World Bank · Web view2015/09/10 · Component 1 will be revised to include the Borrower’s participation in the International Civic and Citizenship Study (ICCS) in 2015, managed

Document ofThe World Bank

FOR OFFICIAL USE ONLY

Report No: RES13494

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING

OF THE

BASIC EDUCATION PROJECT

LOAN 8226-PE

APPROVED JANUARY 17, 2013

TO THE

REPUBLIC OF PERU

September 10, 2015

Education Global PracticeLatin America and the Caribbean Region

CURRENCY EQUIVALENTS

(Exchange Rate Effective August 20, 2015)

Currency Unit = Peruvian Nuevos SolesPEN1 = USD 0.307USD1 = PEN3.2615

FISCAL YEARJanuary 1 – December 31

ABBREVIATIONS AND ACRONYMS

DEI Directorate of Preschool Education (Dirección de Educación Inicial)DIDE Directorate of Education Research and Documentation (Dirección de Investigación y Documentación

Educativa)DIGEDD General Directorate of Teacher Development (Dirección General de Desarrollo Docente).DIGC General Directorate of School Management Quality (Dirección General de Calidad de la Gestión

Escolar)DIGEDIE General Directorate of School Development (Dirección General de Desarrollo de las Instituciones

Educativas)DLI Disbursement-Linked IndicatorDNI National Identification Document (Documento Nacional de Identidad)DRE Regional Education Directorate (Dirección Regional de Educación)ECE Student Census Assessment (Evaluación Censal de Estudiantes)ECERS-R Early Childhood Environmental Rating Scales - RevisedEDI Early Development IndicatorsEN National Survey (Evaluación Nacional)IBRD International Bank for Reconstruction and DevelopmentICCS International Civic and Citizenship Study IEA International Association for the Evaluation of Educational AchievementIPPF Indigenous Peoples Planning FrameworkMINEDU Ministry of Education (Ministerio de Educación)OECD Organization for Economic Cooperation and DevelopmentOSEE Strategic Monitoring and Evaluation Office (Oficina de Seguimiento y Evaluación Estratégica)PAD Project Appraisal DocumentPDO Project Development ObjectivePISA Program for International Student AssessmentSPE Strategic Planning Secretariat (Secretaría de Planificación Estratégica)SIAF Financial Management Integrated System (Sistema Integrado de Administración Financiera del Estado)SWAp Sector Wide ApproachTERCE Third Regional Comparative and Explicative Study (Tercer Estudio Regional Comparativo y Explicativo

de Evaluación)UE 118 Executing Unit Nº118 (Unidad Ejecutora 118)UMC Learning Quality Measurement Office (Oficina de Medición de la Calidad de los Aprendizajes)UNESCO United Nations Educational, Scientific and Cultural Organization

Regional Vice President: Jorge Familiar Country Director: Alberto Rodriguez

Senior Global Practice Director: Claudia Maria Costin Practice Manager: Reema Nayar

Task Team Leader: Ines Kudo

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PERUBasic Education Project

CONTENTS

A. SUMMARY OF PROPOSED CHANGES............................................................................................4B. PROJECT STATUS................................................................................................................................... 6C. PROPOSED CHANGES...........................................................................................................................7ANNEX 1: RESULTS FRAMEWORK AND MONITORING..........................................................18ANNEX 2: DISBURSEMENT ARRANGEMENTS............................................................................24ANNEX 3: INSTITUTIONAL ARRANGEMENTS............................................................................26

2

DATA SHEETPeru

Basic Education (P123151)LATIN AMERICA AND CARIBBEAN

0000009057.

Report No: RES13494.

Basic InformationProject ID: P123151 Lending Instrument: Specific Investment Loan

Regional Vice President: Jorge Familiar Calderon Original EA Category: Not Required (C)

Country Director: Alberto Rodriguez Current EA Category: Not Required (C)Senior Global Practice Director: Claudia Maria Costin Original Approval Date: 17-Jan-2013

Practice Manager/Manager: Reema Nayar Current Closing Date: 31-Mar-2018

Team Leader(s): Ines Kudo.

Borrower: REPUBLIC OF PERU

Responsible Agency: Ministry of Education.

Restructuring TypeForm Type: Full Restructuring Paper Decision Authority: Country Director ApprovalRestructuring Level:

Level 2

.

Financing ( as of 21-May-2014 )Key Dates

Project Ln/Cr/TF Status Approval Date

Signing Date

Effectiveness Date

Original Closing Date

Revised Closing Date

P123151 IBRD-82260 Effective 17-Jan-2013 01-Jul-2013 20-May-2014 31-Mar-2018 31-Mar-2018

Disbursements (in Millions)

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

Disbursed

P123151 IBRD-82260 Effective USD 25.00 25.00 0.00 0.00 25.00.

Policy WaiversDoes the project depart from the CAS in content or in other significant Yes [ ] No [ X ]

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respects?

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

A. Summary of Proposed Changes1. Component 1 will be revised to include the Borrower’s participation in the International Civic and

Citizenship Study (ICCS) in 2015, managed by the International Association for the Evaluation of Educational Achievement (IEA), because this will contribute to enhancing the Borrower’s capacity to evaluate student learning in a third subject area (citizenship), and yield internationally comparable results for potentially benchmarking Peru’s own assessments in the subject. Also, Component 2, “Evaluating instructional practice and school leadership”, will include three new subcomponents: i) Teacher performance evaluation; ii) Design of the evaluation system to determine merit-based promotions within the Teaching Career; and iii) Design of the evaluation system to determine merit-based entrance to the Teaching Career. Adding these new subcomponents to the Project will contribute to strengthening MINEDU’s capacity to evaluate instructional practice beyond the original design by adding a new dimension to instructional practice.

2. To better focus on outcomes, two new PDO indicators will replace the first three PDO indicators in the original results framework. The third PDO indicator will be revised to reflect actual progress so far as well as changes in the operations plan, keeping the original final target. Intermediate result indicators will be increased from five to ten in order to measure all the key steps critical to achieving the PDO. Three of them are former PDO indicators which will be converted to intermediate results indicators, and two will be added to monitor new activities. All intermediate results indicators will be revised to reflect actual progress so far as well as changes in the operations plan and MINEDU’s organizational structure. Indicators 1, 3, and 7 will be modified from YES/NO to number format to allow for more accurate tracking of progress towards the PDO. The source and responsible unit for data collection for the core indicator, which measures direct Project beneficiaries, will be revised to reflect actual responsible units and data sources.

3. The cost of Component 2 will increase due to the addition of the new subcomponents. The cost of Components 1 and 3 will decrease because of the devaluation of the Nuevo Sol against the dollar.

4. In terms of the institutional arrangements, the overall technical coordinator of the Project will be the Planning Secretariat (SPE) instead of the Quality Measurement Unit (UMC), because the SPE, unlike the UMC, is hierarchically above all Directorates participating in the Project, which will contribute to Project coordination and implementation. The names of line units in charge of Project activities will be updated to reflect changes in MINEDU’s organizational rulebook, approved on January 31, 2015. The unit responsible for the implementation of the activities planned for 2015 and 2016 under subcomponent 2.1 (monitoring instructional practice) will now be the newly created Strategic Monitoring and Evaluation Office (OSEE) under the SPE, because the unit formerly responsible for it (DIDE) has been eliminated from the Ministry’s structure. The unit responsible for the new subcomponents will be the General Directorate of Teacher Development (DIGEDD). The name of the unit responsible for the administrative coordination of the project as well as for Component 3 will change from UEP (Unidad Ejecutora de Proyectos) to “UE 118” (Unidad Ejecutora Nº118), to reflect actual name of the Administrative Unit.

5. In the second covenant the acronym UEP will be replaced for “UE 118” to reflect current institutional arrangements. The third legal covenant will change to state that an Independent Verification Agent (instead of Agency) should be hired no later than three months after restructuring, instead of 6 months after effectiveness. The change from Agency to Agent is to

4

introduce flexibility to allow hiring of a firm or an individual. The change in the deadline is to allow the Government to hire the independent verification agent after such flexibility is introduced. Also a legal covenant will be included to ensure that the Borrower allocates adequate budgetary resources to the implementing units for the achievement of the DLIs.

6. Disbursement estimates will be revised to reflect the implementation progress, the fulfillment of DLIs, and the availability of eligible expenditures so far, as well as the most recent Operational Plan for the Project.

7. Disbursement Arrangements will be modified to assign equal value to all DLIs (USD3.125 million each) because previously DLIs were assigned different total values (USD1.5 or USD4.1 million each). Then a unit value will be calculated based on the final target for each DLI (e.g. if the final target is 25,000 school principal positions, unit value is set at USD125,000 per 1000 positions).

8. Project activities will be implemented through calendar year 2017 instead of 2016, in order to meet the original targets of all indicators in spite of delays. However, the Project closing date will remain in March, 2018.

9. The definition of “Eligible Budget Activities” or “EBA” in the Legal Agreement will be updated to include training.

10. In section IV “Implementation”, subsection B “Results Monitoring and Evaluation” of the PAD, the period covered by the progress reports will be modified to allow for periods different than a semester when necessary and previously agreed upon with the Bank.

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 [ ] No [ X ]

Cancellations Proposed Yes [ ] No [ X ]

Change to Financing Plan Yes [ ] No [ X ]

Change in Disbursement Arrangements Yes [ X ] No [ ]

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 [ X ] No [ ]

Change in Financial Management Yes [ ] No [ X ]

Change in Procurement Yes [ ] No [ X ]

Change in Implementation Schedule Yes [ X ] No [ ]

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

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

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

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 [ X ] No [ ].

B. Project StatusThe Project has contributed to some of MINEDU’s priority reforms, including the implementation of the new Teaching Career Law, through the competitive selection of school principals and the monitoring of teaching practices in the classroom; the scaling-up of the student assessment system, from measuring only 2nd grade in primary to measuring also preschool, 6th grade and soon 8th grade (2nd grade of secondary); and the dissemination of information for better results-based management and accountability. The Project has led to improvement in MINEDU's capacity to evaluate student learning as evidenced by MINEDU's administration of a national student assessment in math and reading to an additional grade (6th grade) in 2013, in addition to administering the second grade national assessment that has been carried out since 2007. The reports on the 2012 assessments were distributed to regional and local authorities, schools and parents in 2013, and the reports of the 2013 census tests were distributed in 2014, thus meeting the targets for years 2013 and 2014. Pilot assessments were carried out for 6th grade and 11th grade in 2013, and for 4th and 8th grades in math, reading and science in 2014.

The Project has also contributed to improving MINEDU’s capacity to evaluate student learning at the preschool level by supporting the first national survey to evaluate child development progress and the quality of public Preschool Education services, which was conducted in November 2014, meeting the target with one year delay. In addition, it supported Peru’s participation in international assessments of student learning outcomes: Peru participated in TERCE in 2013, conducted the required pilot for PISA 2015 in 2014, and PISA 2015 is currently underway.

The Project has also contributed to increasing MINEDU's capacity to evaluate instructional practice by supporting national studies to monitor instructional practice in Primary and Secondary Education in 2013 and 2014. MINEDU disseminated the national report for the 2012 study in 2013. MINEDU’s capacity to evaluate school management has also been strengthened as evidenced by MINEDU evaluating nearly 50,000 teachers for school principal positions in 2014, resulting in 15,334 school principal positions staffed through competitive selection, and exceeding the original 5,000 target. The Project contributed to this strengthened capacity by supporting MINEDU (i) to design and approve the National Framework for Good School Leadership in 2013, (ii) to design, pilot and implement school principal evaluation instruments and grading criteria in 2014, (iii) to carry out two rounds of school principal evaluations also in 2014, and (iii) to design a School Leadership Training program.

The Minister of Education has given new priority to implementing the Teacher Reform Law (Ley de Reforma Magisterial) that Peru adopted in late 2012, which effectively integrated all tenure teachers into the same career path, as they were previously divided under two regimes. The new career path determines remunerations, promotions, other incentives and sanctions based largely on performance, which according to the abovementioned Law, must be evaluated regularly. A range of new evaluation

6

instruments and processes are required to make all new teacher recruitment and promotion merit-based, and to initiate a process of regular performance evaluation and feedback for all teachers..

C. Proposed Changes.

Development Objectives/ResultsProject Development Objectives

Original PDO

The objective of the Project is to improve MINEDU's capacity to evaluate student learning, instructional practice, and school leadership in Basic Education.

Change in Results Framework

Explanation:

To better focus on outcomes, two new PDO indicators will replace the first three PDO indicators in the original results framework. The new PDO indicators will be:

PDO Indicator 1: Cycles of Preschool, Primary and Secondary Education levels with student learning outcomes analyzed. (number)

PDO Indicator 2: Instructional practices analyzed. (yes/no)

PDO indicator 2 will monitor outcomes of both the original subcomponent of studies of instructional practice and new teacher evaluations subcomponents in an integrated manner.

Targets for PDO indicator 3, which measures school management positions staffed through the school principal evaluation system, will be revised to reflect actual progress as well as changes in the operational plan. Thus, the target for 2014 will be revised to 15,000 because the original target (5,000) was exceeded; and the target for 2015 will be revised to from 10,000 to 1,000 to reflect the lower number of currently available positions, given that most were already staffed in 2014, and the target for 2016 was changed to 9,000 to complete the final target of 25,000, as originally and currently planned.

Intermediate result indicators will be increased from five to ten in order to measure all the key steps critical to achieving the PDO. Three of them are former PDO indicators which will be converted to intermediate results indicators, and two will be added to monitor new activities. All indicators will be revised to reflect actual progress so far as well as changes in the operations plan and MINEDU’s organizational structure. Indicators 1, 3, and 7 will be modified from YES/NO to number to allow for more accurate tracking of progress towards the PDO. The source and responsible unit for data collection for the core indicator, which measures direct Project beneficiaries, will be revised.

The former PDO indicators will become intermediate indicators 2, 3 and 7, because they are measuring outputs. They will remain as DLIs, as they measure progress towards the achievement of the PDO.

Intermediate Results Indicator 1, which measures the piloting of student assessment tests, will be modified from YES/NO to number, the description will be revised to monitor the piloting of the new grades to be assessed, and the targets will be adjusted accordingly, also to reflect progress so far.

Intermediate Result indicator 3, which measures the reporting of results of national student assessments, will be revised to refer to new grades being assessed and modified from YES/NO to number, with targets revised accordingly. The indicator’s description will be revised to clarify that the reports correspond to the previous year’s assessment and are delivered to regions and schools with their own

7

results.

The activities now span over five Calendar Years (2013-2017) instead of four (2013-2016), adding one year to the results framework because the new subcomponents will have targets to meet in 2017 as well, and because delays in effectiveness resulted in delays in meeting some of the targets, which will now be met with this additional year of implementation, namely:

Targets for the Intermediate Result indicator 2, which measures the additional grades evaluated through sound national assessments, will be revised to reflect delayed progress so far. Thus, a target of 1 additional grade will be added for 2017 so that the final target will be met one year later than originally planned.

Targets for Intermediate Result indicator 4, which measures the implementation of surveys to evaluate child development progress and the quality of public Preschool Education services, will be revised as the first survey was completed in 2014, instead of in 2013, and the second survey will be now planned for 2017, instead of 2016, because this survey is scheduled to be applied every three years to capture meaningful changes in a timely manner.

The 2018 closing date of the Project remains unchanged.

A new target for Intermediate Result indicator 5, which measures Borrower’s participation in international assessments of student learning outcomes, will be added because Peru is planning to participate in the International Civic and Citizenship Education Study (ICCS) in 2015.

Targets for Intermediate Result indicator 6 have been revised so as to have two studies for Primary Education and two for Secondary Education at the end of the Project. Thus, taking into account actual progress and changes in the operations plan, the target for year 2016 will be revised to 0. Wording of Intermediate Result indicator 6 will be revised to reflect the wording in the Legal Agreement and other parts of the PAD. Wording before was: “…national studies carried out to monitor instructional practice…” and now it will be: “National studies of classroom instructional practice…”

Intermediate Result indicator 7, which measures the reporting of results of national studies of classroom instructional practice, will be revised to measure the number of reports of said studies, and modified from YES/NO to number, with targets revised to reflect progress so far and changes in the operations plan. The indicator’s description will be revised to clarify that the reports correspond to the previous year’s assessment and are delivered to regions and schools with their own results.

Targets for Intermediate Result indicator 8, which measures the design of the school principal evaluation system, will be updated to reflect that the evaluation instruments and grading criteria were also implemented in 2014.

Units responsible for data collection for PDO indicator 2 and Intermediate Result indicator 7 will change from DIDE to OSEE, and for PDO indicator 3 and Intermediate Result indicator 8 it will change from DIGEDIE to DIGC, so as to reflect the latest changes in MINEDU’s organizational structure.

The results framework will also include two new Intermediate Result indicators in order to monitor implementation progress of the new subcomponents.

Intermediate Result indicator 9: Teacher performance evaluation system designed, implemented and results reported. (text)

Intermediate Result indicator 10: Evaluation instruments to determine entrance to and promotions within the Teaching Career designed. (text)

To ensure consistency between the results framework and the DLI tables, the targets in the results

8

framework will all be modified to be non-cumulative.

Data source and responsibility for data collection of the core indicator will be revised from SIAF to School Census, and from MEF to SPE, respectively to reflect actual responsible units and data sources.

Annex 1 to the finalized Restructuring Paper presents the revised Results Framework. For further clarity Annex 4 presents an auxiliary table highlighting changes in the indicators between the original and the restructured versions (not including the changes in targets, as they are already presented in Annex 1)..

Change in Legal Covenants

Explanation:

In the second covenant the acronym UEP will be replaced for “UE 118” to reflect current institutional arrangements.

The third legal covenant will change to state that an Independent Verification Agent (instead of Agency) should be hired no later than three months after restructuring (instead of 6 months after effectiveness). The change from Agency to Agent is to introduce flexibility to allow hiring of a firm or an individual. The change in the deadline is to allow the Government to allow time for the government to hire the independent verification agent after such flexibility is introduced, through the restructuring process.

Also a legal covenant will be included to ensure that the Borrower allocates adequate budgetary resources to the implementing units for the achievement of the DLIs.

Ln/Cr/TFFinance Agreement Reference

Description of Covenant

Date Due Status Recurre

nt Frequency Action

IBRD-82260

Effectiveness condition, IV, Art. 4.01

The Additional Conditions of Effectiveness consist of the following, namely that the Operational Manual has been adopted by the Borrower, through MINEDU.

19-May-2014

Complied with

No Change

IBRD-82260

Institutional Arrangements, Schedule 2, Section I.A.1

The Borrower, through MINEDU, shall operate & maintain, until the completion of the execution of the Project the UE 118, which shall be responsible for the Project' coordination, supervision, monitoring, evaluation & fiduciary

17-Aug-2014

Complied with

Revised

9

management, and shall, not later than 90 days after the Effective Date, employ fiduciary staff in adequate numbers acceptable to the Bank.

IBRD-82260

Independent Verification Agency Schedule 2, Section I.B.3 (a)

The Borrower, through MINEDU, shall no later than three months after restructuring, contract an agent, independent from the Borrower (Independent Verification Agent) w/experience & qualifications in the Ed. Sec. & TORs satisfactory to the Bank- for the carrying out of tech. reviews of agreed results during Project implementation, focused on the compliance of the DLIs -w/verification of protocols included in the OM.

Not yet due Revised

IBRD-82260

Safeguards Schedule 2, Section I.D.(a)

The Borrower, through MINEDU, shall carry out the Project in accordance with the IPPF.

Complied with Yearly No

Change

IBRD-82260

Withdrawal ConditionsSchedule 2, Section IV.B.

Notwithstanding the provisions of Part A of this Section, no withdrawal shall be made from the Loan Account until the Bank has received payment in full of the Front-end Fee.

31-Dec-2014

Complied with

No Change

IBRD-82260

Other Undertakings

The Borrower, through MINEDU, shall ensure, until completion of the

Complied with

Yearly New

10

Project, that adequate budgetary resources are annually allocated and made available to its units for the achievement of the DLIs.

.

FinancingChange in Disbursement Arrangements

Explanation:Disbursement Arrangements will be modified to assign equal value to all DLIs (USD3.125 million each) because previously DLIs were assigned different total values (USD1.5 or USD4.1 million each). Then a unit value will be calculated based on the final target for each DLI (e.g. if the final target is 25,000 school principal positions, unit value is set at USD125,000 per 1000 positions). See Annex 2 for the revised Disbursement Arrangements. Tables 2 and 4 in the PAD, will be consolidated into the revised Table 2 (see Annex 2).

Because of the addition of the 3 new teacher evaluation subcomponents in Component 2, three budget activities are being added: 1) Design of the evaluation system to determine merit-based promotions within the Teaching Career (line item number 5004410); 2) Teacher performance evaluation (line item number 5003128); 3) Design of the evaluation system to determine merit-based entrance to the Teaching Career (line item number 5003109). These new activities are reflected in the revised Table 3, which consolidates former Tables 3 and 6 from the PAD (see Annex 3).

Disbursement Estimates

Change in Disbursement Estimates

Explanation:Disbursement estimates, which were revised in the Implementation Status Report dated January 22, 2015, will be revised to reflect the implementation progress, the fulfillment of DLIs, and the availability of eligible expenditures so far, as well as the most recent Operational Plan for the Project.

All the values in this column for the period ending in December 2013 will be included in the disbursement request to be submitted to the Bank no later than September 2015.

Both December 2013 and December 2014 DLIs will be disbursed against no later than March 2016, due to the unavailability of eligible expenditures against which to disburse earlier. Fiscal Year Original (USD) Current (USD) Proposed (USD)

2015 8,950,000.00 0.00 0.00

2016 4,130,000.00 10,000,000.00 10,000,000.00

2017 6,470,000.00 7,500,000.00 11,000,000.00

2018 5,450,000.00 7,500,000.00 4,000,000.00

Total 25,000,000.00 25,000,000.00 25,000,000.00.

Components

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Change to Components and Cost

Explanation:

Component 1 will be revised to include the Borrower’s participation in the International Civic and Citizenship Study (ICCS) in 2015, managed by the International Association for the Evaluation of Educational Achievement (IEA) because this will contribute to enhancing the Borrower’s capacity to evaluate student learning in a third subject area (citizenship) and yield internationally comparable results for potentially benchmarking Peru’s own assessments in the subject.

Original description wording: Component 1. Evaluating student learning (USD20.245 million). Provision of support for the implementation of Eligible Budget Activities supporting the Program, including, inter alia: (a) the scale up of the existing second grade student assessment to cover additional grades and subject areas in Primary Education and Secondary Education schools; (b) the introduction of internationally validated methodologies for measuring child development outcomes and quality of services in Preschool Education; and (c) provision of support for the Borrower’s continued participation in international assessments managed by the OECD and UNESCO in order to compare trends in national results with international benchmarks.

Revised description wording:Component 1. Evaluating student learning (USD10.90million). Provision of support for the implementation of Eligible Budget Activities supporting the Program, including, inter alia: (a) the scale up of the existing second grade student assessment to cover additional grades and subject areas in Primary Education and Secondary Education schools; (b) the introduction of internationally validated methodologies for measuring child development outcomes and quality of services in Preschool Education; and (c) provision of support for the Borrower’s continued participation in international assessments managed by the OECD, UNESCO and IEA in order to compare trends in national results with international benchmarks.

Component 2, “Evaluating instructional practice and school leadership”, will include three new subcomponents: i) Teacher performance evaluation; ii) Design of the evaluation system to determine merit-based promotions within the Teaching Career; and iii) Design of the evaluation system to determine merit-based entrance to the Teaching Career. The new subcomponents will strengthen MINEDU’s capacity to evaluate instructional practice beyond the original design, by adding a new dimension to instructional practice. Besides just strengthening MINEDU’s ability to report on studies of classroom practice, the new subcomponents will strengthen MINEDU’s capacity to systematically evaluate teachers’ instructional practice with direct consequences for recruitment into the tenure track, performance-based incentives and promotions.

Original description wording: Provision of support for the implementation of the Eligible Budget Activities supporting the Program, including, inter alia, activities to strengthen MINEDU’s capacity for monitoring and evaluating the quality of instructional practice at the classroom level, as well as, for implementing a competency-based system for selecting and training candidates to school management positions.

Revised description wording:Provision of support for the implementation of the Eligible Budget Activities supporting the Program, including, inter alia, activities to strengthen MINEDU’s capacity for (i) monitoring and evaluating the quality of instructional practice at the classroom level and teacher performance, (ii) designing competency-based systems for selecting and promoting teachers, and (iii) selecting and training

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candidates to school management positions.

The detailed description of the new subcomponents is as follows:

Subcomponent 2.2. Teacher performance evaluation. This subcomponent will finance the design and implementation of a teacher performance evaluation system with the objective of increasing MINEDU’s capacity to systematically evaluate instructional practice. It will finance the design of an evaluation framework, standards, instruments and administration procedures for the teacher performance evaluation system, as well as guidelines and training modules for personnel involved in implementing the evaluations. The subcomponent will also finance: (i) materials (for printing and distribution) and training to the evaluation committees; (ii) training the decentralized educational management units to perform their duties in the evaluation process; and (iii) monitoring and providing technical assistance to the committees and the decentralized units during the evaluation processes. In the case of the exceptional phase (for teachers that didn’t pass the regular evaluation and have participated in a brief post-evaluation training course), it will also finance hiring the logistical operator in charge of administering the instruments developed by MINEDU (i.e. production and printing of the evaluation materials, safe and timely distribution), training and selection of supervising personnel, and training and monitoring field personnel. Finally, the subcomponent will finance data analysis and feedback reports to the evaluated teachers and other stakeholders in charge of making decision based on the results such as staff in regional and local education management offices.

Subcomponent 2.3. Design of the evaluation system to determine merit-based promotions within the Teaching Career. This subcomponent will finance the design of the evaluation system to determine merit-based promotions within the Teaching Career. The main activities will be: (i) developing standards for moving into each level of the career path; (ii) developing items and designing instruments; (iii) designing and implementing an item bank with support software and a data warehouse; (iv) acquiring software; and (v) capacity-building within MINEDU's technical teams.

Subcomponent 2.4. Design of the evaluation system to determine merit-based entrance to the Teaching Career. This subcomponent will finance the design of the evaluation system for the competitive selection of teachers into the Teaching Career. The selection will be carried out in two stages: first, through a national examination to assess pedagogic competence; and second, through a decentralized evaluation at the school-level to assess instructional practice and professional portfolio. The main activities will be: (i) developing the evaluation framework; (ii) developing items and designing instruments; (iii) providing technical support for the design and implementation of the evaluation system for entrance to the Teaching Career; and (iv) capacity-building within MINEDU's technical teams.

Changes to costProject cost in Peruvian Nuevos Soles will increase by about PEN231 million, from PEN433.44 million to PEN664.98 million, mainly due to the inclusion of the new subcomponents. This increase is after the deduction of about PEN201 million in expenditures corresponding to 2013 and 2014, because these activities were carried out with national procurement rules due to the delay in effectiveness, and are ineligible to be financed under the Project. Adjusting for the current exchange rate (of PEN3.2615=USD1) the total cost of the Components will increase from USD168.36 million to USD203.89 million. Physical contingencies (5 percent) and price contingencies (3 percent) will be revised accordingly. The total Project cost will increase from USD183 million to USD222 million.

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The cost of Component 2 will increase by PEN295.23 million (from PEN73.66 million to PEN368.89 million) or USD84.49 million due to the addition of the new subcomponents under it. The cost of Components 1 and 3 will decrease in US Dollars because of the devaluation of the Peruvian Nuevo Sol against the US Dollar and the exclusion of activities from 2013 and 2014 (for a total of USD48.97 million).

IBRD financing for each component will be recalculated to maintain the same proportion than the total cost of the components.

Component NameCurrent Cost (USDM)

Proposed Cost (USDM)

Current IBRD Financing (USDM)

Proposed IBRD Financing (USDM)

Action

Component 1. Evaluating student learning 136.34 88.92 20.24 10.90 Revised

Component 2. Evaluating instructional practice and school leadership

28.61 113.10 4.25 13.87 Revised

Component 3. Strengthening's MINEDU implementation capacity

3.41 1.86 0.51 0.23 Revised

Subtotal: 168.36 203.89

Physical contingencies 9.15 11.08 Revised

Price contingencies 5.49 6.65 Revised

Total: 183 221.62 25.00 25.00.

Other Change(s)Change in Institutional Arrangements

Explanation:

The overall technical coordinator of the Project will be under the Planning Secretariat (SPE) instead of the Quality Measurement Unit (UMC), because the SPE, unlike the UMC, is hierarchically above all Directorates participating in the Project, which will facilitate Project coordination.

The names of line units in charge of Project activities will be updated to reflect changes in MINEDU’s organizational rulebook, approved on January 31, 2015. The former Quality Measurement Unit (UMC) will now be the Office of Measurement of Learning Quality (but its acronym remains the same). The former General Directorate of School Development (DIGEDIE) will now be the General Directorate of School Management Quality and will be mapped to the Vice Ministry of Institutional Affairs and its new acronym will be DIGC.

The unit responsible for the implementation of the activities planned for 2015 and 2016 under subcomponent 2.1 (monitoring instructional practice) will now be the newly created Strategic Monitoring and Evaluation Office (OSEE) under the SPE, because the unit formerly responsible for it (DIDE) has been eliminated from the Ministry’s structure.

The unit responsible for the new subcomponents will be the Directorate of Teacher Evaluation

14

(DIGEDD). Annex 3 contains the revised Project Organization Chart and responsible units for each budget activity. Tables 3 and 6 in the PAD, will be consolidated into Revised Table 3.

The name of the unit responsible for the administrative coordination of the project as well as for Component 3 will change from UEP (Unidad Ejecutora de Proyectos) to “UE 118” (Unidad Ejecutora Nº118), to reflect actual name of the Administrative Unit.

Change in Implementation Schedule

Explanation:Implementation will run until calendar year 2017 (it was originally planned to finish in 2016) because the new subcomponents will have targets to meet in 2017, and because delays in effectiveness resulted in delays of targets for Intermediate Result indicators 2 and 4, which will now be met in 2017 instead of 2016. Thus, one additional grade will be evaluated with a national assessment in 2017; and the second national survey to evaluate child development progress and the quality of public Preschool Education services will also be carried out in 2017.

However, the Project closing date will remain in March, 2018.

Other Changes

Explanation:

The definition of “Eligible Budget Activities” or “EBA” in the Legal Agreement will be updated to include training. The definition of Training will be added to Section I of the Appendix in the Legal Agreement, as follows: “ “Training” means the reasonable costs, as shall have been approved by the Bank, for training, workshops meetings and seminars conducted under the Project, including tuition, travel and subsistence costs for training and workshop participants, costs associated with securing the services of trainers and workshop speakers, rental of training and workshop facilities, preparation and reproduction of training and workshop materials, and other costs directly related to training course and workshop preparation and implementation (but excluding goods and consultants’ services).”. The procurement will be done using NCB and Shopping procedures as discussed below. Direct Contracting (paragraph 3.7 of the Procurement Guidelines) may be used for the payment of registration fees, up to a ceiling amount to be established annually in the Procurement Plan.

In section IV “Implementation”, subsection B “Results Monitoring and Evaluation” of the PAD, the period covered by the progress reports will be modified to allow for periods different than a semester when necessary and previously agreed upon with the Bank, because the first progress report, which includes the period before effectiveness, will cover a period longer than 6 months.

Original description wording: These reports should be submitted to the Bank twice a year, cover the period of one calendar semester, and be furnished to the Bank not later than 60 days after the end of the period covered by each such report.

Revised description wording:These reports should be submitted to the Bank twice a year, cover the period of one calendar semester or any other period agreed upon with the Bank, and be furnished to the Bank not later than 60 days after the end of the period covered by each such report.

.

Change(s) in Appraisal Summary

15

Appraisal Summary Change in Technical Analysis

Explanation:

The technical analysis will be expanded to include discussion of the evidence on the importance of teacher evaluation. There is growing evidence (Bruns and Luque, 2014; Kane et al, 2013; Dee and Wyckoff, 2013; Manzi et al, 2012) that institutional capacity for systematic evaluation of teacher performance is a critical complement to any reform of the teacher career path, such as the new Teacher Reform Law adopted in Peru in 2012. To achieve legitimacy with teachers and signal the right incentives, teacher performance evaluation should be comprehensive – including direct observation of teachers’ classroom practice – and carried out by expert observers who are external to the school, to ensure fairness and system-wide learning. Peru’s 2012 Teacher Law is one of the most advanced in Latin America, as it mandated that comprehensive, expert evaluation of teachers and principals be the basis for promotions and dismissals. Given the technical challenges of designing and implementing such processes, the Government has requested the Bank to include this in the project.

Appraisal Summary Change in Risk Assessment

Explanation:Stakeholder risk will change from Substantial (in the PAD) to High because there is a risk that Teacher Union opposes the teacher evaluations.

This risk will be mitigated through: Designing transparent evaluation indicators, criteria (rubrics), and instruments based on the

National Framework for Good Teaching. Contracting out the design and implementation of key evaluation processes to renowned

institutions to provide assurance that teacher evaluations are not politically manipulated and are technically sound.

As part of other activities not supported directly by this program, the Government will implement teacher training and mentoring programs to help teachers improve their practice, and specific support programs will target teachers who score low in their performance evaluation to help them improve for their next (exceptional) evaluation.

Risk Category Rating1. Political and Governance Low

2. Macroeconomic Low

3. Sector Strategies and Policies Moderate

4. Technical Design of Project or Program Moderate

5. Institutional Capacity for Implementation and Sustainability High

6. Fiduciary Low

7. Environment and Social Low

8. Stakeholders High

9. Other --

OVERALL Substantial

16

Annex 1: Results Framework and MonitoringThe objective of the Project is to improve the MINEDU’s capacity to evaluate student learning, instructional practice, and school leadership in Basic Education.

Status Indicator

Cor

e Unit of Measure Baseline

Target ValuesFrequency

Data Source/

Methodology

Responsibility for Data Collection

Description(indicator definition,

etc.)2013

Actual2014

Actual 2015 2016 2017 End Target

PDO Level Results IndicatorsNEW PDO Indicator

1: Cycles of Preschool, Primary and Secondary Education levels with student learning outcomes analyzed.

Number

Cycle III with

student learning

outcomes analyzed (2007-2012)

0 2

(e.g. Cycle II & V)

1 (e.g. Cycle

VI)

1 (e.g. Cycle

IV)4 Annua

l Report UMC/DEI

In this case, student learning outcomes are defined as the results students obtained in standardized tests administered by MINEDU. In preschool, student learning is equivalent to

child development progress, as standardized testing as this age is not possible.The Basic Education System in Peru comprises Preschool, Primary and Secondary, and it is divided in 7 education cycles as follows: Preschool: Cycles I (ages 0-2) and II (ages 3-5)Primary: Cycles III (grades 1-2), IV (grades 3-4) and V (grades 5-6)Secondary: Cycles VI (grades 7-8), and VII (grades 9-11)Verification protocol: (1) publication of a summary national report in MINEDU’s website meets the requirements established in the Operations Manual for this Indicator, including: (a) analysis of results of the previous year’s national assessments of student learning or child development outcomes, and (b) when available, analysis of trends over time of these outcomes. The analyses should be disaggregated by gender, area (rural/urban), type of school (multigrade, full-grade) and/or region, as the case may be and when data are available.

NEW PDO Indicator 2: Instructional practices

YES/NO NO NO NO YES YES NO YES Annual

Report DIGEDD/ OSEE

Instructional practices analyzed from the results of the national studies of classroom instructional practice, and/or from the teacher

17

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


analyzed. performance evaluations or the evaluations carried out to determine access to or promotion within the Teaching Career.Results of the analysis are presented in a report that will be used by MINEDU.Verification protocol: (1) report meets the requirements established in the Operations Manual for this Indicator, including analysis of trends over time of results from the classroom observation studies or results from teacher evaluations, or both, when available. The analyses should be disaggregated by area (rural/urban), type of school (multigrade, full-grade) gender, and/or region, as the case may be, and when confidentiality is not risked.

Revised

PDO Indicator 3: School management positions staffed through the school principal evaluation system.

Number 0 0 15,0001 1,000 9,000 25,000 Annual

Report DIGEDD / DIGC

School management positions include principals and vice principals of public preschool, primary and secondary schools.Verification protocol: Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) number of teachers evaluated in the first round (national); (2) number of teachers evaluated in the second round (regional); (3) number of school principals and vice principals selected; (4) number of positions staffed with selected candidates. The Technical Datasheet will be accompanied by a database of school management positions opened for the selection process, including school ID and basic information for the appointed principal or vice principal, as established in the Operations Manual.

1 Preliminary figure

18

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


Intermediate Result (Component One): Evaluating student learningINTERMEDIATE RESULTS

Revised

Intermediate Result indicator 1: Student assessments for new grades of Primary Education and Secondary Education levels validated in a pilot study.

Number 0 2 2 0 0 0 4 Annual ECE/EN UMC

Items and administration procedures piloted in a sample of schools for each test (subject area and grade) and validated based on the analysis of the pilot results.Verification protocol: (1) Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including description of the quality of the items piloted (psychometric properties) for the new grades to be assessed. 2. Administrators’ Manual validated.

Revised

Intermediate Result indicator 2: Additional grades at the Primary Education and Secondary Education levels in which sound national assessments are administered in at least two subject areas.

Number0

2nd grade (2007-2012)

1(e.g. 6th) 0 1

(e.g. 8th)1

(e.g. 4th)1

(e.g. 11th) 4 Annual ECE/EN UMC

Additional grades assessed include those participating for the first time in census tests (which require coverage of at least 80 percent of students in the grades tested in public and private schools), or in nationally and regionally representative samples, with a periodicity of at least every three years.Soundness of the assessments means that the tests measure core competencies in the curriculum relevant for the grade and subject being tested, and they do so consistently enough so as to yield the same results on repeated administrations. Verification protocol: Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: the coverage of schools and students, psychometric properties, summary of content validity.

Revised

Intermediate Result indicator 3: Results of

Number 0 1(e.g.6th)

1(e.g.8th)

1(e.g.4th)

3 Annual

Report UMC Reports of previous year’s national test results for new grades assessed, distributed to at least 70 percent schools for census-based assessments

19

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


national student assessments in new grades at the Primary Education and Secondary Education levels reported at the regional and school level.

(ECE), or to at least 90 percent regional education offices for sample-based assessments. Reports should contain the specific results of the schools or regions, as the case may be.Verification protocol: Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (a) percentage of schools evaluated two years before that received their reports in the year for which the reporting applies (ECE), excluding those that were shut down, or (b) percentage of Regional Education Directorates (DRE) that received their reports (sample assessments). The Technical Datasheet for the ECE will be accompanied by the database of schools that participated in the ECE indicating which ones received their reports and the information of the person who signed the receipt (name, DNI, position in the school). The Technical Datasheet for the sample assessments will be accompanied by the scanned copies of the confirmation of reception stamped by the DRE.

Revised

Intermediate Result indicator 4: National surveys carried out to evaluate child development progress and the quality of public Preschool Education services.

Number 0 01

(EDI and ECERS-R)

0 01

(EDI and ECERS-R)

2Every three years

EDI and ECERS-R DEI/UMC

The selected instruments for measuring child development (EDI) and for evaluating the quality of public preschool services (ECERS-R) have been validated internationally.Verification protocol: Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design, (2) coverage of schools and students, (3) psychometric analysis of the instruments.

Revis Intermediate Text Last TERCE (Pilot PISA - 3 3 Report UMC Verification protocol: 1. Technical Datasheet submitted

20

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


ed Result indicator 5: Borrower’s (through MINEDU) participation in international assessments of student learning outcomes.

participation in PISA 2012. Pilot

TERCE

PISA) ICCS (PISA, TERCE, ICCS)

(PISA,

TERCE,

ICCS)

(OECD, UNESCO,

IEA)

by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design and (2) coverage of schools and students.2. Proof of delivery of the raw database with the student’s answers to OECD /UNESCO / IEA (email or system confirmation).

Intermediate Result (Component Two): Evaluating instructional practice and school leadershipRevised

Intermediate Result indicator 6: National studies of classroom instructional practice in Primary Education and/or Secondary Education levels, as the case may be.

Number 1(Primary)

1(Secondary)

1(Primary)

1(Secondary) 0 0 3 Annua

l Report OSEE

Classroom instructional practices are defined as: the effective use of instructional time (time-on-task), curricular coverage, cognitive demand of learning activities, and classroom climate. The national studies will use the Stallings Classroom Snapshot instrument as the main measure of time on task, learning activities and materials being used in the classroom. Other attributes of classroom instructional practices may be measured in a subsample of schools with other instruments. Observations will be carried out alternately in primary and secondary schools, such that each level is measured every other year. Samples will be nationally representative. Results are presented in a national report that will be delivered to at least 90 percent of DRE and published in MINEDU’s website.Verification protocol: Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design, (2) coverage of schools and students, and (3) instruments administered..

21

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


Revised

Intermediate Result indicator 7: Results of national studies of classroom instructional practice reported at the national level.

Number 0 1 0 2 1 0 4 Annual Report OSEE

Classroom instructional practice is defined as the effective use of instructional time (time-on-task), curricular coverage, cognitive demand of learning activities, and classroom climate. Results are presented in a national report that will be delivered to at least 90 percent of DRE and published in MINEDU’s website.Verification protocol: 1. Publication of the national report in MINEDU’s website, reporting: (a) Percentage of class time the teacher is involved in academic tasks in public schools; (b) Percentage of class time all the students are involved in academic tasks in public schools; (c) executive summary of the main results of the assessment of curricular coverage, cognitive demand of learning activities, and classroom climate, when available. Points (a) and (b) will be disaggregated by multigrade/single grade in primary and rural/urban in secondary.2. Scanned copies of the confirmation of reception stamped by the DRE.

Revised

Intermediate Result indicator 8: School principal evaluation system designed.

Text 0 National Framework for Good School

Leadership approved

Evaluation instruments, and grading

criteria designed,

piloted and implemente

d.

School Leadership

training program designed.

Software to support the

school principal

evaluation system

designed.

School principal evaluation system designed.

Annual

Report DIGEDD / DIGC

The school principal evaluation process consists of two stages: the first one is carried out at the national level and the second one is decentralized to regional committees. The design of the system will consist of defining the evaluation criteria based on a performance framework for school principals, developing the instruments and grading criteria (rubrics) for each stage of the evaluation process, and an induction program for the selected principals. Verification protocol: (1) Ministerial Resolution approving the National Framework for

22

Status Indicator

Cor



Data Source/

Methodology



etc.)2013

Actual2014


School Managers; (2) technical report submitted by MINEDU containing the instruments and grading criteria; (3) technical report submitted by MINEDU containing the design of the induction program.

New Intermediate Result indicator 9: Teacher performance evaluation system designed, implemented and results reported.

Text 0 0

Teacher performance

standards designed

Proposal of evaluation instruments

First round of regular

performance evaluations carried out

First round of

exceptional performance evaluations carried out

First round of

performance

evaluations carried out

Annual Report DIGEDD

The teacher performance evaluation consists of two stages: first, the regular performance evaluation process, conducted by the Regional Education Directorates under the guidance and supervision of MINEDU; and second, for those who do not pass the first round, an exceptional evaluation carried out by MINEDU or by a qualified third party hired by MINEDU for this purpose.

Verification protocol: (1) technical report submitted by MINEDU containing the teacher performance indicators; (2) technical report submitted by MINEDU containing the instruments and grading criteria; (3) technical report submitted by MINEDU containing the number of teachers evaluated by UGEL and DRE; (4) technical report submitted by MINEDU containing the aggregate results of the first round, disaggregated by region, gender, subject area, multigrade/single grade in primary and rural/urban in secondary, as the case may be.

New Intermediate Result indicator 10: Evaluation instruments to determine entrance to and promotions within the Teaching Career

Text 0 Evaluation instruments to determine entrance to

the Teaching

Career designed.

Evaluation instruments

for promotion in preschool

designed.


for promotion in

primary, designed.


to determine entrance to

and promotions within the Teaching

Career designed

Annual

Report DIGEDD The reassignment evaluation are exceptional promotions to reassign teachers who were transferred from the previous Teaching Career and in the process were downgraded to a lower level in the new career.Verification protocol: technical report submitted by MINEDU containing the description of the construct(s) to be evaluated, the structure of the instruments and type of evaluation activities,

23

Status Indicator

Cor


Target Values Frequency

Data Source/

Methodology



etc.)2013

Actual2014


designed table of specifications or evaluation matrix, and preliminary grading rubrics when it applies.

No change

CORE INDICATOR: Direct Project beneficiaries (number), of which female (percentage).

Number (

Percentage) 0 5.7 million (50%)

5.7 million (50%)

5.7 million (50%)

5.7 million (50%)

5.7 million (50%)

5.7 million (50%)

Annual

School Census SPE

Direct beneficiaries average 5.7 million students in preschool, primary and secondary public schools. Figures are based on the 2011 school census. The percent of female is an estimate.

24

Annex 2: Disbursement Arrangements

Revised Table 2. Disbursement-Linked Indicators (DLIs)Disbursement * 1 2 3 4

DLI subtotal

and unit value

Verification ProtocolDisbursement date Sep-15 Mar-16 Sep-16 Sep-17 Mar-18

End of period Dec-13 Dec-14 Dec-15 Dec-16 Dec-17

DLI # Indicator Baseline and Final Target Disbursement value and annual target

1

PDO Indicator 3: School management positions staffed through the school principal evaluation system.

Baseline: 0Final Target: 25,000

$1,875,000

15,000

$125,000

1,000

$1,125,000

9,000

$3,125,000

Unit value: $125,000 per

1000 positions

Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) number of teachers evaluated in the first round (national); (2) number of teachers evaluated in the second round (regional); (3) number of school principals and vice principals selected; (4) number of positions staffed with selected candidates. The Technical Datasheet will be accompanied by a database of school management positions opened for the selection process, including school ID and basic information for the appointed principal or vice principal, as established in the Operations Manual.

2

Intermediate Result indicator 1: Student assessments for new grades of Primary Education and Secondary Education levels validated in a pilot study.

Baseline: 0Final Target: 4

$1,562,500

2

$1,562,500

2

$3,125,000


pilot study

1. Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including description of the quality of the items piloted (psychometric properties) for the new grades to be assessed. 2. Administrators’ Manual validated.

3

Intermediate Result indicator 2: Additional grades at the Primary Education and Secondary Education levels in which sound national assessments are administered in at least two subject areas.


$781,250

1

$781,250

1

$781,250

1

$781,250

1

$3,125,000


additional grade

Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: the coverage of schools and students, psychometric properties, summary of content validity.

4

Intermediate Result indicator 3: Results of national student assessments in new grades at the Primary Education and Secondary Education levels reported at the regional and school level.


$1,041,670

1(e.g.6th)

$1,041,670

1(e.g.8th)

$1,041,670

1(e.g.4th)

$3,125,000

Unit value: $1,041,670

per new grade

reported

Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (a) percentage of schools evaluated two years before that received their reports in the year for which the reporting applies (ECE), excluding those that were shut down, or (b) percentage of Regional Education Directorates (DRE) that received their reports (sample assessments). The Technical Datasheet for the ECE will be accompanied by the database of schools that participated in the ECE indicating which ones received their reports and the information of the person who signed the receipt (name, DNI, position in the school). The Technical Datasheet for the sample assessments will be accompanied by the scanned copies of the confirmation of reception stamped by the DRE

5

Intermediate Result indicator 4: National surveys carried out to evaluate child development progress and the quality of public Preschool Education services.


$1,562,500

1

$1,562,500

1

$3,125,000

Unit value: $1,562,500per survey

Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design, (2) coverage of schools and students, (3) psychometric analysis of the instruments.

25

Disbursement * 1 2 3 4DLI

subtotal and

unit value

Verification ProtocolDisbursement date Sep-15 Mar-16 Sep-16 Sep-17 Mar-18

End of period Dec-13 Dec-14 Dec-15 Dec-16 Dec-17

DLI # Indicator Baseline and Final Target Disbursement value and annual target

6

Intermediate Result indicator 5: Borrower’s (through MINEDU) participation in international assessments of student learning outcomes.

Baseline: 1 (PISA 2012)Final Target: 3

$1,041,670

TERCE

$2,083,330

PISA/ICCS

$3,125,000

Unit value: $1,041,670

per assessment

1. Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design and (2) coverage of schools and students.2. Proof of delivery of the raw database with the student’s answers to OECD /UNESCO / IEA (email or system confirmation).

7

Intermediate Result indicator 6: National studies of classroom instructional practice in Primary Education and/or Secondary Education levels, as the case may be.


$1,041,670

1

$1,041,670

1

$1,041,670

1

$3,125,000

Unit value: $1,041,670 per study

Technical Datasheet submitted by MINEDU meets the requirements established in the Operations Manual for this Indicator, including: (1) sample design, (2) coverage of schools and students, and (3) instruments administered.

8

Intermediate Result indicator 7: Results of national studies of classroom instructional practice reported at the national level.


$781,250

1 0

$1,562,500

2

$781,250

1

$3,125,000

Unit value: $781,250 per report

1. Publication of the national report in MINEDU’s website, reporting: (a) Percentage of class time the teacher is involved in academic tasks in public schools; (b) Percentage of class time all the students are involved in academic tasks in public schools; (c) executive summary of the main results of the assessment of curricular coverage, cognitive demand of learning activities, and classroom climate, when available. Points (a) and (b) will be disaggregated by multigrade/single grade in primary and rural/urban in secondary.2. Scanned copies of the confirmation of reception stamped by the DRE.

Total estimated disbursement (millions USD) 5.21 6.04 6.64 3.73 3.39 25.00* All the values in this column for the period ending in December 2013 will be included in the disbursement request to be submitted to the Bank no later than September 2015.The total disbursement amounts are illustrative. In all cases, the disbursed amount will be calculated as the aggregate amount assigned to each DLI minus the amount of DLIs not achieved or plus the DLIs over achieved, or the aggregated budget execution (expenditures paid) of the related Budget Activity for each period in the case the actual execution is less than the aggregate amount of DLIs achieved.

26

Annex 3: Institutional Arrangements

Revised Table 3. Project Components, Budget Activity code, responsible units and annual budget (in Thousand Nuevos Soles)Project components Budget

Activity codeResponsible

Units 2014 2015 2016 2017 Total

1 Evaluating student learning 50.78

84,140.43

98,514.70

107,311.19

290,017.10

1.1 Student Census Assessment (ECE) 5000244 UMC 50.78

71,513.92

76,601.59

84,679.89

232,846.18

1.2 National sample evaluations 5000252 UMC 20,331.91

22,631.30

42,963.21

1.3 Participation in international assessments 5000253 UMC 12,293.61

131.35 12,42

4.96

1.4 Assessment of preschool students and quality of services 5003145 DEI/UMC 33

2.90 1,449

.85 1,782.75

2 Evaluating instructional practice and school leadership 42,709.65

196,972.28

129,206.79

368,888.72

2.1 Monitoring learning opportunities in the classroom 5003146 OSEE 1,16

3.00 1,161

.60 87

8.46 3,20

3.06

2.2 School principal evaluation system 5004409 DIGEDD/ DIGC

39,226.65

167,010.68

75,128.33

281,365.66

2.3 Teacher performance evaluation 5003128 DIGEDD 1,550.00

24,750.00

51,250.00

77,550.00

2.4Design of the evaluation system to determine merit-based promotions within the Teaching Career

5004410 DIGEDD 600.00

2,350.00

1,650.00

4,600.00

2.5 Design of the evaluation system to determine merit-based entrance to the Teaching Career 5003109 DIGEDD 17

0.00 1,700

.00 30

0.00 2,17

0.00

3 Strengthening MINEDU implementation capacity 271.01

2,014.30

1,858.81

1,930.81

6,074.93

3.1 Program management 5000276 UE 118 271.01

2,014.30

1,858.81

1,930.81

6,074.93

TOTAL 321.79

128,864.38

297,345.79

238,448.79

664,980.75

27

Revised Figure 1. Project’s Organizational Chart

MINEDU

TECHNICAL COORDINATOR

SWAP(SPE)

OSEE

DIGEDD

DIGC

LEGAL ADVISOR

HEAD OF UE 118

STEERING COMMITTEE

Administrative CoordinationADMINISTRATIVE

COORDINATOR

DEI

Accounting

Accounting SpecialistAccounting Assistant

UMC

Procurement

2 Procurement Specialists2 Procurement Assistants

Equity SpecialistGeneral Services Specialist

3 Procurement Professionals

Treasure

Treasure Specialist2 Treasure Assistants

Planning, Monitoring and Evaluation Area

Planning and Budget Specialist

Monitoring and EvaluationSpecialist

Finance

Financial SpecialistFinancial Assistant

Logistics

Evaluation CoordinatorPIP Evaluation Specialist

28

Annex 4: Changes to the indicators between the original and the restructured versions of the Results FrameworkSTATUS ORIGINAL INDICATOR REVISED/PROPOSED INDICATORNEW (number)

PDO Indicator 1: Cycles of Preschool, Primary and Secondary Education levels with student learning outcomes analyzed. (#)

NEW (Y/N) PDO Indicator 2: Instructional practice analyzed. (Y/N)Revised PDO Indicator 1: Number of additional grades at the Primary Education and

Secondary Education levels in which sound national assessments are administered in at least two subject areas. (#)

Intermediate Result indicator 2: Additional grades at the Primary Education and Secondary Education levels in which sound national assessments are administered in at least two subject areas. (#)

Revised PDO Indicator 2: Annual Results of national student assessments at the Primary Education and Secondary Education levels reported at the national, regional and school level. (Y/N)

Intermediate Result indicator 3: Results of national student assessments in new grades at the Primary Education and Secondary Education levels reported at the regional and school level. (#)

Revised PDO Indicator 3: Annual Results of national studies of classroom instructional practice reported at the national level (Y/N)

Intermediate Result indicator 7: Results of national studies of classroom instructional practice reported at the national level. (#)

Revised PDO Indicator 4: Number of school management positions staffed through the school principal evaluation system. (#)

PDO Indicator 3: School management positions staffed through the school principal evaluation system. (#)

Revised Intermediate Result indicator 1: Yearly student assessments for selected grades of Primary Education and Secondary Education levels validated in a pilot study. (Y/N)

Intermediate Result indicator 1: Student assessments for new grades of Primary Education and Secondary Education levels validated in a pilot study. (#)

Revised Intermediate Result indicator 2: Number of surveys carried out to evaluate child development progress and the quality of public Preschool Education services. (#)

Intermediate Result indicator 4: National surveys carried out to evaluate child development progress and the quality of public Preschool Education services. (#)

Only targets revised

Intermediate Result indicator 3: Borrower’s (through MINEDU) participation in international assessments of student learning outcomes. (Text)

Intermediate Result indicator 5: Borrower’s (through MINEDU) participation in international assessments of student learning outcomes. (Text)

Revised Intermediate Result indicator 4: Number of national studies carried out to monitor instructional practice in Primary Education and/or Secondary Education levels, as the case may be. (#)

Intermediate Result indicator 6: National studies of classroom instructional practice in Primary Education and/or Secondary Education levels, as the case may be. (#)

Only targets revised

Intermediate Result indicator 5: School principal evaluation system designed. (Text)

Intermediate Result indicator 8: School principal evaluation system designed. (Text)

New (text) Intermediate Result indicator 9: Teacher performance evaluation system designed, implemented and results reported. (Text)

New (text) Intermediate Result indicator 10: Evaluation instruments to determine entrance to and promotions within the Teaching Career designed (Text)

Note: Targets were revised in all indicators and converted to non-cumulative.

29

Documents

World Bank · Web view2015/09/10 · Component 1 will be revised to include the Borrower’s participation in the International Civic and Citizenship Study (ICCS) in 2015, managed