Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
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.
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
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
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
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
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 ]
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
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
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
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
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.
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
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.
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.
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.
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
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
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
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
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