World Bank Documentdocuments.worldbank.org/.../pdf/Restructuring-Paper-P133557-02231… · RESTRUCTURING PAPER ... between Disbursement Categories Yes [ ] No [ X ] Change in Disbursement

Document of

The World Bank

Report No. RES22788

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING

OF THE

EDUCATION SECTOR STRATEGY SUPPORT PROJECT

TF013232 – APPROVED ON APRIL 20, 2013

TF015143 – APPROVED ON SEPTEMBER 17, 2013

TO THE

REPUBLIC OF NICARAGUA

February 23, 2016

Public Disclosure

Education Global Practice

Latin America and the Caribbean 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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ABBREVIATIONS AND ACRONYMS

EU European Union

FY Fiscal Year

GDSI General Directorate of School Infrastructure

GoN Government of Nicaragua

GPE Global Partnership for Education

IDB Inter-American Development Bank

IRI Intermediate Results Indicator

MINED Ministry of Education (Ministerio de Educación)

MTR Mid-Term Review

PAD Project Appraisal Document

PDO Project Development Objective

PMS Planning and Monitoring System

RFM Results Framework and Monitoring

RAAS South Atlantic Autonomous Region (Región Autónoma del Atlántico del Sur)

SEAR Education Sub-System for the Autonomous Regions (Sub-Sistema de Educación

Autonómico Regional)

SEIDI Integrated Early Childhood Development Monitoring and Evaluation System

(Sistema de Evaluación Integrado del Desarrollo Infantil)

TERCE Third Regional Comparative Standardized Student Assessment (Tercer Estudio

Regional Comparativo y Explicativo)

UNESCO United Nations Organization for Education, Science and Culture

WB World Bank

Regional Vice President: Jorge Familiar

Country Director:

Senior Global Practice Director:

J. Humberto Lopez

Claudia Maria Costin

Practice Manager/Manager: Reema Nayar

Task Team Leader: Enrique O. Alasino Massetti

DATA SHEET

Nicaragua

Education Sector Strategy Support Project (P133557)

LATIN AMERICA AND CARIBBEAN

Education

Report No: RES22788

Basic Information

Project ID: P133557 Lending

Instrument: Specific Investment Loan

Regional Vice President: Jorge Familiar Original EA

Category: Partial Assessment (B)

Country Director: J. Humberto Lopez Current EA

Category: Partial Assessment (B)

Senior Global Practice

Director: Claudia Maria Costin

Original Approval

Date: 19-Apr-2013

Practice

Manager/Manager: Reema Nayar

Current Closing

Date: 31-Aug-2016

Team Leader(s): Enrique O. Alasino

Massetti

Borrower: Republic of Nicaragua, Ministry of Finance and Public Credit (MHCP)

Responsible

Agency: Ministry of Education (MINED)

Restructuring Type

Form Type: Full Restructuring Paper Decision Authority: Country Director Approval

Restructuring

Level:

Level 2

Financing ( as of 15-Oct-2015 )

Key Dates

Project Ln/Cr/TF Status Approval

Date

Signing

Date

Effectiveness

Date

Original

Closing

Date

Revised Closing Date

P133557 TF-13232 Effective 20-Apr-20

13

20-Apr-2

013 02-May-2013

30-Apr-2

016 31-Aug-2016

P133557 TF-15143 Effective 17-Sep-20

13

17-Sep-2

013 19-Sep-2013

28-Feb-2

016 28-Feb-2016

Disbursements (in Millions)

Project Ln/Cr/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed

P133557 TF-13232 Effective USD 16.70 16.70 0.00 9.37 7.33 56%

P133557 TF-15143 Effective USD 33.39 31.32 0.00 13.59 17.56 44%

Policy Waivers

Does the project depart from the CAS 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 main changes to the Project are summarized below:

i) Revision of the Results Framework and Monitoring Matrix: (i) baseline and target values have been

revised on the basis of 2013 school year data, updated education data for the 2014 and 2015 school years

and updated 2015 demographic projections from 2005 Population Census Data. The original baseline

values used 2010 school year data and 2010 demographic projections data, however, the Project only

became effective in late 2013; (ii) target values for certain indicators have been adjusted in response to

revised baseline values and lower total Project financing available (due to the exchange rate loss); and

(iii) the wording and/or description of certain indicators has been revised to align them with international

definitions or to better measure Project activities.

ii) Amendment of a legal covenant: The number of fiduciary support personnel to be hired has been

modified to ensure consistency with the IDA-funded Second Support to the Education Sector Project

(P126357, Credit No. 5036-NI).

iii) Extension of the Project’s closing date: The closing date will be extended by 11 months and 5 days from

august 31, 2016 to August 05, 2017 to ensure completion of important civil works for secondary schools,

particularly in the context of the eight month delay that took place during the negotiation of the European

Union (EU)–World Bank (WB) Administration Agreement.

iv) Revision of the Project Financing Plan: The Financing Plan has been revised to reflect (i) changes in the

exchange rate (EUR to USD); and (ii) a smaller increase in counterpart funding from the Government of

Nicaragua (GoN) to finance the secondary teacher certification-based training.

v) Revision of the disbursement estimates: Estimates have been revised to reflect Project implementation

progress to date and the extension of the Project closing date to August 05, 2017.

vi) Modification of the components and costs: Changes have been made in order to reflect the GoN’s revised

strategy for school infrastructure and its implication on Project components and costs, including the type

of intervention, number of schools/classrooms, and cost of infrastructure. Some component costs are also

being revised in consideration of the loss in exchange rate and elimination or increase of specific

expenditures.

vii) Revision of the implementation schedule: Implementation of infrastructure works has been extended until

October 2016 under TF013232, and until July 2017 under TF015143.

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 [ X ] No [ ]

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

Cancellations Proposed Yes [ ] No [ X ]

Change to Financing Plan Yes [ X ] No [ ]

Change in Disbursement Arrangements Yes [ ] No [ X ]

Reallocation between Disbursement Categories Yes [ ] No [ X ]

Change in Disbursement Estimates Yes [ X ] No [ ]

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

Change in Institutional Arrangements Yes [ ] No [ X ]

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 ]

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

Project Development Objective (PDO): Progress on the five PDO indicators is summarized below:

PDO indicator 1: Gross enrollment rate for preschool (3-5 years) in selected municipalities. This

indicator has shown little improvement, with an increase from 40% in 2013 to just 42% in 2014. The

population of 3-5 years increased higher than projected during the period. (Target 48% in 2016)

PDO indicator 2: Gross enrollment rate for lower secondary (grades 7-9) in selected municipalities.

This indicator is on track with an increase from 47% in 2013 to 51% in 2014. (Target 54% in 2016)

PDO indicator 3: Learning conditions improved in preschool. This indicator has already been achieved.

All preschool teachers have been trained on the use of the unified curriculum, classroom learning

instruments are available in all public preschools, and all public preschools have received a package of

learning materials. (Target “Yes” in 2016)

PDO indicator 4: Grade 9 completion rate. This indicator has improved from 52% in 2010 to 58% in

2013. (Target 57% in 2016). The calculation of this indicator was recently modified to be harmonized

with international standards1 and on this basis, modestly improved from 64% in 2013 to 70% in 2015.

PDO indicator 5: Percentage of grade 9 students achieving intermediate, advanced or above proficiency

1 The revised formula is based on the conventional WB/UNESCO definition of completion rate.

levels standardized evaluations for Spanish and Mathematics. This indicator will be measured in 2016

when the results of the national standardized tests are available, however it is unable to be measured at

present.

Component 1: Increasing Access and Improving Learning Conditions of Preschool Education. To date, of the

initial target of 200 preschool classrooms rehabilitated, 16 have been completed and 16 are underway. All

children in public preschools nationwide (247,000) have benefitted from the implementation of a new unified

preschool curriculum; about 20% of the preschool in-service teachers (2,480) are enrolled in a certification

training process; and all public preschools nationwide (8,136) have received classroom learning instruments and

materials. The diagnosis phase of the development of the Integrated Early Childhood Development Monitoring

and Evaluation System (SEIDI) has been completed; measuring tools are currently being developed and will be

piloted in 2016.

Component 2: Improving Access, Quality and Completion of Lower Secondary Education. To date, out of the

200 basic education schools (also known as core schools2) to be rehabilitated, 22 have been rehabilitated and 7

are under rehabilitation. All lower secondary students attending public schools (around 350,000) have benefited

from the provision of 1,300,000 textbooks (sub-component 2.2); 100% of public school secondary teachers

(10,600) received 16,300 copies of teaching guides for Mathematics, Literature, Social Science and Natural

Science; and 995 (Project intended target is 1,000) lower secondary in-service teachers are receiving pre-service

training.

Component 3: Strengthening of the MINED’s Institutional Capacity for Preschool Education. The Preschool

Directorate has been provided with basic office equipment to ensure implementation and supervision of Project

activities. All educational advisors for preschool education (19) received equipment.

Component 4: Strengthening of the MINED’s Institutional Capacity for Lower Secondary Education. The

General Directorate of Secondary Education has been provided with basic office equipment. Two new offices of

the General Directorate and General Infrastructure Directorate have been created to cover the departments of

Boaco and León, and the territory of Zelaya Central.

The GoN has taken a new strategy for rehabilitation of preschools and core schools, which aims at: (i) integrating

the two interventions for preschools and core schools; and (ii) ensuring that schools are fully functional after

Project intervention. Under this holistic approach, the average number of classrooms to rehabilitate per core

school will increase from two to eight and schools should comply with minimum standards including: (1) system

of water & sanitation; (2) security; (3) recreational facilities (soccer fields etc); and (4) electricity. The average

cost per school will be revised upward to include the costs of additional classrooms, the incremental costs of

additional complementary facilities and the increase of the price in materials. The number of intervened schools

and new/rehabilitated classrooms will be reduced: from originally 250 core schools (for 500 classrooms) to 75

core schools (for 465 classrooms) and from originally 85 preschools (for 200 classrooms) to 60 preschools for

(106 classrooms).

Other operations have been approved that are contributing to classroom rehabilitation/construction nationwide,

which are also active in the Project’s selected municipalities. To some extent, these operations will compensate

for the reduction of intervened schools for the restructured Project. These operations are: (i) the ongoing

2 Core school provides preschool, primary and lower secondary education.

preschool construction project funded by the Inter-American Development Bank (IDB); and (ii) the GoN’s

contribution to lower secondary school construction under its current Strategy for Rural Secondary Education

(Estrategia para Secundaria a Distancia).

The Project closing date was recently extended (on October 20, 2015) by four months from April 30, 2016 to

August 31, 2016 to ensure the completion of: (i) civil works in preschools in selected municipalities; and (ii) the

development of a monitoring system for the implementation of Early Childhood Development (ECD) policy.

C. Proposed Changes

Development Objectives/Results

Project Development Objectives

Original PDO

The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to

improve preschool education learning conditions nationwide; and (b) increase access to lower secondary

education in selected municipalities, and improve lower secondary education quality and completion rates

nationwide.

Change in Project's Development Objectives

No changes are proposed for the PDO.

Change in Results Framework

The original Results Framework and Monitoring Matrix presented five PDO-level indicators and 14

Intermediate Results Indicators (IRIs). The proposed revisions to the Matrix include changes to four PDO-level

indicators and 12 IRIs, however the total number of indicators would not change.

Given that the baseline has been updated to reflect 2013 data (the year that the Project became effective), the

baseline, annual and target values as well as year of reference of most indicators will be revised accordingly. For

some indicators, annual and target values will be revised to reflect the expected Project impacts. In line with the

extension of the Project closing date to August 5, 2017, the date for achievement of the target value for PDO

indicators is being changed to December 31, 2016 as the data for the school year 2017 will not be available

before project closure. The previous date for achievement of the target value for PDO indicators was December

31, 2015.

PDO-level indicators

PDO-level indicator 1: Increase in the gross enrollment rate for preschool (3-5 years) in selected municipalities.

The wording will be revised for clarity and to take into account that ‘enrollment’ refers to every child enrolled in

preschool, not only those who are 3 to 5 years old. In addition, the baseline value will be revised based on 2013

school year data while the target value will be revised downward given the increase in the number of children 3-5

years of age in selected municipalities (according to updated 2015 projections from the 2005 Population Census

Data)3. The description will also be revised to reflect these changes.

3 Demographic projections are updated on annual basis.

Revised indicator: Gross enrollment rate for preschool in selected municipalities.

Original description: Number of students enrolled in grades 3-5 of preschool divided by the total population of

children of 3-5 years of age based on the 2005 Population Census Data. The indicator will be calculated for all

preschools in the 43 selected municipalities.

Revised description: Number of students enrolled in the three levels of preschool in the selected municipalities

divided by the total population of children of 3-5 years of age based on projections from the 2005 Population

Census Data. The indicator will be calculated for all preschools in the 43 selected municipalities.

Original Baseline value: 41.7% Revised Baseline value: 40%

Original Target: 48% Revised Target: 44%

PDO-level indicator 2: Increase in the gross enrollment rate for lower secondary (grades 7-9) in selected

municipalities.

The wording will be revised for clarity. The baseline value will be revised based on revised 2013 school year

data. The target (54%) will not be changed, in consideration of the important increase between 2013 (47%) and

2014 (51%).

Revised indicator: Gross enrollment rate for lower secondary (grades 7-9) in selected municipalities.


PDO-level indicator 4: Increase in the grade 9 completion rate.

The wording of the indicator will be revised for clarity and the description will be replaced by the conventional

WB/UNESCO definition of completion rate. Baseline, annual and target values will be revised consequently.

Revised indicator: Grade 9 completion rate.

Original description: Number of students enrolled in grade 9 at the end of the school year divided by the total

population of children of 14 years age based on the 2005 Population Census Data.

Revised description: The number of new entrants (enrollments minus repeaters) in grade 9, regardless of age,

divided by the population at the entrance age for grade 9. This indicator is calculated at the national level.

Considering the new description and the revised baseline value, a new target value has been set in line with past

years trends.

Original Baseline value: 52% Revised Baseline value: 64%


PDO-level indicator 5: Increase in the percentage of grade 9 students achieving intermediate, advanced or

above proficiency level standardized evaluations for Spanish and Mathematics.

The wording will be revised for clarity and the description will be revised to clarify that the indicator will

measure three levels of achievements (intermediate, advanced and excellent) instead of two (advanced and

excellent); the fourth level of achievement (low) would not be measured. Based on available information on

national assessment in Grade 9 in 2010, the following changes will be made: (i) for Spanish, the baseline value

will be corrected to integrate the revised figures from the GoN; and (ii) for Mathematics, the baseline will be

rounded and the target value will be confirmed. With the delays in Project implementation, impact on quality

would only be measurable after Project completion. Therefore, conservative target values have been established

considering that in-service teacher training and textbook distribution are expected to contribute positively to

better student outcomes. However, the increase in completion rate (indicating a greater number of low student

performers in the system), would lower student outcomes.

Revised indicator: Percentage of grade 9 students achieving intermediate, advanced and above proficiency

(excellence) level in standardized evaluations for Spanish and Mathematics.

Original description: The next assessment will be carried out in 2015. Baseline is 2010. The baseline is the sum

of the two levels (advanced and excellent). Tests conducted on a representative sample at national level.

Revised description: The next assessment will be carried out in 2015. The baseline year is 2010, which is when

the last assessment was carried out. The baseline is the sum of three of the four levels established in the scale of

the 2010 assessment: intermediate, advanced and excellent. Tests are conducted on a representative sample at the

national level.

For Mathematics


Original Target (53%) is confirmed

For Spanish

Original Baseline value: 64.9 % Revised Baseline value: 75%


INTERMEDIATE-RESULTS INDICATORS (IRI)

IRI 1: Number of preschool classrooms and complementary facilities improved and equipped in selected

municipalities. The wording will be revised to better measure Project activity. Target values will be revised

downward because of the increase in the price of materials and the additional costs for complementary facilities

and equipment for all preschools under the Project.

Revised indicator: Number of preschool classrooms built/rehabilitated and equipped in selected municipalities

Original target: 200 Revised target: 106

IRI 2: Preschool unified curriculum developed. The description will be revised. Instead of “published in short

document,” the one unified preschool curriculum integrating one curriculum framework and the three preschool

classroom instruction guides will be “available on the MINED website.” Those documents have already been

distributed to all preschools, but they need to be available for the public to make informed decisions on sending

children to preschool.

Original description: One curricular framework and three preschool classroom instruction guides would be

integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and published

in a short document.

Revised description: One curricular framework and three preschool classroom instruction guides would be

integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and available

on the MINED website

IRI 3: Increase in the percentage of certified preschool teachers (Nation-wide).

The indicator will be modified to register the amount of community educators and preschool teachers that are

certified under the Project. This is due to the weaknesses in the availability of information in MINED with regard

to the total number of community educators and preschool teachers currently teaching in the classroom around

the country. For example, there are currently four separate figures regarding the total number of community

educators and / or preschool teachers teaching in the classroom, as reported by the Human Resources

Directorate, the Education Statistics Directorate, the Preschool Directorate or the Teacher Training General

Directorate. Therefore, it is impossible to rigorously monitor the total number of community educators and/or

teachers and whether they are certified or not to provide preschool education. Furthermore, the original goal of

the project was to certify 2,700 community educators and preschool teachers. However, due to the increase in the

cost of scholarships for those educators and teachers from remote areas of the country (especially in the

Caribbean Coast) it is necessary to increase investment per teacher and reduce the target to 2,300.

Revised indicator: Number of certified preschool teachers (Nationwide).

Original description: Total number of preschool teachers is 9,296. Total number of certified preschool teachers

in 2011 is 4,096 (44%). Total number of preschool teachers to be certified by the Project is 2,700 (equivalent to

29% of the 9,296 preschool teachers in 2011).

Revised description: The number of preschool teachers that have been certified under the Project.

Original Baseline value: 44% Revised Baseline value: 0

Original Target: 73% Revised Target: 2,300

IRI 4: Number of preschools that receive learning material packages

The target value will be revised according to official updated data on the number of preschools. The description

will be revised for a better clarity of the indicator.

Original description: Learning materials included in each package will include small school supplies and toys to

be distributed in all preschools nation-wide.

Revised description: Two types of learning material packages will be delivered: i) educational materials,

including dominos, puzzles, musical instruments, etc.; and ii) basic material packages, including crayons,

watercolors, scissors, etc. Preschools includes public and community preschools.

Original target: 14,000 Revised target: 8,500

IRI 5: System to evaluate early childhood development outcomes in place and operational.

This indicator will be modified in order to better reflect the reality of project activities. The project has

successfully carried out a full diagnostic assessment on the tools currently used to measure ECD from the

Ministry of Health, Ministry of the Family and the Ministry of Education, as well a Conceptual and

Methodological Framework for the system. However, the complexity of the political and institutional situation

has made it difficult to move to the implementation stage of a single System that is managed jointly by the three

institutions, which assesses all of the dimensions of ECD and to do so during the Project cycle. As a result,

MINED has opted to begin the implementation stage for only the aspects related to the assessment of ECD and

learning from the perspective of preschool education. This process will allow for the implementation of the

system at the national level shortly after the end of the project. The description of the indicator and the target will

be modified to reflect this change to the indicator.

Revised indicator: System to evaluate early childhood development outcomes and preschool-age learning

outcomes in place and operational.

Original description: A new system will be developed and piloted. The tools developed to measure child

development outcomes will be validated on a representative sample of the 43 municipalities.

Revised description: A new system will be developed, and piloted for validation. The tools developed to measure

ECD outcomes and preschool-age learning outcomes will be applied to a sample that includes a group from the

43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well as urban

areas.

Original target: (i) Evaluation system designed and piloted; (ii) System validation conducted in a sample of the

selected municipalities, and results published.

Revised target: (i) System to evaluate early childhood development outcomes in preschool and preschool-age

learning outcomes is designed and piloted; (ii) System validation conducted in a sample that includes a group

from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well

as urban areas, and results published.

IRI 6: Number of core schools (K-9) with facilities improved for lower secondary education.

The target value will be revised downward because of: (i) higher costs per school with the change to a more

holistic approach; (ii) an increase in the price of materials; and (iii) a loss in the exchange rate of Euros to

Dollars.

The description will be revised to clarify that, under the revised strategy, the number of classrooms to rehabilitate

was increased to 8 instead of 2 as originally designed.

Original description: Interventions to improve a core school facility would comprise: (i) two new and/or

rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational

workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved

sanitation, water supply etc.

Revised description: Interventions to improve a core school facility would comprise: (i) eight new and/or

rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational

workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved

sanitation, water supply etc.


IRI 7: A university-based certification program for lower-secondary teachers implemented.

The target value will be revised downward to reflect a more realistic expected number of lower secondary

teachers that have graduated from university. Drop outs are higher than originally projected. The description of

the indicator will be modified to better reflect the content of the course.

Original Description: Universities will sign a contract with MINED for the implementation of the

university-based certification program and the enrollment of secondary school teachers in the three-year

program to end in 2014.

Revised Description: Universities will carry out, in coordination with the MINED, a certification program for

secondary school teachers that lasts three years and which will grant the certification for “secondary education

teacher with superior technical level”.


IRI 8: Number of secondary school teachers who participate in the 20-days in-service teacher upgrading

training based on the secondary curriculum.

The indicator will be revised to align with the final MINED strategy for in-service training, which is based on 22

days of training with one day per week instead of 20 days as originally designed. The description will be revised

because all in-service courses will be implemented in 2016 instead of 2014 and 2015, as originally scheduled.

Finally, the target value will be revised downward to 1,600 secondary teachers (instead of 1,640). According to

updated school data, there are 1,600 secondary teachers in the four subjects (mathematics, natural sciences,

social sciences and languages) in the 43 targeted departments.

Revised indicator: Number of secondary school teachers who participate in the 22-day in-service teacher

upgrading training based on the secondary curriculum.

Original description: 10 days of in-service courses would be offered by the eight Teacher Training Institutes -

TTIs (Escuelas Normales) in 2014 and 2015.

Revised description: Number of secondary school teachers participating in 22 days of in-service courses.


IRI 9: Number of secondary textbooks distributed.

The target value will be revised because the updated number of students in public lower secondary schools (1.2

million) is higher than estimated (1.1 million). In addition the Project provides also: (i) about 200,000 textbooks

in 5 subjects to all students in grades 10 and 11 in public upper secondary schools; (ii) about 100,000 textbooks

to students under the Rural Secondary Strategy; and (iii) about 10,000 textbooks in 5 subjects to all teachers in

grades 7, 8, 9, 10 and 11 in public secondary schools.

Original target: 1.1 million Revised target: 1.5 million

IRI 11: Personnel from the Directorate of Preschool Education are trained in basic management techniques.

The indicator will be revised because of the elimination of the training of personnel from the Directorate of

Preschool Education in basic management techniques. Project activities have been focused on strengthening the

capacity of the Directorate of Preschool Education in order to: (i) elaborate and develop a unified curriculum and

classroom instruction guides; and (ii) implement/supervise Project activities on ECD (preschool teacher training,

use of the new tools etc.). The wording and description will be changed consequently.

Revised indicator: Directorate of Preschool Education is equipped for Project implementation and supervision

activities.

Revised description: Directorate of Preschool Education receives equipment, including vehicle for supervision

of Project activities and computers to develop curriculum and classroom guides.

IRI 12: General Directorate of School Infrastructure (GDSI) offices set up in two departmental education

delegations and one territorial division of RAAS.

The description will be revised to reflect MINED’s strategy for works control and supervision. Instead of

contracting “firms,” as stipulated in the original description, works monitoring and supervision would be

contracted to “individual consultants.”

Original description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office will

include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision

of civil works contracted to firms.

Revised description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office would

include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision

of civil works contracted to individual consultants.

IRI 14: Direct Project Beneficiaries, of which percent female.

The description will be revised because: (i) the indicator should not be limited to “2011,” as stipulated in the

original description, but it should be a cumulative number; and (ii) Project beneficiaries are not limited to the 43

selected municipalities, but are nationwide. Baseline, annual and target values will be revised and updated with

recent education data.

Original description: Total number of pre primary and secondary school children enrolled in 2011 in the 43

selected municipalities as reported by MINED.

Revised description: Total number of pre-primary and secondary school children enrolled at the time of

distribution of textbooks and total number of teachers in pre-primary and lower secondary schools at the time of

distribution of teaching materials, as reported by MINED.

Original Baseline: 551,000 Revised baseline: 0


Change in Legal Covenants

Explanation:

For both Trust Funds, legal covenants for the Grant Agreement will be revised to align with the IDA-funded

Second Support to the Education Sector Project. These two projects are managed by the same permanent team.

For both Trust Funds, there will be the same revision to the legal covenants on Institutional Arrangements

(TF-013232 Schedule 2. Section I.A.2 and TF-015143 Schedule 2. Section I.A.2) to include a requirement that

all fiduciary positions are appointed within 30 days of the effectiveness of this Restructuring and maintained at

all times throughout Project implementation.

Ln/Cr/

TF

Finance

Agreement

Reference

Description of Covenant Date Due Status Recurrent Frequency Action

TF-132

32

Finance Agreement:

Effectiveness: Article V.

Sections 5.01 and 5.02 |

Description :The Grant

Agreement shall not

become effective until

evidence satisfactory to the

World Bank has been

furnished to the World

Bank that the execution and

delivery of the Grant

Agreement on behalf of the

Recipient has been duly

authorized or ratified by all

necessary governmental

and corporate action. | Due

Date :02-May-2013

Complied

with

No Change

TF-132

32

Finance Agreement:

Institutional Arrangements.

Schedule 2. Section I.A.1 |

Description :The Recipient,

through MINED, shall

maintain at all times during

the implementation of the

Project, a Project

coordinator, with functions

and responsibilities

acceptable to the World

Bank, including, inter alia,

the responsibility to

coordinate and assist

MINED, and MINED’s

divisions and education

secretariats, in the

implementation,

administration, monitoring

Complied

with

No Change

and supervision of the

Project. | Frequency

:CONTINUOUS

TF-132

32

Finance Agreement:



Description: Not later than

30 days after the Effective

Date, appoint and,

thereafter, maintain, at all

times during Project

implementation, competent

personnel required for

Project implementation, in

adequate numbers and with

sufficient resources,

including, but not limited

to, a procurement

coordinator, a financial

management coordinator, a

social safeguards

coordinator, two senior

financial management

specialists, three

procurement specialists,

one social safeguards

specialist, four accountants,

three procurement analysts,

four social safeguards

analysts, and six

controllers, all with terms

of reference, qualifications

and experience acceptable

to the Association, as

further detailed in the

Operational Manual. |

Frequency

:CONTINUOUS

Not

complied

with

Revised

TF-132

32

Finance Agreement:


Schedule 2. Section I.B.1 |

Description: The Recipient

shall carry out the Project,

in accordance with the

provisions of a manual

satisfactory to the World

Bank (the Operational

Manual). | Frequency

:CONTINUOUS

Complied

with

No Change

TF-132

32

Finance Agreement:

Environmental and Social

Safeguards. Schedule 2.

Section I.E.1 | Description

:The Recipient shall: (a)

carry out the Project in

accordance with the

Safeguard Instruments,

including the guidelines,

rules and procedures

defined in said Safeguard

Instruments; and (b) not

assign, amend, repeal,

waive or fail to enforce any

provision in any of the


without the prior written

approval of the World

Bank. | Frequency

:CONTINUOUS

Complied

with

No Change

TF-132

32

Finance Agreement:




:To this end, the Recipient

shall ensure that: (a) an

EMP, consistent with the

provision of the EMF, and


Bank have been duly

prepared and disclosed

prior to the carrying out of

any works under Part 1 (a),

Part 2(a)(i) and Part 4(c)(iv)

of the Project requiring

such EMP; and (b) if

applicable, a RAP,

consistent with the RPF,

and acceptable to the World

Bank. | Frequency

:CONTINUOUS

Complied

with

No Change

TF-132

32

Finance Agreement:



Section I.E.3 | Description:

The Recipient, through

MINED, shall ensure that

the terms of reference for

any consultancy in respect

Complied

with

No Change

to Parts 2(a)(iii) and 4(c)(i)

and (ii) of the Project shall

be satisfactory to the World

Bank following its review

thereof and, to that end,

such terms of reference

shall duly incorporate the

requirements of the World

Bank Safeguards Policies

then in force. | Frequency

:CONTINUOUS

TF-132

32

Finance Agreement:

Procurement. Schedule 2.

Section III.E. | Description:

A series of Special

Provisions for the

procurement of goods,

works, non-consulting

services or consultant’s

services will be in effect

throughout the lifetime of

the Project. | Frequency

:CONTINUOUS

Complied

with

No Change

TF-151

43

Finance Agreement

:Effectiveness: Article V.

Sections 5.01 and 5.02 |

Description :The Grant

Agreement shall not

become effective until

evidence satisfactory to the

World Bank has been

furnished to the World

Bank that the execution and

delivery of the Grant

Agreement on behalf of the

Recipient has been duly

authorized or ratified by all

necessary governmental

and corporate action. | Due

Date :19-Sep-2013

Complied

with

No Change

TF-151

43

Finance Agreement:



Description :The Recipient,

through MINED, shall

maintain at all times during

the implementation of the

Project, a Project

coordinator, with functions

Complied

with

No Change

and responsibilities


Bank, including, inter alia,

the responsibility to

coordinate and assist

MINED, and MINED’s

divisions and education

secretariats, in the

implementation,

administration, monitoring

and supervision of the

Project. | Frequency

:CONTINUOUS

TF-151

43

Finance Agreement:



Description: Description:

Not later than 30 days after

the Effective Date, appoint

and, thereafter, maintain, at

all times during Project

implementation, competent

personnel required for

Project implementation, in

adequate numbers and with

sufficient resources,

including, but not limited

to, a procurement

coordinator, a financial

management coordinator, a

social safeguards

coordinator, two senior

financial management

specialists, three

procurement specialists,

one social safeguards

specialist, four accountants,

three procurement analysts,

four social safeguards

analysts, and six

controllers, all with terms

of reference, qualifications

and experience acceptable

to the Association, as

further detailed in the

Operational Manual. |

Frequency

:CONTINUOUS

Not

complied

with

Revised

TF-151 Finance Agreement: Complied No Change

43 Institutional Arrangements.

Schedule 2. Section I.B.1 |

Description: The Recipient

shall carry out the Project,

in accordance with the

provisions of a manual

satisfactory to the World

Bank (the Operational

Manual). | Frequency

:CONTINUOUS

with

TF-151

43

Finance Agreement:




:The Recipient shall: (a)

carry out the Project in

accordance with the


including the guidelines,

rules and procedures

defined in said Safeguard

Instruments; and (b) not

assign, amend, repeal,

waive or fail to enforce any

provision in any of the


without the prior written

approval of the World

Bank. | Frequency

:CONTINUOUS

Complied

with

No Change

TF-151

43

Finance Agreement:




:To this end, the Recipient

shall ensure that: (a) an

EMP, consistent with the

provision of the EMF, and


Bank have been duly

prepared and disclosed

prior to the carrying out of

any works under Part 1 (a),

Part 2(a)(i) and Part 4(c)(iv)

of the Project requiring

such EMP; and (b) if

applicable, a RAP,

consistent with the RPF,

and acceptable to the World

Complied

with

No Change

Bank. | Frequency

:CONTINUOUS

TF-151

43

Finance Agreement:



Section I.E.3 | Description:

The Recipient, through

MINED, shall ensure that

the terms of reference for

any consultancy in respect

to Parts 2(a)(iii) and 4(c)(i)

and (ii) of the Project shall

be satisfactory to the World

Bank following its review

thereof and, to that end,

such terms of reference

shall duly incorporate the

requirements of the World

Bank Safeguards Policies

then in force. | Frequency

:CONTINUOUS

Complied

with

No Change

TF-151

43

Finance Agreement:

Procurement. Schedule 2.

Section III.E. | Description:

A series of Special

Provisions for the

procurement of goods,

works, non-consulting

services or consultant’s

services will be in effect

throughout the lifetime of

the Project. | Frequency

:CONTINUOUS

Complied

with

No Change

Financing

Change in Loan Closing Date(s)

Explanation:

A first extension of the Project Closing date under TF013232 by four months to August 31, 2016 took place in

October 20, 2015 to allow the completion of the infrastructure processes for preschools. The Project Closing date

would be extended by an additional 11 (eleven) months and 5 (five) days from August 31, 2016 to August 05,

2017. The extension of two months of TF013232 aims at mitigating the potential risk of delays in the

extension/rehabilitation of four preschools (out of the 57 selected preschools) during the rainy season. The

extension of 17 (seventeen) months and 5 (five) days of TF015143 will allow for the completion of the high

volume of infrastructure processes in core schools in the selected municipalities. The extension would

compensate previous delays in the preparation of the Project and the signing of the Administration Agreement

between the World Bank and the EU, which delayed the effectiveness for almost eight months after the signature

of the financing agreement between the GoN and the EU.4 There were also delays due to capacity issues during

the preparation of the pre-investment studies of the core schools supported by the Project, as well as in

infrastructure procurement processes, supervision and payments.

The Project is in full compliance with OP/BP 10.00 Investment Project Financing. Under the proposed

restructuring, the Project’s objectives will continue to be achievable. The performance of the Implementing

Agency is Satisfactory. Neither the Grants in particular, nor the country in general are under suspension of

disbursements. The Project is in compliance with the covenants in the grant agreements, including audit and

financial management reporting requirements. Finally, there is an action plan in place to complete the Project.

Ln/Cr/T

F Status

Original Closing

Date

Current Closing

Date Proposed Closing Date Previous Closing Date(s)

TF-13232 Effective 30-Apr-2016 31-Aug-2016 31-Oct-2016 31-Aug-2016

TF-15143 Effective 28-Feb-2016 28-Feb-2016 05-Aug-2017 28-Feb-2016

Change to Financing Plan

Explanation:

The financing plan will be revised to take into account the decrease in TF015143 (from US$35,000,000 to

US$31,322,614 or around 10.5% compared to the original Grant value at time of approval) due to the loss in the

Euro to Dollar exchange rate. A cancellation in the amount of USD 2,063,994 is required resulting in a revised

amount of USD 31,322,614 with value date of amendment’s signature by the Bank, as per BP 10.0. Revisions to

the financing plan will also reflect the GoN’s contribution of approximately US$500,000 towards financing of

the pre-service training for secondary education teachers.

Source(s) At Approval Current (from

AUS) Proposed

BORR 0.00 0.00 500,000.00

EFAS 16,700,000.00 16,700,000.00 16,700,000.00

MSC1 35,000,000.00 35,000,000.00 31,322,614.00

Total 51,700,000.00 51,700,000.00 48,522,614.00

Disbursement Estimates

Change in Disbursement Estimates

Explanation:

Disbursement estimates will be changed in line with revised total Project costs to reflect actuals for fiscal years

(FYs) 2013-2015 and revised estimates for FYs 2016, 2017 and 2018.

Fiscal Year Current (USD) Proposed (USD)

2013 800,000.00 3,328,396.00

2014 14,200,000.00 19,926,281.00

4 For the EU financing, the process comprises three sequences: (i) signing of the Financing Agreement between the

EU and the GoN for 32 million Euros for Nicaragua Education. (ii) Signing of the Administration Agreement between

the Bank and the EU for Bank administration of 28.78 million Euros out of the total 32 million Euros; and (iii) signing

of the Grant Agreement between the Bank and the GoN for a Grant amount of US$33.38 million to be managed and

administered by the Bank.

2015 20,000,000.00 15,000,000.00

2016 16,700,000.00 6,200,000.00

2017 3,500,000.00

2018 567,937.00

Total 51,700,000.00 48,522,614.00

Components

Change to Components and Cost

Explanation:

A- Changes to components

The changes by component are presented below.

1- Component 1. The number of intervened schools and new/rehabilitated classrooms will be reduced from

200 classrooms across 85 preschools to 106 classrooms across 60 preschools. With regards to SEIDI,

alternative resources have been secured to finance the technical assistance for the development of the

SEIDI. As such, SEIDI activities supported by the project will be limited to carrying out a pilot of SEIDI

measurement tools in preschools within the area of intervention.

2- Component 2. The number of intervened schools and new/rehabilitated classrooms will be reduced from

500 classrooms across 250 core schools to 465 classrooms across 75 core schools. The number of days

for the in-service training will be increased from 20 to 22. With respect to the integration of cultural and

linguistic aspects of local communities into existing materials, the Project will finance the design of new

material for students in grades seven through nine in line with the Curricular Transformation of the

Caribbean Coast, as opposed to adapting existing materials.

3- Component 3. The provision of training and professional development to MINED’s preschool education

technical specialists has been eliminated, as it was deemed unnecessary by the GoN.

B- Changes to costs

With the revised infrastructure strategy, the cost per school will be revised upward. In addition to the impact of

the increase on the price of materials (the majority of the selected schools are in remote areas with high

transportation costs), the cost per school is higher because additional works for additional complementary

facilities and equipment are included under the new holistic approach. Besides equipment and other facilities, the

main reason for the increase in the cost of core schools is the change in number of classrooms to rehabilitate per

school, from two to eight classrooms. For preschools, the revised average cost per school is expected to be

US$61,609, in comparison to the original estimated cost per school of US$35,000. The revised costs include

costs for toilets, security walls/paths, and equipment for water, sanitation and electricity. For core schools, the

average cost per school is expected to be US$310,460, in comparison to the originally estimated US$87,032.

There would be also changes in the cost per component.

Components 1 and 3, financed by GPE funds (TF013231): The cost of Component 1 will be revised slightly

downward as a result of the decrease in the cost of sub-component 1.5 due to the elimination of the technical

assistance for SEIDI’s diagnosis. The total costs of infrastructure under the new strategy and the revised number

of classrooms will increase slightly by about two percent. The cost of Component 3 will be revised upward to

cover the costs of: (i) additional equipment for the “Direction General de Administración y Finanzas;” and (ii)

the contract extension of the technical assistance for Financial Management and Procurement.

Components 2 and 4, financed by EU funds (TF015143): The costs of Component 2 will be revised to reflect: (i)

the decrease in the number of teachers receiving training; (ii) the decrease in the cost per textbook from US$3.24

to US$2.20; and (iii) the decrease of the available budget for infrastructure due to the to the loss in the Euro to

Dollar exchange rate. The costs of Component 4 will be revised upward in order to integrate the costs of: (i)

about 30 additional consultants for the Directorate of Infrastructure for supervision of civil works; and (ii) the

implementation of the new computerized education management system.

Finally, the total Project amount has decreased due to changes in the Euro to Dollar exchange rate, which went

from US$1.31 per Euro at the time of approval, to US$1.11 per Euro as of February 4, 2016.

Current Component Name Current Cost

(US$M) Proposed Cost (US$M) Action

Increasing Access and

Improving Learning

Conditions of Preschool

Education

15.90 15.85 Revised

Improving Access, Quality

and Completion of Lower

Secondary Education

33.50 29.82 Revised

Strengthening of the Ministry

of Education’s Institutional

Capacity for Preschool

Education

0.80 0.85 Revised

Strengthening of the Ministry

of Education’s Institutional

Capacity for Lower Secondary

Education

1.50 2.00 Revised

Total: 51.70 48.52

Other Change(s)

Change in Implementation Schedule

Explanation:

The implementation schedule will be revised for school infrastructure taking into account progress to date, future

plans, and the recent institutional re-organization at the MINED.

For the development of SEIDI, under the revised implementation schedule the activities will be completed by the

end of September 2016.

Annex 1: Results Framework and Monitoring Matrix

NICARAGUA EDUCATION SECTOR STRATEGY SUPPORT PROJECT

Project Development Objective (PDO): The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to

improve preschool education learning conditions nationwide; and (b) increase access to lower secondary education in selected municipalities, and improve lower

secondary education quality and completion rates nationwide.

PDO-Level

Results

Indicators

Continue

d (C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013

Cumulative Target Values

Frequency

Data

Source/

Methodolog

y

Responsibility

for Data

Collection

Description (indicator

definition etc.) 2014

Actual

2015

Preliminary 2016 2017

PDO Indicator

One: Gross

enrollment rate for

preschool in

selected

municipalities.

R

Percent

age 40 42 43 44 44 Annual

Annual

Monitorin

g Report

Department

of Statistics

Number of students

enrolled in the three levels

of preschool in the

selected municipalities

divided by the total

population of children of

3-5 years of age based on

the 2005 Population

Census Data. Indicator

would be calculated for all

preschools in the 43

selected municipalities.

PDO Indicator

Two: Gross

enrollment rate for

lower secondary

(grades 7-9) in

selected

municipalities

R

Percent

age 47 51 53 54 55 Annual

Annual

Monitorin

g Report

Department

of Statistics

Number of students

enrolled in grades 7-9 of

preschool divided by the

total population of

children 12-14 years of

age based on the 2005

Population Census Data.

Indicator would be

calculated for all

preschools in the 43

selected municipalities.

PDO Indicator

Three: Learning

conditions

improved in

preschool.

C Text No No Yes Yes Yes Annual

Annual

Monitorin

g Report

Directorate

of

Preschool,

Department

of Training

and

Department

of Statistics

Learning conditions

would be considered

effectively improved if

50% of the preschools

nationwide have at least 3

out of the 4 conditions

described below:

Preschool teachers

trained in the use of the

unified curriculum

Revised classroom

learning instruments are

available in preschools

Preschool teachers are

certified

Preschools have

received a package of

learning materials.

PDO Indicator

Four: Grade 9

completion rate.

R Percent

age 64 69 70 71 71 Annual

Annual

Monitorin

g Report

Department

of Statistics

Grade 9 completion rate is

the number of new

entrants (enrollments

minus repeaters) in grade

9, regardless of age,

divided by the population

at the entrance age for

grade 9. Indicator

calculated at the national

level.

PDO Indicator

Five: Percentage

of grade 9 students

achieving

intermediate,

advanced or above

proficiency

R Percent

age

Math: 51

Languag

e: 75

Math: --

Langua

ge: --

Math: --

Language: --

Math: 53

Languag

e: 77

Math: 53

Language:

77

Defined

by

MINED

Evaluatio

n Report

Office of

Learning

Evaluations

Directorate

of

Secondary

and

Department

The next assessment

would be carried out in

2015. Baseline is 2010

which is when the last

assessment was carried

out. The baseline is the

sum of three of the four

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013


Frequency Data Source/

Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

INTERMEDIATE RESULTS INDICATORS (IRIs)

Component 1: Increasing Access and Improving Learning Conditions of Preschool Education

IRI 1: Number of

preschool

classrooms

built/rehabilitated

and equipped in

selected

municipalities.

R Number 0 10 40 106 106 Annual

Annual

Monitoring

Report

Directorate

of

Infrastructure

Interventions to

improve a

preschool

classroom would

comprise: (i) the

construction

and/or

rehabilitation of

classrooms; (ii)

complementary

facilities

including, but not

limited to toilets,

recreational

areas,

water/sanitation

and security; and

(iii) the provision

(excellence) levels

standardized

evaluations for

Spanish and

Mathematics.

of Statistics levels established in the

scale of the 2010

assessment: intermediate,

advanced and excellence.

Tests are conducted on a

representative sample at

the national level.

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

of furniture and

equipment.

IRI 2: Preschool

unified

curriculum

developed.

R Text No Yes Yes Yes Yes Once

only

Annual

Monitoring

Report

Directorate

of Preschool

One curricular

framework and

three preschool

classroom

instruction guides

would be

integrated in one

unified preschool

curriculum

approved by the

Executive

Directorate of

MINED and

available on

MINED website.

IRI 3: Number

of certified

preschool

teachers

(Nationwide).

R Number 0 0 0 2,300 2,300 Annual

Annual

Monitoring

Report

Directorate

of Preschool

The number of

preschool

teachers that have

been certified

under the Project.

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

IRI 4: Number

of preschools that

receive learning

material

packages

R Number 0 8,500 8,500 8,500 8,500 Annual

Annual

Monitoring

Report

Directorate

of Preschool

Two types of

learning material

packages are

delivered: i)

educational

materials

including

dominos,

puzzles, musical

instruments, etc.

and ii) basic

material

packages that

include crayons,

watercolors,

scissors, etc..

Preschools

includes public

and community

schools

IRI 5: System to

evaluate early

childhood

development

outcomes and

preschool-age

learning

outcomes in

place and

operational.

C Number 0 0 1 2 2 Annual

Annual

Monitoring

Report

Evaluation

Office of

Learning

Evaluation,

Directorate of

Preschool and

Department of

Statistics

A new system

will be

developed, and

piloted for

validation. The

tools developed

to measure child

development

outcomes and

preschool-age

learning

outcomes will be

applied to a

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

sample that

includes a group

from the 43

selected

municipalities,

and which covers

a wide variety of

contexts and

regions, both in

rural as well as

urban areas.

System to

evaluate early

childhood

development

outcomes and

preschool-age

learning

outcomes is

designed and

piloted

Number 0 0 1 1 1 Once

only

Annual

Monitoring

Report

Evaluation

Office of

Learning

Evaluation,

Directorate

of Preschool

and

Department

of Statistics

(i) System to

evaluate early

childhood

development

outcomes and

preschool-age

learning

outcomes is

designed and

piloted; (ii)

System

validation

conducted in a

sample that

includes a group

from the 43

selected

municipalities,

and which covers

a wide variety of

contexts and

regions, both in

System

validation

conducted in a

representative

sample of

municipalities

nation-wide,

and results

published.

Number 0 0 0 1 1 Once

only

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

rural as well as

urban areas, and

results published.

Component 2: Improving Access, Quality and Completion of Lower Secondary Education

IRI 6: Number of

core schools

(K-9) with

facilities

improved for

lower secondary

education.

R Number 0 0 30 60 75 Annual

Annual

Monitoring

Report

Directorate

of

Infrastructure

Interventions to

improve a core

school facility

would comprise:

(i) eight new

and/or

rehabilitated

classrooms on

average per

school; (ii)

improved

learning facilities

(ICT, libraries,

vocational

workshops); (iii)

classroom

furniture and

blackboards; and

(iv)

complementary

facilities, such as

improved

sanitation, water

supply etc.

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

IRI 7: A

university-based

certification

program for

lower-secondary

teachers

implemented.

C Text No

946

student-teachers

enrolled

760

student-teachers

enrolled

750

student-teachers

certified

750

student-teachers

certified

Annual

Annual

Monitoring

Report

Directorate

of Secondary

Universities will

carry out, in

coordination with

the MINED, a

certification

program for

secondary school

teachers that lasts

three years and

which will grant

the certification

for “secondary

education teacher

with superior

technical level”.

IRI 8: Number of

secondary school

teachers who

participate in the

22-day in-service

teacher

upgrading

training based on

the secondary

curriculum.

R Number 0 0 216 1,600 1,600 Annual

Annual

Monitoring

Report

Directorate

of Training

Number of

secondary school

teachers

participating in

22-day in-service

courses

IRI 9: Number of

secondary

textbooks

distributed.

R

Number 0 0 1.29 million 1.50 million 1.50 million Annual

Annual

Monitoring

Report

Directorate

of Secondary

Textbooks would

be distributed for

grades 7 to 11 in

five subject

matters according

to the table 2.5 of

the PAD.

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

IRI 10: Number

of teaching

guides distributed

to secondary

school teachers.

C Number 0 0 16,300 16,300 16,300 Annual

Annual

Monitoring

Report

Directorate

of Secondary

Teaching guides

would be

distributed to all

secondary school

teachers in five

subject matters.

Component 3: Strengthening of the Ministry of Education’s Institutional Capacity for Preschool Education

IRI 11:

Directorate of

Preschool

Education is

equipped for

Project

implementation

and supervision

activities

R Yes/No No Yes Yes Yes Yes Once

only

Annual

Monitoring

Report

Directorate

of

Infrastructure

Directorate of

Preschool

Education

receives

equipment

including vehicle

for supervision of

Project activities

and computers to

develop

curriculum and

classroom guides

Component 4: Strengthening of the Ministry of Education’s Institutional Capacity for Lower Secondary Education

IRI 12: General

Directorate of

School

Infrastructure

(GDSI) offices

set up in two

departmental

education

delegations and

one territorial

division of

RAAS.

R Number 0 3 3 3 3 Once

only

Annual

Monitoring

Report

Directorate

of

Infrastructure

Three GDSI

offices are to be

created in Boaco,

León and Zelaya

Central. Each

office would

include basic

facilities for the

GDSI to conduct

pre-feasibility

studies, as well as

the monitoring

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

and supervision

of civil works

contracted to

individual

consultants.

IRI 13:

Development of

infrastructure

maintenance

guides/norms.

C

Yes/No No Yes Yes Yes Yes Once

only

Annual

Monitoring

Report

Directorate

of

Infrastructure

The maintenance

guide and norms

would be

developed by the

Directorate of

Infrastructure. It

would comprise a

simple booklet

for the school

communities

with a list of

recommendations

and some

awareness

materials

(poster/flyers for

instance). It

would be

distributed to all

new school

facilities financed

by the Project.

Intermediate

Results Indicators

Continued

(C)

Revised

(R)

Dropped

(D)

New

(N)

Core Unit of

Measure

Baseline

2013



Methodology

Responsibility

for Data

Collection

Description

(indicator


Actual

2015

Preliminary

2016

2017

IRI 14: Direct

project

beneficiaries (of

which female)

R Number 0 257,000 585,000 585,000 585,000 Annual

Annual

Monitoring

Report

Directorate

of Statistics

Total number of

pre-primary and

secondary school

children enrolled

at the time of

distribution of

textbooks and

total number of

teachers in

pre-primary and

lower secondary

schools at the

time of

distribution of

teaching

materials, as

reported by

MINED.

(of which female)

Percentage 50 50 50 50 Annual

Annual

Monitoring

Report

Directorate

of Statistics

Documents

World Bank Documentdocuments.worldbank.org/.../pdf/Restructuring-Paper-P133557-02231… · RESTRUCTURING PAPER ... between Disbursement Categories Yes [ ] No [ X ] Change in Disbursement