 Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P133338 TF-16665 Effective USD 53.30 51.87 1.43 41.81 10.06 81% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P133338 TF-16665 Effective 11-Mar-2014 11-Mar-2014 05-Jun-2014 30-Sep-2018 28-Jun-2019 Cumulative Disbursements 6/26/2019 Page 8 of 9 The World Bank Implementation Status & Results Report CAMEROON--Equity and Quality for Improved Learning Project (P133338) Restructuring History Level 2 Approved on 11-Dec-2015 ,Level 2 Approved on 29-Jun-2017 ,Level 2 Approved on 27-Sep-2018 Related Project(s) There are no related projects. 6/26/2019 Page 9 of 9