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Document of The World Bank FOR OFFICIAL USE ONLY Report No: 20388 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF THE SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM JANURARY 31, 2008 TO THE ISLAMIC REPUBLIC OF AFGHANISTAN AUGUST 15, 2015 EDUCATION GLOBAL PRACTICE SOUTH ASIA REGION This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized

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Page 1: World Bank Documentdocuments.worldbank.org/curated/en/541721468179374512/... · 2016-07-14 · document of the world bank for official use only report no: 20388 restructuring paper

Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No: 20388

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING

OF THE

SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM

JANURARY 31, 2008

TO THE

ISLAMIC REPUBLIC OF AFGHANISTAN

AUGUST 15, 2015

EDUCATION GLOBAL PRACTICE

SOUTH ASIA REGION

This document has a restricted distribution and may be used by recipients only in the performance of their

official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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2

ABBREVIATIONS AND ACRONYMS

ACER Australian Council for Educational Research

DED District Education Directorate

EMIS Education Management Information System

EQUIP II Second Education Quality Improvement Program

ERL Emergency Recovery Loan

GIS Geo-referencing Information System

HRMIS Human Resource Management Information System

ISD Infrastructure Service Department

MoE Ministry of Education

PED Provincial Education Directorate

QEG Quality Enhancement Grant

SIP School Improvement Plan

SMD Social Mobilization Directorate

SMS School Management Shuras

TTC Teacher Training College

Regional Vice President: Annette Dixon

Country Director: Robert J. Saum

Practice Manager: Keiko Miwa

Co-Task Team Leader:

Co-Task Team Leader:

Nathalie Lahire

Matiullah (Yama) Noori

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3

AFGHANISTAN

SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM

TABLE OF CONTENTS

Page

A. SUMMARY ........................................................................................................................... 5

B. PROJECT STATUS .............................................................................................................. 6

C. PROPOSED CHANGES ...................................................................................................... 7

ANNEX 1: RESULTS FRAMEWORK AND MONITORING .............................................. 13

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4

DATA SHEET

Afghanistan

Afghanistan - Second Education Quality Improvement Program (P106259)

SOUTH ASIA

Education

Report No: RES20388

Basic Information

Project ID: P106259 Lending Instrument: Emergency Recovery

Loan

Regional Vice President: Annette Dixon Original EA Category: Partial Assessment (B)

Country Director: Robert J. Saum Current EA Category: Partial Assessment (B)

Senior Global Practice

Director: Claudia Maria Costin Original Approval Date: 31-Jan-2008

Practice

Manager/Manager: Keiko Miwa Current Closing Date: 15-Aug 2015

Team Leader(s): Nathalie Lahire

Matiullah Noori

Borrower: Islamic Republic of Afghanistan

Responsible

Agency: Ministry of Education

Restructuring Type

Form Type: Full Restructuring Paper Decision Authority: Regional Vice President

Approval

Restructuring

Level:

Level 2 Explanation of

Approval Authority:

Level 2

Financing ( as of 24-Jun-2015 )

Key Dates

Project Ln/Cr/TF Status Approval

Date Signing Date

Effectiveness

Date

Original

Closing Date

Revised

Closing Date

P106259 IDA-H3540 Closed 31-Jan-2008 10-Mar-2008 20-Mar-2008 01-Sep-2012 01-Sep-2012

P106259 TF-91943 Closed 14-Aug-2008 14-Aug-2008 14-Aug-2008 31-Dec-2008 31-Mar-2009

P106259 TF-93962 Effective 14-Apr-2009 14-Apr-2009 14-Apr-2009 01-Sep-2012 15-Aug-2015

Disbursements (in Millions)

Project Ln/Cr/TF Status Currency Original Revised Cancelle

d

Disburse

d

Undisbur

sed

%

Disburse

d

P106259 IDA-H3540 Closed USD 30.00 29.24 0.76 28.86 0.00 99

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5

P106259 TF-91943 Closed USD 0.12 0.12 0.01 0.12 0.00 100

P106259 TF-93962 Effective USD 408.00 408.00 0.00 299.33 108.67 73

Policy Waivers

Does the project depart from the CAS/CPF in content or in other significant

respects? Yes [ ] No [ X ]

Does the project require any policy waiver(s)? Yes [ ] No [ X ]

A. Summary of Proposed Changes

The restructuring paper seeks the approval of the Regional Vice-President to a level II restructuring to

introduce changes to Second Education Quality Improvement Project (EQUIP II) (P106259) and amend

the project’s Grant Agreement accordingly. These proposed changes include: (a) extend the current

Closing Date from August 15, 2015 to December 31, 2016 (cumulative extension of the Additional

Financing Grant financed through Afghanistan Reconstruction Trust fund (ARTF) is 28.5 months), (b)

revise the project key performance indicators to be more specific and to include most up to date data and

information, and (c) make adjustments to project activities in order to reflect only those that can

reasonably be completed by the new proposed Closing Date. The proposed restructuring was discussed

with the Government during the last supervision mission in April 2015 and was requested by the

Government of Afghanistan, in a letter dated August 2, 2015.

Change in Implementing Agency Yes [ ] No [ X ]

Change in Project's Development Objectives Yes [ ] No [ X ]

Change in Results Framework Yes [ X ] No [ ]

Change in Safeguard Policies Triggered Yes [ ] No [ X ]

Change of EA category Yes [ ] No [ X ]

Other Changes to Safeguards Yes [ ] No [ X ]

Change in Legal Covenants Yes [ ] No [ X ]

Change in Loan Closing Date(s) Yes [ X ] No [ ]

Cancellations Proposed Yes [ ] No [ X ]

Change to Financing Plan Yes [ ] No [ X ]

Change in Disbursement Arrangements Yes [ ] No [ X ]

Reallocation between Disbursement Categories Yes [ X ] No [ ]

Change in Disbursement Estimates Yes [ X ] No [ ]

Change to Components and Cost Yes [ X ] No [ ]

Change in Institutional Arrangements Yes [ X ] No [ ]

Change in Financial Management Yes [ ] No [ X ]

Change in Procurement Yes [ ] No [ X ]

Change in Implementation Schedule Yes [ X ] No [ ]

Other Change(s) Yes [ ] No [ X ]

Appraisal Summary Change in Economic and Financial Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Technical Analysis Yes [ ] No [ X ]

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6

Appraisal Summary Change in Social Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Environmental Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Risk Assessment Yes [ ] No [ X ]

B. Project Status

EQUIP II has been supported by a SDR18.9 million IDA grant (US$30 million equivalent) in 2008 (closed

in 2012), ARTF financing of US$158 million approved in 2009, and ARTF Additional Financing in the

amount of US$250 million approved in 2012. As of July 31, 2015, the total disbursement under the ARTF

have reached US$300 million (73 percent of grant proceeds). The project’s performance has been rated

Moderately Satisfactory for outcomes and Moderately Unsatisfactory for Implementation Performance.

The project has made considerable progress in (i) the number of teachers trained, (ii) provision of inputs to

schools, (iii) completion of the first-ever learning assessment, and (iv) establishment of information

systems including collecting first hand data from schools and provincial directorates. However, reporting

on progress of civil works activities supported by the project has not been ideal. In fact only, 868 out of

1,820 schools under EQUIP I, II and AF, have been completed, 618 schools have incomplete items, 110

schools have been stopped and 224 are under construction.

Table 1: Status of School Construction

No Description Number of Schools

1 Total number of schools (EQUIP I, EQUIP II, AF) 1820

2 Fully complete schools 868

3 Schools where buildings are complete but have

incomplete items (to be funded by the GoA)

618

4 Schools where construction stopped due to insufficiency

of budget (to be funded by GoA)

110

5 Under construction 224

Additional time is therefore needed to complete the civil works. This is the second request for Closing

Date extension

The incomplete and stopped schools have already been paid for by the project but were not delivered.

These comprise outstanding activities, including latrines, roofing, water facilities, and furniture that need

to be completed under the project. Government has made a strong commitment to provide a payment plan

to finance these schools under its own budget and complete them before the end of the revised closing

date.

Education Management Information System (EMIS) school data accuracy and validity have become an

increasing area of concern in recent months and was widely published in the international media. EMIS

data verification is currently being conducted and an independent firm is surveying 1,617 schools in 24

Provinces. Along with data verification, the firm will also perform an assessment of the overall quality of

EMIS data. Spot checks and audits are being planned under the project extension.

Project implementation has been challenged by procurement and contract management weakness. Under

the proposed restructuring, the procurement team will be strengthened in the areas of contract management

and quality assurance. The Procurement Directorate will take the responsibility of quality assurance and

adherence to agreed procurement arrangements. The project team will also benefit from additional capacity

building in procurement. The Acting Project Director and Director from the Finance Department in MoE

will attend a two week’s procurement workshop on bank funded projects. Members from the Procurement

Directorate, who have not attended the procurement workshop, will attend the procurement workshop

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7

before the end of 2015. Also, the project will strengthen its contracts management team and ensure an

effective contract management and monitoring system. The project will prepare a contract management

manual by November 2015. The contract management team will attend a three day workshop by

November 2015.

The financial management of the project rests with the Finance and Administration unit of the Ministry of

Education (MOE); however, they rely on the program units for documentation of expenditure. The project

suffered from weak internal controls especially in provinces. The internal and external audit reports have

highlighted serious control issues and misappropriation of funds in the recruitment processes of individual

consultants, mismatch between financial and physical progress in 110 community contracts for school

buildings and a set of incomplete schools which still lack certain items such as desks, chairs, boundary

walls and etc (aide memoire from March ISM). The project management team has been struggling to

address those issues. Liquidation of advances in the provinces has been very inefficient and cumbersome.

The project has un cleared advances since 2013. The project needs to strengthen their financial

management system through rigorous monitoring and supervision of activities. Follow up of audit

recommendations and timely corrective action would also set the project on the right path.

The government has promised strong commitment in channeling enough funding to complete all schools

for which the project has paid before the closing date of the project.

A proposed action plan for the remaining time of Project implementation was discussed with and provided

by MOE (Annex II) and accepted by the Bank.

C. Proposed Changes

Development Objectives/Results

Project Development Objectives

Original PDO

The project development objective is to increase equitable access to quality basic education especially for

girls through school grants, teacher training and strengthened institutional capacity with support from

communities and private providers.

Current PDO

The objective of the Project is to assist the Recipient in increasing equitable access to quality basic

education, especially for girls.

Change in Project's Development Objectives

Change in Results Framework

Explanation:

The results framework is being revised to more accurately reflect and measure the PDO. Some indicators

are being dropped, one new indicator has been added, some indicators revised for clarity and targets of

some indicators revised. Please see Annex 1 a and 1.

Financing

Change in Loan Closing Date(s)

Explanation:

The Ministry of Finance formally requested in a letter dated August 2, 2015, the extension of the Closing

Date from August 15, 2015 to December 31, 2016. This request was made to ensure that the construction

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8

of the remaining civil works will be completed by the project Closing Date.

An appraisal of the revised implementation plan has been carried out. With the extension of the closing

date, and Government’s commitment to finance the incomplete schools, all ongoing civil works would be

able to be completed.

Ln/Cr/T

F Status

Original Closing

Date

Current Closing

Date

Proposed Closing

Date

Previous Closing

Date(s)

IDA-

H3540 Closed 01-Sep-2012 01-Sep-2012 01-Sep-2012

TF-

91943 Closed 31-Dec-2008 31-Mar-2009 31-Dec-2008

TF-

93962 Effective 01-Sep-2012 15-Aug-2015 31-Dec-2016 01-Sep-2012

Reallocations

Explanation:

The restructuring includes a change from two disbursement categories to one under the ARTF AF. The girl

retention cash grant category is no longer required because this activity is being cancelled as it will be

included in the next phase of the project, estimated to be approved in 2017.

Ln/Cr/TF Currency Current Category of

Expenditure Allocation

Disbursement % (Type

Total)

Current Proposed Current Proposed

TF-91943 USD Con Services & Trg 115,885.00 115,885.00 100.00 100.00

Total: 115,885.00 115,885.00

TF-93962 USD GD,WK,CS,SGrants,TR

G,IOC

406,500,000

.00 408,000,000

.00 100.00 100.00

GIRL RETENTION

CASH GRANTS

1,500,000.0

0 0.00 100.00 0.00

Designated Account 0.00 0.00 0.00 0.00

Total: 408,000,000

.00

408,000,000

.00

IDA-H3540 XDR GD, WK, CS, SCH

GRANT, TR & IOC

18,611,074.

17

18,611,074.

17 100.00 100.00

Designated Account 0.00 0.00 0.00 0.00

Total: 18,611,074.

17

18,611,074.

17

Disbursement Estimates

Change in Disbursement Estimates

Explanation:

To account for the additional year under the revised closing date

Fiscal Year Current (USD) Proposed (USD)

2008 5,000,000 5,000,000

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9

2009 2,626,000

2,626,000

2010 42,108,500

42,108,500

2011 54,193,300

54,193,300

2012 49,153,200

49,153,200

2013 35,657,000

35,657,000

2014 82,400,700

82,400,700

2015 57,051,800

57,051,800

2016 109,809,500

80,000,000

2017 29,809,500

Total 438,000,000 438,000,000

Components

Change to Components and Cost

Explanation:

The changes under the three components are described below:

Part 1: School Grants

(a) Quality Enhancement Grants (QEGs) will remain. The objective of this sub-component is to

develop linkages between schools, communities, and local governments while supporting and

empowering schools and communities as local education managers. School Management Shuras (SMS) in

each school develop school improvement plans (SIP) in which the immediate and financeable needs of a

school are identified. QEGs are then used to finance the SIPs.

The QEGs to be financed during the extension period will be more targeted based on needs spelled out in

the school improvement plan and will try to reach those schools that have not benefited at all from these

schemes. New: Model School grants will be provided to 70 schools with the objective to establish creative

learning environment by providing US$10,000 to support activities which would then have a

demonstration effect on other schools.

New: Evaluation of lessons from the QEGs and prepare a new strategy for the future.

(b) Infrastructure Development School Grants will remain The objective of this sub-component is to

rehabilitate and construct schools using community participation and community based decision making

for small school and national competitive bidding for larger and more complex buildings.

Under the extended project period, priority will be given to the completion of 600 incomplete schools

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10

using government’s funding and the provision of missing items such as boundary walls, latrines, garbage

collection points, electricity etc, which were not a part of the original bill of quantity for those schools

where the physical progress is 70 percent or above.

(c) New: The responsibility for mobilization and strengthening of School Shuras to manage their

schools will be transferred to the Social Mobilization Directorate (SMD) (see implementation

arrangements).

New: Development of a strategy and completion of a needs assessment for the human resources required to

deliver these services. Follow-on activities to be financed will be agreed upon after the review and

approval of the strategy for social mobilization.

Part 2: Teacher and Principal Training and Education

The objective of this component is to create sustainable systems which will increase the level of

professional knowledge and skills of educators throughout Afghanistan by providing training to teachers

and principals. Additional financing of this component helped consolidate programs previously provided

by USAID’s program, resulting in one package of teacher training services and allowing MOE to oversee

implementation.

The following activities will be added under this component:

(a) Development of a Teacher Management Information System (TMIS) to manage teacher related

data and help link professional development and career advancement of teachers.

(b) Development of the Teacher Training College curriculum including the printing and distribution of

the remaining subject specialty textbooks particularly in math and science; and develop the textbooks for

the revised pedagogy courses based on the syllabi linked to the national teacher standards and

competencies.

(c) Development of a standardized assessment and evaluation system for the TTCs for individual

specialties as well as for overall student learning outcomes.

(d) Conducting a Study on teacher supply and demand projections.

Part 3: Project Management and Monitoring and Evaluation

The objective of this component is to build on and support the existing administrative structures in MOE

as well as at the provincial and district levels, and establish and implement an M&E system for the project.

The following activities will be added under this component:

(a) Evaluation of training needs for capacity building and provision of training for qualified MOE

staff in-house or abroad.

(b) Development of a comprehensive Human Resource Management Information System (HRMIS)

including a Business Process Mapping , design documents, software development and feasibility studies.

Linkage with the payroll will also be explored.

(c) Development of an Infrastructure Services Management Information System to manage the

functions of the Infrastructure Service Department.

(d) Development of a Web Based Geo-referencing Information System to function as an on-line

education atlas of Afghanistan. The atlas will support informed decision making by presenting key

education statistics and indicators on on-line maps.

(e) Expansion of the Contract Management Database include information up to the school level. The

project will finance the expansion of this system as well as data entry.

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11

(f) Establishment and expansion of an Education Management Information System and Monitoring

and Evaluation: Third party monitoring of the EMIS data as well as spot checks and audits to enhance

monitoring and ensure greater reliability and verification of data.

(g) Text Books delivery. Under EQUIP, 3.7 million middle school textbooks have been procured and

are scheduled to arrive in Kabul in September 2015. Recruitment of a third party firm to undertake the

monitoring and distribution of textbooks.

(h) A comprehensive study of education service delivery at the sub-national level. A Service Delivery

Survey focusing on teacher absenteeism and classroom observations to serve as benchmark for comparison

with other countries.

(i) Establishment of a gender unit and a working policy to address gender related issues.

(j) Development of a Learning Assessment. The Learning Assessment Team in collaboration with

ACER (The Australian Council for Educational Research) successfully completed Grade 6 learning

assessment in 2014. The following activities related to Learning Assessment are proposed during the

extension period:

(i) Main Survey of Grade 3 in collaboration with ACER, analysis and preparation of the final report

of the Learning Assessment of Grade 3 (December 2015- February 2016).

(ii) Organization of a national workshop for presentation of the final report of the Learning

Assessment of Grade 3 to the Stakeholders and staff from the MoE in February 2016.

(iii) Development and printing of test items for Grade 9, its pilot and field trial March- April 2016.

(iv) Main Survey of the Learning Assessment of Grade 9 (May- June, 2016).

(v). Data analysis and preparation of the final report of the learning assessment of Grade 9 (July –

September, 2016).

(vi) Presentation of the final results to Stakeholders and staff from the MoE in October, 2016.

(vii) Printing of the Final Report of Grade 9 (November- December, 2016).

The following activities will be dropped:

(a) Development of an asset maintenance strategy will be considered under the next phase of the

project.

(b) Girls’ retention cash transfer for girls in grades 6-12 will be considered under the next phase of the

project.

(c) Design and implementation of a pilot Operation and Maintenance System will be considered under

the next phase of the project.

(d) Enhancement of MoE's Project management capacity through the provision of training and the

carrying out of workshops, and supporting the day-to-day implementation of the Project. This activity is

being amended under (a) and has been dropped.

(e) Enhancement of MoE’s capacity at provincial level, for transparent planning, budgeting,

implementation, and monitoring of education related projects, inter alia through provision of training. This

activity is being amended under (a) and has been dropped.

(f) Establishment of a monitoring and evaluation system that will enable communities, NGOs and Third

Party Entities to monitor the achievement of progress under the Project against a defined set of indicators

and disseminate such data at the district, provincial and national level. This activity is being amended

under (d) and has been dropped.

(g) Supporting the verification of information collected at the community level and measurement of

the achievement of the key performance indicators of the Project to allow for better planning and

programming of the Project. This activity is being amended under (d) and has been dropped.

Current Component

Name

Proposed Component

Name

Current Cost

(US$)

Proposed

Cost (US$) Action

School Grants 151,229,567 145,666,897 Revised

Teacher and Principal

Training and Education 177,600,000 189,501,206 Revised

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12

Project Management,

Monitoring and

Evaluation 109,170,433 102,191,483 Revised

Total: 438,000,000 437,359,586

Other Change(s)

Change in Institutional Arrangements

Explanation:

Following a presidential decision, a Social Mobilization Directorate (SMD) has been established in

November 2014 in the MOE as the responsible body for managing Social Mobilization functions and for

staff capacity building. The responsibilities, which according to Volume II of the Project Implementation

Manual belonged to the EQUIP Coordination Unit, are transferred to this new Directorate.

Amendment of Schedule 2, Section 1. Para 6. The responsibility for mobilization and strengthening of

School Shuras to manage their schools are being transferred from EQUIP Coordination Unit to the Social

Mobilization Directorate (SMD). These are as follows: :

- Raising awareness and mobilizing communities to promote education and create linkages between

the community, school and provincial education authorities

- Establishing, training and evaluating School Management Shuras and ensuring active

communication between the center and the provinces

- Supporting the development and implementation of School Improvement Plans (SIP)

- Supporting the implementation of community based school construction projects, facilitating

coordination at the provincial level and monitoring at the community level.

Change in Implementation Schedule

Explanation:

The implementation schedule has been revised to December 31, 2016. The Procurement Plan is attached as

Annex III.

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Annex 1 a: Results Framework and Monitoring

Revisions to the Results Framework Comments/

Rationale for Change

PDO indicators

Current (AF Project Paper)1 Proposed change

1. Enrollment girls

(broken down by grades)

No change

Baselines adjusted to reflect

updated MIS data. Targets

updated to reflect the closing

date extension and latest

projections for school year

2016.

2. Enrollment boys

(broken down by grades)

3. Ratio of Girls to Boys

4. Students completing the last grade

of a stage

5. Learning Assessment

6. Direct Project Beneficiaries

(number), of which female (%) –

New indicator Core Indicator

Intermediate Results Indicators

Current (AF Project Paper) Proposed change*

1. Schools established (number) No change

2. Additional classrooms provided

(number)

Additional classrooms built

or rehabilitated as a result

of the project (number)

Reworded in alignment with

core sector wording and

definition.

3. Student-Classroom Ratio

No change Baseline adjusted to reflect

updated MIS data. Targets

updated to reflect the closing

date extension and latest

projection for school year 2016.

4. Proportion of schools with: No change Definition clarified – refers to

EQUIP financed schools. Latrines/toilets/urinals

Drinking water facilities

Science Labs (secondary)

5. Proportion of students with full set

of text books/incomplete set of text

books/No text books

5. Percentage of schools

receiving textbooks as

planned

Replaced to facilitate

monitoring. A survey will be

undertaken following the

distribution of text books to

assess effectiveness of text

book purchase and distribution

under the project.

6. Additional teachers appointed

(number)

6. Additional qualified

primary teachers resulting

from project interventions

Reworded to be aligned with

the core indicator wording and

definition.

Pupil teacher ratio (Grades 1-3) Dropped

Given the rapidly increasing

enrollment, even with a

significant increase in

1 The Portal was not updated following the approval of the AF to reflect the revised indicators. This has

now been corrected and going forward the ISRs will reflect the complete results framework.

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14

Revisions to the Results Framework Comments/

Rationale for Change

additional teachers, the pupil

teacher ratio is not expected to

see improvements over the

project life.

Proportion of schools (grades 4-12)

with required number of subject

specific teachers

Dropped

This indicator is dropped as it is

not currently being tracked as

part of the EMIS.

7.Proportion of teachers with

professional qualifications No change

Definition clarified as “Number

of qualified (grade 14 and

higher) teachers per 1 teacher”

8. Proportion of female teachers No change Baselines adjusted to reflect

updated MIS data. Targets

updated to reflect the closing

date extension and latest

projection for school year 2016.

9. Teachers who have received INSET

training

Breakdown for INSET V

added

10. Principals completing

management training program

10. Principals and school

administrators completing

management training

program

11. Female scholarships recipients in

TTCs

No change

12. 5% sample check of School EMIS

carried out (yes/no)

No change

13. Proportion of schools receiving a

Quality Enhancement Grant

No change

14. Schools receiving Infrastructure

Enhancement Grant

No change

15. Schools with school shuras

evaluated

15. Schools with School

Shuras established

Replaced by the indicator

effectively monitored by the

MoE

16. Schools with School

Information/Report Card piloted

No change

17.Spot checks conducted in schools

(Number)

Added Independent spot checks

important to verify the validity

of data collected in MIS.

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Annex 1: Results Framework and Monitoring

AFGHANISTAN: EQUIP II

REVISED PROJECT RESULTS FRAMEWORK

Project Development Objective (PDO):

The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls.

PDO Level Results Indicators

Co

re UOM

Baseline

(2008)

Progress

To Date

(2014)

Cumulative

Target Values

Frequency Data Source/

Methodology

Responsibility for

Data Collection Comments December

2016

Equitable access:

1. Enrollment girls

Number

1.9 3.3 3.8

Annual EMIS Dept of Statistics

MOE

This number includes the permanently

absent students and is therefore over

estimated

This number is in million.

Grades 1-3 0.88 1.4 1.6

Grades 4-6 0.69 1.0 1.1

Grades 7-9 0.28 0.58 0.7

Grades 10-12 0.08 0.33 0.4

2. Enrollment boys

Number

2.1 5.2 5.2

Annual EMIS Dept of Statistics

MOE

This number includes the permanently

absent students and is therefore over

estimated

This number is in million

Grades 1-3 1.28 2.0 2.0

Grades 4-6 1.24 1.57 1.5

Grades 7-9 0.65 1.01 1.0

Grades 10-12 0.22 0.60 0.7

3. Ratio of Girls to Boys

%

Annual EMIS Dept of Statistics

MOE

Grades 1-3 69 70 79

Grades 4-6 56 66 69

Grades 7-9 45 57 62

Grades 10-12 37 55 57

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16

PDO Level Results Indicators

Co

re UOM

Baseline

(2008)

Progress

To Date

(2014)

Cumulative

Target Values

Frequency Data Source/

Methodology

Responsibility for

Data Collection Comments December

2016

Quality:

4. Students completing the last grade

of a stage

Number

Annual EMIS Dept of Statistics

MOE Grade 3 0.51 0.79 0.78

Grade 6 0.40 0.51 0.50

Grade 9 0.11 0.31 0.34

Grade 12 0.06 0.24 0.20

5. Learning Assessment Yes/No No Yes

Yes

National

assessment

results

finalized for

grade 6

3 times

during the

project

period

Learning

Assessment

Learning

Assessment Unit

with ACER

6. Beneficiaries

Project beneficiaries

Number 0 8.5 9.0 Annual

EMIS

Dept of Statistics

MOE

Number of students enrolled in general

education

Of which female (beneficiaries)

% 0 39.20 42.00

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17

Intermediate Results and Indicators

Intermediate Results Indicators

Co

re

Unit of

Measur

ement

Baseline

Original

Project

Start

(2008)

Progress

To Date

(2014)

Target Values

Frequency Data Source/

Methodology

Responsibility for

Data Collection Comments December

2016

A . School Grants

1. Schools established Number 326 868 1820

Annual ISD/IRD

reports ISD Baseline refers to results under EQUIP1

2. Additional classrooms built or

rehabilitated as a result of the project Number 2074 7883 9148 Annual

ISD/IRD/

reports ISD Average of 6 classrooms per school

3. Student-Classroom Ratio Number 74 69.7 70 Annual EMIS Dept of Statistics,

MOE

4. Proportion of schools with

Annual ISD report ISD Latrines/toilets/urinals % 49 67 70

Drinking water facilities % 50 74 80

Science Labs (secondary) % 0 33 33

5. Proportion of schools receiving

textbooks as planned % 0 0 90 Once Survey

Third party

monitoring

Teacher/Principal Education

6. Additional qualified primary

teachers resulting from project

interventions

Number 0 32,437 30,000

Annual Report TED Indicator refers to TTC graduates

7.Proportion of teachers with

professional qualifications % 28 44 48 Annual Report TED

Number of qualified (grade 14 and higher)

teachers per 1 teacher

8. Proportion of female teachers % 30 33 47 Annual Report TED

9.. Teachers who have received Number

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18

Intermediate Results and Indicators

Intermediate Results Indicators

Co

re

Unit of

Measur

ement

Baseline

Original

Project

Start

(2008)

Progress

To Date

(2014)

Target Values

Frequency Data Source/

Methodology

Responsibility for

Data Collection Comments December

2016

INSET I training Number 0 100,803 100,000 Annual Report TED

INSET II Training Number 0 86,771 100,000 Annual Report TED

INSET III Training Number 0 115,814 100,000 Annual Report TED

INSET IV Training Number 0 154,699 100,000 Annual Report TED

INSET V Training Number 0 154,811 100,000 Annual Report TED

10. Principals and school

administrators completing

management training program

Number 0 14,000 14,000 Annual Report TED

11. Female scholarships recipients in

TTCs Number 0 11,436 9500 Annual Report

Teacher training

colleges/TED

Project Management / M&E

12. 5% sample check of School EMIS

carried out Yes/No No

Yes

15%

sample

check

Yes

Twice Audit Audit firm

13. Proportion of schools receiving a

Quality Enhancement Grant % 26 99 100 Annual Report SM unit

Baseline reflects achievements under

EQUIP I

14. Schools receiving Infrastructure

Enhancement Grant Number 658 1282 2029 Annual Report ISD

All projects not just school buildings

Baseline reflects achievements under

EQUIP I

15. Schools with School Shuras

established Number 0 14,932 13,969 Annual Report SM unit

16. Schools with School

Information/Report Card piloted Yes/No No No Yes

During the

last year Survey pilot SM unit

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19

Intermediate Results and Indicators

Intermediate Results Indicators

Co

re

Unit of

Measur

ement

Baseline

Original

Project

Start

(2008)

Progress

To Date

(2014)

Target Values

Frequency Data Source/

Methodology

Responsibility for

Data Collection Comments December

2016

17.Spot checks conducted in schools Number 0 0 3 Three times Survey Independent

monitoring

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