DATA SHEET FOR

PROJECT PAPER

Environmental category: C

Date: February 29, 2008 Country: Turkey Pro-ject Name: Secondary Education

Board approved x - RVP approved

Task Team Leader: Maureen McLaughlin Sector Manager: Mamta Murthi Country Director: Ulrich Zachau

Revised project development objective/outcomes 1 -

Does the restructured project require any exceptions to Bank policies? Have these been approved by Bank management? Is approval for any policy exception sought from the Board?

I The project development objective is to support the Government's reform of general

- Yes IXI No - Yes -No - Yes IXI No

- .

I secondary and vocational education by improving conditions for student learning, establishing a career guidance system-andenhancing foreign language teaching. . Does the restructured project trigger any new safeguard policies? NO

Revised Financing Plan (Euro million) Source

Borrower IBRDIIDA Total

Local I Foreign I Total --

55.0 55.0

-- 25.0 25.0

-- 80.0 80.0

42920

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PROJECT PAPER SECONDARY EDUCATION PROJECT

I. Introductory statement

1. This Project Paper seeks the approval of the Bank Board of Executive Directors to introduce changes in the Turkey Secondary Education Project (SEP), Loan No. 47670-TU, and the related amendments to the project's Loan Agreement. The major proposed changes include: (i) changes in the project development objective and project description to reflect proposed new activities under the project; (ii) reallocation of Loan proceeds to accommodate the proposed changes; (iii) a revised results framework reflecting the proposed changes to outcome and intermediate outcome indicators; (iv) a new disbursement category "Grants under Part C.2 of the project" (a new Vocational Training Initiatives Sub-component); (v) changes to procurement thresholds; and (vi) an extension of the Loan closing date by 7 months to December 31, 2010. The changes being proposed have been requested by the Government of Turkey in a letter from the State Treasury, dated January 9,2008.

11. Background and Reasons for Restructuring

2. Original Project Design: The Project was approved by the Board on March 15, 2005, was signed on February 22, 2006 and became effective on May 8, 2006. The original Project Development Objective was to improve the quality, economic relevance and equity of secondary education to support lifelong learning. The original project components were as follows:

Component 1 : Secondary Education Reform: Revising and implementing new secondary general and vocational curriculum programs; providing secondary school students with equipment and competencies in information and communication technologies; and implementing improved career guidance and counseling services to secondary school students.

Component 2: Quality, Assessment, and Management: Developing systems to provide educators, administrators, students, and the public with up-to-date information on student learning outcomes, and the performance of educational institutions and other providers of secondary education services; helping schools, staff, parents, and students to improve their schools through school development planning; and strengthening the institutional capacity of the Ministry of National Education (MONE) to ensure effective management of the project.

The two key outcome indicators were: Secondary school graduates from schools receiving new curriculum and related support via the project will have improved performance, as measured by scores on national and international assessments and graduate tracer studies, than those from schools not receiving project support. Secondary school graduates from schools receiving new curriculum and related support via the project will have reduced variance in student achievement between schools in difference regions, between general and vocational schools.

4. Progress to date: Since the project became effective two years ago, some progress has been made, particularly under the first component. Specifically, the implementation of four curricula (Turkish literature, mathematics, geography and language and expression) was completed for grades 9 and 10, and by 2009, it is expected that these curricula will be fully introduced in all four years of secondary education. In addition, curricula have been revised for grade 9 for physics, chemistry, biology, history and foreign language and, it is expected that new textbooks will be developed, printed and available in classrooms in September 2008. Revised curricula for the remaining grades for these subjects are expected to be completed in mid-2008. To support this process, MONE and the Board of Education commissioned a survey of teachers, students, academicians and administrators in order to use the feedback of the survey to increase the effectiveness of curriculum reform in secondary general and vocational education. At the request of MONE, the Bank team also carried out a study of ongoing curriculum reform which provided a set of valuable recommendations on ways to improve the current process, including ways to ensure greater coherence across subjects and grades through improved guidelines for curriculum development, more intensive monitoring and evaluation, as well as training of teachers. The feedback from the survey and the recommendations of the Bank study are now being incorporated into MONE's approach to curriculum reform. These have also been incorporated into the proposed restructured project, as outlined below, in more detail.

5 . Reasons for restructuring: The Government of Turkey is placing increased emphasis on foreign language teaching to improve the skills of Turkish citizens so that Turkey can compete more effectively in a global economy and be better prepared for EU accession. The need for improved foreign language skills has been highlighted by firms in a recent Investment Climate Assessment (ICA) and in a 2007 Bank study of higher education and the labor market in Turkey. To address this need, MONE requested the Bank to introduce a new project component to finance foreign language training for secondary and vocational teachers. Following detailed discussions on how best to organize this training effectively within the framework of the project it was agreed to support training in two phases, the first to assess efficacy of training approaches (locally based versus foreign) and the second to scale up training based on the assessment, and to include training in the pedagogy of language teaching. The estimated cost for the proposed new component is 30 percent of the total loan amount.

111. Proposed Changes

6 . A restructuring mission took place in early December 2007, and the project was re- appraised and re-costed in order to reflect changes in Government priorities. As a result, the project development objective was revised. The proposed PDO is "to support the Government's reform of general secondary and vocational education by improving conditions for student learning, establishing a career guidance system and enhancing foreign language teaching." Improving conditions for student learning is intended to capture curricula reform, revised textbooks and modules for the new curricula, teacher training, and equipment and materials. In accordance with the proposed revisions in the PDO, the results framework was also entirely revised (see Annex 2). The main outcome indicators proposed to measure the success of the project are as follows:

Improved student performance as measured by national and international assessments.

Improved curricula and teaching, based on an independent review.

Improved foreign language capabilities of teachers to enhance h t w e student foreign language capacity, as measured by assessments carried out following the training.

Improved student decision-making as a result of the new career guidance system, as measured by a survey of students.

7. The detailed component description of the restructured project is in Annex 1 of this Project Paper. The project design was expanded from two to four components, including a new Component 3 on Staff Capacity Development and a separate Component 4 on Project Management, Monitoring and Evaluation. For the purposes of demonstrating revisions in the project, the table below shows comparisons of original and revised project structure and costs.

Cost comparisons between original project design and current proposal

Component name I Projects Costs (million Euro) I Original costs I Revised costs

Component 1: Secondary Education Reform Sub-component 1.1 - Secondary Education Programs (now renamed Curricula Reform) Sub-component 1.2 - Information and Communications Technology Sub-component 1.3 - Career Guidance and Counseling Component 2: Quality, Assessment and Management (now renamed Quality Assessment) Sub-component 2.1 - Student Assessment and Evaluation (now renamed Student Assessment) Sub-component 2.2 - School Development

41.8 13.8 18.2

(now renamed School Improvement) Sub-component 2.3 - Project management (now under Component 4) Component 3: Staff Capacity Development (new component) Sub-component 3.1 - Training for Foreign Language Teachers Sub-component 3.2 - Vocational Training Initiatives Component 4: Project Management, Monitoring & Evaluation

30.75 8.76 5.57

2.8

(old sub-component 2.3) - -

8. Overall, the essence of the original project remains basically intact although some of the original project activities had to be scaled back and re-adjusted to accommodate the new component on Staff Capacity Development. Other activities, such as in the Career Guidance and Counseling sub-component, were re-adjusted in line with the current MONE program in this area and hence the costs were entirely revised. Also, at the request of MONE, much of the previously planned foreign technical assistance was replaced with local technical assistance which has dramatically decreased the cost of these components. In terms of curricula reform, it was agreed during the restructuring mission that the notion of pilot and control schools, which was originally included in the project, no longer made sense, given the importance of MONE's plans to implement revised curricula in all secondary education schools over the next two years. Therefore, the Project will support the ongoing development and implementation of curricula reform in all schools in Turkey while supplying materials and equipment to a select number of

1.28

1.9 1.5

-- --

Sub-component 4.1 - Project Implementation Support Sub-component 4.2 - Monitoring and Evaluation -- 1.57

2.28 --

23.97 3 .OO

--

80.00 Total:

2.83

80.00

schools. Lastly, the project management sub-component was expanded to a full component and now includes a monitoring and evaluation sub-component which would finance pre- and post- assessments of the project's impact.

9. In order to reflect changes made in the project, as outlined above, the following additional changes are proposed:

a new expenditure category, "Grants under Part C.2 of the Project," with an allocation of 3 million Euro is added to the Disbursement Table. This category would be used to finance grants for the vocational training centers and affiliated institutions. reallocations between expenditure categories to accommodate the proposed changes. The reallocations proposed are as follows and are presented in the Amendment Letter.

The project Closing Date would be extended by 7 months to December 3 1,2010 because the implementation of the new activities under the restructured project requires a longer project time period. The Procurement threshold for NCB would be increased from US$500,000 to EUR 750,000 and all other thresholds would be converted from US$ to EUR for consistency in the Loan Agreement.

10. The Bank team has worked closely with MONE staff as well as with the State Planning Organization and the State Treasury on the proposed revised project structure and supports the Government in its request for the above-mentioned changes. Once implemented, these changes are expected to have a lasting effect on the secondary education system in Turkey. The Bank team recognizes the recent efforts and the demonstrated commitment and interest of MONE to implement this restructured project and supports the proposed changes.

IV. Analysis

11. This project supports ongoing educational reforms in Turkey to improve educational attainment and standards as part of EU integration efforts, and builds on similar efforts already underway in Turkey in primary education. Specifically, the Project supports reforms in secondary education, including reforms in curriculum, assessment, teacher professional development and the expansion of ICT, all of which require a long-term effort to yield the expected outcomes. These reforms are now being expanded to include the development of a

career guidance system and a "school improvement" program which the project also supports. The Government of Turkey regards foreign language training as an essential element in the overall reform of the education system; and hence, the Project now plans to support this new element as well. Indeed, there is a clear need to improve the proficiency of teachers, both in terms of their speaking and communication skills as well as in terms of improving the overall approach and pedagogy of teaching foreign languages.

12. The proposed changes to the Project are not expected to have an impact on the original institutional and social aspects of the Project. In terms of project implementation arrangements, Loan funds would flow as previously, through a Special Account. The existing procurement procedures would apply for all project activities. A revised procurement plan has been prepared and reviewed by the Bank team. Lastly, the proposed changes to the project do not affect the environmental category of the Project or trigger new safeguard policies. The restructuring does not involve any exceptions to Bank policies.

13. In terms of the financial and technical aspects, the introduction of the main new component on Staff Capacity Development has resulted in a significant reallocation of funds from other components. As mentioned earlier, this has essentially led to a reduction in the number of schools which would receive equipment and supplies under the project (from 280 to 210) and to a reduction in the number of schools which would receive ICT equipment (from 400 to 322). Also, as mentioned earlier, the original idea of pilot and control schools is no longer viable because MONE plans to introduce the new and revised curricula in all schools in Turkey. In effect, the essence of the two original project components has been maintained although project activities have been re-costed and activities adjusted in line with current MONE plans and programs. One of the main differences with the original project is that a substantial amount of the foreign technical assistance, which was included to assist in the development of the curricula and to help in other specific areas, has been largely replaced by local technical assistance under the restructured project. In the revised project design, international consultants would be hired to provide assistance in areas where international expertise is truly needed, i.e. the development of the curriculum guidelines, career guidance system, the schools performance management system, and in the provision of foreign language training abroad.

V. Expected Outcomes

14. The proposed changes in the project's development objectives and its design are reflected in a revised set of outcome and intermediate outcome indicators of the project that are attached to this Project Paper. The revised results framework, which includes four outcome indicators as well as a set of component-related indicators, has been discussed and agreed on with all relevant project agencies. In monitoring and evaluating the project, government authorities and the World Bank will focus primarily on key outcome indicators.

VI. Benefits and Risks

15. The project is expected to yield significant benefits in support of Turkey's drive to improve the quality of its secondary education. As a result of the project: (i) new and revised curricula would be developed and introduced for all four grades of secondary education which

includes 71 courses in general secondary education and modules for 19 programs in vocational education; (ii) equipment would be provided to 210 secondary general schools and 149 vocational schools and 322 schools would receive IT equipment; (iii) a career guidance system would be developed and equipment and training provided to relevant career guidance staff; (iv) student assessments would be developed, piloted and implemented in 81 provinces in Turkey; (v) training would be provided on the new school development model to all secondary general schools; (vi) a performance management system would be developed to better monitor teaching performance; (vii) 2600 teachers would be provided with intensive foreign language training and support would be provided for 34,000 foreign language teachers in Turkey on the pedagogy of teaching; and (viii) vocational training grants would be provided for a select group of proposals to be prepared by vocational training institutes in order to improve their effectiveness on the labor market. Importantly, it is expected that the main benefit of the restructured project would be that implementation is likely to substantially improve given the newly visible commitment of MONE to the goals of the project.

16. The main risk of the project not being able to achieve its development objective is the relatively low capacity of the implementing agency staff operating in a complex administrative decision making environment. This is of particular concern given the background of the Project's ambitious nature, a relatively condensed implementation period, and a set of new complex activities such as foreign language training which require strong organizational and institutional skills on the part of the staff implementing the Project. To mitigate this risk, MONE has selected a coordinator for the Curricula Reform Component who would work with the various departments in MONE and with the Board of Education to ensure that implementation proceeds in a timely and harmonized manner. This coordinator would work full-time on the project. Likewise, a department in MONE would be charged with overseeing the new component on Staff Capacity Development. To assist with the detailed design of this new component, an education consultant has already been hired and has prepared draft terms of reference for a consultant firm which will organize and manage this component on behalf of MONE.

Annex 1: Secondary Education Project: Restructured Project Description

Component 1: Secondary Education Reform (45.0 million Euro)

[a) Sub-component 1 : Curricula Reform. This sub-component will develop and implement new general education and vocational education curricula and courses to provide students with core skills for the knowledge economy and lifelong learning. The sub-component will finance consultants to develop and publish a curriculum framework, to develop new curricula for 71 courses in general secondary education and 19 programs in vocational education, and to write and revise textbooks and modules for the new curriculum. It will also support workshops and training for teachers, principals, ministry staff, and provincial education directorates to prepare and implement the new curricula. Lastly, the sub-component will finance equipment and learning materials in 2 10 general secondary schools and 149 vocational schools.

Jb) Sub-component 2: Information and Communications Technology (ICT). This sub- component will finance ICT classrooms in 322 schools as well as training of teachers in these schools in order to improve the competency of students to function in a modern knowledge economy. It will finance development of multi-media learning tools, consultant services, goods and materials to utilize ICT to improve instruction and access to on-line educational content.

(c) Sub-component 3: Career Guidance and Counseling. This sub-component will finance activities to improve access to career guidance and counseling services in order to enable the individuals to select occupations in line with their interests and abilities, move ahead in their carriers; and switch when deemed necessary. It will include (i) facilitating intra-agency collaboration to improve the development, dissemination, and use of career counseling services; (ii) developing core career information and guidance resources that will be available for use in education, training, labor, NGO, and private sector; (iii) providing career information and guidance resources to education and labor institutions and training existing staff in use of resources; and (iv) improving integration of career guidance and counseling services with new curricula.

Component 2: Quality Assessment (3.6 million Euro)

[a) Sub-component 1 : Student Assessment. The sub-component will finance consultant services and training to develop and pilot student assessments and questionnaires in line with the newly developed curricula. These assessments will help to improve the quality and outcomes of secondary education by developing systems to collect and disseminate reliable information on student learning and outcomes and on the performance of education system staff and institutions.

(b) Sub-component 2: School Improvement. The sub-component will finance training for 40,000 teachers to implement the new school development model to help secondary schools improve their performance and student educational achievement. It will also support development of performance management system to improve the evaluation of teacher performance.

Component 3: Staff Capacity Development (27.0 million Euro)

(a) Sub-component 1: Training for Fore i~n Language Teachers: The sub-component will support intensive training to improve the language skills and teaching methods of foreign

language teachers through in-country and international training. The ultimate goal of this training is to improve the foreign language skills of Turkish students, skills needed in the labor market and in the EU. The training will be organized in two phases. The first phase will include in- country training for 150 teachers and overseas training for 500 teachers. Phase two of the training will be based on an evaluation of the effectiveness of the training in the first phase.

(b) Sub-component 2: Vocational Training Initiatives. This sub-component will finance competitive grants for vocational schools to help improve the quality and economic relevance of vocational technical education programs. These grants will support innovative proposals by vocational schools in cooperation with other partners designed to improve the skills and qualifications of vocational teachers and improve the quality of the vocational training institutions. Selection of eligible beneficiaries, provision, and administration of grants will be governed by the Operational Manual for Vocational Training Initiatives approved by the Government on February 21,2008.

Component 4: Project Management, Monitoring and Evaluation (4.4 million Euro)

(a) Sub-component 1: Proiect Implementation Support. The sub-component will support effective administration and coordination of the Project. This includes coordinating Project execution, managing the resources of the Project, procuring goods and services under the Project, operating the financial management system, and ensuring timely and appropriate reporting. This sub-component will also finance public awareness activities through dissemination of the key messages and accomplishments of the Project.

fb) Sub-component 2: Monitoring & Evaluation. The sub-component will support regular monitoring of the project, evaluation of project sub-components, and an evaluation of the overall impact of the project on the quality and relevance of education.

Annex 2: Performance Monitoring Indicators

PDO

Support the Government's reform of general secondary and vocational education by improving conditions for student learning, establishing a career guidance system and enhancing foreign language teaching.

Intermediate Results Component One: Secondary Education Reform

1. Curricula reform: New curricula for general secondary education and new programs of vocational education are developed and implemented to improve student learning.

In-service training on new curricula provided to all teachers.

2. Information Communication Technology: Schools are upgraded with new ICT technology and improve ICT education and skills and facilitate learning by students.

Outcome Indicators

Improved student performance as measured by national and international assessments.

Improved curricula and teaching, based on an independent review.

* Improved foreign language capabilities of teachers to enhance future student foreign language capacity, as measured by assessments carried out following the training.

Improved student decision-making as a result of the new career guidance system, as measured by a survey of students.

Results Indicators for Eaclr Component

Program and guidelines for curricula reforms are prepared.

Programs of 7 1 courses in five main subject areas are developed and implemented in all schools.

Programs for 19 occupational fields are developed and implemented in all vocational schools,

Educational materials for general secondary and vocational schools developed for newirevised courses

Equipment provided to 2 10 general secondary schools and 149 vocational schools.

ICT classrooms are established and equipment and multi-media learning tools are provided to 322 schools

Teachers trained in ICT in 322 schools

Education resources web site is operational

ICT impact assessment carried out and demonstrates improved ICT skills in 322 schools.

Use of Outcome Information

To evaluate the progress and achievements in the reform of the structure and curricula of general secondary and vocational schools and refine as necessary.

Use of Results Monitoring

Feedback to enable MONE and schools to determine if new programs are having the desired impact and make adjustments and refinements.

To assess the success of integrating ICT learning in the school curriculum and its use to facilitate further learning, and to refine with experience

3. Career Guidance and Counseling: Strengthened Establish intra-agency collaboration

To allow monitoring the development of career guidance and

guidance and counseling services which improve decision making by students on education and career choices.

Component Two: Quality Assessment

1. Improved student assessments and evaluations based on revised curricula.

2. Improve school performance and develop school performance management system to enhance school efficiency and accountability.

mechanisms to improve the development and dissemination of career counseling services including MONE, MOLSS, ISKUR, YOK, RAMS

Career information and guidance resources developed and disseminated to cover 359 schools, 200 career research and guidance centers and 1 10 ISKUR offices.

ICT equipment and training provided to 110 ISKUR offices, 200 career research and guidance centers, and to 359 schools.

Career counseling teachers in secondary schools and 250 ISKUR staff trained.

About 500,000 students provided with career counseling services.

Student assessment carried out

New student assessment methodology developed and adopted for secondary schools.

Test new assessment program in 10 schools and implement in 290 schools including 2 10 general education and 80 vocational schools.

Student achievement results reported and shared with stakeholders and public.

School development model revised, printed and distributed.

137 school development bureaus established and equipped in 8 1 provinces.

Training provided on new school development manual to 40,000 teachers from 8,000 schools.

School performance management system developed and teacher performance assessed annually and results are reported.

counseling activities and their dissemination and make needed refinements.

Improved evaluation system would identify differences in quality and performance across students, schools and regions, provide feedback for improvements in programs, more accurate input in selection process for universities and help parents and students take more informed education decisions.

Feedback from overall assessment systems would help strengthen local planning and improve school performance.

Intermediate Results

Component Three: Staff Capacity Development

Strengthened teaching capacity of foreign language teachers (English and German) to improve student learning.

Component Four: Project Management, Monitoring and Evaluation

1. Effective project implementation

2 . Assessment of project achievements and impact

Result Indicators for Each Component

Teaching guidelines for foreign language teaching and training prepared.

In Phase 1, English language training provided abroad to 500 teachers abroad and to 1 50 teachers in-country and assessment carried out.

Provided that Phase 1 is successfi~l, training abroad expanded to 1400 teachers in English and to 100 teachers in German abroad, and to 450 teachers in-country.

Foreign language skills and teaching practices are improved for foreign language teachers.

Regular and timely project reports

Unqualified financial audits

Project impact studies on a) ICT in education and student learning, b) career counseling in career choices and employability, c) foreign language teacher training, and d) overall project implementation

Use of Results Monitoring

Assess the success of international language training and determine the need for modifications to approach.

Feedback from overall assessment systems and the impact studies would help strengthen local planning, improve school performance and could support decentralization in education while maintaining consistent quality

Outcome Indicators

Improved student performance as measured by national and international assessments.

Improved curricula and teaching, based on an independent review.

Improved foreign language capabilities of teachers to enhance future student foreign language capacity, as measured by assessments carried out following the training.

Improved student decision-making as a result of the new career guidance system, as measured by a survey of students.

Arrangements

Baseline

National: TBD International : PISA

Old curricula

Test teachers before training to establish baseline.

NO Career guidance Systems

for results monitoring Data

Frequency and Reports

Annual reports on results

Annual report

Before and after training

Annual report

YRlYR2

X X X

YR3

X

X

Target Values YR4

X

X

X

X

Collection and Reporting Data Collection

instruments

Results based on a revised national testing system, international assessments (PISA) and student follow up surveys.

Annual & semi- annual project reports

Tests for foreign language speaking and for pedagogy

Annual & semi- annual project reports

YR5

Student performance improved

New & revised curricula implemented

Foreign Language Teachers trained

Career guidance system established

Responsib lity for Data

Collection

MONE

MONE

MONE

MONE

I

Outcome Indicators

Component One : Secondary Education Reform

1. Curricula Reform

Program introduction guidelines for the implementation of developed curricula are prepared.

Programs of 71 courses in five main subject areas as set out in the project paper are developed and implemented.

Programs for 19 occupational fields are developed and implemented and updated in vocational schools.

Educational materials for general secondary vocational schools such as course textbooks and teacher guidebooks are developed.

Equipment provided to 210 general secondary schools and 149 vocational schools.

In-service training on new curricula provided to all teachers

2. Information Communications Technology

Teachers trained in ICT in 322 schools

ICT classrooms are established and multi-media learning tools are provided to 322 schools

Baseline

Not done

Existing courses

Not done

andNot done

Not done

0

Not done

YR1 Data

Frequency and Reports

Quarterly review reports

Quarterly review

Quarterly review

Quarterly review

Quarterly review

Quarterly review

Quarter1 y review

As above

YR2

19

Collection and Reporting Data Collection

Instruments

Progress of guidelines preparation, MONE data Progress of program development.

Implementation progress

Review of program redesign

Implementation progress

MONE

MONE data

As above

YR3

41

Responsibi lity for Data

Collection

MONE for the sub- component

MONE for this sub- component

Target Values YR4

11

483

YR5

Guidelines developed

Vocational programs developed

Materials developed

359 schools

Training provided

483

322

Outcome Indicators

Education resources web site is operational.

ICT impact assessment carried out and demonstrates improved ICT skills in 322 schools

Career Guidance and Counseling

Establish intra agency collaboration mechanisms to improve the development and dissemination of career counseling services including MONE, MOLSS, ISKUR, YOK, RAMS.

Career information and guidance resources developed, and disseminated to 359 schools (210 general and 149 vocational schools), 110 ISKUR offices and 200 RAMS.

ICT equipment and training provided to 1 10 ISKUR offices, 200 career research and guidance centers, and to 359 schools

Career counseling teachers in secondary schools and 250 ISKUR staff trained.

About 500,000 students provided with career counseling services under the project.

Student assessment carried out

Component Two: Quality assessment 1. Student Assessment

New student assessment methodology developed for secondary schools and adopted by MONE.

Test new assessment program in 10 schools and final implementation in 210 general education and 80 vocational schools in 2009.

Data Frequency

and Reports

As above

As above

Annual Survey and assessment

Quarterly review

As above

As above

As above

Survey

Quarterly review

Annual

Baseline

Not done

Baseline TBD

process started

Not done

Not done -

0

0

Baseline TBD

Not developed

0

Collection and Reporting Data Collection

Instruments

As above

Survey results

MONE

MONE and School data

As above

As above

As above

Survey data

MONE data

National Assessments

Responsibi lity for Data

Collection

MONE for this sub- component

MONE for this sub- component

Y R1 YR2 YR3

3500

100,000

Target Values YR4

3500

200,000

X

290

YR5

Web site established

Assessment carried out

Mechanisms operational

359 schools, 110 ISKUR & 200 RAMS

As above

4700

200,000

Assessment completed

Outcome Indicators

Student achievement results reported and shared with stakeholders and public.

2. School Improvement

School development model revised, printed and disseminated.

137 school development bureaus established and equipped in 8 1 provinces.

Training provided on the new school development manual to 40,000 teachers in 8,000 schools.

School performance management system developed and disseminated and teacher performance assessed annually and results are reported.

Component Three: Foreign Language Teaching Capacity

Teaching guidelines for foreign language teaching and training prepared.

In phase 1 English language training provided to 500 teachers overseas and 150 teachers in country.

Assessment of phase 1 results.

Provided phase 1 is successful, training expanded to 1400 teachers in English and 100 teachers in German abroad, and to 450 teachers in country.

Baseline YR1YR2

0

0

Not done

0

Not done

0

Not done

0

0

Data Frequency

and Reports YR3

Annual

In 2007

Quarterly review

Annual review

Annual review

Quarterly review

As above

Evaluation

Quarterly review

Phase 1 training

Collection and Reporting Data Collection

Instruments

Target Values YR4 Responsibi

lity for Data

Collection

National and other assessments,

MONE

MONE

MONE

MONE

MONE

MONE

Independent evaluation

As above

YR5

10.000

X

MONE for this sub- component

Results reported

C

Bureaus established

20.000

System developed & results reported

guidelines developed

Assessment

Phase 2 training

Outcome Indicators

Foreign language skills and teaching practices are improved for foreign language teachers receiving training under this component.

Component Four: Monitoring and Evaluation

Regular and timely reports

Unqualified audits

Project impact studies on: a) ICT in education and student learning. b) career counseling in career choices and employability, c) foreign language teacher training, and d) overall project implementation assessment.

Baseline

TBD - based on pre- training evaluation

Responsibi lity for Data

Collection

MONE

MONE

MONE

Data Frequency

and Reports

Evaluation after training completed (phase 1 and phase 2)

Quarter1 y reviews

Assessments & surveys

YRlYR2

X X X

X X X

Collection and Reporting Data Collection

Instruments

Testing of teachers before and after training

Quarter1 y & annual reports

Annual reports

Student and teacher assessments, surveys of parents and students

YR3 Target Values

YR4

X

X

YR5

X

X

X