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REPUBLIC OF GHANA MINISTRY OF EDUCATION SECONDARY EDUCATION IMPROVEMENT PROJECT (SEIP) PROJECT IMPLEMENTATION MANUAL (September 29, 2014)
REPUBLIC OF GHANA
MINISTRY OF EDUCATION
SECONDARY EDUCATION
IMPROVEMENT PROJECT
(SEIP)
PROJECT IMPLEMENTATION MANUAL
(September 29, 2014)
SEIP PIM 2014-2019
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LIST OF ACRONYMS
AESL Architectural and Engineering Services Limited
AESOP Annual Education Sector Operational Plan
AfDB African Development Bank
ARIC Audit Review and Implementation Committee
BECE Basic Education Certification Exam
BER Budget Execution Report
CAGD Controller and Accountant General‘s Department
CAMFED Campaign for Female Education
CENDLOS Centre for National Distance Learning and Open Schooling
CHASS Conference of Heads of Assisted Secondary Schools
CQS Selection Based on Consultants‘ Qualifications
CSO Civil Society Organization
CSSPS Computerized School Selection and Placement System
DACF District Assemblies Common Fund
DEO District Education Office
DEOC District Education Oversight Committee
DFID Department for International Development
DLIs Disbursement-linked Indicators
DLRs Disbursement-linked Results
DSSEP Development of Senior Secondary Education Project- Education III
ECOWAS Economic Community of West African States
EEPs Eligible Expenditure Programs
EFA Education For All
EMIS Education Management Information System
EOI Expression of Interest
EPA Environmental Protection Agency
ESMF Environmental and Social Management Framework
ESP Education Sector Plan
ESPR Education Sector Performance Report
FAA Financial Administration Act
FAR Financial Administration Regulation
FBS Fixed Budget Selections
FM Financial Management
FPMU Funds and Procurement Management Unit
GAS Ghana Audit Service
GCR General Counterfoil Receipt
GDP Gross Domestic Product
GER Gross Enrollment Rate
GES Ghana Education Service
GESCI Global E-Schools and Communities Initiative
GETFUND Ghana Education Trust Fund
GEU Girls Education Unit
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GIFMIS Ghana Integrated and Financial Management Information System
GLSS Ghana Living Standards Survey
GoG Government of Ghana
GPEG Ghana Partnership for Education
GPN General Procurement Notice
GSGDA Ghana Shared Growth and Development Agenda
GSS Ghana Statistical Service
IBRD International Bank for Reconstruction and Development (World Bank)
IC Individual Consultants
ICB International Competitive Bidding
ICT Information and Communication Technology
ICU Infrastructure Coordination Unit
IDA International Development Agency
IFRs Interim Financial Reports
IGF Internally Generated Funds
INSET In-Service Training
IPSAS International Public Sector Accounting Standards
IUFR Interim Unaudited Financial Reports
LCS Least Cost Selection
MDG Millennium Development Goal
MOE Ministry of Education
MOF Ministry of Finance
MTEF Medium Term Expenditure Framework
NCB National Competitive Bidding
NCCA National Council for Curriculum and Assessment
NCTE National Council for Tertiary Education
NESAR National Education Sector Annual Review
NIB National Inspectorate Board
NITA National Information Technology Agency
NTC National Teaching Council
PBME Planning, Budget, Monitoring and Evaluation
PCU Project Coordination Unit
PIM Project Implementation Manual
PMU Project Management Unit
PPA Public Procurement Authority
PSC Project Steering Committee
PTAs Parent Teachers Associations
QBS Quality Based Selection
QCBS Quality and Cost-Based Selection
RAP Resettlement Action Plan
RBF Result-Based Financing
RCC Regional Coordination Council
RPF Resettlement Policy Framework
SBD Standard Bidding Document
SED Secondary Education Division
SEIP Secondary Education Improvement Project
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SEU Science Education Unit
SHS Senior High School
SPN Specific Procurement Notice
SPIP School Performance Improvement Plan
SPP School Performance Partnership
SPPP School Performance Partnership Plan
SRIMPR Statistics, Research, Information Management and Public Relations
STEM Science, Technology, Engineering, and Mathematics
STME Science, Technology and Mathematics Education
STMIE Science, Technology, Mathematics, Innovation Education
STEP Skills Toward Employment and Productivity Survey
TED Teacher Education Division
TIC Technical Implementation Committee
TPV Third Party Verification
UNDB United Nations Development Business
USAID United States Agency for International Development
WAEC West Africa Examinations Council
WASSCE West Africa Senior Secondary Certificate Examination
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Table of Contents
LIST OF ACRONYMS ................................................................................................................................................ I
LIST OF TABLES AND FIGURES ............................................................................................................................. VIII
LIST OF ANNEXES .................................................................................................................................................. IX
1. INTRODUCTION AND PROJECT SUMMARY .................................................................................................... 1
1.1. NATIONAL CONTEXT ......................................................................................................................................... 1 1.2. MACRO-ECONOMIC CONTEXT ............................................................................................................................ 1 1.3. EDUCATION SECTOR BACKGROUND ..................................................................................................................... 1 1.4. JUSTIFICATION FOR THE PROJECT ........................................................................................................................ 2 1.5. PROJECT DESCRIPTION ...................................................................................................................................... 3
1.5.1. Project Objectives .................................................................................................................................. 3 1.5.2. Key Performance Indicators ................................................................................................................... 4
1.6. PROJECT COMPONENTS .................................................................................................................................... 4 1.6.1. Component 1: Support to Increase Access with Equity and Quality in Senior High Schools .................. 4 1.6.2. Component 2: Management, Research and Monitoring and Evaluation .............................................. 6
1.7. PROJECT FINANCING ........................................................................................................................................ 6 1.8. RESULTS MATRIX ........................................................................................................................................... 11
1.8.1. Disbursement Linked Indicators and Results........................................................................................ 11
2. PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS .......................................................... 13
2.1. EXECUTING AGENCY ....................................................................................................................................... 13 2.2. THE PROJECT STEERING COMMITTEE ................................................................................................................. 13 2.3. THE TECHNICAL IMPLEMENTATION COMMITTEE .................................................................................................. 14 2.4. ROLE OF MINISTRY OF EDUCATION ................................................................................................................... 17 2.5. ROLE OF GHANA EDUCATION SERVICE ............................................................................................................... 17
2.5.1. Role of Regional Education Directorate ............................................................................................... 18 2.5.2. Role of District Education Directorate .................................................................................................. 18 2.5.3. Role of Beneficiary Senior High Schools ............................................................................................... 19
3. IMPLEMENTATION OF COMPONENT 1: SUPPORT TO INCREASE ACCESS WITH EQUITY AND QUALITY IN SENIOR HIGH SCHOOLS ........................................................................................................................................ 21
3.1 CRITERIA FOR THE SELECTION OF DISTRICTS TO RECEIVE 23 NEW HIGH SCHOOLS ............................................................ 21 3.1.1. Ten districts without Public SHS ........................................................................................................... 21 3.1.2. Additional 13 Districts to Benefit from New Senior High Schools ........................................................ 22
3.2 CRITERIA FOR SELECTION OF 125 EXISTING SHS TO BENEFIT FROM IMPROVEMENT IN FACILITIES AND QUALITY ..................... 23 3.2.1 Criteria for Selecting 50 Existing SHSs for Facilities and Quality Improvement......................................... 23 3.2.2 Criteria for Selecting 75 Existing SHSs for Quality Improvement ......................................................... 25
3.3 PILLAR 1: INCREASE ACCESS WITH EQUITY ............................................................................................................... 28 3.3.1 Scholarship ......................................................................................................................................... 28 3.3.1 ................................................................................................................................................................... 28
3.3.1.1 Reporting ................................................................................................................................................... 28 3.3.1.2 Responsibilities of the Regional Director ................................................................................................... 29 3.3.1.3 Responsibilities of the District Director ..................................................................................................... 29
3.3.2 Eligibility for Scholarship ...................................................................................................................... 30 3.3.3. Scholarship Selection Process .............................................................................................................. 31 3.3.4. Monitoring by GES, MOE and REO ....................................................................................................... 31 3.3.5. Monitoring by GEU .............................................................................................................................. 32 3.3.6. Sustainability........................................................................................................................................ 33
3.4 PILLAR 2: IMPROVE THE QUALITY OF EDUCATION IN SELECTED LOW PERFORMING SENIOR HIGH SCHOOLS .......................... 34
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3.4.1 School Performance Partnership Plan .................................................................................................. 34 3.4.2 Preparation of SPPP ............................................................................................................................. 34
3.4.2.1 School Level Outputs and Outcomes ......................................................................................................... 35 3.4.2.2 Relevant DLRs for SPPPs ............................................................................................................................ 36
3.4.3 Orientation Training for Beneficiary Schools ....................................................................................... 36 3.4.3.1 Training ...................................................................................................................................................... 36 3.4.3.2 Improving Teaching and Learning of Mathematics and Science ................................................................ 37
3.4.4 National Level Science and Mathematics INSET .................................................................................. 37 3.4.5 Monitoring ........................................................................................................................................... 37 3.4.6 Review of Quality of Teaching and Learning of Mathematics and Science ......................................... 37
3.4.6.1 Relevant Disbursement Linked Results ...................................................................................................... 57 3.4.7 Using ICT to Improve Teaching and Learning ...................................................................................... 57
3.4.7.1 Technical Infrastructure ............................................................................................................................. 57 3.4.7.2 Activities to improve Teaching and Learning using ICT .............................................................................. 58 3.4.7.3 Schools Project Team ................................................................................................................................. 59 3.4.7.4 The ICT Consortium .................................................................................................................................... 59 3.4.7.5 Monitoring ................................................................................................................................................. 59 3.4.7.6 Relevant Disbursement Linked Indicators .................................................................................................. 60
3.4.8 Leadership and Management Training ................................................................................................ 60 3.4.8.1 Beneficiaries of the Training ...................................................................................................................... 60 3.4.8.2 Expected Outputs and Outcomes .............................................................................................................. 61
4. IMPLEMENTATION OF COMPONENT 2: MANAGEMENT, RESEARCH, MONITORING AND EVALUATION ...... 63
4.1. MONITORING AND EVALUATION ....................................................................................................................... 63 4.2. PERFORMANCE ASSESSMENTS .......................................................................................................................... 63 4.3. IMPACT EVALUATIONS .................................................................................................................................... 64 4.4. MANAGEMENT OF MONITORING AND EVALUATION ............................................................................................. 64 4.5. DISBURSEMENT LINKED INDICATORS .................................................................................................................. 64 4.6. RESULTS FRAMEWORK INDICATORS ................................................................................................................... 67 4.7. BASELINE DIAGNOSTIC ANALYSIS ....................................................................................................................... 67 4.8. NOTE ON PDO INDICATOR TWO: THE EDUCATIONAL ATTAINMENT INDICATOR ........................................................... 71 4.9. ROLES AND RESPONSIBILITIES FOR RESULTS FRAMEWORK INDICATOR UPDATES .......................................................... 71 4.10. INDEPENDENT SURVEY FIRMS ........................................................................................................................... 73 4.11. ONLINE MONITORING TOOL FOR SCHOOL-LEVEL DATA COLLECTION .......................................................................... 74
4.11.1. Theme – Access ............................................................................................................................... 74 4.11.2. Theme – quality ............................................................................................................................... 75
4.12. MONITORING AND SUPERVISION VISITS .............................................................................................................. 76 4.13. IMPACT EVALUATION ..................................................................................................................................... 76 4.14. SCHOOL MAPPING AND PROFILE ...................................................................................................................... 77
4.14.1. Phase 1 - Website / User-interface.................................................................................................. 77 4.14.2. Phase 2 – SEIP Schools self-reporting .............................................................................................. 78 4.14.3. Phase 3 – SEIP Schools monitoring and verification ........................................................................ 78 4.14.4. Phase 4 - Open-Ended Expansion .................................................................................................... 78 4.14.5. Data Sources, Data Collection and Entry......................................................................................... 79 4.14.6. Feedback from ordinary community members ............................................................................... 79 4.14.7. How the platform can serve to address issues as they arise ........................................................... 79 4.14.8. Roles and Responsibilities ............................................................................................................... 79
4.15. RESEARCH AGENDA ........................................................................................................................................ 80
5 FINANCIAL MANAGEMENT PROCEDURES ................................................................................................... 83
5.1 ORGANIZATION AND RESPONSIBILITIES ................................................................................................................... 83 5.1.1 Organization ........................................................................................................................................ 83 5.1.2 Roles and Responsibilities .................................................................................................................... 84
5.2 BUDGETING ARRANGEMENTS ............................................................................................................................... 85
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5.3 FUNDING AND BANKING ARRANGEMENTS ............................................................................................................... 86 5.3.2 Designated Accounts ........................................................................................................................... 86 5.3.3 Opening of Bank Accounts ................................................................................................................... 86 5.3.4 Signatories ........................................................................................................................................... 86 5.3.5 Funds Flow ........................................................................................................................................... 86
5.4 DISBURSEMENT ARRANGEMENTS .......................................................................................................................... 88 5.5 POLICIES AND REGULATIONS ................................................................................................................................. 88
5.5.1 Eligibility for Accessing Funds .............................................................................................................. 88 5.5.2 Conditions Precedent to Initial Receipt of SEIP Funds Schools ............................................................. 89 5.5.3 Obligations of the Schools.................................................................................................................... 89 5.5.4 Sanctions for non-compliance with Disbursement Policies .................................................................. 89
5.6 REQUESTING FUNDS ........................................................................................................................................... 89 5.7 RECEIVING FUNDS .............................................................................................................................................. 90
5.7.1 Detailed Procedures ............................................................................................................................. 90 5.8 PREPARATION OF EXPENDITURE WORKPLANS .......................................................................................................... 92
5.8.1 Proposal ............................................................................................................................................... 92 5.8.2 Workplans ............................................................................................................................................ 92 5.8.3 Approval of Workplans ........................................................................................................................ 92
5.9 DISBURSEMENT PROCESSES AT THE SCHOOL LEVEL .................................................................................................... 93 5.9.1 Preparation of Payment Vouchers ....................................................................................................... 93 5.9.2 Cheque Preparation/Signing ................................................................................................................ 93 5.9.3 Dispersal of Cheques and Supporting Documents ............................................................................... 94 5.9.4 Accounting For Advances to Officers ................................................................................................... 94
5.10 ACCOUNTING ARRANGEMENTS ............................................................................................................... 95 5.10.1 Accounting Policies.......................................................................................................................... 95 5.10.2 Records and Books .......................................................................................................................... 96 5.10.1.................................................................................................................................................................. 96 5.10.2.................................................................................................................................................................. 96
5.10.2.1 Basic Recording .......................................................................................................................................... 96 5.10.2.2 End of Month Closing ................................................................................................................................. 98
5.10.3 Preparation and Submission of Report............................................................................................ 98 5.10.4 Financial Reporting and Monitoring ............................................................................................... 98 5.10.5 Internal Control and Internal Auditing .......................................................................................... 100 5.10.6 Auditing ......................................................................................................................................... 100
6 PROCUREMENT PROCEDURES .................................................................................................................. 102
6.1 IMPLEMENTATION ARRANGEMENTS FOR PROCUREMENT.......................................................................................... 102 6.1.1 Use of National Systems .................................................................................................................... 102 6.1.1 ................................................................................................................................................................. 103 6.1.2 Standard Bidding Documents ............................................................................................................ 103
6.2 PROCUREMENT ACTIVITIES ................................................................................................................................. 103 6.2.1 National Level Procurement............................................................................................................... 103 6.2.2 Institution/School Level Procurement ................................................................................................ 103
6.3 STANDARD DOCUMENTS TO BE USED AND SOLICITATION .......................................................................................... 104 6.4 ADVERTISEMENT .............................................................................................................................................. 104 6.5 PROCUREMENT PLANNING ................................................................................................................................. 105 6.6 SCOPE OF PROCUREMENT UNDER THE PROJECT ...................................................................................................... 106
6.6.1 Procurement of Works ....................................................................................................................... 106 6.6.2 Procurement of Goods ....................................................................................................................... 106 6.6.3 Procurement of non-consulting services ............................................................................................ 107 6.6.4 Selection of Consultants ..................................................................................................................... 107 6.6.5 Capacity Building and Training Programmes, Conferences and Workshops ..................................... 107
6.7 REVIEW OF PROCUREMENT BY THE BANK .............................................................................................................. 108
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6.8 PROCUREMENT METHODS AND PROCEDURES ........................................................................................................ 109 6.9 PROCESS STEPS AND GUIDELINES FOR DETERMINING COMPLETION TIMESCALES ........................................................... 110 6.10 STRENGTHENING PROCUREMENT CAPACITY ...................................................................................................... 113 6.11 PROCUREMENT REPORTS .............................................................................................................................. 114 6.12 CONTRACT MANAGEMENT ............................................................................................................................ 114
6.12.1 Contract Management and Expenditure Reports ......................................................................... 115 6.12.2 Contract Supervision and Administration ..................................................................................... 115 6.12.3 Payment for Consultancy Services................................................................................................. 115 6.12.4 Resolution of Contractual Disputes ............................................................................................... 115 6.12.5 Contract Amendment .................................................................................................................... 115
6.13 ETHICS, CODE OF CONDUCT, PROCUREMENT UNDER THE PROJECT ........................................................................ 116 6.13.1 Conflict of Interest ......................................................................................................................... 116 6.13.2 Fraud and Corruption .................................................................................................................... 117
7. INFORMATION EDUCATION AND COMMUNICATION (IEC) ....................................................................... 121
7.1 TARGET AUDIENCE ........................................................................................................................................... 121 7.2 TYPES OF MESSAGES ......................................................................................................................................... 121 7.3 MEDIA FOR DISSEMINATION ............................................................................................................................... 121 7.4 SCHOOL MAPPING AND MONITORING WEBSITE ..................................................................................................... 122 7.5 IMPLEMENTATION OF COMMUNICATIONS STRATEGY ............................................................................................... 122
8. ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK ................................................................. 124
8.1 INSTITUTIONAL ARRANGEMENTS, RESPONSIBILITIES AND PROJECT OVERSIGHT ............................................................. 126 8.2 CAPACITY BUILDING FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT ..................................................................... 129 8.3 COST OF IMPLEMENTATION ................................................................................................................................ 129
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LIST OF TABLES AND FIGURES
Table 1.1: IDA Project Financing ................................................................................................ 7 Table 1.2: Details of SEIP Costs .................................................................................................. 8
Table 1.3: Summary of DLIs by Year ........................................................................................ 11 Table 1.4: Schedule for Disbursements under Component 1 ..................................................... 12 Table 2.1: Entities Responsible for Implementation of the SEIP .............................................. 17 Table 2.2: Implementation Arrangements.................................................................................. 19 Table 3.1: List of 10 districts with no existing public SHS to receive a new SHS under the SEIP
22 Table 3.2: List of 13 Districts for additional new SHS .............................................................. 23 Table 3.3: List of 50 schools to benefit from facilities and quality improvements ................... 24 Table 3.4: List of 75 additional schools selected to benefit from quality improvements .......... 25
Table 3.5 Projected Scholarship Beneficiaries Under SEIP ......................................................... 29 Table 3.6 Disbursement Linked Indicator and Targets Under the Scholarship Scheme .............. 30
Table 3.7 Implementation Schedule for Scholarship Administration ........................................... 32 Table 3.8 Process for SPPP Preparation and Submission ............................................................. 35 Table 3.9 Participants for Beneficiary Schools Orientation ......................................................... 36
Table 3.10 Recommendations of the Committee on Reforming Science and Mathematics
Education in Pre-Tertiary Schools ................................................................................................ 39
Table 3.11 Science and Math recommendations to be employed under SEIP ............................. 41 Table 3.12 Science and Math Roadmap ...................................................................................... 44 Table 3.13 ICT Activities to Improve Teaching and Learning .................................................... 58
Table 3.14 Schedule of Activities under Leadership and Management Training........................ 61 Table 4.1 Data sources for independent verification of Disbursement Linked Results................ 65
Table 4.2 Flexibility in meeting DLIs 2, 3 and 7 .......................................................................... 67
Table 4.3 Results Framework Indicators, timelines and responsibility for updates ..................... 68
Table 4.4 Indicators to be collected by the civil works independent verification consultancy .... 73 Table 4.5 DLIs and Results Framework Indicators to be collected by in-school Survey Firm .... 73
Table 4.6 Data Sources for Tracking Progress of Project Activities ............................................ 76 Table 4.7 Proposed timeline for research activities ...................................................................... 82 Table 5.1: Disbursement Categories .......................................................................................... 88 Table 6.1: Thresholds for Procurement Methods and Prior Review ......................................... 109
Table 6.2: Procurement methods to be used under the Project ................................................ 110 Table 7.1: SEIP Communications Plan .................................................................................... 122 Table 8.1 Organization and Focal Persons for Environmental and Social Safeguards .............. 128
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LIST OF ANNEXES
ANNEX 1: PROJECT RESULTS FRAMEWORK ................................................................................................. 130
ANNEX 2: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL CONSRUCTION ............................................ 133
ANNEX 3: DRAFT TERMS OF REFERENCE FOR PROJECT STEERING COMMITTEE (PSC) .................................. 136
ANNEX 4: DRAFT TERMS OF REFERENCE FOR TECHNICAL IMPLEMENTATION COMMITTEE ......................... 140
ANNEX 5: DISTRICT AND SENIOR HIGH SCHOOL SELECTION DATA .............................................................. 142
ANNEX 6: FACILITIES IMPROVEMENT SITE VISIT INFORMATION ................................................................. 161
ANNEX 7: GUIDELINES FOR NEW SENIOR HIGH SCHOOL CONSTRUCTION ................................................... 164
ANNEX 8: GUIDELINES FOR FACILITIES IMPROVEMENT ............................................................................... 170
ANNEX 9: GUIDELINES FOR THE SEIP SCHOLARSHIP SCHEME ...................................................................... 177
ANNEX 10: TERMS OF REFERENCE FOR SCHOLARSHIP ADVISOR ................................................................... 183
ANNEX 11: SCHOLARSHIP PROGRAMME APPLICATION FORM AND APPLICANT ASSESSMENT FORM ........... 186
ANNEX 12: GUIDELINES FOR PREPARING SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN ....... 192
ANNEX 13: TEMPLATE FOR SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN ............................. 197
ANNEX 14: DRAFT TERMS OF REFERENCE FOR STRATEGIC ADVISORY FOR SCIENCE AND MATH IN SENIOR HIGH SCHOOLS .................................................................................................................................................. 198
ANNEX 15: E-TRANSFORM PROJECT AND LIST OF BENEFICIARY SENIOR HIGH SCHOOLS ............................... 206
ANNEX 16: DATA FLOW MAP FOR MONITORING AND EVALUATION ............................................................ 209
ANNEX 17: PROJECT DISBURSEMENT LINKED INDICATORS AND RESULTS ..................................................... 210
ANNEX 18: TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF CIVIL WORKS ACTIVITIES .............. 214
ANNEX 19: TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF IN-SCHOOL ACTIVITIES (QUALITY AND OUTCOMES) 231
ANNEX 20: SAMPLE QUESTIONNAIRE FOR ONLINE SENIOR HIGH SCHOOL MONITORING ............................. 244
ANNEX 21: TERMS OF REFERENCE FOR SUPERVISION OF NEW CONSTRUCTION ........................................... 248
ANNEX A: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL CONSRUCTION ............................................ 252
ANNEX 22: TERMS OF REFERENCE FOR SUPERVISION CONSULTANT OF FACILITIES IMPROVEMENT ............. 254
ANNEX 23: REPORTING TEMPLATE FOR SUPERVISION CONSULTANTS .......................................................... 263
ANNEX 24: TEMPLATE FOR CONDUCT OF NEEDS ASSESSMENT (FACILITIES UPGRADE) ................................. 264
ANNEX 25: ENVIRONMENTAL SCREENING CHECKLIST ................................................................................... 265
ANNEX 26: RESETTLEMENT ACTION PLAN SCREENING FORM ....................................................................... 269
ANNEX 27: TERMS OF REFERENCE FOR SAFEGUARDS CONSULTANT ............................................................. 270
ANNEX 28: TERMS OF REFERENCE FOR PROJECT COORDINATOR .................................................................. 274
ANNEX 29: THE E-EDUCATION PLATFORM FOR SCHOOL MAPPING AND MONITORING AND EVALUATION .. 283
ANNEX 30: PROJECT FREQUENTLY ASKED QUESTIONS (FAQS) ........................................................................... 287
ANNEX 31: PROJECT CONTACTS ......................................................................................................................... 292
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BACKGROUND
This Project Implementation Manual (PIM) sets forth all the operational and procedural steps for
project implementation including detailed description of project components, the roles and
responsibilities of implementing units, review and approval of school performance partnerships
with respective stakeholders. It also includes flow of funds, operational and financial reporting
arrangements, procurement and disbursement processes, standard formats for trimester and
annual reporting and amendment procedures. It should be used in conjunction with the most
recent versions of the Project Appraisal Document (PAD) and Environmental and Social
Management Framework (ESMF).
The primary users of the PIM would be the Project Steering Committee (PSC), Technical
Implementation Committee (TIC), Supervision Consultants, Ghana Education Services (GES)
and relevant Agencies, the Regional Education Directorate, the District Education Directorate
and the Heads of Schools.
The PIM clarifies the roles and responsibilities of the PSC, TIC, (GES, NTC, Regional
Education Directors, District Education Directors, Heads Senior High Schools), and the World
Bank in relation to project implementation where relevant, and should help guide all stakeholders
and assigned oversight responsibilities of the Project.
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1. INTRODUCTION AND PROJECT SUMMARY
1.1. National Context
Ghana, located on the western coast of Africa has an estimated population of 25 million (2010
Census).Ghana experienced rapid economic growth over the past several years resulting in
substantial progress in reducing income poverty. GDP growth rose from 8 percent in 2010 to
close to 14.5 percent in 2011, making Ghana‘s economy one of the fastest growing on the
continent. By 2012, Gross National Income per capita reached US$1,940, reflecting Ghana‘s
middle-income status. Poverty has been declining steadily, as reflected in the number of people
classified as poor, which dropped from about 8.0 million (i.e. slightly over 50 percent of the
population) in 1992 to 6.3 million in 2006 (less than 30 percent of the population). In spite of
these improvements, inequalities remain in Ghana, and are reflected in significant disparities in
access to economic, social and political opportunities, mainly between the poorer three regions in
the north and the rest of the country.
1.2. Macro-Economic Context
Recent macroeconomic instability is putting at risk the gains in poverty reduction achieved. The
fiscal deficit reached 11.5% of GDP in 2012 and 10.1% in 2013, and the current account deficit
reached 13% of GDP in both years. The government tackled the fiscal imbalances by raising
fuel prices as well as electricity and water tariffs, by around 60% in late 2013. The inflationary
impact of the adjustment was reinforced by the Cedi depreciation. Hence the higher prices imply
a lower income in real terms, which has the risk of pushing many near-poor families into
poverty. The pressure on household budgets and the impact on poor households have
implications on household financing of education
1.3. Education Sector Background
The MOE Education Sector Plan (ESP 2010-2020) seeks to increase equitable access to high
quality education across all levels of service delivery. Prior to the 2010 – 2020 ESP, Ghana had
pursued free and compulsory universal basic education for decades. Since 2008, the policy has
been to provide eleven years of universal basic education (two years of Kindergarten, six years
of Primary, and three years of Junior High). Enrollments have increased rapidly in all the three
sub-cycles of basic education in recent years: between 2002/03 and 2013/14, gross enrollment
rates increased from 49 to 123 percent at Kindergarten, from 76 to 107.3 percent at Primary, and
from 63 to 82 percent at Junior High level. The percentage of girls in primary school has
improved from 47.6 percent in 2002/3 to 48.9 percent in 2011/12, though wider gaps persist in
the rural areas, particularly affecting the last grades of primary school. The dramatic increase in
school enrollments is owing mostly to a concerted effort to build up the supply of schooling
combined with the elimination of school fees and levies charged to parents, and the consequent
introduction of the capitation grant. Government eliminated the last remaining school fees and
levies in 2004, introducing at the same time a capitation grant to compensate schools for the loss
of revenue.
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The progress made, resulting from the strategies pursued at the basic level of education has
driven demand for second cycle education, hence the Government ESP strategies to provide
equitable access to SHS education. The strategies include: making available progressively free
public second cycle education for those eligible; providing boarding on needs basis; ensuring
quality education for all academically eligible students; ensuring that central and outlying girls
education units are functional; and all institutions meet national norms in health, sanitation and
safety. The ESP makes a strong commitment to achieve gender equality by 2015 with full gender
parity, enrollment of hard-to-reach and out-of-school children, ensuring high safety and
sanitation standards in schools and other actions. Among the quality improvement measures, the
key objectives include; providing access to adequate, relevant and up-to-date teaching/learning
materials (including ICTs); school, public and community libraries; and relevant curricula and
continuous in-service training (INSET) for teachers.
1.4. Justification for the Project
Inadequate Access
Demand for SHS education has increased, fueled by increasing population and high completion
rate at the junior high school level. However, there remain inequities in this demand as 3/4th of
the youth typically either does not have adequate qualification to enter SHS or cannot afford to
move or commute to the schools where they are placed by the Computerized School Selection
and Placement System (CSSPS). Either they drop out before reaching the basic education
completion exam (BECE) or about half of those taking BECE do not meet the qualifying grade
enter senior secondary education). Those coming from the poorest 20% of the households, the
most deprived districts and/or from rural areas are about 5 to 6 times less likely to access SHS
programs.
Supply of SHS education has also increased through new public schools, growth of private
education and increasing enrollments to schools. The number of SHSs rose by 68% from 492
schools in 2005 to 828 schools in 2012, out of which 535 are public and 62.8% of the private
senior high schools located in rural areas. The average size of secondary schools has risen from
683 students per school to 1,018 students per school in 2013. There is a significant disparity
between the average size of public and private secondary schools with public schools catering for
1,441 students per school and private schools catering for only 245 students per school.
Importantly, among the public schools there is disparity between: (i) schools that are selective,
preferred by the majority of students, and oversubscribed; and (ii) schools, mainly community
day schools, that remain undersubscribed either because they have less quality inputs, services
and outcomes, or because families may not be able to afford privately provided hostel facilities
or transportation to these schools. In the latter, they have extra space for additional admission
leading to persistent inefficiency. Additional facilities at existing community day schools and
private schools could significantly contribute to the planned expansion.
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Quality Issues
Quality of SHS programs shows large disparities between the best 100 schools and the rest of the
schools. The top schools produce the bulk of those entering tertiary education whereas for those
enrolled in the majority of the schools, SHS represents the terminal form of education. 46% of
the students who qualify for tertiary education by successfully sitting for the WASSCE are from
the top twenty percent of Senior High Schools in the country while 8 percent of students from
the bottom 20% of the schools (106 schools) qualify for tertiary education.
1.5. Project Description
The proposed Secondary Education Improvement Project (SEIP) with funding from the World
Bank would support the implementation of the government‘s Community Day Senior High
School Project (CSHSP) through two components: (i) Support to Increase Access with Equity
and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and
Evaluation.
The SEIP is expected to finance results which demonstrate increased access in targeted districts,
increased enrollment of poorest students and improved learning outcomes for selected low
performing senior high schools. The Government plans to achieve these results through the
construction of new senior secondary schools in underserved areas, rehabilitation and expansion
of existing low performing schools and support for SHS attainment for disadvantaged students.
In addition, activities are planned to improve the quality of selected low performing schools with
a focus on mathematics and science education. The Government plans to do this by: providing
23 new senior high schools in mostly underserved areas; expanding and upgrading support for
125 existing low performing SHSs; providing three-year scholarship support for at least 10,400
needy and qualified SHS students especially girls, and; providing school performance
partnerships in selected 125 schools to improve quality and connectivity to the internet. In order
to achieve and report on the results attained under the project, the SEIP will provide funding and
technical assistance to the implementing agencies and the third party validation agencies. The
development of a research program to better understand constraints and challenges in secondary
education while formulating a national secondary strategy would also be included under the
project. The introduction of a web platform for school reporting and real time monitoring would
increase social accountability and information sharing on the performance of the sector.
1.5.1. Project Objectives
The Project Development Objective is to increase access to senior secondary education in
underserved districts and improve quality in low-performing senior high schools in Ghana.
The SEIP project is expected to benefit approximately 30,000 new students in secondary
education programs, 150,000 students in low performing schools, 2000 senior high school
teachers, heads of schools, in addition to GES and MOE officials.
SEIP PIM 2014-2019
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1.5.2. Key Performance Indicators
Access with Equity
Increased Transition Rates from JHS3 to SHS11 in targeted districts
Increase in SHS educational attainment within two poorest quintiles in targeted districts
Quality of low performing secondary schools
WASSCE achievement of 6 credits and above2 within beneficiary schools (disaggregated
by gender)
1.6. Project Components
The Project would support the Government‘s Community Day Senior High School program
through two components: (i) Support to Increase Access with Equity and Quality in Senior High
Schools; and (ii) Management, Research and Monitoring and Evaluation.
1.6.1. Component 1: Support to Increase Access with Equity and Quality in
Senior High Schools
Component 1 uses a results-based financing (RBF) modality. Disbursements up to a capped
absolute amount will be made against specific line items in the Education sector annual budget,
referred to as eligible expenditure programs (EEPs). These disbursements will be conditioned on
achievement of specified results, as measured by disbursement-linked indicators (DLIs). A
matrix of indicators has been developed to measure performance annually and monitor the
results achieved and is attached as Annex 1.
Policies and interventions to be supported are grouped into two pillars: (i) increasing access with
equity (geographic, gender, poverty, etc.); and (ii) improving quality of selected low performing
SHS.
Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million):
The objective of this pillar is to improve access to senior secondary education and improve
equity in underserved districts and provide scholarship to students from low income families,
especially girls.
The SEIP is expected to finance results of the Government‘s priority program to expand space
through the construction of new senior secondary schools in underserved areas, rehabilitation
and expansion of existing low performing schools and through support for SHS attainment of
disadvantaged students. The Government plans include new construction in the 10 districts
where there are no current operating public SHS and no contracts awarded under the Community
Senior High School Project (CSHSP) funded by the Government of Ghana. In addition, using the
agreed selection criteria for eligible student population compared with available school capacity
1 SHS are those schools in upper secondary that prepare students for WASSCE.
2 WASSCE achievement refers to obtaining a minimum of six credits (three core and three electives) which is
required for entry to tertiary institutions.
SEIP PIM 2014-2019
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(effective demand) combined with district level poverty indicators, an additional 13 districts
have been identified for new SHS construction. These districts have existing public senior high
schools and a high demand for SHS places. The districts selected for new construction will
receive: (i) 23 No. 24-unit Classroom Blocks (E- Blocks ); (ii) 2 No. Technical Blocks; (iii) 3
No. Vocational Blocks; (iv) 23 No. Staff Flats; (v) 23 No. Headmasters' Bungalow; (vi) 23 No.
Canteen Blocks; (vii) 23 No. Security/Gate House; and (viii) Furniture and Equipment for the
above structures. Annex 2 is the perspective view of the new construction facilities. The
ultimate objective is to create new spaces for those demanding seats in SHS and to fill these
spaces with new students coming from previously underserved communities. In addition to new
schools, this pillar would focus on improving existing SHS, particularly those with capacity for
expansion, demand for SHS places, poor learning outcomes, drawing on a needs assessment
which will determine level of deficiency (bathrooms, science labs, computer facilities, etc.) and
scope for upgrading. Approximately 125 existing schools would be supported. This pillar will
improve the Government‘s targeting of resources to support increased access by further
supporting scholarships to students from low income families, especially girls.
Given the operation‘s focus on under-served areas and promoting access with equity,
disbursement will be linked to indicators (DLIs) that measure increases in seat availability in
targeted locations for new construction and increased utilization in existing low-performing
schools where new seats are made available. Targeting resources for students from low income
families, especially girls in underserved communities would further strengthen equity reforms.
Therefore, the release of International Development Association (IDA) credit funds will be
linked to achievement of the following DLIs: (i) selection based on targeting of school expansion
in underserved districts (DLI1); (ii) increase in new seats utilized for SHS students in
underserved districts (DLI 2); (iii) increase in utilized seats in existing selected low-performing
schools (DLI3); and (iv) increased enrolment in selected SHS for students from low-income
families, especially girls (DLI4).
Pillar 2: Improve the quality of education in selected low-performing Senior High Schools (Total
costs including contingencies: US$15 million): The objective of this pillar is to improve the
quality of SHS, with a focus on mathematics and science education in selected low performing
schools3. The SEIP would also strengthen school management, leadership and expansion of ICT
in the 125 selected low-performing schools. In order to improve quality, the Project will support
the Government‘s program to: (i) strengthen school management, leadership and accountability;
(ii) target interventions to improve the quality of science and mathematics education; and (iii)
introduce School Performance Partnerships (SPPs) based on School Performance Partnership
Plans (SPPPs) to capture quality improvements. The SPPs would develop mutual accountability
between school management and the District Education Offices (DEOs) to improve learning
performance with the commitment from government agencies to provide the necessary resources
and the responsibility of schools to implement quality improvement activities with verifiable
outcomes. In addition to school-based quality inputs, training and financing, this pillar will
support the systematic collection and publication of school data for stakeholders to make
informed decisions about SHS selection, and for MOE/GES to make informed decisions about
planning and financing SHS.
3Low-performing senior high schools will be selected based on district criteria for poverty and demand for education
and performance ranking as well as size of school population. A needs assessment also would be carried out.
SEIP PIM 2014-2019
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The focus on mathematics and science is aligned with the Government‘s strategy to encourage
these program areas throughout all education levels. The expansion of ICT wireless connectivity
would also strengthen science, mathematics and other subject education through digital content
for teachers and students. Schools will have access to an education portal4 (i-campus) where
teachers and students can utilize multiple online resources that are expected to support improved
teaching and learning. ICT will be used for intensive in-service support to teachers to improve
content knowledge as well as lesson plan preparation, teaching and learning aids, and videos on
good teaching practices and classroom management. The portal could also serve as a platform
for knowledge exchange with national and international networks and for participation in
relevant discussion forums. The SEIP is expected to provide connectivity to 125 SHS.
As an intermediate result, completion rates in the targeted schools would be expected to increase.
A longer term impact would be an increase in student achievement in learning outcomes (as
measured by performance in the WASSCE) which is also a year 4 DLR. For this pillar, release of
IDA credit funds would be linked to the achievement of the following DLIs: (i) annual
publication of School Performance Report (DLI 5); (ii) School Performance Partnerships (SPPs)
in 125 beneficiary schools (DLI 6); and (iii) improved learning outcomes in targeted selected
schools (DLI 7).
1.6.2. Component 2: Management, Research and Monitoring and Evaluation
This component aims to strengthen the implementation capacity of the MOE and GES and its
related implementing agencies and assist them to achieve the objectives of the Government‘s
SHS strategy. This component will support monitoring and evaluation (M&E), coordination,
planning, communication, financial management, procurement, and safeguards. In addition, it
will support an active and evolving research agenda to continue to inform Government SHS
policy, particularly with regard to financing, social targeting, quality initiatives, teacher
rationalization, and curriculum relevance. This component would complement implementation of
the program pillars with ongoing analyses, strengthening data collection for school mapping, and
establish priorities for new construction, renovations and maintenance. The establishment of a
web platform for school reporting and real time monitoring of all SHS implementation activities
would enhance and strengthen the Education Management Information System (EMIS) and
school mapping in order to help government report on achievement of results. In addition,
funding will be provided to support the independent verification of disbursement linked
indicators and results. Support would also be provided to help the MOE to design and realize
policy reforms, including piloting and evaluating innovative approaches. This component would
finance training, recruitment of short and long-term technical experts, procurement of goods
needed for specific activities, and incremental operating costs.
1.7. Project Financing
Lending Instrument: The proposed project would support senior secondary education in Ghana
through a five-year credit of US$156 million. It will employ an Investment Project Financing
(IPF) instrument which will be executed using a hybrid structure which employs a results-based
4 Education portal is being established with funding from USAID, GoG and planned support from the Ghana e-
Transform project approved by the Bank Board in 2013.
SEIP PIM 2014-2019
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funding component (component 1) and a traditional investment technical assistance and
management component (component 2) to support the government‘s overall program. The credit
effectiveness date is expected to be October 1, 2014, and its closing date is November 1, 2019.
The lending approach has three salient features. First, disbursements under Component 1
(results-based) are made against selected (eligible) key budget line items of the GoG‘s annual
budget, referred to as Eligible Expenditure Programs (EEPs), up to capped absolute amounts, and
at specific predictable disbursement dates. Second, credit disbursements are based on the
achievement of pre-specified results, as measured by DLIs. Third, a TA component (Component
2) would finance essential activities to facilitate the implementation of Component 1 by
strengthening the implementation capacity of the MoE and GES to enable them to work towards
meeting the disbursement conditions under the DLIs while availing them of the requisite
monitoring and evaluation tools.
The DLIs under the SEIP reflect government priorities for SHS education as stipulated in the
ESP. They include initial results and intermediate performance targets (Disbursement Linked
Results) that aim to support incremental development changes within a long-term vision for the
Ghana secondary education system. The DLIs are independent of each other from a
disbursement point of view; i.e., non-compliance with a DLI in a period means that the
disbursement of the funds associated with that DLI will be withheld, but disbursement associated
with other DLIs will not be affected. All DLIs are weighted equally.
The project is composed of 7 DLIs with yearly result targets (DLRs) from year 0 to year 4. The
activities under each of these DLIs, as defined under each of the DLRs, are critical in addressing
the challenges faced by secondary education in Ghana. This results-based financing mechanism
ensures continued progress towards planned achievements and objectives while also
strengthening government capacity in M&E. The SEIP results-based component will have a total
of 30 DLRs for all seven DLIs and resource allocation of US$140.1 million with each DLR
priced at a value of US4.64 million (except for the first DLI which is priced at US$5.54 million).
The DLRs must be met on or before the agreed specified delivery times in order for the
Government to receive the amount allocated for each specific DLRs. The period September to
December, each year, will be selected as the measurement and evaluation period for DLRs and
this would trigger disbursements against the selected eligible expenditure program line –
‗Compensation of Employees – Secondary Education Sub-Function‘.
Table 1.1: IDA Project Financing
Financing source US $ (m)
Component 1: Support to Increase Access with Equity and
Quality in Senior High Schools 140.1
Component 2: Management, Research, Monitoring and
Evaluation 15.9
IDA Total Project Costs 156.0
SEIP PIM 2014-2019
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Table 1.2: Details of SEIP Costs
COMPONENT 1
Pillars 1 & 2 under Component 1, will increase equitable access to quality secondary education at
a total cost of USD140,100,000.
PILLAR 1
(Objective: Increase Access with Equity in senior secondary education in underserved districts)
(Total cost: USD$ 125,100,000)
a) Construction of buildings: 23 New SHS including:
i. 23 No. 24-unit Classroom Blocks ( E- Blocks )
ii. 2 No. Technical Blocks
iii. 3 No Vocational Blocks
iv. 23 No. Staff Flats
v. 23 No. Headmasters' Bungalow
vi. 23 No. Canteen Blocks
vii. 23 No. Security Gate House
viii. Furniture and Equipment for the above structures
Support for supervising the new construction and furniture
provision will be financed here.
Total cost
USD$ 98,900,000
b) Rehabilitation and expansion of 50 existing low-performing schools
This will finance the following among others:
science laboratory
school library
program blocks i.e. vocational, technical, business
additional classrooms
teachers/staff flat
school canteen
toilets and bathrooms
furniture for classrooms, lab, teachers
roofing of existing structures
strengthen structural frames
enclosing wall, windows and doors
ceiling, wall furnishing and floor finishing
decoration of structures
painting of buildings
painting of buildings
Support for supervising the facilities improvement works will be financed under this
sub-component.
Total cost
USD$ 10,000,000
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c) Scholarships for 10,400 students from low income families especially girls
The scholarship will finance the following among others:
i. Relevant fees (until phased out)
ii. Transport to school or bicycles
iii. Uniforms
iv. House dress
v. PE kits
vi. School shoes
vii. School bags
viii.Sanitary material for girls
ix. Exercise books and note books
x. Relevant stationery items
xi. Supplementary readers, etc.
Support for administering the scholarship will be financed here.
Total cost
USD$ 15,600,000
Total Contingencies cost
USD$ 600,000
PILLAR 2
(Objective: Improve Quality in low-performing Senior High Schools)
(Total cost: USD$ 15,000,000)
a) Improve quality of education in 125 existing low-performing schools
School Performance Improvement Plans will finance the following among others:
INSET training – Science
INSET training – Maths
INSET training – ICT
Provision of ICT package for schools (iCampus)
ICT Equipment, maintenance
School Environment Improvements
Co-curricular activities support including maths/science clinics
School field trips
Staff team building and management training
Renovation of furniture
Science and Technology Equipment and renovation
Teaching and Learning materials
Guidance and Counselling
Other improvements as the school might find necessary
Total cost USD 15,000,000
TOTAL COMPONENT 1
USD 140,100,000
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COMPONENT 2
Project Implementation Management & Supervision at a total cost of USD15,900,000
Project coordinator
Orientation for schools, DEOs, DEOCs on facilities
improvements and scholarships provision
Orientation for schools, DEOs, DEOCs on quality
improvements
Development of maths and science training materials
Orientation training on ICT package (iCampus)
Development of materials for Leadership training
Development of School mapping and monitoring website
GPS mapping / data collection
Training for schools and HQ
Publishing annual brochure format
Monitoring and supervision of implementation
New construction
Facilities improvements
Scholarship beneficiaries
Quality improvements
Financial Audit
Procurement audit
Technical audit
Independent survey to verify Disbursement Linked Results
(construction works verification)
(in-school activities verification)
Household survey at endline (Results Framework Indicator)
Impact Evaluations
Research agenda on Secondary Education
(Public expenditure review)
(Impact of Science and Maths interventions,)
(Impact of scholarships and subsidies)
(Contribution of parents to school costs)
(National Secondary Education Strategy)
Procurement of goods needed for specific activities
Data provision and analysis from WAEC on WASSCE results
Data collection, provision and analysis from GSS on educational
attainment, poverty level, population, out-of-school children.
TOTAL OF COMPONENT 2 USD 15,900,000.00
TOTAL PROJECT COST USD 156,000,000.00
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1.8. Results Matrix
1.8.1. Disbursement Linked Indicators and Results
A total of seven DLIs are expected to be achieved over the five year period for Component 1.
These DLIs are considered significant indicators of performance that will influence behavioral
and policy reforms required for achieving visible outcomes in senior secondary education access,
quality and equity. With a total resource allocation of US$140.1 million to the component, and
using an equal price per DLR (with 30 DLRs as defined), this translates to US$4.64 million as
the equivalent value of a DLR. On the assumption that the MOE meets the annual DLRs, the
estimated equivalent amount of funds to be disbursed to the Government‘s sub-consolidated fund
for education for the achievement of results in each of the 5 fiscal years (including the retroactive
year, FY 2014) is as follows:
Table 1.3: Summary of DLIs by Year
Fiscal Year
Number of
DLIs
Number of DLRs Disbursement amount
(US$ million)
FY 2014(Yr. 0) 7 6 28.74
FY 2015 (Yr. 1) 7 6 27.84
FY 2016 (Yr. 2) 7 6 27.84
FY 2017 (Yr. 3) 7 6 27.84
FY 2018 (Yr. 4) 7 6 27.84
Total 7 30 140.1
Following the project‘s effectiveness, the SEIP will be disbursed the value of the 6 DLRs defined
for Year 0 (amounting to US$28.74 million) upon verification by the Bank during the period
September to December 2014, of their achievement. Along with this, an advance equivalent to
50 percent of the value of the 7 FY 2015 (Year 1) DLIs, equivalent to half of $27.84 million (i.e.
US$14.42 million) would be disbursed in early 2015, based on the potential achievement of the
Year 1 DLRs at verification during the last quarter of FY 2015 calendar year. The World Bank
would allow for an acceptable range in the absolute quantity to determine the indicators
―achieve‖ based on the principle that the spirit of the DLR has been met regardless of a very
slight difference in the absolute figure. For example, if the target is 1,000 utilized seats and
verification confirms 975 seats, the indicator may be considered ―met‖. The range for the
construction related indicators would allow for a 5% differential. This is further elaborated in
section 4.5 on the Disbursement Linked Indicators and in the Independent Verification TOR.
At the second and subsequent verification periods in late 2015 and beyond, the value of any prior
period DLRs not met will be recovered from any advances payable, noting however that only
one DLR can remain unmet for a prior period to allow for disbursement of any further
advances against the potential for meeting future period DLRs.
Table 1.4 below presents the allocation of IDA disbursement schedule for Component 1 under
the project. The respective allocated amounts represent the 100 percent capped expenditure
limits from the IDA allocation, on the assumption that DLRs have been met.
SEIP PIM 2014-2019
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Table 1.4: Schedule for Disbursements under Component 1
Category Amount of Credit
Allocated in USD
(millions)
Date on which Withdrawal May be Made
First Withdrawal 28.74 Oct. 1, 2014 or by effectiveness date if said
date is later than Oct. 1, 2014.
Second Withdrawal 13.92 January 15, 2015 (First Advance of 50% of
Year 1 – 2015 DLR Values)
Third Withdrawal 13.92 Oct. 1, 2015 (Second Final 50% of Year 1
– 2015 DLR Values, netted with values of
Year 1 DLRIs not met)
Fourth Withdrawal 13.92 January 15, 2016 (First Advance of 50% of
Year 2 – 2016 DLR Values), subject to only
1 out of the 6 DLRs for Year 1 (2015)
having not been met.
Fifth Withdrawal 13.92 Oct. 1 2016 (Final 50% of Year 2 – 2016
DLR Values, netted with values of Year 2
DLRs not met)
Sixth Withdrawal 13.92 January 15, 2017 (First Advance of 50% of
Year 3 – 2017 DLR Values), subject to only
1 out of the 6 DLRs for Year 2 (2016)
having not been met.
Seventh Withdrawal 13.92 Oct. 1, 2017 (Final 50% of Year 3 – 2017
DLR Values, netted with values of Year 3
DLRs not met)
Eight Withdrawal 13.92 January 15, 2018 (First Advance of 50% of
Year 4 – 2018 DLR Values), subject to only
1 out of the 6 DLRs for Year 3 (2017)
having not been met.
Ninth Withdrawal 13.92 Oct. 1, 2018 (Final 50% of Year 4 – 2018
DLR Values, netted with values of Year 4
DLRs not met)
TOTAL AMOUNT 140.1
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2. PROJECT INSTITUTIONAL AND IMPLEMENTATION
ARRANGEMENTS
2.1. Executing Agency
The implementing agency is the Ministry of Education with the support of its relevant Agencies.
The MOE has overall oversight and is responsible for the project's coordination, procurement,
contract management, financial management, compliance with safeguards policies, and delivery
of results. The Monitoring and Evaluation unit in MOE is responsible for all sector level
monitoring and evaluation with support provided by the Ghana Statistical Service, WAEC,
National Inspectorate Board and other key agencies.
Oversight of SEIP implementation is in the MOE with the GES providing their mandated
implementation role for service delivery. The GES will oversee all activities related to
scholarships, senior secondary institutional leadership and teacher training, preparation of
SPPPs, resourcing of schools for quality improvements, improvement of senior secondary school
programs and ICT interventions. The Regional and District Directorates for Education will
supervise all SHS related interventions with respect to SHS institutional heads and will monitor
the activities of SHSs in their districts and regions.
The Secondary Education Improvement Project (SEIP) implementation covers a five year period
from 2014 to 2019.
2.2. The Project Steering Committee
As with previous education projects, a Project Steering Committee (PSC) will provide high level
oversight and guidance to facilitate cross sectoral/agency/division coordination on
implementation activities. The PSC is responsible for inter alia: (i) providing strategic guidance
and overseeing project implementation; (ii) reviewing progress made in the implementation of
the SEIP; (iii) facilitating the prompt resolution of key cross sectoral/agency/division
implementation challenges and bottlenecks; (iv) ensuring coordination among key
implementation sectors, agencies and divisions; (v) the project‘s coordination, procurement,
contract management, financial management, and compliance with safeguards policies; and (vi)
such other functions as necessary. It will be chaired by the Minister of Education with the
Deputy Minister (Pre-Tertiary) as Vice Chair and with representatives of relevant MMDAs and
key technical experts. The PSC will meet quarterly. The TOR of the PSC is attached as Annex
3.
Membership of the PSC is as follows:
i. Hon. Minister for Education as Chairperson
ii. Deputy Minister (Pre-Tertiary) as Vice Chair
iii. Chief Director
iv. Representative, Ministry of Finance
v. Representative, GETFund
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vi. The Director General, GES
vii. Director of Accounts, MOE
viii. The Financial Controller, GES
ix. Representative, Conference of Heads of Assisted Secondary Schools (CHASS)
x. The Project Coordinator
xi. Head of Civil Works Team
xii. Head of the Quality & Outcomes Team
xiii. Representative, Regional Education Directorates
xiv. Representative, District Education Oversight Committee (DEOC)
2.3. The Technical Implementation Committee
The Technical Implementation Committee (TIC) will have responsibility for the day to day
oversight of project implementation and is chaired by the Chief Director, who will report to the
Minister for Education. The TIC comprises a Project Coordinator5 and key officers assigned to a
Project Civil Works Team and a Project Quality and Outcomes Team.
Infrastructure supervision consultancy firms will be hired and directly supervised by the Project
Civil Works team and will also directly supervise various contractors. The Civil Works Team
will include experts in infrastructure planning, Infrastructure Coordination Unit of PBME, GES,
FPMU, Environmental and Safeguards consultants, SRIMPR, Technical Director of the
GETFund, and the Project Coordinator. The Civil Works Team will oversee new construction
and facilities improvements.
The Quality and Outcomes Team will comprise a team of staff from the PBME, Secondary
Education Division, Teacher Education, Girls Education Unit, GES ICT Unit, National Teaching
Council, NCCA/CRDD, CENDLOS, NITA, National Inspectorate Board, WAEC and GSS to
oversee quality improvements, scholarships, training, school performance partnerships, and
policy development. In addition, the Quality and Outcomes Team will oversee all non-
construction activities as well as the monitoring of the DLIs, DLRs and the Results Framework.
The Terms of Reference (TOR) of the TIC outlining the scope and responsibilities related to the
SEIP is attached as Annex 4.
Membership of the TIC is as follows:
i. Chief Director
ii. The Financial Controller, GES
iii. Director of Accounts, MoE
iv. The Project Coordinator
v. GETFund representative
vi. Head of Civil Works Team; (i) ICU (MOE), (ii) FPMU, (iii) Civil Engineer, (iv) Quantity
Surveyor, (v) Architect, and (vi) Environmental and Safeguards Consultant
vii. Head of the Quality & Outcomes Team
5 Project Coordinator will be recruited to coordinate the implementation of the SEIP.
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viii. MoE and GES (M&E team)
ix. SED representative
x. GEU representative
xi. GES ICT representative
xii. NTC representative
xiii. NCCA/CRDD representative
xiv. NIB representative
xv. CENDLOS representative
xvi. GSS representative
xvii. WAEC representative
xviii. Scholarship Advisor/Administrator
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Figure 2.1 SEIP IMPLEMENTATION/INSTITUTIONAL ARRANGEMENTS
PROJECT STEERING COMMITTEE
TECHNICAL IMPLEMENTATION COMMITTEE
Contractors
District Education Office/
District Assembly-District
Education Oversight
Committee (DEOC)
Contractors
Project Supervision
Consultancy Firms
RCC MOE & GES - Monitoring and Eval
MOE-PBME - Research/Studies
GES ICT - Web Based School Profiles
GES SED – SPPPs, Leadership
GES SEU – Science/Maths
NIB,-SHS Performance monitoring
NCTE/NTC - Teacher Training
NCCA/CRDD - Curriculum Reform
WAEC- Examinations/Data
GSS- Poverty indicators/Data
NITA - ICT connectivity
CENDLOS – ICT for learning
GEU and Scholarships Advisor/ Administrator
School Performance Partnership Management
PROJECT COORDINATOR
Quality Outcomes Team Civil Works Team
New Construction Facilities Improvement Quality Improvement
New SHS Existing SHS New SHS New SHS Existing SHS Existing SHS
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2.4. Role of Ministry of Education
The Ministry‘s responsibility includes: (i) coordination and support of all implementing
departments of the SEIP; (ii) reporting on progress against the indicators and DLIs, DLRs,
EEPs and TAs; (iii) ensuring timely and comprehensive reporting of results for
disbursements; (iv) procurement; (v) overseeing financial management aspects of the Project
under the GES; (vi) ensuring compliance with the applicable safeguard instruments; (vii)
ensuring timely planning and communication of project activities to all stakeholders; and
(viii) such other technical, administrative, organizational and financial functions. Table 2.1
below sets out the entities responsible for the implementation of the SEIP.
Table 2.1: Entities Responsible for Implementation of the SEIP
Results Area
Implementing Entity
COMPONENT 1
1. Increase access with equity and quality
School expansion in underserved districts
School expansion and improvement in existing SHSs
Incentives for equitable access to SHS
2. Improve quality in low-performing SHS
Annual publication of school performance report
School Performance Partnerships
Improve Mathematics and Science teaching, curriculum
Improve ICT capacity in SHSs for improved learning
COMPONENT 2
3. Management, Research, Monitoring and
Evaluation
Secondary Education Strategy
Monitoring and Evaluation
Web-based monitoring
Web-based school profile, performance
Research
School mapping
Independent verification of DLIs
Advisory for Scholarship Administration
Impact Assessment/Evaluations
MOE, PBME (ICU), (Procurement), GES
MOE, PBME (ICU), (Procurement), GES
GES, DEOs, CSOs, Scholarship
Administrator/Advisor, GEU
GES (ICT), PBME (EMIS), GES (FM), (SED)
GES (FM), (SED), PBME, DEOs, SHSs
GES (TED), NCTE, NTC NCCA,
MOE, NITA, GES (SED), (FM), (ICT), PBME,
EMIS, CENDLOS
MOE
PBME, GES (M&E), GES (SED)
GES, Consultant
MOE, GES, Consultant or Firm
GES, Consultant
MOE, GES, Consultant or Firm
MOE, GES, Consultant or Firm
MOE, GEU, Scholarship /Advisor
MOE, GES, Firm
2.5. Role of Ghana Education Service
Under the SEIP, the GES‘s role will include: (i) science, mathematics and ICT teacher
training; (ii) institutional leadership training; (iii) preparation and implementation of school
performance partnership plans; (iv) resource management programs; (v) improvement of
mathematics and science teaching; (vi) improvement of SHS programs and ICT
interventions; (vii) implementation of scholarship scheme and (viii) ensuring timely
implementation of project activities at district and school levels.
The GES Financial Management team will also ensure timely submission of Credit
Withdrawal Application, ensure that Bank fiduciary (financial reporting, procurement)
SEIP PIM 2014-2019
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regulations and requirements are followed. On monitoring and evaluation, the relevant GES
teams will support the MOE M&E unit for effective monitoring and evaluation under the
SEIP. The GES will lead in the training of SHSs on the information and data requirements
and the preparation of SPPPs.
2.5.1. Role of Regional Education Directorate
The Regional Directors‘ role is to coordinate and help supervise activities under the SEIP.
They will monitor projects in the beneficiary senior high schools in their regions by liaising
with the districts and heads of senior high schools in monitoring the activities of SHS in their
districts and regions.
The Regional Education Directorate will, with the support of the Regional Coordinating Councils
(RCCs):
1) Co-ordinate and monitor sub-national activities.
2) Provide capacity support and technical assistance to the districts as needed
3) Collect, review and consolidate district reports as necessary
2.5.2. Role of District Education Directorate
The SEIP sub-programs to implement School Performance Partnerships in 125 beneficiary
schools will be managed and supervised at the district level. The District Director of
Education will sign MOUs with selected SHSs and work with the District Education
Oversight Committees and the District Assemblies in ensuring that sites are ready for school
construction. The District Assembly will ensure that social and environmental safeguards
guidelines are adhered to and Environmental Management Plans (EMP) are employed during
project implementation. The District Director of Education will communicate information on
the social and environmental safeguards and the EMPs to the PSC and the TIC.
The District Education Office will provide the first level of collation of school level data and
lead the sensitization, communication and outreach to stakeholders on the SEIP. District
Directors of Education and their teams in the selected districts will have key responsibilities
to (i) work with the District Education Oversight Committees (DEOC) to ensure that sites are
ready for new SHS construction; (ii) assist in undertaking the needs assessment for selected
secondary schools to benefit from rehabilitation and other facilities and quality improvement;
(iii) assist in the preparation of detailed plans for rehabilitation and other facilities
improvement in selected SHSs; (iv) assist in the dissemination of minimum standards for
SHS; (v) review facilities maintenance plan; (vi) Assist GEU to apply criteria for identifying
needy and qualified students to benefit from scholarships and other incentives; (vii)
collaborate on SHS data for school mapping; review and validate SHS online profile
information and data on school performance; (viii) lead activities on school performance
partnership to identify scope of needs; collate school performance partnership plans for
submission to GES; (ix) witness/sign SPP MOU with beneficiary SHSs (x) participate in
consultative workshop to determine improved science and mathematics curriculum; (xi)
participate in roll-out of training modules for science and mathematics; (xii) collate ICT
school improvement packages for selected SHS for onward transmission to GES; and (xiii)
establish monitoring system to track information on SHS in their District.
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2.5.3. Role of Beneficiary Senior High Schools
At the senior secondary education level, selected senior high schools, School Governing
Boards and Parent-Teacher Associations (PTAs) are expected to play important roles in
implementing various aspects to the SEIP. The responsibility of the selected senior highs
schools are to: (i) respond to needs assessment request from MOE and districts speedily; (ii)
provide school site plans for construction and rehabilitation of key facilities on the school
compound; (iii) participate in environmental and social safeguards training; (iv) contribute to
determining and agreeing on minimum standards for SHS; (v) assist the districts and GEU in
identifying needy and qualified students to benefit from scholarships and other incentives;
(vi) provide SHS data for school mapping; review and validate online school profile
information/data about school performance; (vii) provide data/information on school
performance partnerships and provide scope of needs for quality improvement; (viii) sign
SPP with DED; (ix) identify science, mathematics and ICT teachers to benefit from science
and mathematics training; (x) provide data/information on scope of ICT needs for quality
improvement; (xi) respond to all school level data requests speedily; (xii) sensitize Governing
Boards, PTA, and all stakeholders on SEIP; and (xiii) undertake enrollment and sensitization
drives targeted at potential students from catchment junior high schools.
Table 2.2: Implementation Arrangements
Implementing Agency(s)
Tasks
COMPONENT 1: Support to Increase Access with Equity and
Quality in Senior High Schools
Pillar 1: Increase Access with Equity in senior secondary education
in underserved districts
MOE
PBME/Infrastructure Coordination
Unit
GES/Secondary Education Division
DLI 1: Targeting of school expansion in underserved districts
Select school sites for new construction in: (i) districts with no operating SHS;
district prioritization based on the following objective targeting criteria: (a)
demand for SHS places; (b) district size; and (c) district poverty index
Select existing low performing schools for rehabilitation/upgrading based on
specified criteria, targeting methods and needs assessment.
MOE
PBME/Infrastructure Coordination
Unit
MOE; Procurement Unit
GES, Secondary Education
Division/PBME
DLI 2: Increase in new seats utilized for SHS students in underserved districts
Preconstruction requirements met for new construction and Safeguards compliance
achieved through ESMF and RPF guidelines/actions.
Complete and package final bidding documents for new construction in line with
appraised design.
Define, agree on and disseminate minimum standards for SHS
MOE;PBME/GES Financial
Management/Secondary Education
Unit
Infrastructure Coordination Unit/
FPMU GES Secondary Education
Division/PBME
DLI 3: Increased utilized seats in existing low-performing schools
Prepare detailed plans and scope of rehabilitation/ expansion of schools developed,
including: types of facilities needed/eligible based on design and technical standards
agreed upon between the GoG and Bank
Facilities Maintenance Plan
Number of schools upgraded and number of utilized seats
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Implementing Agency(s) Tasks
GES Secondary Education Division,
GEU, CSOs
DLI 4: Increased enrolment in SHS in selected districts and schools (for students
from low-income families, especially girls)
Identify Scholarship administrator/advisor to administer scholarships
Agree on criteria for selecting scholarship beneficiaries
Administer scholarships to needy and qualified SHS students in beneficiary schools.
Pillar 2: Improve the quality of low-performing SHS
GES ICT unit/EMIS
GES FM/ Secondary Education
Division
DEO, DEOC
DLI 5: Annual publication of School Performance Report
School mapping and data collection completed for all SHSs in Ghana
Publish online and in brochure SHS information and performance data
Select schools for quality improvements based on needs assessment
Sensitize, communicate and reach-out to stakeholders including guardians and wards
at JHS level
GES FM/ Secondary Education
Division
GES Financial
Management/Secondary Education
Unit/PBME
DEO, DEOC, Selected SHSs
DLI 6: School Performance Partnerships in 125 beneficiary schools
School Performance Partnerships to identify scope of needs and incorporate learning
into implementation
Training for selected schools in school improvement planning and implementation.
Prepare and distribute guidelines for School Performance Partnership Plans to
selected schools including-- scope of quality improvements of selected schools
developed, including details on: competencies, strategy for improving in-service
teacher training (including performance evaluation), networking, mentoring and
needs for training materials
Vet, submit and implementation of School Performance Partnerships Plans
Signing of School Performance Partnership MOU between DEO and SHSs.
Transfers released to schools based on their SPPPs.
GES, Teacher Education Division
(TED)/ NTC; Secondary Education
Division/ University of Cape Coast/
University of Winneba/CENDLOS
DLI 7: Improved learning outcomes in low performing schools
Hold consultative workshop to review curriculum and teacher training
Develop and design and establish in-service teacher training curriculum based on
required teaching competencies for mathematics and science
Roll-out training modules and curriculum for mathematics and science teachers from
senior high schools in targeted districts
ICT plan implemented in targeted schools
Select distance education content to further strengthen science and mathematics
teaching methodologies
Component 2: Management, Research and Monitoring and
Evaluation
MOE/PBME/M&E Unit
GES Secondary Education Division
Monitoring and Evaluation
Establish monitoring system to track information on all SHSs in Ghana
Management: training, research agenda and capacity building, audits, operating costs
Independent verification/validation consultancies
Household survey at end-line, Impact assessment/evaluation
Research agenda on secondary education—Public Expenditure Review, Secondary
Education Strategy, impact of scholarships, subsidies, private costs of education,
math and science interventions
Web-based monitoring site
Web-based school profile, performance
GPS school mapping and data collection
Orientation/Training for SHSs, DEOs, DEOCs, on facilities and quality
improvement, scholarship scheme, ICT packages, school mapping and monitoring
websites
Development of science/math training materials, leadership training modules
Monitoring and supervision of new construction, facilities improvement, scholarship
beneficiaries, quality improvement
Financial, procurement and technical audits
Data collection, analysis from GSS, WAEC
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3. IMPLEMENTATION OF COMPONENT 1: SUPPORT TO
INCREASE ACCESS WITH EQUITY AND QUALITY IN
SENIOR HIGH SCHOOLS
Component 1 uses a results-based financing (RBF) modality. Disbursements up to a capped
absolute amount are made against specific line items in the Education sector annual budget,
referred to as eligible expenditure programs (EEPs). These disbursements are conditioned on
achievement of specified results, as measured by disbursement-linked indicators (DLIs). A
matrix of indicators in Annex 1 has been developed to measure performance annually and
monitor the results achieved.
Policies and interventions to be supported under the first component of SEIP are grouped into
two pillars: (i) increasing access with equity (geographic, gender, poverty, etc.); and (ii)
enhancing quality of selected low performing SHS.
The key groups to benefit under component 1 are as follows:
a) 23 districts will benefit from construction of new SHS under pillar 1 (see section 3.1
for selection criteria and process)
b) 125 existing schools to benefit from quality improvements under pillar 2, and out of
those 50 schools will also benefit from facilities improvements under pillar 1 (see
section 3.2 for selection criteria and process).
c) 10,400 SHS students will benefit from a three-year scholarship under pillar 1.
3.1 Criteria for the Selection of Districts to receive 23 New High Schools
The criteria for selecting sites for the new senior high schools are two-fold. The first
criterion is to site new senior high schools in districts without public senior high schools.
The second criterion is to site new SHS in Districts with public SHS where demand for
additional places is high.
3.1.1. Ten districts without Public SHS
Currently 13 out of 216 districts are without public senior high schools. Three out of the 13
Districts are beneficiaries under the Government of Ghana‘s Community Day Senior High
School Project (CSHSP). The three Districts are Sekyere Afram Plains in the Ashanti
Region, Krachi Nchumuru in the Volta Region, and Wa West in the Upper West Region.
The remaining ten Districts were selected to receive new SHS under SEIP. The ten districts
are outlined in Table 3.1
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Table 3.1: List of 10 districts with no existing public SHS to receive a new SHS under
the SEIP
3.1.2. Additional 13 Districts to Benefit from New Senior High Schools
Additional 13 districts6 were selected to receive new SHS construction in order to bring the
total number of new SHSs to 23. The criteria for selecting the additional 13 districts is based
on the following variables: poverty index7, effective demand
8, and population size.
i. 50% to effective demand (JHS3 enrolment divided by SHS1 enrolment)
ii. 25% to the population of 15-17 year olds
iii. 25% to the multi-dimensional poverty index
The districts with the highest rank – i.e. most in need – are those with high demand, high
population and high poverty index. The weighting on effective demand was greatest because
of the need to ensure that schools are sited in locations where they can attract most students.
A. Any districts where the Government of Ghana had already contracted a firm to
commence construction of structures under the Community SHS Project were
removed from the ranking. (For example, high ranking districts which are already
receiving a new SHS under CSHSP include Upper Denkyira West, Kwahu Afram
Plains North, Kintampo South, Pru, Builsa South and Lambussie Karni.)
B. The first 13 districts in the remaining list, according to the ranking of most in need,
were selected to receive a new SHS under SEIP. The full data used in the ranking of
senior secondary schools is given in Annex 5.
6 The list of 13 additional Districts excluded Districts supported under the CSHSP and Districts without senior
high school. 7 Poverty index was based on non-monetary poverty indicators such as years of schooling, maternal mortality,
cooking fuel, electricity source, water source etc. 8 Effective demand is defined as the ratio of JHS 3 enrolment to SHS 1 enrolment.
Region District Rank
Western Wassa Amenfi Central 1
Western Bia East 2
Northern Mion 3
Northern North Gonja 4
Greater Accra Kpone Katamanso 5
Upper East Pusiga 6
Central Awutu Senya East Municipal 7
Upper East Binduri 8
Greater Accra Adenta Municipal 9
Greater Accra Ga East Municipal 10
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Table 3.2: List of 13 Districts for additional new SHS
Region District Rank
Ashanti Kumasi Metropolis 1
Brong Ahafo Sene East 2
Upper West Wa East 3
Eastern Kwahu Afram Plains South 4
Ashanti Offinso North 5
Volta Adaklu 6
Northern Gonja Central 7
Ashanti Ahafo Ano South 8
Brong Ahafo Kintampo North Municipal 9
Brong Ahafo Atebubu Amantin 10
Eastern Ayensuano 11
Western Sefwi Akontombra 12
Volta Krachi East 13
3.2 Criteria for selection of 125 existing SHS to benefit from improvement in
Facilities and Quality
The project will support an additional 125 existing SHSs. Out of the 125 existing SHSs, only
50 SHSs will benefit from facilities improvements. All 125 schools will benefit from quality
activities. In order to select existing schools to benefit from the project, schools were chosen
out of districts in need of SHS expansion and quality improvements. The ranking of 216
districts using poverty index, demand for SHS and district population was applied, as above.
After removing districts with no public SHS, the 100 districts ranked as most in need were
selected and all 221 public SHSs in these districts were eligible to be ranked.
3.2.1 Criteria for Selecting 50 Existing SHSs for Facilities and Quality Improvement
To benefit from facilities and quality improvements the school must have enrolment less than
1,400. This is because the facilities improvements aim to increase access and therefore
enrolment, and very large schools would not be encouraged to expand beyond the GES
norms9.
Schools were ranked according to the proportion of their classrooms needing major work,
using EMIS 2013-14 data. This was calculated as (permanent classrooms needing major
repair + temporary + uncompleted classrooms) / (permanent + temporary + uncompleted
classrooms).
The bottom (worst) 50 schools, along with the next 8 (making 58 total), were visited by
MOE/GES teams to verify the EMIS data and suitability of the schools for expansion. After
the visit the 50 schools were selected in order of need, and where a school was deemed
inappropriate for expansion according to the visit the school was skipped. The information on
the site visit of 50 selected schools for facilities improvement and the reasons for de-selecting
9 The GES norm for senior secondary school size is 1500 students per school. There are however some
exceptions in schools which have greater capacity to expand.
SEIP PIM 2014-2019
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some schools is provided in Annex 6. The 50 schools selected to benefit from facilities and
quality improvements are shown in Table 3.3.
.
Table 3.3: List of 50 schools to benefit from facilities and quality improvements
s/n Region District School name
1 Western PRESTEA HUNI VALLEY ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO
2 Upper West WA EAST FUNSI SENIOR HIGH SCHOOL
3 Western BODI BODI SENIOR HIGH SCHOOL
4 Central ASSIN SOUTH ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL
5 Brong Ahafo PRU YEJI SECONDARY/TECHNICAL SCHOOL
6 Volta KETU SOUTH KLIKOR SECONDARY/TECHNICAL SCHOOL
7 Volta ADAKLU AYINGBE ADAKLU SENIOR HIGH SCHOOL
8 Volta NORTH TONGU DORFOR SENIOR HIGH SCHOOL
9 Central ASSIN SOUTH NYANKUMASI AHENKRO SENIOR HIGH SCHOOL
10 Western SEFWI AKONTOMBRA AKONTOMBRA SENIOR HIGH SCHOOL
11 Volta KETU SOUTH SOME SENIOR HIGH SCHOOL
12 Ashanti EJURA SEKYIDOMASE SEKYEDOMASE SENIOR HIGH SCHOOL
13 Upper East BONGO ZORKOR SENIOR HIGH SCHOOL
14 Brong Ahafo BANDA BANDAMAN SENIOR HIGH TECHNICAL SCHOOL
15 Upper West NADOWLI KALEO SECONDARY/TECHNICAL
16 Northern SAWLA-TUNA-KALBA TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL
17 Central ASSIN NORTH MUNICIPAL ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL
18 Central AWUTU-SENYA OBRACHIRE SECONDARY/TECHNICAL
19 Upper West DAFFIAMA-BUSSIE-ISSA DAFFIAMA SENIOR HIGH SCHOOL
20 Greater Accra ACCRA METROPOLITAN PRESBYTERIAN SENIOR HIGH SCHOOL-OSU
21 Northern SABOBA E/P SENIOR HIGH SCHOOL, SABOBA
22 Ashanti AMANSIE WEST ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL
23 Volta AGORTIME ZIOPE AGOTIME SENIOR HIGH SCHOOL
24 Upper East KASSENA-NANKANA MUNICIPAL AWE SENIOR SECONDARY/TECHNICAL SCHOOL
25 Ashanti OFFINSO MUNICIPAL ST. JEROME SENIOR HIGH SCHOOL
26 Ashanti ADANSI NORTH FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL
27 Upper East BONGO GOWRIE SECONDARY/TECHNICAL SCHOOL
28 Central UPPER DENKYIRA WEST DIASO SENIOR HIGH SCHOOL
29 Upper West JIRAPA ULLO SENIOR HIGH SCHOOL
30 Central ASIKUMA-ODOBEN-BRAKWA ODOBEN SENIOR HIGH SCHOOL
31 Ashanti BOSOME FREHO BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA
32 Brong Ahafo JAMAN NORTH GOKA SECONDARY/TECHNICAL SCHOOL
33 Volta NKWANTA SOUTH NTRUBOMAN SENIOR HIGH SCHOOL
34 Greater Accra ACCRA METROPOLITAN HOLY TRINITY CATH. SENIOR HIGH SCHOOL
35 Brong Ahafo PRU PRANG SENIOR HIGH SCHOOL
36 Ashanti OFFINSO NORTH NKENKAASU SECONDARY HIGH SCHOOL
37 Eastern AFRAM PLAINS (KWAHU NORTH) S.T. FIDELIS SENIOR HIGH TECH. SCHOOL
38 Central AWUTU-SENYA SENYA SENIOR HIGH SCHOOL
39 Upper East BONGO BONGO SENIOR HIGH SCHOOL
40 Western AOWIN NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL
41 Upper East KASSENA-NANKANA MUNICIPAL OUR LADY OF LOURDES SECONDARY/TECHNICAL
42 Ashanti ADANSI NORTH BODWESANGO SENIOR HIGH SCHOOL
43 Central TWIFO HEMANG-LOWER DENKYIRA JUKWA SENIOR HIGH SCHOOL
44 Western WASSA EAST DABOASE SENIOR HIGH TECHNICAL SCHOOL
45 Brong Ahafo TAIN MENJI AGRICULTURAL SENIOR HIGH SCHOOL
46 Northern CENTRAL GONJA BUIPE . SECONDARY TECHNICAL SCHOOL
47 Ashanti AMANSIE CENTRAL JACOBU SECONDARY/TECHNICAL SCHOOL
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48 Northern EAST GONJA T. I. AHMADIYYA SENIOR HIGH SCHOOL
49 Brong Ahafo TAIN BADU SECONDARY/TECHNICAL SCHOOL
50 Brong Ahafo DORMAA WEST NKRANKWANTA SEC/TECH
3.2.2 Criteria for Selecting 75 Existing SHSs for Quality Improvement
From the public SHS in the 100 selected districts, any school already chosen to receive
facility and quality improvements was removed from the list. All other schools were eligible
(i.e. including those with enrolment over 1,400 or who were rejected from facilities
improvements in the verification visit). Schools were ranked according to their WASSCE
performance10
. The lowest performing 75 schools were selected. The full data used for the
ranking of senior secondary schools is attached in Annex 5. The list of additional SHSs
selected for quality improvement is given below in Table 3.4.
Table 3.4: List of 75 additional schools selected to benefit from quality improvements
S/N Region District School name
1 Northern KARAGA KARAGA SENIOR HIGH SCHOOL
2 Northern NANUMBA SOUTH WULENSI SENIOR HIGH SCHOOL
3 Western WASA AMENFI WEST ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL
4 Northern TATALE SANGULI TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL
5 Northern BUNKPURUGU-YUNYOO BUNKPURUGU SECONDARY/TECHNICAL
6 Upper East BUILSA SOUTH FUMBISI SENIOR SECONDARY AGRIC SCHOOL
7 Northern WEST MAMPRUSI WULUGU SENIOR HIGH SCHOOL
8 Brong Ahafo WENCHI MUNICIPAL KOASE SECONDARY/TECHNICAL
9 Ashanti SEKYERE CENTRAL BEPOSO GHANA MUSLIM MISSION SENIOR HIGH SCHOOL
10 Brong Ahafo TAIN NSAWKAW STATE SENIOR HIGH SCHOOL
11 Western BIA WEST BIA SENIOR HIGH TECH SCHOOL
12 Ashanti ADANSI NORTH DOMPOASE SENIOR HIGH SCHOOL
13 Brong Ahafo NKORANZA NORTH BUSUNYA SENIOR HIGH SCHOOL
14 Upper West JIRAPA JIRAPA SENIOR HIGH SCHOOL
15 Northern GUSHIEGU GUSHEGU SENIOR HIGH SCHOOL
16 Brong Ahafo SENE WEST KWAME DANSO SECONDARY/TECHNICAL
17 Northern BUNKPURUGU-YUNYOO NAKPANDURI BUSINESS SENIOR HIGH SCHOOL
18 Northern KPANDAI KPANDAI SENIOR HIGH SCHOOL
19 Brong Ahafo ATEBUBU-AMANTIN AMANTEN SENIOR HIGH SCHOOL
20 Ashanti SEKYERE CENTRAL NSUTAMAN CATHOLIC SENIOR HIGH SCHOOL
21 Eastern AKYEMANSA AYIREBI SENIOR HIGH SCHOOL
22 Ashanti AHAFO ANO SOUTH MANKRANSO SENIOR HIGH SCHOOL
23 Central ASSIN SOUTH ADANKWAMAN SECONDARY/COMMERCIAL SCHOOL
24 Brong Ahafo ASUNAFO NORTH MUNICIPAL AHAFOMAN SENIOR HIGH/TECHNICAL SCHOOL
25 Western WASA AMENFI EAST AMENFIMAN SENIOR HIGH SCHOOL
26 Brong Ahafo ASUNAFO SOUTH KUKUOM AGRICULTURE SENIOR HIGH SCHOOL
27 Volta NORTH TONGU AVETIME-BATTOR SENIOR HIGH TECHNICAL
28 Central GOMOA WEST GOMOA SECONDARY/TECHNICAL SCHOOL
10
The proportion of candidates achieving a credit pass (A1 to C6) in all of the four core subjects: English,
Mathematics, Integrated Sciences and Social Studies, in 2013.
SEIP PIM 2014-2019
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29 Ashanti AMANSIE WEST MANSO ADUBIA SENIOR HIGH SCHOOL
30 Northern BOLE BOLE SENIOR HIGH SCHOOL
31 Northern NANUMBA NORTH BIMBILLA SENIOR HIGH SCHOOL
32 Eastern AYENSUANO KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL
33 Central ASSIN NORTH MUNICIPAL ASSIN STATE COLLEGE
34 Ashanti ATWIMA MPONUA NYINAHIN CATHOLIC SENIOR HIGH SCHOOL
35 Volta NORTH TONGU MEPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL
36 Volta AKATSI NORTH AVE SENIOR SECONDARY, AVE-DAKPA
37 Upper East BAWKU WEST KUSANABA SENIOR HIGH SCHOOL
38 Brong Ahafo NKRORANZA SOUTH KWABRE SENIOR HIGH SCHOOL
39 Eastern UPPER WEST AKIM ADEISO PRESBY SENIOR HIGH SCHOOL
40 Ashanti ATWIMA MPONUA MPASATIA SECONDARY/TECHNICAL SCHOOL
41 Northern SAVELUGU NANTON SAVELUGU SENIOR HIGH SCHOOL
42 Eastern AFRAM PLAINS (KWAHU NORTH) DONKORKROM AGRIC SENIOR HIGH SCHOOL
43 Ashanti ASANTE-AKIM SOUTH BOMPATA PRESBYTARIAN SENIOR HIGH SCHOOL
44 Eastern UPPER MANYA KROBO ASESEWA SENIOR HIGH SCHOOL
45 Volta NKWANTA NORTH KPASSA SENIOR HIGH /TECHNICAL SCHOOL
46 Upper West LAMBUSSIE-KARNI HOLY FAMILY SENIOR HIGH SCHOOL
47 Greater Accra ACCRA METROPOLITAN KINBU SECONDARY/TECHNICAL
48 Western SUAMAN DADIESO SENIOR HIGH SCHOOL
49 Brong Ahafo WENCHI MUNICIPAL ISTI QAAMA SENIOR HIGH SCHOOL
50 Ashanti ADANSI SOUTH NEW EDUBIASE SENIOR HIGH SCHOOL
51 Upper East BUILSA NORTH SANDEMA SENIOR HIGH SCHOOL
52 Brong Ahafo KINTAMPO SOUTH JEMA SENIOR HIGH SCHOOL
53 Central ASSIN NORTH MUNICIPAL GYAASE SENIOR HIGH SCHOOL
54 Central UPPER DENKYIRA EAST MUNICIPAL DUNKWA SECONDARY/TECHNICAL SCHOOL
55 Volta NKWANTA SOUTH NKWANTA SENIOR HIGH SCHOOL
56 Ashanti ASANTE-AKIM SOUTH OFOASE SECONDARY/TECHNICAL SCHOOL
57 Ashanti KUMASI METROPOLITAN KUMASI SECONDARY/TECHNICAL SCHOOL
58 Western WASA AMENFI WEST ASANKRANGWA SENIOR HIGH SCHOOL
59 Central AGONA EAST AGONA KWANYAKO SENIOR HIGH SCHOOL
60 Ashanti SEKYERE SOUTH AGONA S.D.A SENIOR HIGH SCHOOL
61 Ashanti SEKYERE SOUTH ADU GYAMFI SENIOR HIGH SCHOOL, JAMASI
62 Central EKUMFI EKUMFI T.I AHMADIYYA SENIOR HIGH SCHOOL, ESSARKYIR
63 Upper East BUILSA NORTH SANDEMA SEC/TECH SCHOOL
64 Volta KETU SOUTH THREE-TOWN SENIOR HIGH SCHOOL
65 Ashanti OFFINSO MUNICIPAL NAMONG SECONDARY/TECHNICAL SCHOOL
66 Upper West LAMBUSSIE-KARNI PIINA SENIOR HIGH SCHOOL
67 Greater Accra ACCRA METROPOLITAN KANESHIE SECONDARY/TECHNICAL SCHOOL
68 Brong Ahafo NKORANZA NORTH YEFRIMAN SENIOR HIGH SCHOOL
69 Eastern AKYEMANSA AKOKOASO SECONDARY/TECHNICAL SCHOOL
70 Brong Ahafo SENE EAST KAJAJI SENIOR HIGH SCHOOL
71 Western PRESTEA HUNI VALLEY PRESTEA SECONDARY/TECHNICAL SCHOOL
72 Ashanti ADANSI SOUTH AKROFUOM SECONDARY/TECHNICAL SCHOOL
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73 Northern EAST GONJA SALAGA SENIOR HIGH SCHOOL
74 Volta NORTH TONGU BATTOR SENIOR HIGH SCHOOL
75 Greater Accra ACCRA METROPOLITAN ACCRA WESLEY GIRLS HIGH
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3.3 Pillar 1: Increase Access with Equity
The objective of pillar one is to improve access to senior secondary education and improve
equity in underserved districts and subsidize students, especially girls from low income
households through:
(a) Construction of 23 new community Day SHSs
(b) Improvement in facilities for at least 50 existing SHSs
(c) Provision of a three-year scholarship for 10,400 SHS students
Guidelines for the construction of 23 new community day SHS are given in Annex 7.
Guidelines for the improvement of facilities are given in Annex 8. The beneficiary schools
for construction and facilities improvement will also benefit from quality improvements
under Pillar 2.
3.3.1 Scholarship
The scholarship scheme under the SEIP will address the low level of participation of students
from poor communities, especially girls. The total amount for scholarships is estimated at
$15.0 million and will support 10,400 students at the rate of US$1,500 a year per student for
a period of three years of SHS. The scheme supports students who are placed in the 50
schools benefiting from facilities and qualities and 75 benefiting for qualities only. Students
from the 23 new constructions will join the scheme as and when a construction is completed
so long as they will complete the three-year cycle The amount was determined based on the
need to cover such costs as school fees, examination fees, uniforms, textbooks, stationery,
footwear, school bag, sanitary materials, transport cost and other student essentials. The
funds will be transferred directly to SHSs to cover the cost of eligible items like school fees,
uniforms, textbooks, exercise books, examination fees. The remaining funds will be given to
the students to meet their other needs. A student remains on the scholarship until they
complete the three years of SHS, however, they must attend at least 80% of the school year.
Given the gender focus of the scholarships, a proportion of 60% will be awarded to girls and
40% for boys. Guidelines for the administration of the scholarship is attached as Annex 9.
The Girls Education Unit will lead the implementation of the Scholarship scheme with
technical support from a scholarship advisor/administrator. The Girls‘ Officers in the District
Education offices will monitor the disbursement to student beneficiaries and report to the
District Director.
3.3.1.1 Reporting
The scholarship advisor/partner will present reports as specified in the TOR in Annex 10.
GEU will report also report on the various aspect of their work for monitoring and
verification. The report will include the following:
Report on selection process and outcomes.
Number of beneficiaries and their profile (gender, programme, date of birth, eligibility
criteria, residence/distance from school)
Beneficiaries‘ record of school attendance and academic performance
Tracking of beneficiaries on the scholarship scheme
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Provide information for those not selected for Government monitoring and evaluation
databases.
Action plan for next phase
Recommendations
Challenges
The reports from the districts will be submitted to the officer appointed at the GEU Unit at
GES headquarters for submission to the Director-General and copies to the SEIP Project
Coordinator, Qualities and Outcomes at the Secondary Education Division and Regional
Directors of the beneficiary schools. The reports will be submitted twice in the academic year
3.3.1.2 Responsibilities of the Regional Director
The Regional Director of the beneficiary districts will supervise and monitor the
disbursement of funds to beneficiary students to ensure that schools and districts comply with
criteria for selection.
The scholarship will last for three school years per cohort. It is expected that 2357 student
will benefit in the first year of 2014/15. In 2015/16 academic 5208 students will benefit from
the scheme cumulatively. In year 2016/17 10, 331 students will benefit from the scholarship
cumulatively. There will be no new additional beneficiaries in 2017/18 since they will not
complete the three- years SHS schooling cycle by the end of the project. The table below
shows the cumulating of beneficiaries by close of the project cycle.
3.3.1.3 Responsibilities of the District Director
The SEIP Scholarship Adviser is responsible for informing District Directors of Education of
the quota of SEIP scholarships available for each beneficiary school in their district. District
Directors of Education, with the assistance of the District Girls‘ Education Officers, are
responsible for disseminating information about the scholarships to potential beneficiaries in
their district, and for making application forms available.
Table 3.5 Projected Scholarship Beneficiaries Under SEIP
ENROLMENT
SEIP Yr1
2014/15
SEIP Yr2
2015/16
SEIP Yr3
2016/17
SEIP Yr4
2017/18
SEIP Yr5
2018/19
Existing Schools (50 for facilities
improvement) 35,000
42,350 51,244 62,005 75,026
TOTAL 35,000
42,350 59,524 78,565 99,866
First Year Students in Existing 50 SHSs 11,666 14,116 17,081 20,668 25,008
First Year Students in additional 75 SHSs
and/or Newly Constructed 23 SHSs 0 0 8,280 8,280 8,280
First Year Students eligible for
Scholarships 11,666 14,116 25,361 28,948 33,288
20% scholarship Beneficiaries (Total
enrolment) 2,356 2,852 5,123
20.2 20.2 20.2 0
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The total number of first year students eligible for scholarships will be 20% of all first years
in the 50 selected schools for ―facilities improvement‖ The actual cumulative number of
students on scholarships per year will be SEIP Yr.1- 2,356 students; SEIP Yr, 2 – 5,208
students; and SEIP Yr.3 – 10,331 students. No scholarships will be started in SEIP years 4
and 5 because at present the policy is to ensure that each student on scholarship completes
SHS by the project closing.
The annual outputs in line with DLI 4: Increased enrollment in selected SHSs for students
from low income families especially girls are indicated in the table below:
Table 3.6 Disbursement Linked Indicator and Targets Under the Scholarship Scheme
Result Focus Indicator Year 0 Year 1 Year 2 Year 3 Year 4
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Demand side
interventions
to encourage
enrollment
and
completion
of SHS
DLI 4:
Increased
enrolment
in selected
SHS for
students
from low
income
families,
especially
girls
DLR1:
Selection and
contracting of
implementing
partner to
administer
scholarships
completed and
criteria for
selection of
beneficiaries
of scholarships
developed
DLR2: At
least 2,000
SHS
students
receiving
scholarship
in selected
schools.
DLR3: At
least 4,000
SHS
students
receiving
scholarship
in selected
schools.
(cumulative)
DLR4: At
least 6,000
SHS
students
receiving
scholarship
in selected
schools
(cumulativ
e)
DLR5: At
least
10,000
SHS
students
receiving
scholarshi
p in
selected
schools
(cumulativ
e)
3.3.2 Eligibility for Scholarship
Scholarships will be provided to eligible students in the targeted SHS. All eligible students
will receive an information sheet about the scholarship scheme. Prospective beneficiaries will
complete application forms which will be reviewed by a scholarship committee. Scholarship
beneficiaries will need to be placed in the target SHS by CSSPS.
All applicants must satisfy the following criteria to qualify for consideration. S/He must:
i. be a Ghanaian
ii. be needy and qualified
iii. be in JHS 3 or have completed JHS and written the BECE in the past three years
iv. have selected a school benefiting from the SEIP.
The prospective beneficiary must be within at least one of the following criteria:
An orphan without support
A student who takes care of herself/ himself
A student with special needs (eg. Blind, deaf, intellectual disability, physical
disability etc.)
A student living with HIV/AIDS
A student in a household with income below the minimum wage
A student from a LEAP beneficiary household
A student from a single parent family with low income
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A student, whose parents or guardians are all unemployed, (must be seeking
employment)
A student whose parents or guardians have special needs or serious illness
A student from a large household unable to afford to send all children to school
A teenage mother without support and willing to go back to school
Priority will be given to girls and students studying science, technical and agricultural
programmes. Students already receiving support from any other scholarship program or
organization are not eligible for this scheme. A scholarship application form and applicant
assessment form is attached as Annex 11.
3.3.3. Scholarship Selection Process11
The beneficiary District Director of Education shall constitute a Scholarship Assessment and
Selection Committee. This committee shall comprise the following:
District Director of Education
District Education Oversight Committee Member
Head (Beneficiary School[s])
Girls Education Officer
The application process will commence in June each academic year. This will enable both
JHS final year students pending their selection and placement in the beneficiary school, and
BECE graduates who have completed JHS in the two past years and have applied to enroll in
the beneficiary senior secondary schools to apply. The final determination of beneficiaries
will be completed in September when BECE results will have been released and students
placed in the respective schools. Applicants must fill scholarship application forms to be
submitted to the school-based facilitator (to be identified and trained) for onward submission
to the scholarship committee for consideration.
When BECE results are released applicants will submit their result slips, printed from WAEC
website and submit to the officer at the GEU in the district for submission to the panel. The
heads of beneficiary schools will confirm the placement and acceptance of school for final
confirmation and compilation of beneficiaries.
Finalized lists of beneficiaries, certified by the District Director of Education shall be
forwarded to the GEU, GES Headquarters for analysis and collation. GEU will then submit
the data to the Director-General, GES, through the Coordinator, Qualities and Outcomes,
SED.
Applicants who are not successful have one month to appeal for consideration. The appeal
will be submitted to the Regional Director who will call for a second assessment of the
applicants‘ request.
3.3.4. Monitoring by GES, MOE and REO
Monitoring teams comprising officers from GES headquarters, MOE and Regional Education
offices of beneficiary schools will monitor and evaluate the scholarship scheme. This is
meant to confirm reports from the advisor/partner and GEU. The team will include, but not
be limited to:
11
Please refer to Scholarship Terms of Reference
SEIP PIM 2014-2019
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a) An officer from SED, GES Headquarters
b) An Officer form the GEU GES headquarters
c) Two officers from the MOE in charge of monitoring
d) An officer from the Girls‘ Education Unit, GES headquarters
e) An Officer from the Welfare Unit, GES headquarters
f) The Guidance and Counseling officer for the particular region.
g) The Guidance and Counseling Coordinator for the particular District
h) District Director for Education‘s representative
i) Girls‘ Education officer from the beneficiary district.
j) Representative of District Assembly/DEOC from beneficiary District
These officers will be in groups to verify the number of scholarships and the number of low
income students receiving scholarship. The groups will submit their report to the TIC who
will subsequently submit to the PSC for evaluation. Independent verification will be
conducted by the Bank.
3.3.5. Monitoring by GEU
The GEU will be responsible for monitoring and providing data on the following:
Baseline data on educational attainment in the beneficiary schools before the award of
scholarships. (This will be used to determine the impact on enrolment and
performance after the project phases out).
Number of beneficiaries and their profile (gender, programme, date of birth, eligibility
criteria, residence/distance from school)
Beneficiaries‘ record of school attendance and academic performance
Tracking of beneficiaries on the scholarship scheme
Provide information for those not selected for Government monitoring and evaluation
databases.
In order to get feedback on scholarship implementation, monitoring teams from MOE and
GES will visit beneficiary schools and submit report to the TIC who will subsequently submit
to the PSC.
Table 3.7 Implementation Schedule for Scholarship Administration
Deliverable Subject Timeline
% of Annual
Administrative
Fee
Yea
r 1
Contract Contract Signature 10/2014 10
Instrument Draft SEIP Scholarship Application Form 10/2014 5
Survey
Survey to assess the status of potential
scholarship beneficiary 11/2014 30
List of School. Beneficaries
Selection of Scholarship Beneficiaries for
Sept. 2014 11/2014 25
Bank Transfers
Transfer of Scholarship Funds to support
Beneficiaries 12/2014 15
Monitoring Report
Follow up on students attendance and
performance Termly 10
Final Report
Submission of Final Report and Lessons
Learned 12/2014 5
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Yea
r 2
Preparatory Stakeholder
Meetings
Participatory Learning Appraisal with
stakeholders 01/2015 10
Follow up Scholarship
Beneficiaries
Report on students who received
scholarships 03/2015 10
Survey
Survey to assess the status of potential
scholarship beneficiary 11/2015 30
List of School. Beneficiaries
Selection of Scholarship Beneficiaries for
Sept. 2015 11/2015 25
Bank Transfers
Transfer of Scholarship Funds to support
Beneficiaries 12/2015 15
Monitoring Report
Follow up on students attendance and
performance Termly 10
Final Report
Submission of Final Report and Lessons
Learned 12/2014 5
3.3.6. Sustainability
The targeting and administration of the scholarship scheme under the SEIP will be closely
monitored to understand costs, efficiency and effectiveness of the program. The lessons
learned will inform the government strategy to (i) continue the programme after the project
closes; (ii) scale up the government‘s current scheme in a more targeted and objective
manner; and/or (iii) seek additional resources from development partners to expand the
program. In addition, lessons from previous activities will also be applied i.e. key activities
under World Bank funded projects such as the Ghana Education Sector Project (2003-2009)
and the EFA-FTI projects (2008-2011), have been sustained because investments were
focused on targeted beneficiaries and/or districts to ensure more equitable financing in the
sector to those localities and populations previously underserved. It is expected that activities
under the SEIP including the scholarship program will be sustained if lessons from ongoing
and previously implemented projects are applied and if targeted programs are developed
based on a long term vision to make secondary education gradually universal and
progressively free, a requirement of Ghana‘s Constitution.
The government's strategy to increase equitable access and improve the quality of secondary
has significant fiscal implications for both investment and recurrent costs. The SEIP aims to
encourage greater rationalization of expenditures and prioritization of investments. With
facilities and quality improvement of existing SHSs, the government is introducing
efficiencies which will allow more students to access SHS in existing facilities. As part of its
program, the Government plans to initiate an expenditure review which will recommend
efficiency measures to improve the sustainability of the senior secondary sub-sector. Better
schools may attract more students which may improve the utilization rate in under subscribed
SHSs and indirectly lead to the decongestion of over-subscribed SHSs.
SEIP PIM 2014-2019
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3.4 Pillar 2: Improve the Quality of Education in Selected Low Performing
Senior High Schools
3.4.1 School Performance Partnership Plan
The School Performance Partnership (SPP) is the process of supporting schools to strengthen
teaching and learning and further defines the relationship between the school and the District
Education Directorate, with oversight responsibility by the Regional Director of Education.
The SPPP is an agreed plan of activities with expected outputs and outcomes.
The main objective of the SPPP is empower senior high schools to make their own decisions
and take responsibility for the implementation of activities to improve teaching and learning
leading to increase in performance. The SPP therefore provides a platform on which schools
are held accountable for what is taught, how it is taught and how it helps students to learn
effectively. Schools thus will do needs assessment, identify areas of teaching and learning
that need support and develop plans to improve upon these areas. Eligible activities to be
funded under the SPPPs should be focused on improving learning outcomes in areas
determined as priority.
The SPPP must target activities that will improve outcomes in performance and enrolment. It
will include but not be restricted to the following:
Improvement in teaching and learning mathematics, science and ICT
Leadership
Support for weak students and low learners
Procuring laboratory materials
Teaching and learning materials.
These are mandatory and must be catered for in the SPPP. Other activities that may be
considered include student enrolment drive, educational field trips, rehabilitation of minor
facilities among others.
3.4.2 Preparation of SPPP
In July of each year, the GES will direct heads of selected SHSs to initiate the SPPP
preparation process and ensure the involvement of all stakeholders. Head of Schools are
required to rally all teaching and non-teaching staff, the SRC, School Board, and
representatives of PTA to determine activities to be implemented during the year. All SPPPs
should have been completed by the end of August of the year. The Guidelines for the
Preparation of the Senior High School Performance Partnership Plan is attached as Annex 12.
The 125 agreed signed plans will be submitted to the GES Headquarters for disbursement.
Following the clearance, initial funds will be transferred to the schools for activity
implementation in October.
A signing ceremony will take place in September between the District Education Directorate
and the school head with a member of the DEOC as witness. The Regional Director will
supervise the signing ceremony and receive a copy of the SPPP which will be used to monitor
progress of activities in the school. The amount of SPP transfer will be determined by school
SEIP PIM 2014-2019
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size/enrolment. Selected SHSs will be required to open a separate SPPP account for the
transfer of funds. Schools will be required to post their approved SPPPs on the school notice
board for public information. Implementation of activities can commence as soon as funds
are released. The first six months of implementation will be followed by a review meeting to
resolve any initial problems of implementation, funds flow, accounting, procurement etc.
This review meeting will be organised by the GES in April of each year. After a second six
months of implementation, another review meeting will be organised by the GES in October
of each year. The second review meeting will require heads of schools to report on verifiable
initial outputs and outcomes. There will also be mobile monitoring of execution of the SPPPs
and qualitative audit of the SPPPs (school survey) to better capture details on how schools
improve quality. The template for the school performance partnership plan is attached as
Annex 13. Table 3.8 Process for SPPP Preparation and Submission
Time
frame
Activity Responsibility
Oct., 2014 Orientation for school heads on SPPP SED, GES
Nov., 2014 Heads meet with their staff and their Boards to determine
objectives for improving teaching and learning as well as
access
Heads of SHSs
Nov., 2014 Schools prepare their SPPPs signed by teacher
representative, Board Chair and Head of School
Heads of SHSs
Nov., 2014 Signing Ceremony at District Assembly District Director
Dec., 2014 Submit SPPPs to Director-General, GES District Director
Dec., 2014 Opening of a separate bank account for SPP Heads
Jan., 2015 Release first tranche of funds to SHSs and service providers Financial Controller
Jan., 2015 Begin implementation of activities School Head
Apr., 2015 Mid-year review meeting District Director
Apr., 2015 Submit report on mid-year review to TIC through DG District Director
Jul., 2015 End of year review District Director
Jul., 2015 Collate report for submission to TIC through DG District Director
Aug., 2015 Decision taken for the next cycle Chief Director
3.4.2.1 School Level Outputs and Outcomes
• Enrolment of students to SHS increased
• Enrolment of girls opting for science increased
• Enhanced ICT facilities
• Enhanced/friendly learning environment
• Leadership improved
• Improved learning outcomes, particularly for math and science
• Increased retention
SEIP PIM 2014-2019
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3.4.2.2 Relevant DLRs for SPPPs
Year 0. DLR1: Guidelines on preparation of school performance partnerships (SPPs)
developed and distributed to selected schools.
Year 1. DLR2: Training on school improvement planning and implementation provided for
125 selected schools.
Year 2. DLR3: 80 selected schools signing performance partnerships
Year 3. DLR4: 100 selected schools signing performance partnerships
Year 4. DLR5: 125 selected schools signing performance partnerships
3.4.3 Orientation Training for Beneficiary Schools
Orientation training will be led by the Secondary Education Division, GES in two groups for
125 beneficiary schools – one group of 50 and another group of 75. The orientation for the 50
schools will address arrangements for managing facilities and quality improvements
(including the SPPPs). The orientation for the 75 schools will address quality improvements
only (including the SPPPs). The participants for orientation training will include school
management, officers from the District Education Office and the District Assembly – these
three actors are required to work together in planning, implementing and monitoring the
school-level activities of the SEIP.
Table 3.9 Participants for Beneficiary Schools Orientation
50 schools 75 schools
School Head
Assistant Head (1)
District Education Office (2)
District Assembly (2)
School Head
Assistant Head (1)
District Education Office (1)
District Assembly (1)
The orientation will be a two-day training and will provide an introduction to the SEIP and its
activities, focusing on those relevant to the participating group.
3.4.3.1 Training
The schools will receive training in the following areas among others to enable them identify
and prioritize their needs
Planning
Leadership
Procurement
Financial Accounting
School inspection
The training will emphasize the required results of the project, particularly those which the
schools are responsible for achieving.
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3.4.3.2 Improving Teaching and Learning of Mathematics and Science
The objective of Component 1 pillar 2 is to improve the quality of teaching and learning in
125 selected low-performing senior high schools with a focus on mathematics, science and
ICT education. Specifically, with interventions in Science and mathematics, 50 of the low
performing schools will benefit from facility improvements and quality improvements and an
additional 75 schools will benefit from quality improvements. In the third year of the
program when the 23 new schools construction is completed, these will also be supported to
improve the teaching and learning of mathematics and science.
Under the SPPP, schools will identify activities to meet their needs to improve school
performance. Activities to improve the teaching and learning of mathematics and Science
might include:
provision of teaching and learning materials which will include mathematical models,
science equipment and consumables and computers
in-service training activities for teachers and laboratory assistants, depending on the
needs of teachers
curriculum enrichment activities in Science and mathematics such as Clubs and
projects, participation in STMIE Camps, STME Clinics, Competitions, Fairs,
Festivals, open source contents for e.g. Khan Academy etc. and Olympiads.
3.4.4 National Level Science and Mathematics INSET
The National Teaching Council (NTC)/Science Education Unit (SEU, GES) will administer a
questionnaire to Science and Mathematics teachers to assess their needs in pedagogy and
teaching methodologies. In-service training modules and manuals will be developed by
NTC/SEU in collaboration with Science/Mathematics Educators from UCC and UEW, based
on the teachers‘ needs identified. Training manuals, teachers and technicians guides will be
procured by the Supplies and Logistics Division of the GES. This will be completed within
year 1 of the project. The GES will provide training facilities.
SEU will organize INSET workshops for selected teachers in beneficiary schools as part of
their SPPPs. This will be mandatory for schools under the SPPP from year 2 of the project
onwards. When schools are preparing their SPPPs for 2015/16, guidelines will be provided
on the dates and costs of the Science and Mathematics INSET. Schools are also encouraged
to organize their own INSET for Science and Mathematics teachers in addition to the central
workshops.
3.4.5 Monitoring
Status reports based on needs assessment of beneficiary schools will provide baseline
information that will be used for assessing impact. Schools will report regularly by filling in
online questionnaires as discussed in the section on M&E.
3.4.6 Review of Quality of Teaching and Learning of Mathematics and Science
In 2014 the Ministry set up a committee to focus on improving the quality of mathematics
and science education in Basic schools. To build on this, the committee will now focus on
improving the teaching and learning of mathematics and science with ICT orientation (i-
SEIP PIM 2014-2019
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campus) at the SHS level. The recommendations of the committee are attached in Table
3.10.
Table 3.11 gives a slimmer list of recommendations that will be covered under SEIP. For
these recommendations, a workplan for the Science and Math component of SEIP was
developed in fulfillment of DLR 7.1, given in Table 3.12. To implement such an extensive
list of activities and to inject new ideas into the existing Science and Math curriculum, a
consulting firm will be hired. The draft TOR for the consulting firm can be found in Annex
14.
SEIP PIM 2014-2019
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Table 3.10 Recommendations of the Committee on Reforming Science and Mathematics Education in Pre-Tertiary Schools
Recommendations Responsibility Source of
Finance
Timeframe
1. Resource Science Education Unit of the GES with experienced science and mathematics
educators and teaching/learning materials to ensure strong leadership, coordination,
collaboration and integration to enable it to perform its functions.
MOE National
budget
2014-2015
2. Set up National Science Committee to:
i. develop a coherent strategy to promote science and mathematics education in basic schools
ii. provide sensitisation for all education leaders – including assembly leaders, DDE officers,
and SMCs - on unique issues and best practices in achieving excellent science and
mathematics education
MOE National
budget
2014
3. Sensitise DDEs to ensure that:
i. Circuit Supervisors are well trained and resourced
ii. MMDAs make funds available for school supervision in their annual budget
GES National
Budget, SEIP
2014-2015
4. Set up an agenda to ensure:
i NCCA, NIB and NTC are working and giving greater attention to basic science and
mathematics;
ii better coordination and alignment of the MOE and MESTI
MOE, MESTI N/A 2014
5. Set up agenda to ensure greater involvement and participation of Non-Government
Organizations (NGOs) in basic science and mathematics education delivery
MOE N/A 2014
6. Set up a National Committee of Experts in science and mathematics to:
i. re-define integrated science
ii. review the basic school science and mathematics curricula to reduce content and overlaps
iii. develop standards for science and mathematics at all levels of basic education
iv. revise the guidelines on School Based Assessment (SBA) and design pupil‘s cumulative
record book for each grade
MOE, NCCA N/A 2014
7. Set up a national committee of experts to review the early grades literacy curricula (L1 and L2)
curricula to incorporate as much phonic words as possible to any Ghanaian children to be able
MOE, NCCA N/A 2014
SEIP PIM 2014-2019
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to read by primary 2
8. Assure that the literacy curricula are aligned with the numeracy and environmental science
curricula
NCCA National
Budget
2014-2015
9. Set up a national committee of science and mathematics experts to develop guidelines to
overhaul the various teacher education programmes for training basic teachers of science and
mathematics and in mentoring
MOE/NTC SEIP 2014
10. Mandate and assist the teacher education universities and science-biased colleges of
education to:
i. progressively increase their capacity to recruit and train at least 20,000 excellent teachers
of basic school science and mathematics by 2020
ii. expand and improve the distance education teacher-upgrading in-service training
programmes to admit more teachers specializing in basic school science and mathematics
MOE, NCTE,
NTC, COEs
National
Budget, DPs
2014-2015
11. Fund a scholarship scheme for high performing SHS graduates to specialize in basic science
and mathematics teaching
MOE, NCTE,
NTC, COEs
National
Budget, DPs
2014-2019
12. Provide teacher education universities and colleges of education with well-resourced science
laboratories and resources for teaching mathematics including basic school science and
mathematics textbooks and DVD/MP4 video clips on best practices in teaching science and
mathematics
MOE, GES National
Budget, DPs
2014-2019
13. Develop guidelines to:
i. progressively increase the ratio of science and mathematics textbooks per pupil at the
basic level to at least 0.5 by 2015 and 1.0 in 2020
ii. encourage private participation in deployment of science and mathematics kits for basic
schools to make teaching hands-on and minds-on
iii. progressively increase the computers to basic school ratio to 1:10 to ensure ICT
integration in science and mathematics
iv. arrange for teachers to own and use computers in their teaching
MOE, GES National
Budget, DPs
2014-2019
14. Organise Workshops on inquiry teaching and learning to support practicing teachers to switch
to active, constructive, inquiry teaching and problem solving approaches in order to excite
MOE, GES SEIP 2014-2019
SEIP PIM 2014-2019
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and inspire pupils
15. Set up a national committee of experts in science and mathematics to revise the guidelines on
SBA so as to emphasise assessment for learning
MOE, GES SEIP 2014-2015
16. Align SBA with Minimum national standards to be developed MOE, GES National
Budget
2014-2015
17. Design new pupil‘s cumulative record booklets based on Minimum national standards MOE National
Budget
2014
Table 3.11 Science and Math recommendations to be employed under SEIP
S/N RECOMMENDATION (FROM COMMITTEE REPORT REVIEWING
SCIENCE AND MATH IN SHS)
IMPLEMENTATION ACTIVITIES TO CONSIDER TARGET GROUP
ALL Monitoring of activities, reporting, and project management/advise from abroad
Consider using NSP for this as there are a large number of schools to monitor Teachers and Students
1 Establishing a system of annual assessment of learning outcomes in science and mathematics. These should measure the standards.
Incentives to bring competition to schools Students, Head teachers, Science and Math teachers
Ensuring assessments are not leaked: different versions, different ordering of questions, all schools get tests in the same week
Online system of test administration in the second year to prevent huge amounts of data processing - collaborate with CENDLOS for this
Ensuring that students have taken the assessment
Paying Regional/District Science Coordinators
Linking test results to school profile - ensure ICT is part of this process
Science and Math topics to be included in the test (core Science, General Agric) and total number of subjects (5 Science + 2 Math)
2 Establishing standards of institutional management practices
Piloting of standards Teachers, Students Threshold to use when setting standards (perhaps using objectives for students per grade)
SEIP PIM 2014-2019
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to improve science and mathematics education including regular monitoring, and use of traditional and new teaching methodologies and materials.
Target group for distribution of standards (only SEIP or all schools?)
Distribution occurring during SEIP workshops/training for economical purposes
Standards should be linked to training of teachers (where areas for improvement are identified) and assessments
3 Providing support to teachers who have areas identified for improvement in Science and Math through assessments. Make staff management recommendations.
Make recommendation to ask teacher to teach Integrated Science (in the long-term) Science and Math teachers
Consider looking at JICA and British Council awards for best teachers
Consider using JICA and Peace Corps materials for Science and Math for SHS in deprived environments
Consider lesson observation visits to be part of web-based monitoring (through videos/pictures)
Retired teachers should be considered so that teachers are not removed from the classroom
Need to make sure that teacher timetable is collected so that know when teachers are teaching which lesson
4 Creating incentives for teachers and students for improvements in learning/ improving WASSCE results through an award system.
Consider selecting some of these teachers to be the ones to go on site visits as teacher-trainers Teachers, Students
Consider making the incentives at the school level instead of teacher and student level
Consider incentives coming out of SPPP contingency funds as cannot budget for this as not all teachers receive this
5 Providing in-service training for Science and Math teachers to address low WASSCE and assessment results in these areas.
Consider existing modules from DSSEP (AfDB funded) and Science Resource Centre Project as well as resources from JICA and Peace Corps volunteers
Science and Mathematics teachers and
students Consider updating existing modules and pulling together what exists for consultant to look through.
Try and ensure that there is a way to feed these INSETs back into pre-service teacher training at UCC and UEW to improve capabilities of new teachers
6 Institute peer-to-peer teaching on the school calendar to enable
Travel budget to be funded by SPPP Science and Math
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teachers to share best practices among themselves and engage in team teaching within regions.
Separate INSETs for Science and Math teachers
7 Train teachers in test item development to more effectively assess students throughout the year. These should be aligned with standards and should be combined with in-service training.
Training for the first year will be before standards are distributed as a pilot. Thereafter, they will be after standards distribution and aligned accordingly.
Teachers, District and Regional STME coordinators
8 Curriculum enrichment activities to be included in SPPPs.
Need to align this with SPPP training Students
9 Participation in Science and Mathematics Olympiads to address details.
Budget for this needs to be determined if all schools are involved - does it come from MOE or SEIP?
Students
10 Develop guidelines for teaching materials, traditional and new technology equipment, resources, and methodologies
Consider whether this should go through formal process of procurement (time intensive process) or if it is possible to link schools to company to receive items
Mathematics and Science educators
11 Set up new principles, concepts and guidelines for science and mathematics education and incorporate the integrated science definition and objectives into the curriculum.
Approval time period may mean that this timeline needs to be adjusted Science and mathematics teachers MOE needs to determine that the review is necessary
Members of the committee need to be identified
12 MOE to re-examine the ICT curricula in order to emphasise its integration (i.e. use ‘as a means of
Approval time period may mean that this timeline needs to be adjusted Teachers and Students
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learning’ rather than ‘as the subject of learning’) and review its ICT policy to make available sufficient resources for pedagogical integration and on-going training and support for teachers to model the new pedagogies and tools for learning.
MOE needs to determine that the review is necessary
Members of the committee need to be identified
Table 3.12 Science and Math Roadmap
S/N IMPLEMENTATION ACTIVITY EXPECTED OUTPUT
TIMELINE RESPONSIBILITY
ALL Write TOR for individual consultant to assist with first year activities and writing extended TOR
Draft TOR 12/14 World Bank to write initial TOR to submit to SEU for review
ALL Review and finalise TOR Final TOR 01/15 SEU to finalise TOR including any changes
ALL Advertise and procure consultant. Consultant procured
02/15 World Bank to use networks to acquire individual consultant (considering sole sourcing as well). Consultant procured through World Bank funds. Role of consultant is to assist with first year activities in some capacity, as well as write TOR for procurement of a consultancy firm, and identify areas for improvement in previous consultancy assignments.
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ALL Compile all former reports of trainings and consultancies procured for individual consultant to review
Compilation of reports
03/15 SEU to go through all previous trainings conducted with consultants and compile to give to individual consultant to review.
ALL Finalise TOR developed by individual consultant for a firm to assist with management, pedagogy, assessment, IT, etc.
Final TOR 04/15 Individual consultant to write up TOR
ALL Advertise for consultancy firm Advertisements placed
06/15 World Bank will assist in advertising for this on international networks.
ALL Procure consultancy firm Consultant procured
12/15 Procurement Unit will assist with this. Firm to assist with all aspects of project implementation including: assessment strategy, IT, pedagogy, training, module revision, and coordination. It is important for the firm to work with SEU to develop internal capacity.
ALL Develop/revise template for school visits. The template should involve teaching methods employed and pedagogical and classroom management skills of teachers through lesson observations.
Template Every year in August and February starting from August 2015
SEU to develop/revise template. Once consultancy firm onboards, then SEU will work with consultant to review the template.
ALL Print/reprint template for school visits for lesson observations. Printing Every year in September and March starting from March 2015
SEU to collaborate with Procurement Unit.
ALL Monitor standards and effectiveness of training through lesson observations using a checklist/template during school visits.
Monitoring Every April and October starting in October 2015
SEU to develop template; NSP to visit schools
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ALL Report to be produced for each school visit. Report Every May and November starting in November 2015
SEU to collate all site visit observations and compile them in a report
ALL Bi-annual progress report on all activities undertaken for Science and Math which should include the following: report summaries from all trainings/workshops; feedback from teachers; training attendance; lesson observation reports including pedagogical and classroom management skills
Report Every May and November starting in November 2015
SEU to collate all information for a report. This will involve coordination and constant logging of reports throughout the year.
ALL Progress report printed Printing Every January and July starting in January 2016
SEU to coordinate with Procurement Unit to print
ALL Progress report distributed to all schools and posted online Distribution Every January and July starting in January 2016
SEU to distribute and post online
1 Establish a team of experienced Science and Math teachers and stakeholders (including District and Regional Science Coordinators and Circuit Supervisors) identified through recommendations to guide implementation and objectives throughout the course of the project. Identify challenging topics in Science and Math.
Committee 08/15 SEU to consult with students and teachers and to look at WAEC Chief Examiner’s Report for Science and Mathematics to determine a list of challenging topics. SEU will talk to Regional and District Science Coordinators where the 125 schools are located and MAG and GAST to get recommendations
1 Establish a Science and Math assessment strategy for students where each question is tied to a challenging topic or objective
Assessment Strategy
11/15 Team of experienced Science and Math teachers
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1 Train school administration and management in the assessment strategy to get buy-in from schools to strengthen existing assessment systems
Training 01/16 Team of experienced Science and Math teachers (SEU coordinates). Heads and Assistant Heads will be trained with SPPPs. Department Heads for Science and Math will be trained separately in April.
1 Carry out pilot assessment (on a sample) Pilot Assessment
03/16 Heads of schools (SEU coordinates)
1 Develop template for schools to send assessment results and distribute to schools
Data Collection 02/16 SEU
1 Print assessment results Printing 03/16 SEU to work with Procurement Unit
1 Distribute assessment result template to schools Distribution 04/16 SEU
1 Create database for assessment results and load onto web-based platform and send to schools
Database Development
05/16 SEU to send to schools; Data Entry personnel to create database
1 Analyse results per question (tied to objective) to identify areas for improvement (per student, class, and school).
Data Analysis 05/16 Data Entry personnel to be hired to conduct this
1 Print results. Printing 06/16 SEU to work with Procurement Unit
1 Distribute analysis to schools in September (for beginning of school year). Distribution 06/16 SEU
1 Revise assessment strategy according to pilot results Assessment Strategy
09/16 Experienced teachers. SEU should coordinate with CENDLOS to make this a computerised system.
1 Carry out assessments annually Assessment Every March starting in 2017
SEU to coordinate, Heads of schools run
1 Analyse results anually Data Analysis Every April starting in 2017
Data Entry personnel to analyse
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1 Print results annually Printing Every April starting in 2017
SEU to work with Procurement Unit
1 Distribute results to schools annually Distribution Every May starting in 2017
SEU
2 Create standards (approximately 1.5 pages per subject, include number of items required to complete standard) for schools by subject for assessments, teaching, institutional support and use of technologies
Draft Manual 05/15 SEU to coordinate with Science Departments at universities to create standards
2 Involve Science and Mathematics Education Department at UCC and UEW in review of standards
Revised Manual
07/15 SEU to convene UCC and UEW
2 Standards are reviewed and approved by Director-General (GES) Final Manual 08/15 Director-General
2 Print/reprint standards Printing 10/15 SEU
2 Distribute/redistribute to schools for public display in classrooms. Every teacher must have a copy. Standards should also be placed online.
Distribution 11/15 SEU
3 Identify and convene experienced Science and Math teachers from schools by recommendation (student and other) / those who have been recognised for their work (authorship, awards, etc.) who will serve as trainers for other schools. An orientation will be organised for these teacher trainers.
Committee 04/15 SEU will talk to Subject Associations to gather recommendations
3 Teachers serve as Resource personnel in SEIP schools through peer teaching and lesson observations. Each teacher visits 4 schools in one week (32 experienced teachers needed in total).
Training Every year starting in June 2015
SEU to coordinate teacher placements in schools. 50 teachers (25 Math and 25 Science) will visit 10 schools each to cover all 125 SEIP schools in Math and Science.
3 Compile a report of recommendations that will help improve Math and Science. Report Every year starting in July 2015
SEU to compile report
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3 Print report of recommendations. Printing Every year starting in August 2015
SEU to work with Procurement Unit
3 Distribute report of recommendations. Distribution Every year starting in October 2015
SEU
4 Create/revise manual for institutional incentives detailing thresholds to achieve to be awarded. This should be related to WASSCE results and assessments for Science and Math.
Draft Manual Every April starting in 2016
SEU to develop with careful consideration of assessment results
4 Manual and thresholds are reviewed and approved by the Director-General (GES)
Revised Manual
Every May starting in 2016
Director-General
4 Manual printed Printing Every June starting in 2016
SEU to coordinate with Procurement Unit to print
4 Manual distributed to schools and posted online Distribution Every July starting in 2016
SEU to distribute and post online
4 High-performing Science and Math teachers awarded with: certificate; national award ceremony with Minister; publish name, picture, and citation of teacher on website; and laptop/iPad. (Funding for laptop/iPad comes from contingency funds in SPPP; other funding comes from Component 2.) Student awarded with all of the above (except laptop/iPad). Students will have to complete a project instead.
SPPP-Award Ceremony
Every September starting in 2016
SEU coordinates with schools involved (SEIP Schools and high performing schools) to award teachers and to distribute manuals
5 Develop survey to administer to Science and Math teachers to understand competencies and challenging topics
Survey Every January starting in 2015
SEU to develop survey to understand the level that teachers are at so that training will cater more to what teachers need.
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5 Print survey Printing Every January starting in 2015
SEU to collaborate with Procurement Unit.
5 Disseminate survey Distribution Every February starting in 2015
SEU to go to schools to disseminate.
5 Collect survey responses Data Collection Every February starting in 2015
SEU to collect responses and use them to identify challenging topics.
5 Identify/revise a list of challenging topics from students, teachers, Heads of Departments, and examiners especially in low-performing schools through a questionnaire and Chief Examiner’s Report
Report on Challenging Topics
Every February starting in 2015
SEU to design questionnaire with approval from Director-General. Will also look at Chief Examiner's Report for challenging questions
5 Develop/review modules for training of teachers in these areas using the inquiry teaching approach, that includes effective usage of TLMs and lesson delivery
Draft Modules Every April starting in 2015
SEU to coordinate Master STME to develop modules
5 Develop/review feedback template for teachers on the training. Teachers will be asked to review how training went and if it was helpful to have the training i.e. if they think it will make a difference.
Template Every April starting in 2015
SEU will develop this.
5 Validate manuals with committee and print Modules Every May starting in 2015
SEU to coordinate another group of experienced recommended teachers to verify manuals. Procurement unit to source for printing of manuals
5 Print manuals on training for challenging topics. Printing Every July starting in 2015
SEU to work with Procurement Unit
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5 Print feedback template. Printing Every July starting in 2015
SEU to work with Procurement Unit
5 Print certificates. Printing Every July starting in 2015
SEU to work with Procurement Unit
5 Conduct trainings (during school holidays) Training Every August starting in 2015
SEU to coordinate training with Master STME Teacher Group to serve as trainers
5 Collect feedback from teachers on training using feedback template (during training)
Data Collection Every August starting in 2015
SEU to administer feedback survey during trainings.
5 Report on training completed Report Every September starting in 2015
SEU to compile report including feedback from teachers.
5 Conduct assessment of students to evaluate effectiveness (same assessment as S/N 1)
Assessment Every year starting from March 2016 assessment
Same assessment as S/N 1 - coordination between SEU and Head teachers
6 Design reporting template to Regional/District Science Coordinators Reporting Template
Every year starting in March 2015
SEU
6 Distribute reporting template to Regional/District Science Coordinators Distribution Every year starting in March 2015
SEU to distribute by email
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6 Organise workshops on best practices by regions so that teachers can meet and share experiences
Training Every May starting in 2015
Regional/District Science Coordinators to organise with notice from SEU. They will be informed through phone calls with SEU. Money comes from SPPP (must budget for this).
6 Regional/District Science Coordinators to compile best practices in a report Report Every June starting in 2015
Regional/District Science Coordinators
6 SEU to summarise and analyse reports Analysis Every July starting in 2015
SEU
6 Print best practices report. Printing Every July starting in 2015
SEU to work with Procurement Unit
6 Report summaries disseminated to all teachers Distribution Every August starting in 2015
SEU
6 Learning on best practices from abroad through study tour Data Collection 01/16 Members of SEU to go abroad on study tour to learn about best practices from elsewhere.
6 Compile report on best practices learned from abroad through study tour Report 02/16 SEU to write up report on best practices learned from study tour.
6 Report of study tour printed Printing 04/16 SEU to collaborate with Procurement Unit.
6 Discuss and distribute best practices learned from study tour with teachers during training
Distribution/ discussion
08/16 These will be distributed during training sessions and discussed with all Heads.
7 Develop/revise training materials for a workshop for teachers on test item development
Manuals Every May starting in 2015
CRDD to develop training materials by liaising with experts
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7 Print/reprint training materials Printing Every July starting in 2015
Procurement team to print training materials
7 Train teachers in test item development Training Every August starting in 2015
SEU to coordinate training with CRDD as trainers
7 Collect feedback from teachers on training using feedback template (same as S/N 5)
Data Collection Every August starting in 2015
SEU to administer feedback survey during trainings.
7 Report on training completed (combined with S/N 5) Report Every September starting in 2015
Report should include feedback from teachers.
8 Inform/train Heads and Regional/District Science Coordinators on all SPPP components
Training 04/15 This will be done with the SPPP training. SEU to develop materials for informing Coordinators. For training of Regional/District Science Coordinators who are not included in SPPP training, this will need to be done separately.
8 Participation in Science, Technology, Mathematics and Innovation Education Camps (funded under SPPP and to be conducted during school holidays)
SPPP-STMIE Camps
Every August starting in 2015
GES to provide a menu of items that schools can choose from to be included in SPPPs. School Heads to decide which items to include
8 Formation of Science and Mathematics clubs (only as part of SPPP, not funded by it)
SPPP-Science/Math Clubs
Every September starting in 2015
GES to provide a menu of items that schools can choose from to be included in SPPPs. School Heads to decide which items to include
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8 Education trips for Science and Mathematics students to see Math and Science in action (funded under the SPPP)
SPPP-Education Trips
As necessary but at least by December starting in 2015
GES to provide a menu of items that schools can choose from to be included in SPPPs. School Heads to decide which items to include
8 Science and Mathematics project development at the school level (funded under SPPP)
SPPP-Science/Math Projects
Every July starting in 2015
GES to provide a menu of items that schools can choose from to be included in SPPPs. School Heads to decide which items to include
9 Exam to be prepared by SEU for students who qualify for Science and Mathematics Olympiads for all schools (SEIP and non-SEIP).
Assessment Every May starting in 2016
Teachers to submit questions for Science and Math to SEU. SEU will select some for the exam.
9 Printing of exam questions Printing Every May starting in May 2016
SEU to collaborate with Procurement Unit.
9 Two highest performing students within age limit from each school (one male, one female) selected through tracking performance throughout the year.
Student Selection Report
Every May starting in 2016
Head teachers to select in their school
9 All students sit exam prepared by SEU. Assessment Every June starting in 2016
Travel funded by SPPPs to Accra or Kumasi. SEU coordinates travel and accommodation arrangements
9 Six highest performing students trained by expert team of Science and Math teachers
Training Every July to November starting in 2016
Teachers will be identified through recommendations. Trainings will be ongoing and will happen as and when necessary.
9 Six highest performing students from national exam selected to compete at an international event.
Student Selection Report
Every December starting in 2016
SEU selects; cost of sending students from contingency fund in SPPPs
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10 SEU creates standard list of equipment/materials required for Science and Math
Revised Standards
Every January starting in 2015
SEU to go through lessons and determine guidelines of equipment
10 Print standard list. Printing Every February starting in 2015
SEU to work with Procurement Unit. Money for this will come from contingency funds (not budgeted for till April 2015).
10 Distribute standard list to schools. Distribution Every March starting in 2015
SEU to develop. Money for this will come from contingency funds (not budgeted for till April 2015).
10 Identify existing science equipment and mathematics TLMs and create priority list.
TLMs and Equipment List
Every April starting in 2015
SEU to identify
10 Develop modules to train teachers on how to use equipment/materials Manuals Every June starting in 2015
SEU to coordinate with Procurement Unit to print
10 Print modules Printing Every July starting in 2015
SEU to organise
10 Train teachers on use of equipment/materials Training Every August starting in 2015
SEU to design and distribute survey, Heads of Department to complete
10 Provision of supplemental TLMs and equipment through SPPPs SPPP-TLMs Every October starting in 2015
Heads, teachers and students to decide
11 Convening of committee to review the curriculum and current assessment structure of WAEC with representatives from the Test Development Division of WAEC, GES– CRDD, SEU, NEAU
Committee 03/16 CRDD to coordinate review
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11 Revision of curriculum and assessments incorporating recommendations from the committee
Report 11/16 CRDD to write up recommendations
11 Verification and approval of new curriculum by committee Revised Report 02/17 Minister to approve changes
11 Develop training materials to train Heads in new curriculum Manual 04/17 CRDD to develop training
11 Print manuals Printing 07/17 CRDD to collaborate with Procurement to print
11 Training of teachers and Heads in new curriculum Training 09/17 CRDD
12 Committee comprising of representatives from CRDD, NIIT, experienced ICT teachers and service providers like Vodafone, MTN, Airtel to convene to review the ICT curricula and policy for integration and on-going support and training. Service providers will help with technical aspect (not curriculum review).
Committee 03/16 CRDD and MOE-IT Unit will coordinate identification of experienced teachers and organise committee. They will also incorporate recommendations into curriculum and submit to the Minister for verification.
12 Incorporation of recommendations from the committee into the curriculum Revised Curriculum
11/16 CRDD to write up recommendations
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3.4.6.1 Relevant Disbursement Linked Results
Year 0: DLR 1: Report on review of the quality of teaching and learning for mathematics and
science
Year 1: DLR2: Training modules rolled out for mathematics and science teachers and ICT
based instruction developed for school use in selected SHSs
Year 4: DLR5: Increase in number of 6 credits and above WASSCE scores on average in
total selected SHS.
3.4.7 Using ICT to Improve Teaching and Learning
Under the SEIP, activities to improve the use of ICT in teaching and learning will include:
a readiness survey of the SHS,
installation of iCampus in 125 SHS,
review of the ICT curriculum,
development of a digital content evaluation framework,
identification of ICT competencies for teachers in SHS,
identification of digital learning resources,
development of an implementation manual for pedagogical integration of ICT and the
internet in teaching and learning,
development of a robust M&E framework for the iCampus project.
The iCampus is a system developed with the purpose of increasing access to information and
communication technology education for students by providing and supporting innovative
system to SHS. It contains educational content relating to the curriculum, including lessons,
exercises, additional materials and the ability to interact with other users.
The project will run over the period October 2014 to November 2019. The USAID, MOE,
CENDLOS, GES, GESCI and Vodafone are the implementing partners. The committee on
the ICT activity will provide the technical assistance and oversee the implementation of the
project to ensure that all deliverables are realized.
Apart from the SEIP, the Government, supported by the World Bank, is implementing the
eTransform project. This will benefit additional senior high schools other than the SEIP
beneficiary schools. A summary on the eTransform project and list of beneficiary schools
under the eTransform project is attached as Annex 15.
3.4.7.1 Technical Infrastructure
Most of the SHS have the computers with LAN infrastructure. As part of this SHS iCampus
project, each of the 125 SHS will be provided with iCampus system to interface into the
existing LAN of the beneficiary schools. The system informs and guides students as they
progress through the content/course, taking into consideration their current position inside a
lesson and what needs to be done to complete it. Implementation will require:
Establishment and hosting of an e-learning platform that will maintain a dedicated
learner-friendly web site.
Project Hardware – an iBox set provided to each SHS, which contains an appreciable
level of content even when not connected to the internet.
Content Development, including learner text, audio-visual lessons and e-interactive
practical lessons. Content development is done by a team of teachers, students,
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production houses, related Agencies, Departments etc. of the Ministry. The public are
also involved. Each lesson entails read-write notes, self-assessed/tutor-marked quizzes
and tests. It also includes learner-centered teacher presentation in video format.
Where applicable, there is a hands-on interactive practicals work.
Training / Orientation for Schools - Two master ICT trainers will be identified from
each selected school (250 in total) and trained by CENDLOS/GES ICT. The master
trainers will then train six teachers per school in the first year of the project and
provide ongoing support. 38 master trainers will be trained to further train on the
integrated components.
Studio
o ICT Studio for live streaming
o Multipurpose demonstration system centres (SPIS)
o A studio/room fully equipped with internet connectivity, networked computers
for use by booked-in lesson experts or demonstration students.
Power Equipment to ensure stable and continuous reliable power, each school will
have a power bank. It can be charged on electricity as and when necessary.
Servicing/Maintenance, including hardware service/upgrade, content upgrade, studio,
vehicles, power equipment and hotline.
Monitoring
3.4.7.2 Activities to improve Teaching and Learning using ICT
The specific activities to be achieved in the implementation of the project in each SHS are
outlined in Table 3.11.
Table 3.13 ICT Activities to Improve Teaching and Learning
Time frame Activity Responsibility
Nov., 2014 Orientation for school heads on ICT integration NITA, GES ICT, MOE, CENDLOS
Nov., 2014 Ascertain the readiness of the schools for ICT integration
in teaching and learning—Needs assessment
NITA, GES ICT, MOE, CENDLOS
Nov., 2014 Schools prepare their SPPPs to include school level ICT
training and ICT interventions signed by teacher
representative, Board Chair and Head of School
Heads of SHSs, Teachers
Dec., 2014 Identify ICT competency standards for teachers in SHS NITA, GES ICT, MOE, CENDLOS
Dec., 2014 Train master trainers on ICT integration NITA, GES ICT, MOE, CENDLOS
Jan., 2015 Train all teachers in ICT Integration in the selected senior
high schools
NITA, GES ICT, MOE, CENDLOS
Jan., 2015 Develop an implementation plan for the ICT competency
standards
NITA, GES ICT, MOE, CENDLOS
Jan., 2015 Develop a digital content evaluation framework NITA, GES ICT, MOE, CENDLOS
Jan., 2015 Facilitate the identification of digital learning resources NITA, GES ICT, MOE, CENDLOS
Jan-Sep., 2015 Integrate ICT and the iCampus in teaching and learning NITA, GES ICT, MOE, CENDLOS
Jan-Sep., 2015 Interface iCampus to the ICT infrastructure across 125
schools
NITA, GES ICT, MOE, CENDLOS
Mar., 2015 Evaluate and develop mid-year report with appropriate
recommendations
NITA, GES ICT, MOE, CENDLOS
Apr., 2015 Mid-year review meeting on ICT package implementation
with stakeholders
NITA, GES ICT, MOE, CENDLOS
Apr., 2015 Submit report on mid-year review to TIC through DG NITA, GES ICT, MOE, CENDLOS
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3.4.7.3 Schools Project Team
Heads of schools will be responsible for the implementation of the project with support from
the district. There will be two teachers, one responsible for technical issues (systems
administration) and the other one for both e-resource development and teacher professional
development.
3.4.7.4 The ICT Consortium
a. The ICT Consortium will be responsible for the review of all iBox hardware
installation, iCampusgh platform deployment, interactive content configuration and
the need for more detailed information/functionality;
b. They will be responsible for preparing user-studies to determine the class/ICT
laboratory profiles at the various schools;
c. They will monitor the teacher and learner activities on the platform to safeguard
prevailing ethics.
d. They will be responsible for the overall administration of the iCampus and iBox
systems.
e. They will be ultimately responsible for the quality of the content and hardware
deployed.
f. They will handle queries submitted by schools, teachers, learners and other
stakeholders related to hardware and content.
g. They will review the periodic monitoring and evaluation reports submitted by the
schools and design the appropriate solutions and innovations.
h. They will make arrangements for monthly monitoring, online and on-site
contacts/visits with/to end-users, schools and the administrators of the systems.
i. They will review all technical claims submitted by the Headmaster/Headmistress and
ICT Coordinator.
j. They will make recommendations on connectivity and broadband requirements for
schools and individuals
k. They will be responsible for the preparation of school term-end status reports for
submission to the MOE/GES
3.4.7.5 Monitoring
Monitoring of project implementation will be on a continuous basis by the respective project
teams. At the regional level, the master trainers will be provided with appropriate
instruments to measure project progress on a continuous basis.
Instruments will be developed for monitoring project implementation at the district and
school level. At the district level, monitoring will specifically be on the training at district
and school level. At the school level, monitoring will be in the classroom on iCampus usage,
Aug., 2015 Evaluate and develop end of year report with appropriate
recommendations
NITA, GES ICT, MOE, CENDLOS
Sept., 2015 End of year review on ICT package implementation with
stakeholders to among other things provide framework for
sustainability of ICT interventions in schools
NITA, GES ICT, MOE, CENDLOS
Sept., 2015 Collate report for submission to TIC through DG NITA, GES ICT, MOE, CENDLOS
Sept., 2015 Decision taken for the next cycle PSC
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use of digital education resources in teaching and learning and teachers competencies in
using ICTs in teaching and learning. Monthly reports from the project team (school project
team) will feed into a quarterly project report.
3.4.7.6 Relevant Disbursement Linked Indicators
Year 2: DLR3: ICT based instruction rolled out in about 50% of selected SHS.
Year 3: DLR4: ICT based instruction rolled out in all selected SHS.
Year 4: DLR5: Increase in number of 6 credits and above WASSCE scores on average in
total selected SHS.
3.4.8 Leadership and Management Training
In order to strengthen school leadership and management, Secondary Education Division
(SED) and the National Teaching Council (NTC) in collaboration with the University of
Cape Coast (UCC) and University of Education, Winneba (UEW) will facilitate the
development and delivery of modules of a training package for heads and assistant heads
from the beneficiary schools, supported under Component 2. The NTC and SED will be
responsible for the following specific activities:
Developing and printing of modules.
Determining and facilitating number of central training sessions
Communicating with beneficiary schools on training needs, dates and costs for
inclusion in SPPPs
Distributing modules to beneficiary schools and stakeholders to use in their own
INSET.
Reviewing the modules and ensuring regular updates.
The training would cover the following topics:
Planning (Identification of priorities, solutions, challenges and needs of the school)
Leadership, Governance and Management (School and the Environment,
communication)
Efficient and optimum use of school resources (people, material, finance and
procurement)
Monitoring and evaluation and reporting
Information, communication and technology (ICT)
3.4.8.1 Beneficiaries of the Training
Heads of Schools
Assistant School Heads
Accountants
Department Heads
The SEIP will support the Secondary Education Division to collaborate with the National
Teaching Council to develop a national framework for professional competencies of
educational leaders in secondary institutions.
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3.4.8.2 Expected Outputs and Outcomes
• SHS heads will be able to build on existing strengths to become reflective
practitioners and high achieving quality educational leaders in their schools
• SHS management will become gender sensitive and responsive
• SHS heads will utilize ICT facilities for enhanced administrative services, accurate
record keeping, and evidence-based data management for decision making
• Understanding and utilizing established cutting-edge structures of educational quality
and global best practices – applying wide range of relevant ideas and best practices
• Improved leadership styles, communication, and participatory governance
• Improved professional engagements by enhancing community resources
• Effective financial management to achieve desired quality education outcomes
• Skills in project design, management, and implementation
• Effective Supervision of Instruction for quality outcomes
Table 3.14 Schedule of Activities under Leadership and Management Training
Year 1 (2014/15) • November 2014: NTC Executive Secretary leads in organizing
national consultative forum for core components of best practices
in secondary school leadership with key stakeholders (SED, NTC,
CHASS, GES, NCTE, NAB, UCC, UEW, Legon, GIMPA, UPSA,
Teacher Unions, UDS, GNECC, EI).
• February 2015: National framework of quality indicators for
secondary school heads developed through expert consultancy
under NTC leadership
• June 2015: Modules for building management competencies for
quality leadership developed and digitized by (NTC & in
collaboration with the SED, CENDLOS and UCC/UEW).
• July 2015: Conduct Part I of leadership training for beneficiary
personnel based on needs of the schools
• October 2015: Conduct Part II of leadership training for
beneficiary personnel based on needs of the schools
Year 2 (2015/16) • Super Goal: NTC Leadership collaborates with GES Regional
Directors to implement school based mentoring and coaching
exercises for effective integration of Leadership lessons for
secondary heads
• October 2015: Secondary heads are paired in formal mentoring
relationships to develop competencies to meet quality expectations
of national framework
• November 2015: Formal mentoring begins. Each relationship
assessed through journaling, reflective practices, and effective
professional leadership practices
• May 2016: Submission of insights gained and evaluation of new
competencies on the leadership framework by NTC (evaluating for
quality of transformed school leadership and administrator
licensing)
• July 2016: Determining the range of secondary school leaders :
Novice, Emerging, Proficient, and Distinguished
Year 3 (2016/17) NTC and SED will lead in conducting follow-up leadership training for
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beneficiary personnel based on needs of Novice, Emerging, Proficient,
and Distinguished secondary leaders
Year 4 (2017/18) NTC and SED will enhance training provided in the Transfer of learning
and leadership development towards succession planning
National Teaching Council will collaborate with the Secondary Education Division to
facilitate training on leadership and management. Schools will be required to participate in
the training as part of their SPPPs. This will be mandatory for heads and assistant heads
under the SPPP in year 1 of the project. When schools are preparing their SPPPs for 2014/15,
NTC will provide guidelines on the dates and costs of the leadership and core components of
the management training. In the same year NTC will develop a national framework of
professional competencies for school leadership. Modules for school-based training on
leadership and resource management will also be developed to support the schools in running
their own future training programs.
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63
4. IMPLEMENTATION OF COMPONENT 2: MANAGEMENT,
RESEARCH, MONITORING AND EVALUATION
Component 2 provides the resources for the comprehensive project management and
implementation of the activities in Component 1, as well as support for monitoring and
reporting on project processes, outputs and outcomes, and evaluation of impacts. In addition
to this, there are funds for improving sector monitoring and accountability through
establishment of a school profiling platform which can be updated through mobile monitoring
and from which extracts will be published in brochure format annually. Component 2 will
also support a research agenda to inform secondary education strategy in Ghana.
Under the project management of activities to increase equitable access and quality of
education in SHS, component 2 will provide the necessary funds for:
Training workshops – for example initial orientation training for schools and district
staff, detailed training in facilities improvements, SPPP and scholarships
implementation arrangements, training in use of the iCampus. There will also be
training on financial management, procurement and safeguards for construction
works;
Procurement operational costs;
Printing and distribution of materials giving guidance/manuals on implementation;
General communications costs
Needs assessments and monitoring and site visits.
4.1. Monitoring and Evaluation
Monitoring and evaluation under the SEIP shall be undertaken to track performance of the
various pillars and specific activities on a regular and on-going basis. Regular monitoring will
collect relevant data on process and output indicators to track the delivery of key goods,
services and works. The regular monitoring and analysis is intended to enable the M&E Unit
of MOE undertake the necessary analysis and evaluate progress against critical targets to
assure the attainment of project DLIs and objectives. A data flow map for monitoring and
evaluation is attached as Annex 16.
The M&E Unit of the Ministry shall constitute a composite monitoring team to include
representatives of all implementing unit of the Ministry. The composite M&E approach is
intended to facilitate effective coordination of M&E activities of the various pillars and
activities under the project. The team will collectively design templates for use by
implementing units in reporting and for monitoring to captures data on critical deliverables
under the project. The templates will be designed to cover activities under both facilities
improvement and quality and outcomes.
4.2. Performance Assessments
The M&E Unit will undertake performance assessment following monitoring activities to
analyse monitoring data, identify areas where follow-up is required and highlight successes.
These performance assessments shall feed into the annual project report to be submitted to
the World Bank.
Prior to the submission of the annual project report, the PBME will facilitate an annual
review of the overall progress of the project. The review will be used to assess performance
SEIP PIM 2014-2019
64
of the various units and activities towards the attainment of project objectives. It will also
form the basis for the review of the project implementation strategies.
4.3. Impact Evaluations
Key activity under M&E will be to conduct rigorous impact evaluations of the project pillars
and sub-activities to determine whether results could be attributable to the project
interventions. Further, the impact evaluations will be used to assess the impact on educational
access, quality and management by project interventions to inform policy by the Ministry.
The Ministry will undertake mid-term evaluation of the project. In addition, the impact
evaluation will be done on the SPPPs to assess impact on secondary education management.
Assessment will also be done on scholarship beneficiaries to assess their backgrounds and
their academic progress among others.
4.4. Management of Monitoring and Evaluation
The M&E Unit of the PBME Division will lead with project monitoring and evaluation,
including all results reporting. MOE will be responsible for providing: (i) status reports on
project implementation by activity, including description of outputs and outcomes achieved at
the school- and district levels; (ii) status reports on the progress made on all PDO and
intermediate-level indicators specified in the results framework (RF); (iii) level of
achievement for the various DLRs within each DLI; and (iv) consolidated annual progress
reports, (v) supervise the design and implementation of assessments.
The project will track input, process, output and outcome indicators under each of the activity
areas of the SEIP. Some of these indicators fall under the Disbursement Linked Results, some
are under the Results Framework, and others are of interest to the Technical Implementation
Committee and stakeholders in order to monitor progress of the project against expectations.
The collected indicators can be used to understand the status of implementation and areas
with success or challenges, and identify opportunities to improve the programme. This can
then also be used in annual reports, mid-term review and final report.
4.5. Disbursement Linked Indicators
Given the results-based approach to managing the SEIP, disbursement of funds is linked to
performance. Accordingly, there are 7 Disbursement Linked Indicators under the project,
with 30 Disbursement Linked Results. The DLRs need to be independently verified in order
to qualify for credit disbursements. The full set of DLRs and their verification protocol are
shown in Annex 17. Table 4.1 below shows how the indicators will be verified.
Under DLIs 2, 3 and 7 the DLR specifies a number/quantity to be achieved, and the World
Bank will allow some flexibility in meeting these indicators. The verified result needs to
reach no less than 5% below the official target to be considered met. Table 4.2 below shows
the levels that in practice indicators must fall at or above:
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Table 4.1 Data sources for independent verification of Disbursement Linked Results
Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Expansion of DLI 1: Targeting of
school expansion and
improvement in
underserved districts
and selected low
performing schools
Agreed targeting criteria
applied to identify list of
Districts and schools for
expansion and improvement
under the Project
SHS
Data source
/Independent
verification
Report given to WB setting
out data, ranking, indices,
final selection reported
Expansion of
SHS
DLI 2: Increase in new
seats for SHS students
in underserved districts
DLR1: Pre-construction
requirements met for new
construction in 23 selected
districts.
DLR2: About 30% of all
construction works
completed (aggregated)
DLR3: About 80% of all
construction works
completed (aggregated)
DLR4: About 5,000 new
seats created in
underserved districts
(cumulative)
DLR5: About 15,000 new
seats created in
underserved districts
(cumulative)
Data source
/Independent
verification
Final bidding documents
submitted to WB. EPA
document showing ESMF
requirements adhered to.
Independent verification
firm to monitor civil
works
Independent verification
firm to monitor civil
works
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Expansion of
SHS
DLI 3: Increase in
utilized seats in existing
low-performing schools
DLR1: Pre-construction
requirements met for
upgrading of selected
schools
DLR2:About 500 seats
utilized
DLR3: About 1,000
utilized seats (cumulative)
DLR4: About 3,000
utilized seats (cumulative)
DLR5: About 5,000
utilized seats (cumulative)
Data source
/Independent
verification
EPA document showing
ESMF requirements
adhered to. Report of needs
assessment carried out.
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Enrolment records
submitted to HQ for
subsidy collection.
Independent verification
firm for in-school
activities to verify
enrolment records
Demand side
interventions
to encourage
enrollment and
DLI 4: Increased
enrolment in selected
SHS for students from
low income families,
DLR1: Selection and
contracting of implementing
partner to administer
scholarships completed and
DLR2: At least 2,000
SHS students receiving
scholarship in selected
schools.
DLR3: At least 4,000
SHS students receiving
scholarship in selected
schools. (cumulative)
DLR4: At least 6,000
SHS students receiving
scholarship in selected
schools (cumulative)
DLR5: At least 10,000
SHS students receiving
scholarship in selected
schools (cumulative)
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completion of
SHS
especially girls criteria for selection of
beneficiaries of scholarships
developed
Data source
/Independent
verification
Contract signed Independent survey firm
for in-school activities
Independent survey firm
for in-school activities
Independent survey firm
for in-school activities
Independent survey firm
for in-school activities
Pillar 2: Improve quality in low-performing senior high schools
Improve the
quality of
teaching and
learning in
selected low-
performing
secondary
schools
DLI 5: Annual
publication of School
Performance Report
DLR1: School mapping of
all SHS completed
DLR2: Publication of
updated school
performance data for FY
2016 online and in
brochure
DLR3: Publication of
updated school
performance data for FY
2017 online and in
brochure
DLR4: Publication of
updated school
performance data for FY
2018 online and in
brochure
School mapping/profile
website showing
completed mapping
School mapping/profile
website
School mapping/profile
website
School mapping/profile
website
DLI 6: School
Performance
Partnerships in 125
beneficiary schools
DLR1: Guidelines on
preparation of school
performance partnerships
(SPPs) developed and
distributed to selected
schools.
DLR2: Training on school
improvement planning
and implementation
provided for 125 selected
schools.
DLR3: 80 selected
schools signing
performance partnerships
DLR4: 100 selected
schools signing
performance partnerships
(cumulative)
DLR5: 125 selected
schools implementing
performance partnerships
based on SPPPs
Data source
/Independent
verification
Guidelines included in PIM,
report of orientation for
selected schools
Training report Independent survey firm
for in-school activities
Independent survey firm
for in-school activities Independent survey firm
for in-school activities
Improvements
in teaching and
learning in
targeted
schools
DLI 7: Improved
learning outcomes in
125 selected SHS (with
quality package)
DLR1: Report on review of
the quality of teaching and
learning for mathematics
and science in SHS
DLR2: Training modules
rolled out for mathematics
and science teachers and
ICT based instruction
developed for school use
in selected SHSs
DLR3: ICT based
instruction rolled out in
about 50% of selected
SHS.
DLR4: ICT based
instruction rolled out in
all selected SHS
DLR5: Increase in
number of 6 credits and
above WASSCE scores
on average in total
selected SHS.
Data source
/Independent
verification
Report given to WB
Independent survey firm
for in-school activities.
Curriculum/reports on
ICT based instruction
available to WB
Contractors report of
iCampus installation.
Independent survey firm
for in-school activities
Contractors report of
iCampus installation.
Independent survey firm
for in-school activities
WAEC
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Table 4.2 Flexibility in meeting DLIs 2, 3 and 7
DLI DLR
Minimum requirement to be met
Under DLI2
About 30% of all construction works completed (aggregated) 28.5%
About 80% of all construction works completed (aggregated) 76%
About 5,000 new seats created in underserved districts (cumulative) 4,750
About 15,000 new seats created in underserved districts (cumulative) 14,250
Under DLI3
About 500 seats utilized 475
About 1,000 utilized seats (cumulative) 950
About 3,000 utilized seats (cumulative) 2,850
About 5,000 utilized seats (cumulative) 4,750 Under DLI7 ICT based instruction rolled out in about 50% of selected SHS. 47.5%
4.6. Results Framework indicators
The Results Framework sets out the indicators by which the success of the project will be
assessed. There are four Project Development Objective indicators to assess achievement against
the main outcomes of the project, and then intermediate level indicators to assess progress
against the sub-components and activities of the SEIP. The full Results Framework with annual
targets is shown in Annex 1.
The data for the indicators will come from existing sources (EMIS, WAEC), activity and
implementation reports, and school monitoring (questionnaires for schools submitted via an
online portal – see below). There is one indicator which will require an endline survey to be
reported on – the educational attainment from the two poorest quintiles in the target districts (as a
follow-up to the household survey results from 2013).
4.7. Baseline diagnostic analysis
The Results Framework will be updated to include the baseline data and associated targets which
apply to the specific schools and districts targeted under the project. This requires use of data
from EMIS, WAEC and GSS. The Development Partner Coordination Unit will lead on
completing this update which will be finished by December 2014. A thorough analysis of the
baseline for targeted schools and districts, and sector-wide data, will inform the Secondary
Education Strategy. In addition the Ministry will not be limited to only monitoring the indicators
for sub-groups as shown here, but will also report indicators (such as transition rates) for all
districts to compare beneficiaries with those not benefiting and look at the performance of the
sector as a whole.
The timeline and responsibilities for updating the indicators are shown in Table 4.3 below.
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Table 4.3 Results Framework Indicators, timelines and responsibility for updates
Indicator Scope Definition Timeline and
source for
updates
Responsibility
Indicator One:
Increase in
Transition Rates
from JHS3 to
SHS1 in targeted
districts
Districts
containing the 23
new SHS and 50
facilities SHS. For
the baseline
SHS1/JHS3 for
2013/14 will be
used but in future
years SHS1t/JHS3t-
1 will be available.
Transition Rate: The rate of
SHS1 admissions over the
JH3 enrollments (or
successful BECE completers)
disaggregated for the selected
districts. Baseline figure and
end-of-project targets will be
calculated for the beneficiary
districts under SEIP once
districts are selected.
Update in
August each
year using the
new EMIS
census
SRIMPR to
provide the data
to PBME. PBME
to analyse.
Indicator Two:
Increase in SHS
educational
attainment within
the two poorest
quintiles in
targeted districts
(disaggregated by
gender )
All districts
covered under the
SEIP.
The proportion of 20-22 year-
olds completing SHS
education disaggregated by
gender and by income
quintile. The baseline figures
are estimated using PHC
(2010) data. An endline
survey will measure
attainment at project closing.
Baseline to be
updated by
December 2014.
Endline survey
to be carried out
in early 2019.
PBME to provide
the baseline. GSS
and SRIMPR to
collaborate with
PBME on
designing and
implementing
endline survey.
Indicator Three: WASSCE
achievement of 6
credits and above
within
beneficiary
schools
(disaggregated by
gender)
Results for 125
existing schools
plus the 23 new
schools if available
and WASSCE is
completed. 2014
results will be
reported in 2015
but will not be
attributed to SEIP
interventions.
The West African Senior
School Certificate
Examination (WASSCE) is
administered by The West
African Examinations
Council (WAEC). Exam
scores of 50% and above
(grades A1-C6) range are
considered a ―credit‖, 3 core
and 3 elective subject credits
are required to qualify for
tertiary level. Baseline data
will be established for the
selected schools using the
average of 2013 and 2014
WASSCE results (when
SHS4 was eliminated).
Estimates in the results
framework are based on the
20% lowest performing
public SHS schools.
Baseline using
2013 results to
be updated by
November 2014.
Update in
February each
year using
previous July's
exam results.
WAEC to
provide results to
PBME
Indicator Four:
Direct project
beneficiaries
(students,
teachers,
institutional
leaders)
(disaggregated by
gender)
Direct beneficiaries are
people or groups who directly
derive benefits from an
intervention (i.e., children
who benefit from an
immunization program;
families that have a new
piped water connection).
Please note that this indicator
requires supplemental
information. Supplemental
Update in
August each
year using new
EMIS census
and triangulate
against SPPP
reporting at end-
of-year review
in July and
online school
monitoring.
PBME to collate
reports from
SPPP
coordinator,
online monitoring
platform, EMIS
census in August.
Collate from
independent
verification in
November.
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Value: Female beneficiaries
(percentage). Based on the
assessment and definition of
direct project beneficiaries,
specify what proportion of
the direct project
beneficiaries are female. This
indicator is calculated as a
percentage.
Independent
verification in
October to
further
triangulate
Intermediate-level Results Indicators
Component 1: Support to Increase Access with Equity and Quality in SHS
Pillar 1: Increase Access with Equity in senior secondary education in underserved
districts
Intermediate
Result Indicator
One: New
(additional) SHS
seats created and
utilized by SHS
students in the
targeted schools
(cumulative)
The 23 new SHS Utilization means that
students are admitted and
enrolled to fill all seats in the
newly built schools. The
assumption is that all new
(additional) SHS seats will be
created by Year 5 of the SEIP
but enrollments will
gradually increase as new
schools admit new
generations of students.
Update in
August each
year using EMIS
census, results
from online
school
monitoring and
subsidy
applications.
Independent
verification in
October to
further
triangulate
PBME to collate
reports from GES
subsidy
applications,
online monitoring
platform, EMIS
census in August.
Collate from
independent
verification in
November.
Intermediate
Result Indicator
Two: Increase in
seats created and
utilized within
low performing
beneficiary SHS
schools
(cumulative)
The 50 SHS
receiving facilities
improvements
Utilization means that
additional students are
admitted and enrolled to fill
all newly established seats in
the existing beneficiary
schools.
Update in
August each
year using EMIS
census, results
from online
school
monitoring and
subsidy
applications.
Independent
verification in
October to
further
triangulate
PBME to collate
reports from GES
subsidy
applications,
online monitoring
platform, EMIS
census in August.
Collate from
independent
verification in
November.
Intermediate
Result Indicator
Three: Scholarships are
distributed to low
income students
in the
participating
districts and
schools
(cumulative)
125 schools. If the
23 new schools
come on board on
time, then they will
also be included.
Scholarships provided to
low-income students based
on agreed criteria.
Update in
August each
year using
scholarship
administrator
reports/database,
results from
online school
monitoring.
Independent
verification in
October to
further
triangulate.
Database and
PBME to collate
reports from
scholarship
administrator and
online monitoring
platform in
August. Collate
from independent
verification in
November.
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70
independent
verification
should indicate
the criteria for
students‘
selection.
Pillar 2: Improve Quality in low-performing senior high schools
Intermediate
Result Indicator
One: Teachers
participating in
training to upgrade
or acquire new
skills in
Mathematics or
Science
(cumulative)
125 existing
schools and 23
new schools
once opened.
This indicator refers
exclusively to teachers
trained under the project.
Training will focus on
content knowledge of math
and science, as well as
strengthening pedagogical
and classroom management
skills. Acquisition of skills
will be measured against
identified criteria for
competencies. The
assumption is that all Math
and Science teachers will be
trained by Year 4 of the
SEIP.
Update in
August each
year using
results from
online school
monitoring.
Collect training
reports from
SED/SEU where
face-to-face
INSET is
provided.
Independent
verification in
October to
further
triangulate
PBME to collate
reports from
training providers
and online
monitoring
platform in
August. Collate
from independent
verification in
November.
Intermediate
Result Indicator
Two: Increase in
completion rates in
targeted schools
(disaggregated by
gender)
125 schools and
23 new schools
if they have a
cohort of
completers.
Schools will be
included only
where data for
the starting
cohort (SHS1t-2)
is available.
This indicator is calculated
by dividing the total number
of pupils belonging to a
school-cohort who reached
SHS3 by the number of
pupils in the school-cohort
i.e. those originally enrolled
in SHS1, (SHS 3t /SHS1 t-
2)*100. Baselines and end-
of-project targets will be
calculated once beneficiary
schools are selected.
Update in
August each
year using the
new EMIS
census
SRIMPR to
provide the data
to PBME
Intermediate
Result Indicator
Three: Number of
Performance
Partnerships for
Learning with
beneficiary SHSs
established
(cumulative)
125 existing
schools.
Signed performance
agreements between DEOC
and SHS to increase
performance and improve
management based on school
performance partnership
plans supported under the
project. The assumption is
that all school performance
partnerships will be
established by Year 4 of the
SEIP.
SED to provide
reports on
SPPPs signed in
August each
year.
Independent
verification in
October to
further
triangulate
PBME to collate
reports from SED
in August.
Collate from
independent
verification in
November.
Intermediate
Result Indicator
Four: SHS ICT
packages
implemented in
beneficiary schools
(cumulative)
125 existing
schools and 23
new schools
once opened.
ICT packages defined as
connectivity and ICT
equipment, software, training
around i-campus roll-out.
Update in
August each
year using
results from
online school
monitoring and
activity reports
on roll-out from
PBME to collate
reports from
CENDLOS/GES
ICT and online
monitoring
platform in
August. Collate
from independent
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71
CENDLOS/GES
ICT.
Independent
verification in
October to
further
triangulate
verification in
November.
Component 2: Management, Research and Monitoring and Evaluation
Intermediate
Result Indicator
One: Monitoring
system
established and
functioning to
annually track
data and publish
information on all
SHS schools in
Ghana
Potential to use web-based
platform using mobile
technology and improved
government system of real-
time monitoring of all
schools.
Initial school
mapping
completed by
August 2015.
Online
monitoring
questionnaires
in use by July
2015, updated
each January
and July. Mobile
monitoring tool
to be in use by
March 2015.
School profile
(using EMIS,
WAEC data)
available online
by August 2015.
PBME to collate
report on school
mapping and
present summary
reports from the
online platform.
Intermediate
Result Indicator
Two: Research
and Sector
analyses
conducted to
inform
elaboration of
Secondary
Education
Strategy
(cumulative)
Possible studies could
include teacher issues,
constraints to
quality/enrollment, Service
Delivery Indicator
study/survey, Public
Education Expenditure
Review, Secondary
Education Vision/strategy.
Update in
August each
year
PBME to report
on the progress of
research activities
4.8. Note on PDO Indicator Two: the educational attainment indicator
The baseline for this indicator will be calculated using the 2010 Population and Housing census
data. At project endline, data will come from a new household survey. The survey will need to
have a large enough sample of households to give significant numbers in each sub-group when
disaggregated by income status, gender and age group. Funds from Component 2 will be used to
carry out the survey.
4.9. Roles and responsibilities for Results Framework indicator updates
PBME
SEIP PIM 2014-2019
72
The PBME Division has the responsibility for collating all reports and data required to
update the Results Framework indicators.
The Development Partner Coordination Unit will lead on collating data from GSS and
WAEC.
The M&E unit will lead on collating reports from implementing partners (e.g. Science
Education Unit, Secondary Education Division, training providers). They will also lead
the online school monitoring tool which includes initiating responses from schools and
collating responses into reports.
SRIMPR
SRIMPR Division has responsibility for providing the school-level data for SHS, and
district level data for JHS, to the PBME division as part of the sector‘s existing
monitoring processes. The data is expected to be provide in May each year.
SRIMPR will collaborate with PBME in designing and implementing an endline
household survey to establish educational attainment in the two poorest quintiles in target
districts.
Ghana Statistical Service
GSS are responsible for making GLSS6 and 2010 Population and Housing Census data
available to the PBME for calculation of baseline indicators, including the education
attainment of income groups and gender in target districts.
GSS will collaborate with the PBME division in designing and implementing an endline
household survey to establish educational attainment in the two poorest quintiles in target
districts.
GSS will provide other advisory support as necessary.
West African Examinations Council
WAEC are responsible for providing the raw WASSCE results data to PBME each year.
WAEC will support PBME in calculation of proportion of students in target schools
achieving at least six credit passes, disaggregated by gender.
GES Secondary Education Division (SED) and Science Education Unit (SEU)
The SED and SEU are responsible for providing activity and output reports on
scholarships, SPPPs, Science and Mathematics Training. Where relevant these would be
collated from external providers.
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CENDLOS and GES ICT
Responsible for providing activity reports on ICT roll-out, detailing the installation and
training on the iCampus, but also tracking the use in the schools.
4.10. Independent survey firms
In order to independently verify the DLRs, two consultants will be contracted to carry out
surveys.
i. One consultancy firm will be contracted to verify the DLRs relating to civil works – i.e.
the level of construction and facilities upgrading completed in the 23 new SHS and 50
existing schools. A terms of reference for independent verification of civil works is
given in Annex 18. The data to be collected by this firm is given in Table 4.44 below.
ii. Another consultancy firm will be contracted relating to educational outputs in schools –
referred to as the ‗in-school‘ verification. This firm will carry out an annual survey of the
125 existing schools which will collect data on the DLRs, the relevant Results
Framework indicators, and other indicators which are self-reported by schools so would
benefit from independent verification. They will also visit the 23 new schools from year 3
of the project onwards to verify enrolment records (DLR 2). The minimum requirements
for the data they will collect are given in table 4.5 below, and further information for their
survey can be developed. The survey will need to be carried out annually in time for DLR
verification in the last quarter of each financial year. A terms of reference for the
independent verification survey firm for in-school activities is attached as Annex 19.
Table 4.4 Indicators to be collected by the civil works independent verification consultancy
Data DLI or Results Framework
Proportion of construction works completed in the 23 new SHS. Consultant will
verify that construction is completed according to agreed standards. DLI – years 1 and 2
Table 4.5 DLIs and Results Framework Indicators to be collected by in-school Survey Firm
Data DLI or Results Framework
Increase in number of seats used (enrolment) in 23 new schools DLI - Year 3 onwards
Increase in number of seats used (enrolment) in 50 existing SHS benefiting
from facilities improvements DLI – Year 1 onwards
Number of scholarship beneficiaries (in 50 schools, and later the new
schools). This data collection will require verifying the numbers of
beneficiaries, that beneficiaries have received their scholarships, the
selection criteria which related to each beneficiary on application and any
DLI - Year 1 onwards
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update to their personal circumstances (relating to income).
Number of SPPPs signed and copy held in the school
Number of ICT packages implemented in the school DLI - Year 2 onwards
ICT roll-out. This requires verifying that the iBox has been installed in the
school, the iBox is functioning and acts as the iCampus when connected to
internet, staff members trained in using the iBox and ICT-based instruction,
and actual use of the iBox in student learning and teacher development.
DLI - Year 2 onwards
Number of students in the school, by programme Results Framework
Number of teachers in the school Results Framework
Number of teachers trained - disaggregated for Maths and Science Results Framework
4.11. Online monitoring tool for school-level data collection
A centralised monitoring tool will be developed as part of the school mapping and school profile
platform. This platform will have a user interface in which the schools can log-in with a
password and input information. The data to be collected will refer to monitoring indicators that
the Technical Implementation Committee will track in order to review progress of the project
against expectations. The tool will be managed by MOE-M&E and GES ICT units together. The
tool will facilitate the collation and analysis of data from the 148 beneficiary schools. Capacity
building for MOE and agency staff should be sufficient to allow further moderations and to the
questionnaires. A sample questionnaire for on-line senior high school monitoring is attached as
Annex 20.
Questionnaires to be included on the monitoring platform include:
4.11.1. Theme – Access
The 50 existing schools will complete this questionnaire once per year. The 23 newly
constructed schools will complete this questionnaire once per term in their first two years of
opening. Sub-questions under this theme include:
Enrolment - by year group, programme, gender
Number of scholarship beneficiaries, by gender
Staff establishment - teaching, non-teaching, by gender
Enrolment capacity for current year (maximum number of students, given to CSSPS)
Enrolment capacity for next year (maximum number of students, given to CSSPS)
Completion rate (EMIS)
Education attainment (GSS)
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4.11.2. Theme – quality
The 125 existing schools benefiting from quality improvements will complete this questionnaire
twice per year, in July and January. The newly constructed schools will also complete this
questionnaire once they are completed and operational. Some of these questions will be directly
relevant to tracking SEIP implementation but others will be for information about the school.
Sub-questions under this theme include:
SPPP execution against plan – actual costs and outputs of the SPPP activities which can
be compared with the planned costs and outputs.
Science training - number of teachers trained (face-to-face workshop, iBox)
Maths training - number of teachers trained (face-to-face workshop, iBox)
Number of staff given leadership/management training
Installation, function and use of the iBox.
Connectivity to internet
WAEC pass rate (WAEC)
Detailed monitoring plans of specific sub-components will be developed and carried out by the
responsible implementing teams.
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Table 4.6 Data Sources for Tracking Progress of Project Activities
Activity Sources of data Additional verification
New construction / new
schools
Supervision consultants12
– collating
from contractors
School questionnaire
EMIS
Independent survey firm –
civil works
Existing schools receiving
facilities improvements
Supervision consultants13
– collating
from contractors
School questionnaire
EMIS
Independent survey firm-
civil works
Scholarship Scholarship Administrator
School questionnaire
Independent survey firm –
in-school activities
School Performance
Partnership Plans
School questionnaire
Management and
leadership training
Training provider reports
School questionnaire
Feedback evaluation forms
Science and Mathematics
training
Training provider reports
School questionnaire
Feedback evaluation forms
ICT roll-out School questionnaire
iCampus information system feedback
School profiling Website
Number of hits on website
4.12. Monitoring and supervision visits
The indicators outlined above are a source of monitoring information for the project coordinators
at headquarters. In addition to this, teams from the TIC will make supervision visits to
beneficiary schools at periodic intervals. The Civil Works Team will visit the construction and
facilities improvement sites. Multi-functional teams (e.g. Secondary Education Division,
ICT/EMIS and Science Education Unit) will visit the existing schools to monitor the
implementation of scholarships and school performance improvement plans, in order to get a
sense of the issues and dig deeper into possible challenges. These visits will be to samples of
schools and will be organised so as to minimise burden on the school staff.
4.13. Impact Evaluation
Component 2 will support an impact evaluation of the project. This will inform the Ministry on
how effective the interventions have been at meeting the intended outcomes of the project:
equitable access and quality in SHS. An impact evaluation will help the Ministry in deciding
which aspects are value for money and could be scaled up to national level.
The impact evaluation will benefit from looking at impact across various groups: schools
benefiting only from quality improvements, those with quality and facilities, and those who also
12
TOR for Supervision Consultant for New SHS Construction is attached in Annex 21. 13
TOR for Supervision Consultant for Facilities Improvement in SHS is attached in Annex 22.
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have scholarship beneficiaries. The final group to be considered are schools and districts outside
of the SEIP, acting as a comparison control group. The impact evaluation will identify the
additional impact on target indicators of the project under access, equity and quality. The impact
evaluation will look at estimating the additionally of the project, what can be attributed to the
SEIP interventions, and make adjustments for any displacement activity. The evaluation may
look at one of the following:
The impact of scholarship structure on attendance and performance.
The impact of iCampus roll-out on teaching and learning.
The impact of Science and Mathematics activities on teaching and learning.
PBME will develop TORs giving more details on the specific questions, methodology and
expectations where additional data collection will be needed.
4.14. School Mapping and Profile
Under the SEIP a website will be developed to show profiles of all SHS in Ghana and their
geographical location. The website is intended to provide and improve access to information for
the public, as well as educational planners.
A school mapping involving a Geographical Information System (GIS) will be used to identify
and locate the Secondary institutions across Ghana. MOE will be fully equipped to host and
manage the platform. The school profiles will be published by GES annually in December in a
brochure and distributed to districts. The school mapping will be implemented in phases as
follows:
4.14.1. Phase 1 - Website / User-interface
The end-user output of the school profiling and mapping exercise will be a website, hosted at
www.ghanaschoolsinfo.org. On this website users will find a map of Ghana in which all SHS,
both public and private, are marked. This might for example be shown by a dot on the map
(perhaps different colours for public or private). When the user hovers the mouse over the dot a
basic profile will be shown on the screen, for example school name, enrolment and WASSCE
performance. When the dot is clicked it takes the user to a more detailed profile for the school.
This profile will include:
School name Number of teachers Availability of places (CSSPS)
Name of head Number of trained teachers Number of applicants (CSSPS)
Year of establishment Teacher to student ratio Photos of the school
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Enrolment (by
programme/class/gender)
Mixed / single sex Distance from district capital
Courses offered Day / boarding School facilities
WASSCE performance Hostel / dormitory Public / private
Region District Town
4.14.2. Phase 2 – SEIP Schools self-reporting
Phase 2 of the school profile website will be a monitoring tool used to capture data from the
project beneficiaries. Here within the same website schools will be able to log-in with a
username and password to complete templates of data collection required under the project.
More detail on this is given in the M&E section. The Head of the school will have responsibility
for submitting accurate and timely data, with support from the school ICT Coordinator as
necessary. This self-reported monitoring data will be captured at regular intervals (some data
termly, some annually).
4.14.3. Phase 3 – SEIP Schools monitoring and verification
Phase 3 of the mechanism will be for monitoring activities and verification of reports from
schools and contractors. In this case, when supervision visits are carried out, the data collected is
entered directly into the smart phone app and linked up with the school profile. Regional or
district ICT officers will be provided with the smart phones and this will be particularly
important for monitoring the construction aspects of component 1 pillar 1. The monitoring
officer (perhaps accompanied by a district engineer) can take photos of the construction which
the Project Civil Works team will use to verify the level of progress of a project before arranging
payments to contractors. For officers from the headquarters M&E team, a template on the app
will be used to collect general information relating to the project activities, to be cross-checked
against what the schools have self-reported.
4.14.4. Phase 4 - Open-Ended Expansion
At a later stage, this mechanism could be used for the following:
Additional data collection at schools using the smart phone app, such as submitting up-to-
date photos of the school
Mapping and creating profiles for newly created schools
Creating monitoring templates and user log-in details for all SHS in the country (not just
125 SEIP beneficiaries) as a data collection method, for regular monitoring (e.g. number
of day students versus boarding students) or ad-hoc queries.
Expanding the mapping and profiles to basic schools.
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4.14.5. Data Sources, Data Collection and Entry
The school profiles will be matched to the mapping based on school codes, as given in EMIS.
The mapping exercise will be carried out using an application developed for use on Android
smart phones. The app allows the phone-user to capture the GPS coordinates of the location, to
take photos and enter them to that location, and enter any additional data which is required and
not already available from secondary data sources. This mapping exercise will be carried out by
district ICT officers with training and supervision from a local consultant.
Existing secondary data sources will be matched to the school coordinates and photos to
complete the rest of the school profile mentioned above. These data sources include but may not
be limited to EMIS (annual school census), WAEC WASSCE results (annual), and GSS
socioeconomic data. The School Profiles will be updated annually when the new EMIS and
WAEC data become available (by end August each year).
4.14.6. Feedback from ordinary community members
Ordinary community members can provide feedback or register their grievances by either
sending a text message to a dedicated SMS number (to be acquired) linked to the platform, or by
submitting comments on individual reports. The complaint is publicly viewable on the website. It
then becomes the responsibility of GES‘ M&E team to coordinate with the complainant,
response teams, and other agencies to ensure that the issue/grievance is rectified. Details on the
corresponding action taken and status of complaint must be articulated by GES on the website.
4.14.7. How the platform can serve to address issues as they arise
The platform has an automatic email notification feature which can immediately apprise
concerned officials of any issue/report relevant to any SHS. The platform will continue to send e-
mail notifications (as reminders) until the issue has been addressed and labelled as ‗Finished‘.
The platform permits real-time data visualization and geo-spatial analysis (similar to GIS), which
can help users delineate systemic issues or trends that can assist stakeholders in understanding
and addressing more macro-level obstacles
4.14.8. Roles and Responsibilities
PBME Monitoring and Evaluation Unit
Lead coordination and oversight of the school mapping and profiling and monitoring tools,
all hosted on www.ghanaschoolsinfo.org
Collect and coordinate data from the various sources: WAEC, SRIMPR/EMIS, GSS.
Report to the TIC and PSC on progress of the activity.
GES ICT Unit
Integrate existing data sources on to the platform, matched by EMIS codes.
Manage the back-end of the website.
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Implement any changes or customisation of the platform or the smartphone app.
Arrange any follow-up training for district or school staff in use of the app or website.
Publish and distribute the brochure.
SRIMPR (MOE), WAEC, GSS
Make data available to the profile team
Collaborate on data management and cleaning to streamline and match schools.
GES Regional and District ICT officers
Conduct initial mapping exercise, by visiting schools with the smart phones.
Regional officers to attend and support this exercise.
Later monitoring (Phase 3) may be carried out by district and regional officers.
Later expansion and updates (Phase 4) may be carried out by district and regional officers.
Heads of Schools
Facilitating district and monitoring officers to enter the school for data collection and
mapping.
Ensuring the project data is entered on the website in an accurate and timely manner. This
may mean tasking the ICT coordinator to do the actual entry but the Head is responsible for
ensuring this happens and the school is accountable for project reporting.
4.15. Research Agenda
Under Component 2 of the project the Ministry will develop and implement a research agenda to
influence the Government‘s Secondary Education Strategy. This will be the responsibility of the
PBME Division, led by the Development Partner Coordination Unit.
At a workshop in May 2014, specialists from MOE and its Agencies developed some initial ideas
on research questions and topics for research under SEIP. These included the following:
Access
What impact does the SHS subsidy have on access and enrolment? How could it be
improved?
What is the situation in Mission schools? What are they doing, how will this chance,
how should they be regulated?
What effect does being a day student, as opposed to boarding or hostel student, have on
attendance and performance?
What are the barriers to access – enrolment and completion? At what point do students
drop out, and why?
Quality
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Science and Mathematics education – have interventions such as provision of equipment
and Science camps improved teaching and learning? Is the perception that boys perform
better than girls a myth or reality?
ICT education – does the provision of computer labs impact student learning?
What qualifications do SHS teachers have, particularly English, Mathematics and
Science teachers?
What are the perceptions of teachers of their own teaching performance? How self-aware
are they?
How relevant is the curriculum to the demands of industry?
Technical and Vocational Education and Training
Why does technical education have a negative reputation? How can we tackle this?
School management and financing
What is the extent of financial incentives taken by teachers from students? What is there
impact on teacher motivation?
What collaboration is there between schools and parents? Do PTA fees impact quality
outcomes?
What causes examination malpractices in the WASSCE?
What are the transitional issues for staff moving from SHS teachers to school leaders?
What are the community‘s perceptions of school Heads in high performing schools?
Sector financing and management
Public expenditure review – what are the unit costs of SHS and wider education in
Ghana, how do they compare internationally? Where could the sector improve
efficiency? What are the sources of funding – how does the private sector contribute?
How does teacher management and deployment (e.g. study leave with pay) affect quality
of teaching and learning? To what extent does absence due to sandwich programmes
contribute to falling standards in SHS?
PBME will lead on further engagement with Government and external colleagues to define the
research questions, priorities, and methods for solicitation of research. A review of research and
evidence which already exists will also be necessary, to help highlight the gaps and prevent
duplication. The Ministry is keen to engage Ghana‘s academic community in conducting
research, calling for proposals to respond to the Ministry‘s questions. Where specialist skills are
needed then consultancy procurement with well-defined terms of reference will be carried out.
Also under the research agenda the Government will conduct impact evaluation of the project
itself (see section 4.3) and a baseline diagnostic analysis (see section 0).
A proposed timeline for the research activities is as follows:
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Table 4.7 Proposed timeline for research activities
Output Timeline
Define questions, methodology and expected outputs of the project
Impact Evaluation May 2015
Conduct workshop to identify major research questions to be posed
to the academic community and consultancies. June 2015
Review existing evidence on research questions July 2015
Finalise TORs for project Impact Evaluation May 2015
Prioritise research questions and determine solicitation methods and
timelines August 2015
Begin procurement of Impact Evaluation June 2015
Finalise TORs/call for proposals for immediate research questions September 2015
Begin solicitation of research outputs October 2015
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5 FINANCIAL MANAGEMENT PROCEDURES
Project Financial Management is a process which brings together planning, budgeting,
accounting, financial reporting, internal control, auditing, procurement, disbursement and
physical performance, of the Project with the aim of managing Project resources properly to
achieve the Project‘s development objectives.
The primary objective of the Project‘s financial management system is to track resources and
expenditures of the Project and generate timely financial information, prepared in a transparent
and consistent format, which facilitates better planning and control, by the management in
implementing the Project.
The requirements of the SEIP‘s financial management and reporting system is to establish a
sound financial management and reporting system that is capable of generating:
Financial Monitoring Reports (FMR‘s);
Annual financial statements and audit reports in compliance with internationally accepted
accounting standards and World Bank guidelines;
Information regarding adequacy of resources in the annual budget;
Information on disbursement of the loan proceeds to implementing agencies
The system must be consistent with GES‘s financial management policies and aligned with the
Ministry of Education‘s existing financial management system.
In establishing the financial management system, attention has been given to:
Project objective and components as outlined in the Project Appraisal Document (PAD);
The mechanism within which participating agencies interact; expenditure categories;
Sources of financing; the procurement profile of project expenditures; and,
Other pertinent information.
The implementation of the financial management (FM) arrangements under this results-based
IPF will be anchored by the use of country systems under the respective oversight
responsibilities of the Ministry of Finance (MOF), Controller and Accountant General‘s
Department (CAGD), Ministry of Education (MOE), and the Ghana Education Services (GES).
Thus the project‘s financial management arrangements will to the extent feasible follow the full
use of country systems for Component 1 and adopt some aspects of the country systems for
Component Two.
5.1 Organization and Responsibilities
5.1.1 Organization
Financial Management shall be centralized at the Ministry of Education under the oversight and
supervision of the Chief Director of the Ministry of Education (MoE). The Director of Accounts
(MOE) and the Financial Controller (FC) of GES working in collaboration with staff of the
CAGD, will be responsible for various aspects of the project‘s financial management
arrangements. The Director of Accounts (MOE) and the Financial Controller (FC) of GES will
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be responsible for overall fiduciary aspects of the Project. These responsibilities are to ensure
that throughout implementation there are adequate FM arrangements in place at all levels of
project implementation which can report adequately on the use of project funds, and that the
project complies with the financial covenants detailed in the Financing Agreement. Their work
will be complemented by the assignment of dedicated Principal Accountants responsible for the
routine day-to-day transaction processing and reporting. Specific accounting issues such as
recording and processing of payment vouchers etc. will be handled by the Accounts Units of the
MOE and GES. The Accounts Unit, which will be responsible for the day-to-day financial
management of the project, will be supervised by the Director of Accounts of MOE and the
Financial Controller of GES. Presently the MOE/ GES have the full complement of accounts
staff qualified to manage the project accounts. However, their technical capacities and numbers
will be assessed periodically during implementation and where necessary, additional staff will be
recruited.
5.1.2 Roles and Responsibilities
The organization and responsibilities of the MoE/GES for the effective implementation of the
Funds is set out below:
MOE
Chief Director
Monitor the implementation of the Education Strategic Plan.
Set the sector policy framework;
Issue annual guidelines for the implementation of the framework;
Ensure proper planning, budgeting and resource allocation to reflect sectoral priorities
and the role of each of the implementing agencies in fulfilling these priorities;
Determine monitoring indicators with the GES.
Director of Accounts
To maintain proper books of accounts and other records of all transactions pertaining to
MOE under the agreement of this credit.
To ensure the compliance with all requirements under the financing agreement
To account for all funds received and utilized under this agreement in a consolidated
form.
To provide financial and other information required by management to control the
effective implementation of the whole project
GES
Director-General
Provide overall leadership in the implementation of the Education Strategic Plan
Ensure the preparation of the School Performance Partnership Plans (SPPPs)
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Supervise the work of Divisions, Regions and Districts towards the attainment of the
targets as set in the Education Strategic Plan
Financial Controller
To maintain proper books of accounts and other records of all transactions pertaining to
GES under the agreement of this grant
To ensure the compliance with all fiduciary requirements under this agreement
To account for all funds received and utilised at GES under the financing agreement
To provide financial and other information required by management to control the
effective implementation of the SPPPs
Regional/District Directorates/School Heads
Ensure proper preparation of SPPPs
To ensure the effective utilization of project funds
To implement the activities as provided in the SPPPs
To ensure the proper accountability of all funds received and utilized in the Schools
Internal Audit
Ensuring that the instructions contained in this manual are understood and correctly
followed by cost centre managers.
Continually reviewing the system with a view to recommending improvements to the
system
5.2 Budgeting Arrangements
The MOE and the GES follow the budget preparation guidelines according to the Financial
Administration Act (2003), the Financial Administration Regulation (2004) and also the annual
budget guidelines issued by the Ministry of Finance (MOF). The budgeting arrangements are
derived from the IDA allocations which serve as a basis for determining all allocations and also
for preparing the SPPP incorporating the activities to be undertaken under the various
components. Individual budgets, SPPP, and procurement plans will be collated and consolidated
at the MOE and reviewed jointly by key project staff. GES Headquarters will co-ordinate SPPPs
and budgets at lower levels and forward consolidated copies to MOE for final consolidation to be
forwarded to the Bank for review and endorsement.
Once the budgets are endorsed copies will be provided to the Director General of GES and the
Chief Director of MOE to enable monitoring and adequate budgetary controls over expenditure.
Project management will ensure that all units and component activities are correctly reflected in
the SPPPs and budget.
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5.3 Funding and Banking Arrangements
5.3.1 Cash Planning
The MoE/GES will prepare periodic cash flow statements to guide the disbursement of funds to
support the SPPP. The cash flow statements will indicate the breakdown of requests of the
contribution and also indicate the required timing of the next period‘s disbursement. The GES
will be responsible for disbursement to the schools on the basis of periodic spending projections.
5.3.2 Designated Accounts
The MOE and the GES will open separate Designated Accounts for components 1 and 2 of the
project with two separate banks and with two sets of signatories. Funds from the components
will be lodged in these accounts. Schools would also operate separate Bank Accounts solely for
the implementation of the SEIP where funds for the project would be lodged and operated from.
Where schools have dormant accounts they could seek clearance from the Director-General to
activate them for use under the project. It is believed that this arrangement would allow for easy
reconciliation.
5.3.3 Opening of Bank Accounts
Authority to open a current account for the purpose of handling the receipt and disbursement of
public funds rests solely with the CAGD (FAR Section 345) Schools should forward a written
request to the Director General citing, inter alia, the need and reason for the new account, the two
primary signatories, an alternate signatory, a specimen of each signatory and the conditions
under which the account shall be operated.
5.3.4 Signatories
MOE/GES officials/employees responsible for committing, certifying, or authorizing the
receipt/disbursement of public funds shall be considered a fiduciary of the public trust and,
accordingly, shall judiciously and honestly carry out their duties in the best interest of the
MOE/GES. For this and other control reasons, two signatures are required on all cheques drawn
on MOE/GES-controlled bank accounts.
For all offices at the regional level and below, the two primary signatures for all accounts shall
be those of the Director/Head of Institution and the Accountant. At the Headquarters, the Chief
Director (MOE) or his representative and the Director General (GES) shall assume primary
signatory responsibilities for all accounts. Meanwhile the Director Administration and
Finance/Director Accounts (MOE) and the Financial Controller/Chief Accountant (GES) shall be
alternate signatories for the Chief Director and the Director General respectively.
5.3.5 Funds Flow
With respect to Component 1 (Disbursements for EEPs ), disbursement will be made to the sub-
consolidated Fund Account of the MOF held with an acceptable financial institution and the
funds coded against a budget line created under GIFMIS. The request for funds will be done
based on Withdrawal Applications duly signed by representatives from MOF, CAGD and MOE,
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which will be supported by Interim Unaudited Financial Reports (IUFRs) using the report based
modalities.
Figure 5.1: Funds Flow and Reporting under the SEIP
Budget Execution Reports (BERs) generated from the GIFMIS together with forecast
expenditures against achievement of DLRs.
Funds flow for disbursements under Component 2 will follow the standard World Bank
procedures using a dedicated and segregated Designated Account operated and maintained by the
GES and managed by the Director-General with prior approval of all transactions by the Chief
Director.
Notes:
i. There will be one designated account for component 2 and it will be maintained by
the Ghana Educations Service (GES).
ii. Funds will be transferred to two lower levels i.e. to the Regional Educations Offices
for monitoring and supervisory purposes and to the Schools for actual
implementation of their approved SPPPs Transfers to these sub accounts at the
Regional and School Level will be based on demand and in tranches based on the
approved SPPPs .
iii. Periodically or based on rate of usage, Schools will report on fund use to the GES
Headquarters and these will be consolidated and used as part of the supporting
documentation for replenishment of the Designated Accounts.
Regional
Educational Office
Accounts
SEIP Designated
Account (USD)
Funds Flow
District
Account
School
Account
School Account
School
Account
District
Account
School Account
School
Account
School
Account
Reporting on FundUse
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5.4 Disbursement Arrangements
Proceeds of the facility will be used for eligible expenditures as defined in the Financing
Agreement. Disbursement arrangements have been designed in consultation with the Recipient
after taking into consideration the assessments of GES‘s financial management and procurement
capacities, the procurement plan, and anticipated cash flow needs of the operation. The project
has two broad disbursement categories as represented in the table below:
Table 5.1: Disbursement Categories
Expenditure Category Amount (US$ Million)
Results Based Expenditure Program Component 1:
Support to Increase Access with Equity and Quality
in Senior High Schools (Eligible Expenditure
Program)
140.1
Investment Component 2: Management, Research
and Monitoring and Evaluation (Goods,Works,
Consulting Services, Training, Research, Operating
Expenses)
15.9
TOTAL 156.0
5.5 Policies and Regulations
5.5.1 Eligibility for Accessing Funds
School Performance Partnerships (SPPs)
To be eligible for disbursement of funds under the SPP mechanism the School must:
Have been registered by the Ghana Education Service (GES) as a public school and
possess a Registration Certificate to that effect.
Have been selected in accordance with the criteria developed by the Government for
selecting which Schools will benefit from the SPP mechanism under the SEIP.
Be in a district that has a District Education Oversight Committee (DEOC) in place.
Have an Approved School Performance Partnership Plan (SPPP) based on Government‘s
priorities identified under the Education Strategic Plan (ESP) and the Annual Education
Sector Operational Plan(AESOP.
Have signed a School Performance Partnership Agreement to comply with the
requirements of the Financing Agreement and to discharge its obligations under the
project.
Have an SPP account set up for the transfer of SEIP Funds
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Have a list of Authorized Signatories of the School Account14
.
5.5.2 Conditions Precedent to Initial Receipt of SEIP Funds Schools
The initial release of funds to participating Schools will be upon;
Opening of a Bank Account and notifying the GES of the Account particulars,
Submission of an approved Budget, School Performance Partnership Plan, and Cash
Flow.
Submission of Request for Funds.
5.5.3 Obligations of the Schools
The School is obliged to ensure that it:
Applies Project Funds judiciously and for the intended purposes, and in accordance with
the Financing Agreement and applicable Laws of Ghana.
Maintains proper books of Account and prepares periodic reports.
Prepares School Performance Partnership Plan (SPPP) and Budget, Procurement Plans
and Cash-flow forecast.
5.5.4 Sanctions for non-compliance with Disbursement Policies
Schools which fail to meet their obligations under the Project would face one or more of the
following sanctions depending on the nature and extent of non-compliance:
A freeze on all disbursements in the case of delays of more than twenty-one (21) working
days in Queries.
The name of the defaulting School will be published in the Public Media.
Schools found to have misappropriated funds may be prosecuted in accordance with the
Financial Administration Act.
Continued under-spending of funds will lead to funds being reallocated into the following
financial year and the succeeding year‘s allocation will be automatically forfeited. In this
context under-spending represents disbursement below 60% of annual allocation. Funds
that remain un-disbursed at the beginning of the final year of the project will be forfeited
and re-allocated to other participating Schools.
Any other appropriate sanctions as recommended by the Director-General, including
removal of the Head of Institution.
5.6 Requesting Funds
Schools are given the responsibility for managing funds provided from SEIP program. They shall
also ensure that recorded budget figures reflect the entire period indicated in the SPPPs. For
control purposes, however, funds shall be transferred / remitted to Schools on demand and also
14
The appointment of the Signatories should be consistent with existing Legislations and Policies of the GES.
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on the basis of an Estimate of Quarterly Cash Requirements in the form of tranches.
Upon the approval of their SPPPs and their procurement plans, Schools will be given clearance
to begin the process for all procurements based on the procurement plan. Upon successful
completion of the contract the School Head will then request for funds with the support of the
necessary documentation.
Funds meant for other service activities will be released on the basis of an estimate of Quarterly
Cash Requirements in the form of quarterly tranches. As general rule, all estimates should be
based on the projected costs of operational activities for each period. The Estimate should not be
based on the premise that all expenses will be incurred evenly (i.e., 25% per quarter) throughout
the year. It should be noted that transfers of funds to Schools from the Headquarters will not be
an automatic occurrence. Subsequent transfers will be based on submission of acceptable returns
and other necessary supporting documents as requested by GES. Finally, it is the responsibility
of the Head of School to monitor the School‘s quarterly cash requirements and, whenever these
change significantly, to document the necessary revision by submitting an amended Estimate of
Quarterly Cash Requirements for the balance of the year. In the interest of proper cash
management, the Financial Controller will also periodically review the cash position of
individual Schools relative to the estimated and actual amounts expended. Any material gaps or
discrepancies found may result in subsequent headquarters-imposed adjustments to the quarterly
estimates for the School(s) in question.
5.7 Receiving Funds
Assuming that Schools are in compliance with the financial reporting requirements set forth
herein, the primary responsibility for ensuring the smooth and uninterrupted flow of funds to
Schools from the Special account maintained at center rests with the Financial Controller.
Likewise, it is the Financial Controller‘s responsibility to ensure that:
all stakeholders, including World Bank, receive financial reports in a timely manner, and
that
funds from SEIP flow into the GES in an equally smooth and uninterrupted manner.
Accordingly, the Financial Controller shall refer directly to the financing agreement for guidance
on the timing of funds flow.
5.7.1 Detailed Procedures
Headquarters
At the Headquarters the process of transferring/remitting SEIP funds to Schools shall involve the
following steps:
verify compliance with reporting requirements,
preparation of Payment Vouchers and cheques, and forward these to Schools.
On or shortly after that cut-off date, a member of the GES should review compliance with the
financial reporting requirements by Schools, and inform the Accounts Staff in writing of those
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eligible to receive the next transfer of funds.
Using the list provided, a designated member of the Accounts Staff should proceed with
preparing Payment Vouchers and cheques based on the requirements presented in each
schools‘ estimated Cash Requirements,
obtaining necessary signatures, and
recording these in the Cash Book (i.e., for the headquarters‘ Special Account) against the
account entitled to Schools.
School level
The project will follow the existing procedures put in place. These imply that the Schools
initiate expenditures. This is checked by the District Education Directorate for
verification to ensure that the school has funds under that expenditure category.
The relevant procurement process takes place leading to the issuance of a contract or an
LPO. When an item is supplied and taken into stores, Stores Receipt Vouchers are issued
and payment is processed. Before items are received into stores, the Internal Auditor
should verify the items and pre-audit the payment voucher before payments are effected.
Cheques, signed by the authorized signatories, are then issued. These are then recorded in
books of the school and finally reported on their financial statements. Schools must
ensure that all payments are properly receipted.
The financial management responsibility at the School is vested in the School Head. The
accounting system must be documented in an Accounting Procedures Manual, taking into
account the provisions of the FAA and Local Government Regulations.
Additional and continuous training in financial management and World Bank
Disbursement requirement will be carried out to achieve an improved financial
management system of the school. This will also be done in close collaboration with
other projects being implemented at the school level.
Within the School, the cheque received from headquarters should be routed to the School
Accountant who, in turn should request a member of the Cashier Staff to prepare a General
Counterfoil Receipt (GCR) and a pay-in slip.
Next, the pay-in slip and cheque should be taken to the bank (and deposited) by a designated
member of the Cashier Staff who, in turn, will give the authenticated slip and GCR to a member
of the Accounts Staff for entry into the Cash Book (i.e., for the School‘s SEIP Account).
The process concludes with the Original of the GCR being forwarded to the Financial Controller,
and the pay-in slip being filed in the appropriate file by the Cashier Staff member.
The Internal Audit Unit should regularly verify compliance with financial reporting requirements
for each School.
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5.8 Preparation of Expenditure Workplans
5.8.1 Proposal
For each tranche of funds received by a School, they are expected to prepare a Workplan to
support the disbursement. The Workplan is based on the Approved SPPP. These Workplans
should comply with the following:
The activities should have been catered for under SEIP Funding in the Approved SPPP.
Activities which are not listed in the Approved SPPP should not be covered under this
programme.
Activities selected should be prioritised such as to be covered by the total funds available.
The cost of activities should not exceed the total cost as provided in the budget under the
Approved SPPP except where appropriate approvals are obtained.
5.8.2 Workplans
All Schools are required to prepare expenditure plans for each tranche of funds received. These
plans are to be prepared using approximations of expenditure requirements based on an analysis
of the timing of the activities to be implemented.
To develop the cash requirements, each School is to estimate the proportion of the total
allocation required during the month, supported by detailed activity costing.
The preparation of the Workplan should involve:
Reviewing the outputs and activities in the Approved Proposal
Identifying which months the activities will be implemented (assess the start date,
implementation period and completion date)
Assessing when the expenditure is required and payments to be made for the activity
planned for that month.
Ensuring that the total expenditures are within total estimates as contained in the
Approved plans.
5.8.3 Approval of Workplans
Workplans will be approved as part of the authorisation/approval process for proposals both
at national and sub-national levels.
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5.9 Disbursement Processes at the School Level
Eligible Expenditures
These are expenditures which conform to approved budget in the School Performance
Partnership Plan (SPPP), as well as annual procurement plans which should agree to
procurement procedures.
5.9.1 Preparation of Payment Vouchers
Payment Vouchers (PV‘s) are raised only on receipt of complete documentation that related
expenditure has been authorized and approved. Such documentation will include the following:
In the case of supplies and material purchases
i. Activity and expenditure initiation form
ii duly approved local purchase order (LPO)
iii suppliers invoice with full particulars of the consignment
iv stores receipt advice/note signed by the storekeeper
v waybills endorsed by the storekeeper as having received the goods.
In circumstances where payment is required to be made prior to delivery, a supplier‘s proforma
invoice and LPO shall be sufficient documentation for payment. However, such payment is to
be debited to the supplier‘s account which account is to be credited on receipt of invoices and
stores receipt documentation.
In the case of locally procured services
i activity and expenditure initiation form
ii supplier‘s invoice
iii duly signed contract or letter of engagement
iv certificate issued by a duly authorized officer that the service invoiced has been
provided.
In the case of staff requests for advances/re-imbursements and claims
An activity and expenditure initiation form and a memorandum requesting the advance and in
respect of claims and re-imbursements, a statement of claim with supporting documentation
approved by the Head of School.
5.9.2 Cheque Preparation/Signing
1. After the preparation of the payment voucher:
A cheque is drawn
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The payment voucher and all supporting documentation are stamped with a dated ―paid‖
stamp.
The cheque/payment vouchers/supporting documentation are submitted to the cheque
signatories.
2. All cheques are to be signed by the following signatories:
The Head of School
The School Accountant
In the absence of the Head of School, the Assistant Head – Administration, may sign with the
School Accountant.
Before signing the cheque, each signatory:
(i) satisfies himself that:
the cheque is properly drawn
the payee is the same as that on the payment voucher
the amount of the cheque agrees with the total of the payment vouchers for that payee
the cheque number and date have been inserted on the payment voucher
the supporting documents have been crossed.
(ii) initials the payment voucher and cheque stub.
5.9.3 Dispersal of Cheques and Supporting Documents
After the cheque has been signed and entries made in the cash book and the cheque register, the
School Accountant disperses the documents as follows:
(a) the cheque to the payee
(b) the payment voucher is filed in rotation order with the supporting documents. Rotation
number is given by reference to the last number in the cash book.
5.9.4 Accounting For Advances to Officers
Responsibilities
(a) The Head of School has the responsibility for ensuring that all funds are
properly accounted for.
(b) Schedule Officers have the responsibility for properly accounting for all
advances received.
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(c) School Accountants have the responsibility for ensuring that all advances are
properly documented.
Accounting for Advances
(a) Advances are to be granted for approved activities under the workplan.
(b) After the performance of an activity, the schedule officer is to account for the
funds within a period of three (3) working days.
(c) Accounting for advances granted are to be made by an Accountable Advances
Form and entries made in the Advances Register.
Uncommitted Funds
Headquarters may take into account the extent of any uncommitted funds in
determining the cash releases to the Schools. Any unutilized funds at the end of the
year would be deducted from the following year‘s releases.
5.10 ACCOUNTING ARRANGEMENTS
In terms of accounting and reporting, the GIFMIS will be the primary basis for transaction
recording to enable the timely preparation of monthly budget execution reports and other
financial reports relating to the projects. Currently, the internal control features within the GOG
provides for pre-auditing of government expenditure transactions. This form of expenditure
validation, as part of the payment processing arrangements, will continue and will cover all
expenditures, prior to their approval, including those under the project. In addition the
expenditure initiation and related controls will follow the authorization and approval processes as
within the MOE/GES. The MOE/GES have functioning internal audit units which help to ensure
a sound control environment for transaction processing.
5.10.1 Accounting Policies
Responsibilities
The Financial Controller is responsible for the GES accounting policies and ensuring that they
are implemented.
The policies to be in force are given in the following paragraphs. These policies are formulated
in accordance with generally accepted accounting principles (GAAPs).
Fundamental Principles
The fundamental principles adopted are as follows:
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Basis of Accounting
The GES accounts are prepared in accordance with the historical cost convention and same will
apply to the financial statements of the project.
Revenue
Revenue comprises Government of Ghana funds and other grants. These are recorded on cash
basis.
Expenses
All current operating expenses are accounted for in the period incurred.
Foreign Currency Transactions
Transactions denominated in currencies other than United States dollars are translated in US
dollars at the rate of exchange prevailing at the date of transaction. Balances denominated in
currencies other than US dollars are translated into US dollars at rate prevailing at the balance
sheet date. Gains or losses resulting from foreign currency are taken into the income and
expenditure account in the year in which they arise.
Accounting will be employed and recorded in the notes to the financial statement accrual where
accrual accounting is not easily achievable. No depreciation shall be charged on fixed assets until
full accrual accounting has been attained.
Stocks will be expressed at the time of purchase for the time being until full accrual accounting
is achieved.
Funds are accounted for on cash basis
5.10.2 Records and Books
5.10.2.1 Basic Recording
Each transaction is to be prepared through an integrated system. This means that, information on
each activity with regards to the budget estimate; financial accounts and returns are all provided
from one source.
Books of Account
The following books of accounts are to be maintained by each school office:
Cash Book
Cheque Register
Advances Register
Income & Expenditure Ledger.
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Cash Book
The School Accountant is responsible for maintaining a cash book in which are entered details of
all cheques drawn as supported by the payment vouchers.
The School Accountant enters in the cash book the information required by the column headings
listed below:
Date
Payee
Description
Activity Number
Receipt/Voucher Number
Cheque Number
Amount
Balance
Analysis
At the end of each month, the Accountant:
totals and rules off all columns
checks that the cross addition of analysis column agree with the balance on the
amount column.
The cash book is used:
to prepare bank reconciliation statements
as the basis for posting to the income and expenditure ledger.
Cheque Register
The School Accountant maintains a cheque register and enters in it sequential order, all cheques
issued with columns for the signature of the recipient of the cheque.
Advances Register
This register is to be kept as a check on all advances granted to staff for activities and suppliers
for materials and supplies. A key feature in this register is a comparison of the expected date for
accounting for the advances and the actual date the advances were accounted for.
Income and Expenditure Ledger
At the end of each month, the School Accountant is to ensure that transactions in the cash book
are posted to the relevant portions of the Income and Expenditure ledger. This ledger would
assist the district in deriving the following:
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comparison of approved estimates with actual expenditure for each activity;
comparison of approved estimates with funds released for each activity;
comparison of funds released with actual expenditure for each activity.
5.10.2.2 End of Month Closing
All books and ledgers maintained must be formally closed before the weekend immediately
following the closed period. The School Accountant and other Heads of Finance must have
reasonable assurance that all Accounts staff have maintained books and records completely and
accurately.
Accordingly, the Heads of Finance should perform internal verifications as a personal
endorsement of the overall integrity of the accounts.
5.10.3 Preparation and Submission of Report
Reports are required for the purposes of monitoring:
cash/funds management
budget/programme implementation
the result of operations
the financial position of each district.
The returns to be prepared are:
Financial Report
Activity Report
5.10.4 Financial Reporting and Monitoring
As part of the reporting requirements under the project, quarterly financial statements (in the
form of Budget Execution Reports) will be prepared by the MOE showing the uses of funds
according to the pre-defined eligible expenditure element financed by the Government of Ghana
(component 1). For component 2, specific IUFR templates will be used for reporting.
The Director of Accounts/Financial Controller, working on behalf of the Chief Director/Director
General will prepare and submit separate quarterly IFRs to account for activities funded and also
request for funding under this credit. Financial reporting under the program will be report based
and it is expected that the unit will maintain adequate filing and archival system of all relevant
supporting documents for review by the Bank‘s FM team during supervision mission and also for
audit purposes.
Standard reporting templates have been designed and these reports are adequate and have the
necessary supporting schedules and attachments. In addition on a quarterly basis the Finance
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Monitoring Team of the GES will visit the school to assist with the preparation and validation of
returns.
IFRs for the project are expected to be submitted to the World Bank not later than 45 days after
the end of each half year. However, participating schools are required to submit quarterly
financial returns (reports) not later than 21 days after the end of a quarter. The financial reports
have been designed to provide relevant and timely information to the project management,
implementing agencies, and various stakeholders monitoring the project‘s performance.
A. Periodic financial statements
MOE/GES shall prepare and submit half yearly monitoring reports comprising:
Sources and Uses of Funds Statement
Bank Reconciliation Statement
Physical and Financial Project Progress Report
B. Financial Returns
The financial reports include:
Financial Management Report
Expenditure Returns
Analysis by Expense Heading
Analysis by Activity/Programme
Trial Balance
Funds Reconciliation
Bank Reconciliation Statement
The financial reports must be based on the closing figures contained in the books and ledgers
maintained by the districts.
C. Activity Reports
The activity report may cover (For each activity undertaken):
Objective
Target group
Location
Dates
Contents
Limitations
Future issues to be considered.
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D. Non/Late Submission of Returns
Requests for release of funds will not be met unless all returns have been submitted.
5.10.5 Internal Control and Internal Auditing
Consistent with the decision to adopt some aspect of the use of country systems (UCS) for
implementation, the project‘s internal controls will rely on the government established
accounting and internal control guidelines as documented in the Financial Administration Act
(2003) and the Financial Administration Regulation (2004), and informed by the Internal Audit
Agency Act (2003). In addition the expenditure initiation and related controls will follow the
authorization and approval processes as pertains within the MOE/GES. The GES internal audit
unit will help to ensure a sound control environment for transaction processing. The project will
provide some operational support to enable the unit include donor funded activities as part of its
oversight functions. The role of the internal audit will be regularly assessed during project
implementation support missions by reviewing their reports and GES management
responsiveness to their findings. This will ensure that the role of the internal audit unit is not
limited to transactional reviews (pre-auditing) but adds value to the overall control environment.
As part of its mandate the Internal Audit Department is required to visit schools, District
Education Offices and other beneficiaries to periodically review the control environment. As an
additional oversight of the fiduciary controls, all DEOs are required to have in place Audit
Review and Implementation Committee (ARIC) to ensure compliance and also to follow up on
audit findings. It has also been agreed that not later than 24 months after implementation, and
certainly before the midterm review, the project shall engage a private consultant to undertake a
validation and verification of the flow of funds to beneficiary agencies, districts and schools.
5.10.6 Auditing
In line with its mandate as per the Ghana Audit Service Act (Act 584) the Auditor General is
solely responsible for the auditing of all funds under the Consolidated Fund and all public funds
as received by government ministries, agencies and departments. In this regard, and consistent
with the use of country FM systems, the Ghana Audit Service (GAS) will conduct the audit of
the project‘s financial statements and furnish copies to IDA within 6 months of the end of each
fiscal year of the GoG. The capacity of the GAS is considered satisfactory. However as is the
practice, due to capacity constraints, it is usual for the auditor general to subcontract the audit of
donor funded project to private firms. It is expected that once the project is signed and declared
effective, the GES will formally inform the GAS so that a decision is made on whether the GAS
will appoint an auditor or have firms competing for the audit of the project subject to the Bank‘s
necessary procurement and technical clearance of the terms of reference (TOR) for the
engagement of the audit firm. This is to ensure that there are no delays in meeting the financial
covenants for submission.
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In the event of recruiting a private sector auditor, an independent and qualified auditor
acceptable to the IDA would carry out the annual financial audit of the project. The financial
auditors would be in place by effectiveness of the project. The auditors‘ reports and opinions
including the Managements letter of the annual financial audit would be furnished to the IDA
within six months of the close of each fiscal year.
An additional mechanism for periodic financial reviews of all participating districts will be
established for effective monitoring purposes. The district financial review, in addition to the
normal financial systems work, will cover the district compliance with all agreed procedures
including project eligibility criteria and procurement rules. The selection of all auditors and
financial consultants shall be on competitive basis in accordance with the Bank‘s rules and
guidelines.
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6 PROCUREMENT PROCEDURES
6.1 Implementation Arrangements for Procurement
Procurement for the SEIP will be carried out in accordance with the World Bank‘s ―Guidelines:
Procurement of Goods, Works, and Non-Consulting Services under IBRD Loans and IDA
Credits & Grants by World Bank Borrowers‖ dated January 2011 and revised July 2014; and
―Guidelines: Selection and Employment of Consultants under IBRD Loans and IDA Credits &
Grants by World Bank Borrowers‖ dated January 2011 and revised July 2014; the Ghana Public
Procurement Act 663 of 2003; and the provisions stipulated in the Financing Agreement. All the
procurement will be linked with the disbursement indicators. A procurement plan will be
prepared by MOE and GES, agreed upon and cleared by the Bank. The procurement plan will be
updated at least annually or as required to reflect the actual project implementation needs and
improvements in institutional capacity.
6.1.1 Use of National Systems
All works and goods contracts are to be procured through National Competitive Bidding and
other lower value procurement procedures (shopping/price quotation/price comparison and
smaller works contracts) will follow the Ghana Public Procurement Act 663 of 2003 with the
following exceptions:
(i) Procuring entities shall use appropriate standard bidding documents acceptable to the
Association.
(ii) Foreign bidders shall be allowed to participate in National Competitive Bidding procedures
and foreign firms shall not be required to associate with a local partner in order to bid as a
joint venture, and joint venture or consortium partners shall be jointly and severally liable
for their obligations.
(iii) Bidders shall be given at least 30 days to submit bids from the date of the invitation to bid
or the date of the availability of bidding documents, whichever is later.
(iv) No domestic preference shall be given for domestic bidders and for domestically
manufactured goods.
(v) Each bidding document and contract financed out of the proceeds of the Financing shall
include provisions on matters pertaining to fraud and corruption as defined in paragraph
1.14(a) of the Procurement Guidelines15
. The Association16
will sanction a firm or an
individual, at any time, in accordance with prevailing Association sanctions procedures,
including by publicly declaring such firm or individual ineligible, either indefinitely or for
a stated period of time: (1) to be awarded an Association-financed contract; and (2) to be a
nominated sub-contractor, consultant, manufacturer or supplier, or service provider of an
otherwise eligible firm being awarded an Association-financed contract.
15
The Procurement Guidelines refers to the World Bank Procurement Guidelines 16
Association refers to the World Bank
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In accordance with paragraph 1.16 (e) of the Procurement Guidelines, each bidding document
and contract financed out of the proceeds of the project shall provide that: (1) the bidders,
suppliers, contractors and subcontractors shall permit the World Bank, at its request, to inspect
their accounts and records relating to the bid submission and performance of the contract, and to
have said accounts and records audited by auditors appointed by the World Bank; and (2) the
deliberate and material violation by the bidder, supplier, contractor or subcontractor of such
provision may amount to an obstructive practice as defined in paragraph 1.16 (a) (v) of the
Procurement Guidelines; and (3) The Association may recognize, if requested by the Borrower,
exclusion from participation as a result of debarment under the national system, provided that the
debarment is for offenses involving fraud, corruption or similar misconduct, and further provided
that the Association confirms that the particular debarment procedure afforded due process and
the debarment decision is final.
6.1.2 Standard Bidding Documents
As a result of the above exceptions, the MOE and GES shall prepare acceptable Standard
Bidding Documents (SBDs) for all categories of procurement to be managed by SEIP using the
Ghana PPA standard documents as a base and incorporating the exceptions enumerated above.
These modified SBDs shall be submitted to the Bank for no objection before they can be used,
and all participating institutions/schools shall be given copies to use for their procurement. No
implementing body shall use any other bidding documents for procurement under the project
except that which has been approved by the Bank.
6.2 Procurement Activities
Procurement activities under the SEIP will be undertaken at the (i) National level and (ii) School
level. Under each level, items will be bulked into sizeable bid packages whenever possible, to
make procurement more cost-effective.
6.2.1 National Level Procurement
At the National Level, The Ministry‘s Procurement Unit in collaboration with the Ghana
Education Service (GES) Supplies and Logistics Division will handle all major procurement of
goods, works and services in consultation with beneficiary institutions/schools. The MOE and
GES will directly oversee the construction of new schools, rehabilitation of existing
institutions/schools, consultancy services and strengthening procurement capacity.
6.2.2 Institution/School Level Procurement
At this level, the beneficiary institutions/schools will procure only small ticket items using the
appropriate procurement methods and seeking for the required approvals from relevant bodies
prescribed by the Ghana Public Procurement Act 663 (2003).
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6.3 Standard Documents to be used and Solicitation
The Bank‘s standard bidding documents (SBD) will be used for procurement under International
Competitive Bidding (ICB) and for Non-consulting services. For National Competitive Bidding
and other lower value procurement procedures (shopping/price quotation/price comparison and
smaller works contracts), the Ghana PPA Standard Tender Documents shall be used after
incorporating the exceptions enumerated in Section 6.1 above, which should be reviewed and
approved by the World Bank. Such documents would be prepared by the MOE and GES which
after approval from the World Bank would be circulated to be used by all decentralised
implementing institutions/schools.
For all consultancy contracts, the Bank‘s Standard Request for Proposal document will be used
in the selection of consulting firms. Shortlists of consultants for consulting services contracts
estimated to cost less than $300,000 equivalent per contract may be composed entirely of
national consultants in accordance with the provisions of paragraph 2.7 of the Consultant
Guidelines. Selection of individual consultants shall follow Bank‘s procedures.
Implementing entities shall use only the official standard documents agreed with or approved by
the Bank. In preparing the specific tender document or request for proposals, the entity must
respect all the requirements provided in the Bank Guidelines or the PPA 663 as the case may be.
The criteria required shall be proportionate and strictly related to the nature and value of the
contract. The procurement unit of the implementing entity shall be fully responsible for the
preparation of tender documents, qualification requirements and evaluation criteria, whereas the
technical specifications shall be prepared by the relevant technical unit within the implementing
entity with the required skills in the object to be procured, or outside the implementing entity
when there is a lack of expertise. After the preparation of tender documents, the Head of the
implementing entity shall authorize the publication of the contract notice. The contract notice
must clearly indicate the time, date and place for the submission and for the opening of tenders.
6.4 Advertisement
A General Procurement Notice (GPN) (this is mandatory) will be published in the UN
Development Business and in Development Gateway Market (dgMarket) as provided under the
Guidelines. For goods and works to be procured under ICB and all consulting services estimated
to cost US$300,000 or more, the following guidelines shall be strictly adhered to:
Specific Procurement Notices (SPN) will be required for contracts to be procured under
ICB and NCB procedures. All ICBs for goods and works and consultant contracts
estimated to cost US$300,000 or more will be advertised in Development Business online
and in dgMarket. Sufficient time will be allowed (not less than six weeks for ICB and not
less than 30 days for NCB).
For consultancy services contracts (estimated to cost more than US$100,000)
Expressions of Interest (EOI) must be advertised prior to the preparation of the shortlist.
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Consultants should be allowed at least 14 days to prepare documents and respond
appropriately.
For consultancy services contracts below US$100,000, the shortlist may be drawn from
an existing database, otherwise EOIs must be advertised prior to the preparation of the
shortlist.
The SPNs will (as a minimum) be published in a newspaper of wide national circulation.
6.5 Procurement Planning
Procurement planning is an important tool for guiding and monitoring procurement. It is critical
to the success of project implementation. A Procurement Plan has been prepared and agreed
with the Bank for the first 12 months of project implementation and includes relevant
information on all goods, works, non-consulting services, and consulting services agreed at
inception to be undertaken under the Project as well as the scheduling of each milestone in the
procurement process.
The procurement plan shows the step-by-step procedures and processing times for procurement
including:
Contract packages for goods, consultant services;
Estimated cost;
Procurement or consultant selection method or bidding type,
Evaluation and contract award; and
The activities which follow contract signature to delivery and completion.
The preparation of a procurement plan should take into account the budget cycle, stakeholders
involved in the process, the human skills required, and administrative procedures and required
approvals e.g. clearance with a bid committee or obtaining the World Bank‘s non-objection.
It is important to note that the procurement plan will be used as a tool for monitoring, forecasting
and tracking overall implementation performance.
The procurement plan will be updated by the Procurement Team in agreement with the other
beneficiary institutions annually or as required to reflect the actual project implementation needs.
In updating the procurement plans, each beneficiary agency will be guided by the annual work
plan that will indicate items requiring procurement, and the level at which the procurement will
take place. MOE through the Procurement Team will then consolidate these into a single project
procurement plan and submit it to the Bank or the PPA (as appropriate) for review.
The procurement plan and subsequent updates and changes should consist of a minimum of the
following details: (i) a brief description of required goods, works, non-consulting and consulting
services; (ii) estimated cost; (iii) proposed method of procurement; (iv) review types from the
World Bank; (v) time schedule for the key activities.
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Updated procurement plans shall require the concurrence of the Bank, after which it shall be
published on the Bank's external website and the PPA website (as appropriate) by the
Procurement Team.
6.6 Scope of procurement under the Project
All procurement financed under Component 2 of the project is subject to the World Bank‘s
guidelines and thresholds for review. Under Component 1 any procurement activities will be
subject to the Government of Ghana‘s procurement guidelines as in the PPA 663 (2003) and
exceptions as in section 6.1 above, and will not require prior-review by the World Bank.
6.6.1 Procurement of Works
Under the results based component of the Project , all procurement shall use the Country System
ie. The Ghana Public Procurement Act , 2003 (Act 663) with the modifications below in the
biding process and bidding documents. Procurement for international competitive bidding will be
done using the Bank‘s Standard Bidding Documents (SBD) and that for National Competitive
Tendering using the PPA NCT documents with modifications satisfactory to the Bank. Relevant
NCB works contracts, which are deemed complex and/or have significant risk levels, will be
prior-reviewed. Such contracts will be identified in the tables and also in the procurement plans.
While using the NCB, the project must ensure that: (i) foreign bidders shall be allowed to
participate in NCB procedures without any restrictions; (ii) bidders shall be given at least one
month to submit bids from the date of the invitation to bid or the date of availability of bidding
documents, whichever is later; (iii) no domestic preference shall be given for domestic bidders;
and (iv) in accordance with paragraph 1.16(e) of the Procurement Guidelines, each bidding
document and contract financed out of the proceeds of the Financing shall provide that: (a) the
bidders, suppliers, contractors and subcontractors shall permit the Association, at its request, to
inspect their accounts and records relating to the bid submission and performance of the contract,
and to have said accounts and records audited by auditors appointed by the Association; and (b)
the deliberate and material violation by the bidder, supplier, contractor or subcontractor of such
provision may account to an obstructive practice as defined in paragraph 1.16(a)(v)(aa) of the
Procurement Guidelines.
6.6.2 Procurement of Goods
The procurement will be done using the Bank‘s SBD for all ICB and National SBD for all NCB
agreed with or satisfactory to the Bank. Procurement may be done under NCB and Shopping
depending on the thresholds. However, relevant NCB goods contracts, which are deemed
complex and/or have significant risk levels, will be prior-reviewed. Such contracts will be
identified in the tables and also in the procurement plans. Again, under the NCB, the project
must ensure that: (i) foreign bidders shall be allowed to participate in NCB procedures without
any restrictions; (ii) bidders shall be given at least one month to submit bids from the date of the
invitation to bid or the date of availability of bidding documents, whichever is later; (iii) no
domestic preference shall be given for domestic bidders; and (iv) in accordance with paragraph
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1.16(e) of the Procurement Guidelines, each bidding document and contract financed out of the
proceeds of the Financing shall provide that: (a) the bidders, suppliers, contractors and
subcontractors shall permit the Association, at its request, to inspect their accounts and records
relating to the bid submission and performance of the contract, and to have said accounts and
records audited by auditors appointed by the Association; and (b) the deliberate and material
violation by the bidder, supplier, contractor or subcontractor of such provision may account to an
obstructive practice as defined in paragraph 1.16(a)(v) of the Procurement Guidelines.
Contracts would be procured using shopping procedures based on a model request for quotations
satisfactory to the Bank. Direct contracting may be used where necessary, but it will be subject
to Bank‘s no objection.
6.6.3 Procurement of non-consulting services
Procurement of non-consulting services will follow procurement procedures similar to those
stipulated for the procurement of goods, depending on their nature.
6.6.4 Selection of Consultants
Consultancy services would be provided under the project and includes the following categories:
financial, technical and procurement audits, economic and technical feasibility and design
studies, supervision of construction works, institutional studies, monitoring and evaluation
studies and technical assistance to the implementing ministries. In accordance with the threshold,
methods of procurement will include Quality and Cost-Based Selection (QCBS); Selection
Based on Consultants‘ Qualifications (CQS); while selection under Quality Based (QBS);
Selections under Fixed Budget (FBS) and Least Cost Selection (LCS) methods will be applied in
the circumstances as respectively described under paragraphs 3.5 and 3.6 of the Consultants
Guidelines. For all contracts to be awarded following QCBS, LCS and FBS the Bank‘s Standard
Request for Proposals will be used. Procedures of Selection of Individual Consultants (IC) would
be followed for assignments that meet the requirements of paragraph 5.1 and 5.3 of the
Consultant Guidelines. LCS procedures would be used for assignments for selecting the auditors.
Single-Source Selection (SSS) procedures would be followed for assignments that meet the
requirements of paragraphs 3.10-3.12 of the Consultant Guidelines and will always require the
Bank‘s prior review regardless of the amount.
Assignments estimated to cost the equivalent of US$300,000 or more would be advertised for
expressions of interest (EOI) in Development Business (UNDB), in DG Market and in at least
one newspaper of wide national circulation. In addition, EOI for specialized assignments may be
advertised in an international newspaper or magazine. Foreign consultants who wish to
participate in national selection should not be excluded from consideration.
6.6.5 Capacity Building and Training Programmes, Conferences and Workshops
All training and workshops will be carried out on the basis of the project‘s Annual Work Plans
and Budget which will have been approved by the Bank on a yearly basis, and which will
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interalia, identify: (i) the envisaged training and workshops; (ii) the personnel to be trained; (iii)
the institutions which will conduct the training and selection methods of institutions or
individuals conducting such training; (iv) the justification for the training, how it would lead to
effective performance and implementation of the project and/or sector; (v) the duration of the
proposed training; and (vi) the cost estimate of the training. A report will be required of the
trainee upon completion of training.
Implementation of training activities (other than by engaging consultants) will be different from
the conventional procurement process. There are various methods by which training may be
implemented:
(a) Individuals going for training to acquire certificates, diplomas, etc.
(b) Training organized by the relevant institution for a large group of individuals;
(c) Meetings/seminars/workshop/consultations; and
(d) Local and overseas study tours.
Among other things, training expenditures may include:
(a) Tuition/registration fees;
(b) Cost of transport, meals, accommodation and other allowances, medical insurance;
(c) Rental of facilities; and
(d) Cost of production of training materials, etc.
In cases where training is to be contracted out through a consultancy firm, the procedures shall
follow the selection and employment of the consultant described in the relevant sections of the
Guidelines.
Operating Costs
Operating Costs, including office supplies, operation and maintenance of vehicles, maintenance
of equipment, communication, rental, utilities, consumables, transport and accommodation, and
travel costs and per diem, will be managed according to regular government procedures.
6.7 Review of Procurement by the Bank
Procurement is fundamentally the responsibility of MOE and GES. However, supervision
(review) by the WB involves the following main tasks in relation to Procurement:
Review of the Procurement Plan;
Prior review of Procurement transactions under Component 2. Such prior review
transactions shall be set out as prior review in the approved procurement plan;
Post review of contracts, on a sample basis, to be conducted yearly and to review
contracts that were not reviewed by the WB prior to be signed; and
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Review of Terms of References (ToR), short-list, Request for Proposal (RFP) documents
and technical evaluation reports, combined evaluation report, minutes of Negotiations
and draft Negotiated Contract.
The table below highlights procurement thresholds for both procurement methods and prior
review of contracts. The thresholds shall be observed during the implementation of the Project.
For all prior review contracts, documents covering every step of the procurement or consultancy
selection process will have to be cleared by the Bank before proceeding with required actions. It
must be noted that all direct contracting and single source selection above $100,000 will be
subject to IDA prior review. Contracts which are not subject to prior review are nevertheless
expected to follow all required procedures and will be selectively reviewed by the Bank during
project implementation.
Table 6.1: Thresholds for Procurement Methods and Prior Review
*The thresholds will be revised periodically in agreement with the World Bank based on
reassessment of the project procurement risks.
6.8 Procurement Methods and Procedures
Consistent with the provisions of the Financing Agreement, the following procurement methods
would be used under the Project for procurement of the goods, works, non-consulting services
and consulting services:
All-National
Shortlist of
Consultants
RISK RATING Works Goods
IT Systems+
Non Con.
Serv
FirmsIndividua
lsWorks
Goods +
Non Con.
Serv
Works
Goods +
Non Con.
Serv
Works
Goods +
Non Con.
Serv
SUBSTANTIAL ≥$10 Mil ≥$1 Mil ≥$1 Mil ≥$0.5 Mil ≥$0.2 Mil ≥$15 Mil ≥$3 Mil <$15 Mil <$3 Mil <$0.2 Mil <$0.1 Mil
≤$0.3 Mil (All)
≤$0.5 Mil (Engr+
Contract Spn)
Prior Review Threshold Procurement Method Threshold
Consultants ICB NCB Shopping
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Table 6.2: Procurement methods to be used under the Project
Methods of Procurement of Goods/Non-
consulting services and Works
Methods for Selection of Consulting Services
International competitive bidding Quality and cost based selection (QCBS)
National competitive bidding Quality based selection (QBS)
Shopping (Request for Price Quotation) Selection under a fixed budget (FBS)
Direct contracting Least-cost selection (LCS)
Selection based on consultants‘ qualification (CQS)
Selection of individual consultants
Single-source selection (SSS) of Firms/Individual
Consultants
6.9 Process Steps and Guidelines for Determining Completion Timescales
Estimated lead times for ICT (Goods)
1. Preparation of Tender Documents - 1-6 weeks
2. Prior review/ETC/TRB approval - 1-2 weeks
3. Adverts/Tender Invitation - 6weeks minimum
4. Tender Close/Opening - same date
5. Tender Evaluation and Report Submission - 2-4 weeks
6. Approval by ETC/TRB - 1-2 weeks
7. Contract Award - 0-2 weeks
8. Contract Signature - 1-4 weeks
9. Letters of Credit (Goods) - 2-4 weeks
10. Delivery - 6-16 weeks
11. Inspection and Acceptance - 0-4 weeks
If there is the need for the Prequalification of Suppliers or Contractors then total time for the
delivery of the goods or works will have to be expanded by 7-13 weeks to allow for the
completion of the prequalification procedures.
Estimated lead times for NCT (Goods)
1. Preparation of Tender Documents - 1-3 weeks
2. Prior review/ETC/TRB approval - 1-2 weeks
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3. Adverts/Tender Invitation - Minimum 4 weeks
4. Tender Close/Opening - same date
5. Tender Evaluation and Report Submission - 1-2 weeks
6. Post Review/No objection - 1-2 weeks
7. Contract Award - 0-2 weeks
8. Contract Signature - 1-3 weeks
9. Letter of Credit - 1-4 weeks
10. Delivery - As per contract
11. Inspection and Acceptance - 0-1 week
Estimated lead times for ICT (Works)
1. Preparation of Tender Documents - 2weeks minimum- 4weeks
2. Prior review/ETC/TRB approval - 1-2 weeks
3. Adverts/Tender Invitation - 6-8 weeks
4. Tender Close/Opening - same date
5. Tender Evaluation and Report Submission - 2-4 weeks
6. Post Review/ETC/TRB Approval - 1-2 weeks
7. Contract Award - 1-2 weeks
8. Contract Signature - 2-3 weeks
9. Mobilization (Advance Payment) - 2-4 weeks
10. Completion Period - As per contract
11. Final Acceptance - 24-52 weeks
Estimated lead times for NCT (Works)
1. Preparation of Tender Documents - 2weeks minimum
2. Prior review/ETC/TRB approval - 1-2 weeks
3. Advertising/Tender Invitation - Minimum 4 weeks
4. Tender Close/Opening - same date
5. Tender Evaluation and Report Submission - 2-4 weeks
6. Post Review/ETC/TRB Approval - 1-2 weeks
7. Contract Award - 1-2 weeks
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8. Contract Signature - 1-3 weeks
9. Mobilization (Advance Payment) - 2-4 weeks
10. Completion Period - As per contract
11. Final Acceptance - 24 weeks
Estimated lead times- Request for Quotation
1. Preparation of documents - 0-1 week
2. Invitation or Solicitation letter - 0-2 weeks
3. Tender Close/Opening - same date
4. Evaluation and Submission of Report - 0-1 week
5. Award of Contract - 0-1 week
6. Contract Signature - 1 week
7. Delivery/Completion period - 1-4 weeks
8. Inspection and Acceptance - 0-1 week
9. Final Acceptance (works) - As per Contract
Consultancy Services
The procurement of consultancy services will include the following steps.
1. Preparation of the Terms of Reference (TOR) to be approved by the Bank.
2. Preparation of a cost estimate, to be approved by the Bank
3. Advertising for expressions of interest (if appropriate) or preparation of the shortlist of
consultants.
4. Preparation and issue of the Request for Proposals (RFP), including:
Letter of Invitation (LOI);
Information to Consultants (ITC);
Draft contract.
5. Receipt of proposals.
6. Evaluation of technical proposals in accordance with the evaluation criteria stated in the
RFP.
7. Evaluation of financial proposals.
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8. Final evaluation according to the criteria stated in the RFP.
9. Negotiations and Award of the contract to the selected firm.
These procedures and guidelines are based on the standard QCBS process of selection other
selection methods will be used in appropriate circumstances in accordance with the Bank
guidelines.
Timelines
1. Terms of Reference (TOR) - 3-6 weeks
2. IDA ―No Objection‖ for TOR - 0.5-2 weeks
3. Request for Expression of Interest (REOI) - Minimum 2 weeks
4. EOI Analyses (report) and Short list - 1-2 weeks
5. IDA‘s ―No Objection‖ on short-list - 0.5-2 weeks
6. Letter of Invitation - 1-2 weeks
7. Submission and opening of Technical Proposal - Min. 4 weeks, Max. 3 months
8. Technical Evaluation Report - 2-3 weeks
9. ―No Objection‖ from the World Bank on Technical
Evaluation Report - 0.5-2 weeks
10. Opening of Financial proposals - 1-2 weeks
11. Final Combined Technical & Financial Evaluation
Report - 1-2 weeks
12. Minutes of Negotiations and draft negotiation contract - 1-2 weeks
13. ―No objection‖ from IDA for the Minutes of Negotiation
and draft negotiated contract - 0.5-2 weeks
14. Contract award letter - 0.5-1 weeks
15. Publication of the contract award information - 1 week
6.10 Strengthening Procurement Capacity
To overcome the challenge of inadequate experience with procurement under a World Bank
project and to provide an appropriate level of support and oversight to other beneficiary
agencies, the MOE and GES shall be responsible for procurement issues under the project. The
Ministry of Education and Ghana Education Service, including all the proposed implementing
institutions/schools will be augmented with capacity training to ensure the existence of required
capacity for smooth project implementation. MOE and GES will organize a number of practical
procurement training sessions to ensure that participating beneficiary institutions/schools (i)
understand the guidelines for procurement and planning of their needs under the project; (ii)
implement procurement activities efficiently to help achieve set targets in a timely manner; and
(iii) monitor and evaluate procurement actions being implemented and associated outputs. The
Project will therefore:
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Identify specific capacity gaps within the MOE and GES including all beneficiary
institutions/schools.
Develop and implement a focused capacity building programme to address the identified
capacity gaps.
Organize procurement training workshops by first quarter of project implementation, to
explain/train/raise awareness of relevant project procurement procedures and
responsibilities within implementation agencies.
Conduct close monitoring of procurement plans on a monthly basis and closely monitor
and exercise quality control on all aspects of the procurement process, including
evaluation, selection, award and delivery.
6.11 Procurement Reports
Each beneficiary agency will be required to submit Quarterly Procurement Reports to the MOE
and GES Procurement Team. These reports will be compiled by the Procurement Team for the
preparation of the Quarterly Project Management Report (PMR). The procurement reports will
be submitted in a tabular format providing the following information:
i. Activity number (the same as that in the Approved Work Plan and Budget);
ii. Description of Activity;
iii. Rationale (the output to which the activity is contributing);
iv. Performance Indicator (original for Activity);
v. Revised Performance Indicator (if any);
vi. Status of Implementation
vii. Updated Procurement Plan (with dates and information of actual procurement activities)
viii. Summary Table of Procurement execution under each category (Goods, Works, Non-
Consulting Services, and Consulting Services) in terms of total numbers and amounts (for
―Completed Contracts‖, ―On-going Contracts‖, ―Pre-Contract Procurement Stage‖,
―Procurement yet to be initiated).
NB: Borrower shall also submit to the Bank for comments and advice Procurement Progress
Reports a week before start of implementation support missions.
6.12 Contract Management
In all cases, the Project Coordinator at the Ministry of Education will ensure that beneficiary
agencies give the IDA and other financing donor agencies the opportunity to comment on draft/
final reports.
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6.12.1 Contract Management and Expenditure Reports
Effective management of contracts is essential to ensure that the objectives of the procurement
process are achieved and that all contractual obligations and activities are completed efficiently
by both parties to the contract. The Procurement Team or the Technical team concerned must
ensure that routine monitoring of all current contracts is maintained so that swift remedial
measures can be taken when problems arise, or preventive action taken when problems are
foreseen.
6.12.2 Contract Supervision and Administration
Contract supervision, administration and monitoring shall be led by the Procurement Manager
designated in the respective contract whose team shall comprise the relevant technical team, the
procurement team and relevant beneficiaries/stakeholders. This will ensure that potential
problems are identified as early as possible, and allow the Service Providers to be notified in
writing requesting rectification of any deficiencies in required performance standards. A
reporting template for supervision consultants is attached as Annex 23.
6.12.3 Payment for Consultancy Services
For release of any advance payment or subsequent invoices approved by the Head of Entity, the
Head of the Procurement Unit will complete a Payment advice and forward to the Accounts
department. They must ensure the deduction of any advance payments already made, and any
contractual penalties incurred by the Service Provider.
6.12.4 Resolution of Contractual Disputes
Most minor disputes may be resolved by discussion and agreement between the Project (led by
the Project Coordinator or the designated Project Manager in the respective contract) and the
Service Provider to rectify the cause of complaint.
Any formal written complaints received from a Service Provider should be fully investigated and
referred to the Head of the Procurement Entity to authorize correspondence or formal
negotiations with the Consultant. If there is no resolution to the issue, then arbitration may be
sought according to the provisions in the contract. The Ghana Public Procurement Act 663
Section on Resolution as well as the Bank Guidelines will be applicable at all times.
6.12.5 Contract Amendment
Contract amendment may become necessary as a result of the resolution of disputes, additional
or reduced requirements by the Procurement Entity, agreements to extend the time schedule, or
from accepted increases or decreases in prices, replacement of personnel. The contract may also
allow the Procurement Entity to modify contract values by a pre-determined contingency
percentage when this is in the public interest and essential for the work of the Procurement
Entity. All such changes in the contract in accordance with Bank Guidelines after evaluation and
recommendation by the implementing agency will formally be sent to the approving authority
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(NB. Post Review-Country System; Prior Review-Bank), for review and clearance and the
contract shall be formally Amended in the form of Addendum or Variation/Change Orders as
applicable to the type procurement category.
6.13 Ethics, Code of Conduct, Procurement under the Project
All procurement entities as well as bidder and service providers i.e. suppliers, contractors and
consultants shall observe the highest standard of ethics during the procurement and execution of
contracts financed under the project. This must be in accordance with paragraph 1.14 and 1.18 of
the Procurement Guidelines and paragraph 1.22 and 1.23 of the Consultants Guidelines, in
addition to the relevant Articles of the Ghana Public Procurement Act which refers to Ethics,
Fraud, Coercion, Corruptions and Conflict of interest.
In addition to the above, the general code of ethics in public procurement identifies three main
categories as follows:
a) Confidence in the public procurement process;
b) Professionalism of employees;
c) Quality of execution.
To accomplish these goals, the project expects the fundamental basic principles of impartiality,
independence and integrity to apply, and should be followed at all times. This means that:
(i) No suspicion of conflict of interest should be existent;
(ii) Perceived corrupt practice should be immediately reported;
(iii) No impression should be given that actions will be influenced by a gift or favour;
(iv) Dealings with bidders must be honest, fair and even-handed.
All implementing entities‘ employees involved directly or indirectly in the procurement process
are subject to the following:
a) They shall not engage in personal, business or professional activity nor hold a financial
interest that conflicts with the duties and responsibilities of their position.
b) They shall not solicit, accept or agree to accept any gratuity for themselves, their families
or others, which results in personal gain, and which may affect their impartiality in making
decisions on the job.
c) They shall not directly or indirectly use, take, dispose of, nor allow the use, taking or
disposing of any property or resources belonging to any Contracting Authority.
6.13.1 Conflict of Interest
Bank policy requires that a firm participating in a procurement process under Bank-financed
projects shall not have a conflict of interest. Any firm found to have a conflict of interest shall be
ineligible for award of a contract.
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A firm shall be considered to have a conflict of interest in a procurement process if:
(a) such firm is providing goods, works, or non-consulting services resulting from or directly
related to consulting services for the preparation or implementation of a project that it
provided or were provided by any affiliate that directly or indirectly controls, is controlled
by, or is under common control with that firm. This provision does not apply to the various
firms (consultants, contractors, or suppliers) which together are performing the contractor‘s
obligations under a turnkey or design and built contract17
; or
(b) such firm submits more than one bid, either individually or as a joint venture partner in
another bid, except for permitted alternative bids. This will result in the disqualification of
all bids in which the Bidder is involved. However, this does not limit the inclusion of a firm
as a subcontractor in more than one bid. Only for certain types of procurement, the
participation of a Bidder as a subcontractor in another bid may be permitted subject to the
Banks‘ no objection and as allowed by the Bank‘s Standard Bidding Documents applicable
to such types of procurement; or
(c) such firm (including its personnel) has a close business or family relationship with a
professional staff of the Borrower (or of the project implementing agency, or of a recipient
of a part of the loan) who: (i) are directly or indirectly involved in the preparation of the
bidding documents or specifications of the contract, and/or the bid evaluation process of
such contract; or (ii) would be involved in the implementation or supervision of such
contract unless the conflict stemming from such relationship has been resolved in a manner
acceptable to the Bank throughout the procurement process and execution of the contract;
or
(d) such firm does not comply with any other conflict of interest situation as specified in the
Bank‘s Standard Bidding Documents relevant to the specific procurement process.
6.13.2 Fraud and Corruption
It is the Bank‘s policy to require that Borrowers (including beneficiaries of Bank loans), bidders,
suppliers, contractors and their agents (whether declared or not), sub-contractors, sub-
consultants, service providers or suppliers, and any personnel thereof, observe the highest
standard of ethics during the procurement and execution of Bank-financed contracts18
. In
pursuance of this policy, the Bank:
(a) defines, for the purposes of this provision, the terms set forth below as follows:
(i) ―corrupt practice‖ is the offering, giving, receiving or soliciting, directly or indirectly,
of anything of value to influence improperly the actions of another party19
;
17 See paragraph 2.4 of the Guidelines.
18 In this context, any action to influence the procurement process or contract execution for undue advantage is
improper.
19 For the purpose of this sub-paragraph, ―another party‖ refers to a public official acting in relation to the procurement process
or contract execution. In this context, ―public official‖ includes World Bank staff and employees of other organizations taking or
reviewing procurement decisions.
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(ii) ―fraudulent practice‖ is any act or omission, including a misrepresentation, that
knowingly or recklessly misleads, or attempts to mislead, a party to obtain a
financial or other benefit or to avoid an obligation20
;
(iii) ―collusive practice‖ is an arrangement between two or more parties designed to
achieve an improper purpose, including to influence improperly the actions of another
party21
;
(iv) ―coercive practice‖ is impairing or harming, or threatening to impair or harm, directly
or indirectly, any party or the property of the party to influence improperly the actions
of a party22
;
(v) ―obstructive practice‖ is
(aa) deliberately destroying, falsifying, altering or concealing of evidence material
to the investigation or making false statements to investigators in order to
materially impede a Bank investigation into allegations of a corrupt,
fraudulent, coercive or collusive practice; and/or threatening, harassing or
intimidating any party to prevent it from disclosing its knowledge of matters
relevant to the investigation or from pursuing the investigation, or
(bb) acts intended to materially impede the exercise of the Bank‘s inspection and
audit rights provided for under paragraph 1.16(e) of the procurement
guidelines.
(b) will reject a proposal for award if it determines that the bidder recommended for award, or
any of its personnel, or its agents, or its sub-consultants, sub-contractors, service providers,
suppliers and/or their employees, has, directly or indirectly, engaged in corrupt, fraudulent,
collusive, coercive or obstructive practices in competing for the contract in question;
(c) will declare mis-procurement and cancel the portion of the loan allocated to a contract if it
determines at any time that representatives of the Borrower or of a recipient of any part of
the proceeds of the loan engaged in corrupt, fraudulent, collusive, coercive or obstructive
practices during the procurement or the implementation of the contract in question,
without the Borrower having taken timely and appropriate action satisfactory to the Bank to
address such practices when they occur, including by failing to inform the Bank in a timely
manner at the time they knew of the practices;
(d) will sanction a firm or individual, at any time, in accordance with prevailing Bank‘s
sanctions procedures23
, including by publicly declaring such firm or individual ineligible,
20 For the purpose of this sub-paragraph, ―party‖ refers to a public official; the terms ―benefit‖ and ―obligation‖ relate to the
procurement process or contract execution; and the ―act or omission‖ is intended to influence the procurement process or contract
execution.
21 For the purpose of this sub-paragraph, ―parties‖ refers to participants in the procurement process (including public officials)
attempting either themselves, or through another person or entity not participating in the procurement or selection process, to
simulate competition or to establish bid prices at artificial, non competitive levels, or are privy to each other‘s bid prices or other
conditions.
22 For the purpose of this sub-paragraph, ―party‖ refers to a participant in the procurement process or contract execution.
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either indefinitely or for a stated period of time: (i) to be awarded a Bank-financed contract;
and (ii) to be a nominated24
sub-contractor, consultant, supplier or services provider of an
otherwise eligible firm being awarded a Bank-financed contract;
(e) will require that a clause be included in bidding documents and in contracts financed by a
Bank loan, requiring bidders, suppliers and contractors, and their sub-contractors, agents,
personnel, consultants, service providers or suppliers, to permit the Bank to inspect all
accounts, records and other documents relating to the submission of bids and contract
performance, and to have them audited by auditors appointed by the Bank; and
(f) will require that, when a Borrower procures goods, works or non-consulting services
directly from a United Nations (UN) agency in accordance with paragraph 3.10 of the
procurement Guidelines under an agreement signed between the Borrower and the UN
agency, the above provisions of paragraph 1.16 regarding sanctions on fraud or corruption
shall apply in their entirety to all suppliers, contractors, service providers, consultants, sub-
contractors or sub-consultants, and their employees that signed contracts with the UN
agency. As an exception to the foregoing, sub-paragraphs 1.16(d) and (e) will not apply to
the UN agency and its employees, and sub-paragraph 1.16(e) will not apply to the contracts
between the UN agency and its suppliers and service providers. In such cases the UN
agencies will apply their own rules and regulations for investigating allegations of fraud or
corruption subject to such terms and conditions as the Bank and the UN agency may agree,
including an obligation to periodically inform the Bank of the decisions and actions taken.
The Bank retains the right to require the Borrower to invoke remedies such as suspension
or termination. UN agencies shall consult the Bank‘s list of firms and individuals
suspended or debarred. In the event a UN agency signs a contract or purchase order with a
firm or an individual suspended or debarred by the Bank, the Bank will not finance the
related expenditures and will apply other remedies as appropriate.
With the specific agreement of the Bank, a Borrower may introduce, into bid forms for contracts
financed by the Bank, an undertaking of the bidder to observe, in competing for and executing a
contract, the country's laws against fraud and corruption (including bribery), as listed in the
bidding documents25
. The Bank will accept the introduction of such undertaking at the request of
23
A firm or individual may be declared ineligible to be awarded a Bank financed contract upon: (i) completion of
the Bank‘s sanctions proceedings as per its sanctions procedures, including inter alia cross-debarment as agreed with
other International Financial Institutions, including Multilateral Development Banks, and through the application the
World Bank Group corporate administrative procurement sanctions procedures for fraud and corruption; and (ii) as a
result of temporary suspension or early temporary suspension in connection with an ongoing sanctions proceeding.
See footnote 14 and paragraph 8 of Appendix 1 of these Guidelines.
24 A nominated sub-contractor, consultant, manufacturer or supplier, or service provider (different names are used
depending on the particular bidding document) is one which has either been: (i) included by the bidder in its pre-
qualification application or bid because it brings specific and critical experience and know-how that allow the bidder
to meet the qualification requirements for the particular bid; or (ii) appointed by the Borrower.
25 As an example, such an undertaking might read as follows: ―We undertake that, in competing for (and, if the
award is made to us, in executing) the above contract, we will strictly observe the laws against fraud and corruption
in force in the country of the [Purchaser] [Employer], as such laws have been listed by the [Purchaser] [Employer]
in the bidding documents for this contract.‖
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the Borrowing country, provided the arrangements governing such undertaking are satisfactory
to the Bank.
Implementing entities shall reject a tender, or a request to participate, if:
a) The bidder or candidate gives, or promises to give, directly or indirectly, to any current
officer a gratuity in any form, an employment or any other good or service of value, as an
inducement with respect to an act or decision of, or procedure followed by, the entity in
connection with the awarding procedure.
b) The bidder or candidate is in circumstances of conflict of interest. Such rejection and the
reasons therefore shall be recorded in procurement proceedings and promptly communicated
officially to the candidate or bidder concerned, with a copy to the Bank. The decision may
be subject to judicial review under the Ghana Public Procurement Act. Decisions taken by
the implementing entity are without prejudice of any obligation to file a complaint with the
prosecuting authorities, when the action concerned is considered a criminal offence under
criminal law.
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7. INFORMATION EDUCATION AND COMMUNICATION (IEC)
The Secondary Education Improvement Project (SEIP) will employ a communications strategy
to respond to issues that target groups may raise on the design, implementation, monitoring and
evaluation of the project. The strategy identifies the following media tools for deployment:
community radio, print media, social networks and monitoring websites. The justification for a
communications strategy is in part borne out of the public misunderstanding prior to the
Parliamentary approval of the SEIP. The Ministry of Education and the Ghana Education
Service would like to ensure that information and messages on the SEIP are readily available and
consistent to prevent the key messages from being subsumed by peripheral messages and to
ensure that key stakeholders have the correct information at all times.
7.1 Target Audience
The target of such messages would be but not restricted to the following:
i. Beneficiary SHSs including teaching, non-teac
ii. hing and other stakeholders at the school level
iii. Beneficiary Districts including District Education Officials, District Assembly Officials,
unit committee members, community members, schools, opinion leaders as well as other
stakeholders at the District level
iv. The general public
7.2 Types of Messages
The scope of messages will comprise the following information: (i) the objectives, components
and expected results of the SEIP; (ii) implementation process and update for eg. Selection of
beneficiary Districts and schools; (iii) monitoring and evaluation requirements for eg. Updates
on the website; (iv) social and environmental safeguard requirements and decisions; (v) financial
management and procurement information and updates, (vi) achievements and challenges of
implementation; and (vii) responding to questions and queries from stakeholders.
7.3 Media for Dissemination
The list of beneficiary Districts for new construction and SHSs for facilities improvement and for
quality improvement will be published in the print media and on the MOE and GES websites.
The implementation progress in each district will also be discussed in English and the local
languages on community radio with programs in at least each quarter of implementation. The
notice boards in the District Education Office and the District Assembly will provide a full
outline of the funds allocated in each quarter for construction, facilities improvement, quality
improvement, school performance partnerships, scholarships etc.
At the Beneficiary School level, the construction and facilities plan as well as the types of quality
improvement being undertaken, the costs, roles and responsibilities and time lines will also be
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circulated on the notice board. The costed School Performance Partnership plan and schedule of
implementation as well as the names of scholarship recipients will also be made public.
7.4 School Mapping and Monitoring Website
Under the project a school mapping and school profile platform will be developed first and
foremost as a tool for information sharing about implementation at the school level. The
information tool will be managed at the national level but updated at all levels and hosted on a
website as part of the school mapping and school profile platform. This platform will have a user
interface in which the schools and other stakeholders can log-in with a password and input
information.
7.5 Implementation of Communications Strategy
A communication plan, roles and responsibilities and schedule for roll-out is attached in Table
7.1.
Table 7.1: SEIP Communications Plan
Activity Purpose Timing Responsibility Remarks
Media and CSOs
Briefing with
Education Team
(including live-
streaming)
Educate General Public on WBG
support to Education Sector, and
SEIP; correct miscommunication
and manage expectations
Parliamentary Approval;
Signing; Launch;
Implementation
MOE Print Media;
Electronic Media
Project Signing Provide detailed financial
information on SEIP July 30, 2014 MOF; MOE Public Signing;
Electronic and
Print Media
Parliamentary
Briefing
Discuss monitoring role of
Parliament
May 2014 – April 2015 MOE; MOF Presentations
Fact Sheet; FAQs26
Provide concise information on
SEIP, correct miscommunication
and manage expectations
July 15 MOE PIM, Website;
Print Media
Q&A Answer all relevant questions;
correct miscommunication and
manage expectations
Sept. 2014 – Sept. 2019 MOE; WB Website; Print
Media
Dissemination of
ISR and Aide
Memoire
Promote Social Accountability
and M&E
Sept. 2014 WB Usual Channels
Project Launch Highlight Implementation issues;
correct miscommunication and
manage expectations
MoE to determine MOE Public Launch;
Electronic and
Print Media
Development of
Communications
Strategy for SEIP
Ensure adequate communications
through project cycle; promote
social accountability; enhance
September-October 2014 MOE SEIP Project
Implementation
Manual
26
FAQs and responses is attached in Annex 30.
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stakeholder participation; use
communication as a tool for
achieving desired objectives
District and
Community Level
Provide information on list of
beneficiary districts and schools;
fund allocation; etc.
Ongoing District Director;
District
Assembly,
School Head
District Notice
Board,
Community
Radio
School Level Post SPPP; Facilities and Quality
Improvement Plan; Scholarship
beneficiaries etc.
Ongoing School Head School Notice
Board; PTA and
School Board
Meetings
Funding
The dissemination of information about the SEIP and its implementation will be funded under
the project‘s component 2.
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8. Environmental and Social Management Framework
An Environmental and Social Management Framework (ESMF)27
and a Resettlement Policy
Framework (RPF)28
covering environmental, social, legal and institutional arrangements have
been developed to guide project implementation of the Secondary Education Improvement
Project. The ESMF and RPF provide guiding principles and procedures for mitigating identified
environmental and social impacts and risks as a result of implementing the project. The
Safeguards section of the Project Implementation Manual (PIM) summarizes the guidance to
project implementation operatives, beneficiary districts and senior secondary schools, contractors
and other stakeholders under the project.
Activities which the government plans to implement under the SEIP and which are likely to
trigger guidance from the designed and adopted Environment and Social Framework documents
include: (i) construction of 23 new senior high schools in districts which currently have no SHSs
and in districts which have SHSs but have high demand for SHS places; (ii) upgrading,
expansion and rehabilitation of 50 existing SHSs selected for facilities improvement; (iii) certain
activities implemented in 125 existing SHSs selected for quality improvement.
The construction of new SHSs will require land acquisition of 5 to 25 acres depending on the
future planned size of the SHS and the availability of land for education activities. SHSs which
run Agricultural Programs will require land for demonstration and practical teaching and those
which run Science Programs will require safe disposal of residual chemicals, etc. Schools which
run Vocational Programs may require sites for the mining of clay (ceramics for e.g.). Civil
works under the project will comprise classroom, science and ICT laboratory, library,
course/program facilities, headteacher‘s residence, staff residential flats, multipurpose hall and
sports area. Gender and disability facilities such as separate changing rooms and toilets and
access for persons for disability have also been considered.
Potential environmental and social concerns and impacts at the site-selection, pre-construction
and constructional stages include concerns about the siting of the SHS facilities in sacred groves
or burial grounds, on disputed land, in ecologically sensitive areas, or simply on land that has not
been fully agreed on by affected stakeholders. Construction phase impacts may include air
quality impact from dust generation of excavation, noise generation from construction activities,
public health and safety from unconsolidated material left at the construction site, occupational
health and safety effects on construction sites which may endanger site workers or passers-by
e.g. uncovered wells, non-disposal of construction materials etc.
To help identify and assess these potential environmental and social impacts associated with the
construction and renovation works, a subproject screening checklist must be completed by a
trained and technically competent person for each subproject work during the identification
stage. The Environmental Screening checklist is attached as Annex 25. The outcome of this
checklist form will inform the level of E&S assessment required prior to the actual construction
phase (EPA Form 1, ESIA, EMP, (A)RAP). Copies of the completed subproject screening forms
27
ESMF is available on MOE, GES and World Bank website. 28
RPF is available on MOE, GES and World Bank websites
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must be kept for records at either the national or/and district level. Any site specific ESIA, EMP,
(A)RAP that will be developed following the subproject screening stage will require consultation
with affected stakeholders and public disclosure in Country and Bank Infoshop prior to
commencement of works. As good practice an Environmental and Social Due Diligence
checklist form29
should be completed. A resettlement action plan screening form is attached as
Annex 26.
Mitigation measures may include selecting sites on unencumbered land and in ecologically
acceptable areas, agreeing with stakeholders on siting of SHS facilities, and proper planning of
SHS to ensure proper organization of facilities especially where facilities are being improved in
existing SHSs. In cases where people are inevitably affected through (i) relocation or loss of
shelter; (ii) loss of assets or access to assets; (iii) loss of income sources or means of livelihood,
the arrangements within the adopted RPF will be implemented to comply with both Country and
World Bank policies. Other mitigation measures will include community sensitization and
involvement at all stages of implementation, site preparation and timing which must not leave
land susceptible to erosion, destruction of crops, staggering site clearing for school construction
facilities. The ESMF is appropriate for the following reasons:
Wide geographical area of intervention in all 10 regions of Ghana covering 23 districts
where new construction will be undertaken and 100 districts where senior secondary
schools facilities will be improved.
Duration of implementation will be five years from 2014 to 2019.
Cross sectoral involvement and scope covering various Ministries, Departments,
Agencies and Senior Secondary Schools at national, regional and district levels.
Site specific activities from land acquisition, land preparation, construction of school
facilities including water and sanitation—boreholes, solar energy, etc. Site specific
activities will be determined based on the location and situation of site.
Provides a site screening checklists in Annexes 23 and 24 of the PIM.
Is incorporated into the bidding documents for construction solicitation and also in
contracts to ensure mitigation action plans are costed and addressed.
In order to ensure proper management of the environmental and social concerns, responsibilities
and roles of focal persons, monitoring mechanisms, training and capacity building are detailed in
the ESMF and RPF. Oversight of SEIP implementation will be in the Ministry of Education
(MOE) with the Ghana Education Service providing their mandated implementation role for
service delivery. The institutional arrangements will facilitate environmental and social
soundness and sustainability. A Steering Committee and Project Management Team will be
established to coordinate and oversee implementation. The Project Management Team will
derive from the Project Implementation Committee at the national level and will assume project
control and monitor civil works executed in the four (4) zones of the country. The PMT will
include 2 environmental and social safeguards consultants; 1 procurement specialist (MOE); 1
technical advisor (MOE); 4 architects (FPMU + 3 others); 4 quantity surveyors (FPMU,
GETFund and 2 others); 4 civil engineers (FPMU + 3 others); 1 electrical engineer (on retainer
basis) and a Project management consultancy firm (providing other needed capacity). The
implementation and monitoring of the ESMF and RPF, the identification of affected persons and
29
See Environmental Screening Checklist attached in Annex 25.
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compensation levels, the payment of compensation and dispute resolution roles include the
Project Management Team, the District Education Office, the Environmental Protection Agency
(EPA), and the Project Steering Committee. A TOR for the safeguards consultant is attached as
Annex 27.
8.1 Institutional Arrangements, Responsibilities and Project Oversight
A Steering Committee and Project Management Team of the MOE will be established to
coordinate and oversee implementation.
The Project Steering Committee (PSC) will:
Provide guidance on strategic, policy and implementation issues;
Coordinate activities of the ministries, agencies and other stakeholders involved in the
project implementation;
Review and approve annual work plans, budget and annual reports;
Review and discuss quarterly and annual project progress reports and make necessary
recommendations; and
Assess the progress towards achieving the project‘s objectives and take corrective action
if necessary.
Resolving cross-sectoral and issues above the Project Management Team.
The Technical Implementation Committee
The Technical Implementation Committee‘s main functions are to (i) assume project control, (ii)
monitor the actual construction of work executed; (iii) review complaints and claims on
safeguard issues; (iv) review reports submitted by the supervising consultant and Environmental
consultant and bring issues up to the Project Steering Committee for resolution; (v) liaise with
the District Education Offices and Assemblies to ensure their full participation in the supervision
and environmental and social management of the project; (vi) prepare and update the schedule of
activities/procurement plans to be executed under the project; (vii) vet claims submitted by the
consultants on behalf of the contractors; (viii) vet consultancy claims submitted by the
supervising consultants; (ix) agree on design modification to suit topography of the land; (x)
prepare bi-monthly briefs to the Ministerial leadership; (xi) follow up and ensure that contractors
and consultants are paid for properly prepared claims; (xii) review any recommendations for the
payment of fluctuations/variations and for advice to the PSC; (xiii) take over completed
structures and commission them for usage by the schools; and (xiv) accompany Ministerial
leadership on monitoring in the respective zones.
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Figure 8.1: Organizational Framework for Environmental and Social Management
The Environmental and Social Management Team
The Environmental and Social Management Team will coordinate all issues on environmental
and social safeguards. They will liaise with national level as well as with the district and schools
levels.
The Environmental and Social Management Team will include the following:
2 environmental and social safeguards consultants
1 procurement specialist (MOE)
1 technical advisor (MOE)
architects (FPMU + 3 others)
quantity surveyors (FPMU, GETFund and 2 others)
civil engineers (FPMU + 3 others)
1 electrical engineer (on retainer basis
Project management consultancy firm (providing the others)
The two environment consultants to be recruited as part of the PMT will be required as part of
their TOR to strengthen the capacity of the district and school level officials.
The roles, focal persons and jurisdiction on environmental and social safeguards are outlined in
Table 8.1.
Project Steering
Committee
Technical
Implementation Committee
District
Environ-mental
Officer
District
Engineer
District Planning
Officer
Land Valuation
Board
District
Director of
Education
Heads of
SHSs
Environmental
Consultants
Environmental and
Social Mgt. Team
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Table 8.1 Organization and Focal Persons for Environmental and Social Safeguards
Organization Role Focal Person Jurisdiction
Technical
Implementation
Team
(National Level)
Responsible for
implementing various
activities required for
safeguard compliance
under the ESMF and
RPF.
Project Coordinator Ministry of Education
Environmental and
Social Management
Team
(National Level)
Coordinate to ensure
effective
implementation of all
agreed Safeguard
arrangements.
Environmental and
Social Management
Focal Person
Ministry of Education
District Level Responsible for project
implementation in
collaboration with the
beneficiary
communities as well as
site screening and
reporting to the DEOC.
District
Environmental/Soc
ial Officer/District
Directors of
Education
Beneficiary Districts
School Level Responsible for school
sub-project
implementation in
collaboration with
district level and
reporting to District
Director of Education
School Head Beneficiary Schools
The Role at the District Level
The District Director for Education will coordinate efforts at the district level and will liaise with
the District Assembly to address safeguard issues during project implementation. The District
Assemblies (DAs) are empowered under Act 462 of 1993 to be responsible for the development,
improvement and management of human settlements and the environment in their districts. In
order to facilitate the work of the District Assembly in this regard, the District Education
Oversight Committee (DEOC) which has the District Director of Education as secretary and the
Municipal Chief Executive (MCE) or the District Chief Executive (DCE) chairing will provide
steering on safeguards issues. The DEOC membership includes the (i) District Environmental
Officer; (ii) District Engineer; (iii) District Planner; and (iv) representative from the Land
Valuation Division of the Lands Commission. The District Environmental/Social Officer will be
responsible for site screening and reporting under the guidance of the Environmental Consultant
at the national level. There will be the need for capacity building at all levels to ensure that
environmental and social safeguards issues are clearly understood and roles of various players
are clearly outlined. The District Engineer will lead in the monitoring and supervision of
contractors both for new construction and facilities improvement of SHSs and will recommend
the signing of work certificates against work done.
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The Role of the School Level
At the school level, the school head will be responsible for all school level sub-project and will
ensure that siting for facilities improvement is done according to the overall physical plan of the
school. S/he will coordinate with the School Board and the PTA on issues relating to
environmental and social safeguards and report to the District Director of Education on these
issue.
8.2 Capacity Building for Environmental and Social Management
Project specific training will be organized for the safeguards team within the PSC at the national
level and the District Directors of Education/Planners at the District level to increase awareness
of agreed safeguard arrangements for the project and introduce delegates to the E&S subproject
screening checklist and due diligence forms.
8.3 Cost of Implementation
The cost of ESMF implementation for the duration of three years is estimated at GHC1,657,520
(approx. US$635,000). This will be funded under component 2.
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ANNEX 1: PROJECT RESULTS FRAMEWORK
GHANA: Secondary Education Improvement Project (P145741)
Indicator Unit of
Measure
Baseline
2014
Cumulative Target Values Frequency
Data Source/
Methodology
Responsibility for
Data Collection 2015 2016 2017 2018 2019
Indicator One: Increase in Transition
Rates from JHS3 to SHS1 in targeted
districts
Percentage EMIS
2013/14 39% 39% 41% 43% 46% 47% Annual EMIS
MoE, PBME, SRIMPR; GES
Indicator Two: Increase in SHS
educational attainment within the two poorest quintiles in targeted districts
(disaggregated by gender)
Percentage
Total: 8.4%
N/A N/A N/A N/A
Total: 15%
End of Project
Population and Housing Census
(2010) and end line
survey measuring the highest level of
education
completed by 20-22 year-olds
MoE, PBME,
SRIMPR; GES HQ;
GSS
Male: 11.1 Male: 18.9%
Female: 6.1 Female: 11.7%
Indicator Three: WASSCE
achievement of 6 credits and above
within beneficiary schools (disaggregated by gender)
Percentage
Total: 10.7% Total: 11.0% Total: 12.0% Total: 13.5% Total: 14.5% Total: 15.0%
Annual WAEC/EMIS
Annual WASSCE
league table
MoE (PBME);
WAEC Male: 11.7% Male: 12.0% Male: 13.0% Male: 14.5% Male: 15.5% Total: 16.0%
Female: 9.5% Female: 9.8%
Female: 10.8%
Female: 12.3%
Female: 13.3%
Female: 14.3%
Indicator Four: Direct project
beneficiaries (students, teachers,
institutional leaders)
Number Total: 4241 Total: 108992
Total: 178597
Total: 233499
Total: 276970
Total: 4241 Annual
MoE, Independent
Verification end
line Survey Report
MoE, PBME, SRIMPR; GES HQ
Project Development Objective (PDO): The project development objective is to increase access to senior secondary education in underserved districts and
improve quality in low-performing senior high schools in Ghana.
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(cumulative)
Male: 2387
(56.3%)
Male: 61778
(56.7%)
Male: 100672
(56.4%)
Male: 130713
(56.0%)
Male: 154763
(55.9%)
Male: 2387
(56.3%)
Female: 1854
(43.7%)
Female:
47214 (43.3%)
Female:
77919 (43.6%)
Female:
102767 (44.0%)
Female:
122187 (44.1%)
Female:
1854 (43.7%)
Intermediate-level Results Indicators Component 1: Support to Increase Access with Equity and Quality in SHS
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Intermediate Result Indicator One:
Number 0 0 0 5,000 15,000 15,000 Annual
M&E Report Web
based school
monitoring
MoE, PBME, SRIMPR; GES New (additional) SHS seats created
and utilized by SHS students in the targeted schools (cumulative)
Intermediate Result Indicator Two:
Number
0
Baseline
Enrolment in 2013/14
(EMIS) =
41,499
500 1,000 3,000 5,000 10,000 Annual
M&E Report Web
based school
monitoring
MoE, PBME, SRIMPR; GES Increase in seats created and utilized
within low performing beneficiary SHS schools (cumulative)
Intermediate Result Indicator Three:
Number 0 2,000 4,000 6,000 10,000 10,000 Annual
M&E Report Web
based school
monitoring
MoE,
PBME,SRIMPR,
GES Scholarships are distributed to low income students in the participating
districts and schools (cumulative)
Pillar 2: Improve Quality in low-performing senior high schools
Intermediate Result Indicator One: Number
Mathematics
Mathematics:
0
Mathematics:
0
Mathematics:
120
Mathematics:
240
Mathematics:
360
Mathematics:
360 Annual
M&E Report Web based school
monitoring
MoE, PBME,
SRIMPR, GES Teachers participating in training to
upgrade or acquire new skills in Mathematics or Science (cumulative)
Number
Science Science: 0 Science: 0 Science: 100 Science: 250 Science: 500 Science: 500
Intermediate Result Indicator Two:
Percentage
Male: TBD
TBD TBD TBD TBD TBD Annual School Registry/
EMIS MoE, PBME,
SRIMPR; GES Increase in completion rates in
targeted schools (disaggregated by gender)
Female: TBD
Intermediate Result Indicator Three: Number 0 0 80 100 125 125 Annual M&E Report Web MoE, PBME,
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Number of Performance Partnerships
for Learning with beneficiary SHSs
established (cumulative)
based school
monitoring
SRIMPR, GES
Intermediate Result Indicator Four:
Number 0 0 70 125 125 125 Annual M&E Report,
Web-based school
monitoring
MoE, PBME, SRIMPR, GES,
NITA SHS ICT packages implemented in
beneficiary schools (cumulative)
Component 2: Management, Research and Monitoring and Evaluation
Intermediate Result Indicator One:
Yes/No No Yes Yes Yes Yes Yes Annual M&E Report,
Web-based school
monitoring
MoE, PBME,
SRIMPR, GES Monitoring system established and
functioning to annually track data and
publish information on all SHS schools in Ghana
Intermediate Result Indicator Two:
Number 0 0 1 2 3 5 Annual
M&E Report Web
based school
monitoring
MoE, PBME, SRIMPR, GES
Research and Sector analyses
conducted to inform elaboration of
Secondary Education Strategy
(cumulative)
Note that Pillar 2, Intermediate Result Indicator 2 will need to be collected at the baseline directly from school records.
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ANNEX 2: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL
CONSRUCTION
E-Block (Multi-Purpose)
8 – unit Block of Staff Flats
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Canteen Block
Headmaster‘s Bungalow
Security Gate House
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Technical Block
Vocational Block
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ANNEX 3: DRAFT TERMS OF REFERENCE FOR PROJECT
STEERING COMMITTEE (PSC)
Functions
The Project Steering Committee (PSC) is responsible for providing high-level oversight and
guidance to facilitate inter-divisional co-ordination for implementation. The Project Steering
Committee shall be responsible for; inter alia
(i) Providing strategic guidance and overseeing Project Implementation
(ii) Reviewing and approve progress made in project implementation, including
activity level outputs, financial status, and reporting against the Disbursement
Linked Results and the Results Framework
(iii) Oversee disbursements
(iv) Facilitating the prompt resolution of implementation challenges & obstacles (v) Coordinate and harmonize activities of agencies involved in project implementation.
(vi) Review and approve annual work plans and reports.
(vii) Other functions as they arise
(viii) List of members
(ix)
(x) The Hon. Minister - Chairperson
(xi) The Hon Deputy Minister (Pre-Tertiary)- Vice Chairman
(xii) The Chief Director
(xiii) The Minister of Finance/His Representative
(xiv) The Administrator of the GETFund/His Representative
(xv) The Director-General of the Ghana Education Service (GES)
(xvi) The Director of Finance of the MOE
(xvii) The Conference of Heads of Assisted Schools (CHASS)
(xviii) The Project Co-ordinator
(xix) The Head of the Civil Works Team
(xx) The Head of the Quality & Outcomes Team
(xxi) Regional Representative of the Ministry of Education
(xxii) District Representative of the Ministry of Education
The PSC, at its discretion, shall invite other project staff to attend meetings as observers. The
role of the PSC is to provide implementation oversight. Its responsibilities are to:
Frequency of meeting
The Project Steering Committee shall meet once in a quarter to review the progress of project
implementation and discuss issues raised by the Technical Implementation Committee or as
often as issues warrant it to.
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TABLE A3.1: RESPONSIBILITY MATRIX OF PROJECT STEERING COMMITTEE (PSC)
S/No TITLE RESPONSIBILITY
1 Hon. Minister Chairs PSC meetings and gives approval to implementation issues on the advice of the PSC. Briefs the Presidency on the project status at regular intervals.
2 Hon. Dep. Minister( P/T)
Chairs PSC meetings in the absence of the Hon. Minister.
3 Chief Director
Convener of meetings of the PSC; Reports to the PSC on behalf of the Technical Implementation Committee (TIC). Facilitates the resolution of any implementation challenges between MOE and other Agencies /Ministries. Ensures that the Ghana Audit Service conducts an audit of the Project Financial Statements as part of the MOE Annual Audit and ensures that the reports are submitted to the Bank and Parliament in a timely manner.
4 Project Coordinator
Coordinator of all project activities as elaborated in the Project Appraisal Document. Ensures that project is implemented in accordance with the Project Implementation Manual (PIM). Reports to the Chief Director, he supports the Project Civil Works Team (PCWT) and Project Quality and Outcomes Team (PQOT). Convener/ Secretary of meetings of the TIC; convenes meetings for the PCWT and PQOT; Prepares Project Status Reports for PSC meetings; Ensures that measurement and evaluation of DLR’s are carried out from September to December each year.
5 Head, Civil Works Team
Ensures that all reports from Supervising Consultants are available in a timely manner and prepares a report on civil works activities as defined in the PIM; Organises monitoring to verify reported status of all civil works; Vets certificates and claims submitted by the Supervising Consultants; Facilitates the preparation of upgrading documents and all tendering issues.
6
Head, Quality and Outcomes Team
Supervises all activities related to Senior Secondary Institutional Leadership and teacher training up to monitoring and evaluation. Will provide a status report on project implementation by activity with description on outputs and outcomes achieved at the school and district levels; provides status report on progress made on all PDO and intermediate level indicators specified in the results framework.
S/No TITLE RESPONSIBILITY
7 Director General, GES
Facilitates the execution of all activities related to Senior Secondary Institutional Leadership and teacher training; preparation of School Performance Partnerships (SPP’s);
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resourcing of schools for quality improvements; improvements of Senior Secondary School programs, ICT interventions and M & E.
8 Regional Directors
Coordinate and supervise all school-level activities. The Regional Coordinating Council (RCC) will also monitor various projects in Senior High Schools in their regions.
9 District Directors
(i) work with the District Education Oversight Committees (DEOC) to ensure that sites are ready for new SHS construction; (ii) assist in undertaking the needs assessment for selected Secondary Schools to benefit from rehabilitation and other facilities and quality improvement; (iii) assist in the preparation of detailed plans for rehabilitation and other facilities improvement in selected SHSs; (iv) assist in the dissemination of minimum standards for SHS; (v) review facilities maintenance plan; (vi) work with the Scholarship Administrator to apply criteria for identifying needy and qualified students to benefit from scholarships and other incentives; (vii) collate SHS data for school mapping; review and validate SHS online profile information and data on school performance; (viii) lead activities on School Performance Partnership to identify scope of needs; collate School Performance Partnership plans for submission to GES; (ix) witness/sign SPP MOU between SHS and the DEO; (x) participate in consultative workshop to determine improved Science and Mathematics curriculum; (xi) participate in roll-out of training modules for science and mathematics; (xii) collate ICT school improvement packages for selected SHS for onward transmission to GES; and (xiii) establish monitoring system to track information on SHS in Ghana
S/No TITLE RESPONSIBILITY
10 CHASS President
Facilitates the implementation of all directives issued by the PSC to the various school Heads in consultation with the District and Regional Directors.
11 Selected SHS
(i) respond to needs assessmentrequest from MOE and districts speedily; (ii) provide school site plans for construction andrehabilitation of key facilities on the school compound; (iii) participate in environmental andsocial safeguards training; (iv) contribute to determining and agreeing on minimum standards forSHS; (v) assist the districts and Scholarship Administrator in identifying needy and qualified students to benefit from scholarships and other incentives; (vi) provide SHS data for school mapping; review and validate online school profile information/data about school performance; (vii)
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provide data/information on school performance partnerships and provide scope of needs for quality improvement; (viii) sign SPP with DEO; (ix) identify science, mathematics and ICTteachers to benefit from science and mathematics training; (x) provide data/information on scopeof ICT needs for quality improvement; and (xi) provide all school level data requests speedily;(xii) sensitize Governing Boards, PTA, and all stakeholders on SEIP; and undertake enrollmentand sensitization drives targeted at potential students from catchment junior high schools.
12
MOE Director of Finance & Financial Controller, GES
Responsible for the projects’ compliance with all Financial Management policies outlined in the PIM ;ensure timely submission of Credit Withdrawal Applications and ensure that the Bank’s fiduciary (Financial reporting and procurement regulations) and requirements are followed.
13 MOF Representative
Facilitates activities leading to draw down of project proceeds in a timely manner.
14 GETFund Representative
Facilitate activities connected with any GOG funding.
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ANNEX 4: DRAFT TERMS OF REFERENCE FOR TECHNICAL
IMPLEMENTATION COMMITTEE
The Technical Implementation Committee (TIC) is responsible for the day-to-day oversight
of project implementation. It has two sub-components: Civil Works and Quality and
Outcomes.
The Civil Works Technical Team has the responsibility for:
ensuring that all civil works are procured according to the Guidelines in the Project
Implementation Manual (PIM) with regard to obtaining the necessary approvals;
ensuring the use of standard templates;
preparing bidding documents and overseeing procurement of supervision consultants
and civil works contractors;
managing/overseeing the supervision consultants‘ contracts to keep track of progress
of new construction, furniture and equipment provision and facilities improvements;
contributing to project monitoring and evaluation through random site visits, input to
and use of output of the school mapping and profiling platform; and submitting
relevant and timely data to the M&E team, wider TIC and PSC;
ensuring the Disbursement Linked Results relating to civil works are met and
verified on time;
managing/overseeing the independent verification firm who will be verifying the
Disbursement Linked Results relating to civil works; and
generally ensuring that all civil works contracts progress on schedule and the outputs
are to the highest quality.
The Quality and Outcomes Technical Team is responsible for
collaborating with the civil works team on educational matters relating to new
construction and facilities improvements; for example prioritization of facilities after
a needs assessment, establishment of relevant systems and inputs (staffing,
equipment) for opening of new schools;
implementing the Scholarships programme
implementing all aspects of Quality improvement in the beneficiary schools under the
project namely:
o School Performance Partnerships;
o Improvement in Science and Mathematics teaching and learning including
activities at the school level (under SPPs) and system-wide (e.g. training
materials, curriculum review as appropriate)
o Improvement in use of ICT for teaching and learning (through roll out of the
iCampus, information provision/advice to schools on other ICT purchases,
training)
implementing the School mapping exercise and combining it with a wider school
profile platform, combining data from EMIS, WAEC and other sources; organising
publication of the school profiles;
ensuring the Disbursement Linked Results relating to scholarships and quality
improvements are met and verified on time;
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Training for beneficiary schools as both orientation and detailed implementation
arrangements under the project;
Policy development;
oversight of all monitoring and evaluation under the project, and specifically
including:
o managing a website (linked to the school profile platform) on which
beneficiary schools submit reports via standard templates to track progress;
o conducting random visits to beneficiary schools and districts to verify progress
and sense-check reports;
o collate all data submitted by schools and collected from monitoring visits,
keep systematic records; submit relevant data to wider TIC, PSC and World
Bank;
o managing/overseeing the independent verification firm who will be verifying
the Disbursement Linked Results relating to in-school activities and school
mapping/profiling
o collating all DLR verification data/reports and submitting to the World Bank;
o collecting and reporting data for indicators in the Results Framework;
o planning and managing research projects including impact evaluation and
wider secondary education research agenda.
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ANNEX 5: DISTRICT AND SENIOR HIGH SCHOOL SELECTION DATA
This annex provides the full data set used to select beneficiary districts and schools under the project.
DISTRICT SELECTION DATA
Districts were ranked according to a combined index involving three variables: demand for SHS, the population of the statutory SHS-aged cohort, and the poverty level of the district. The
districts with the highest rank when using the combined index – i.e. most in need of expansion of quality SHS – were given preference under the project.
For construction of new SHS, the 13 districts with no existing public SHS were prioritized – three of which are already receiving a new SHS under the Government‘s Community SHS
Programme (CSHSP) – leaving 10 to benefit under SEIP. Thirteen further districts were selected to receive new SHS, taking those with the highest rank which were not already receiving a new
SHS under CSHSP.
For existing schools to benefit, the first 100 districts according to the ranking which do contain a public SHS were chosen to provide the pool of SHS to be eligible under the project.
TABLE A5.1: RANKED DISTRICT SELECTION DATA BASED ON POVERTY CRITERIA
District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Notes
Greater than 1 indicates excess
demand for SHS
1= greatest
unmet demand
1= most
populated
1= greatest
poverty
1=greatest
poverty
1 = most in
need
Districts with no public SHS
Wa West 120 n/a 1.000 9,649 0.07 0.32 0.88 0.74 1 1
Sekyere Afram Plains 183 n/a 1.000 1,825 0.00 0.32 0.89 0.72 2 1
Wassa Amenfi Central 226 n/a 1.000 4,790 0.03 0.30 0.79 0.70 3
Bia East 222 n/a 1.000 1,842 0.00 0.30 0.80 0.70 4
Mion 205 n/a 1.000 5,126 0.03 0.28 0.69 0.68 5
Krachi Nchumuru 219 n/a 1.000 4,951 0.03 0.26 0.64 0.67 6 1
North Gonja 206 n/a 1.000 3,202 0.01 0.22 0.45 0.62 7
Kpone Katamanso 199 254.7 0.849 5,954 0.04 0.16 0.17 0.48 8
30
Demand is calculated as the enrolment in JHS3/enrolment in SHS1 in 2013-14 from the 2013-14 EMIS. It includes enrolment in both public and private schools. A ratio of
greater than 1 implies excess demand: there are JHS leavers who do not move into SHS1 in the district. For example a ratio of 5 means for every 5 JHS leavers, only 1 is in
SHS1 in the districts. It means there are excess JHS leavers who could be absorbed into SHS in that district.
n/a refers to where districts had no SHS and therefore no enrolment (either public or private), which made the calculation impossible. 31
Indices are calculated as (value-minimum)/(maximum-minimum). This means that the highest value observed will have an index of 1. 32
Population of 15-17 year olds in 2013, from the GSS population projections based on the 2010 PHC. 33
Multi-dimensional poverty comes from the GSS using data from the 2010 PHC. 34
Combined index calculated as a combined average of the three indices, giving 50% weight to demand, 25% to poverty and 25% to population. 35
Districts in which the Government is already constructing a new SHS under the Community SHS Project are given a ‗1‘.
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District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Pusiga 212 88.0 0.292 2,796 0.01 0.25 0.55 0.29 9
Awutu Senya East Municipal 189 44.5 0.147 7,297 0.05 0.20 0.32 0.17 10
Binduri 209 5.6 0.017 3,064 0.01 0.25 0.59 0.16 11
Adenta Municipal 166 4.0 0.012 4,115 0.02 0.16 0.18 0.06 12
Ga East Municipal 84 10.5 0.034 7,801 0.05 0.14 0.09 0.05 13
Districts with public SHS36
Upper Denkyira West 161 121.5 0.404 4,117 0.02 0.25 0.59 0.36 1 1
Kumasi Metropolis 26 1.7 0.004 125,618 1.00 0.16 0.15 0.29 2
Sene East 187 2.1 0.006 4,088 0.02 0.34 1.00 0.26 3
Kwahu Afram Plains North 64 4.6 0.014 7,059 0.05 0.33 0.95 0.26 4 1
Wa East 119 6.3 0.020 7,416 0.05 0.33 0.93 0.25 5
Kintampo South 41 2.7 0.008 5,626 0.03 0.33 0.96 0.25 6 1
Kwahu Afram Plains South 195 6.7 0.021 7,614 0.05 0.32 0.88 0.24 7
Pru 43 3.4 0.010 10,324 0.07 0.32 0.88 0.24 8 1
Offinso North 152 2.4 0.007 3,958 0.02 0.33 0.92 0.24 9
Gonja Central 89 2.6 0.007 5,659 0.03 0.32 0.90 0.24 10
Adaklu 216 2.5 0.007 2,734 0.01 0.33 0.92 0.24 11
Builsa South 210 1.2 0.003 1,876 0.00 0.33 0.93 0.23 12 1
Ahafo Ano South 15 5.1 0.016 7,984 0.05 0.31 0.85 0.23 13
Kintampo North Municipal 40 4.2 0.013 7,334 0.05 0.31 0.84 0.23 14
Atebubu Amantin 35 2.0 0.005 8,029 0.05 0.31 0.84 0.23 15
Ayensuano 193 4.5 0.014 4,896 0.03 0.31 0.85 0.23 16
Lambussie Karni 173 2.2 0.006 5,907 0.04 0.31 0.84 0.22 17 1
Sefwi Akontombra 179 7.3 0.023 5,333 0.03 0.30 0.81 0.22 18
Krachi East 131 1.6 0.004 7,829 0.05 0.30 0.82 0.22 19
East Gonja 90 1.3 0.003 9,609 0.07 0.30 0.81 0.22 20
Atwima Mponua 21 4.8 0.015 7,458 0.05 0.30 0.80 0.22 21 1
Accra Metropolis 81 2.7 0.008 97,232 0.77 0.14 0.08 0.22 22
Adansi South 12 2.9 0.008 7,847 0.05 0.30 0.79 0.22 23 1
Kasena Nankana West 172 1.6 0.004 3,767 0.02 0.31 0.83 0.21 24 1
Asunafo South 33 3.7 0.011 6,509 0.04 0.30 0.79 0.21 25
Wassa East 144 9.6 0.031 5,300 0.03 0.29 0.75 0.21 26
Kpandai 170 4.6 0.014 7,376 0.05 0.29 0.76 0.21 27 1
Ejura Sekye Dumasi 25 2.6 0.007 6,428 0.04 0.30 0.78 0.21 28
Sene West 44 3.5 0.010 4,353 0.02 0.30 0.79 0.21 29
Sekyere Central 154 2.1 0.005 4,930 0.03 0.30 0.79 0.21 30
Sawla-Tuna-Kalba 100 1.9 0.005 6,944 0.04 0.29 0.77 0.20 31
Bole 87 2.0 0.005 4,030 0.02 0.30 0.78 0.20 32 1
Tain 46 1.1 0.002 6,478 0.04 0.29 0.76 0.20 33
36
Districts ranked from 1 to 100 were selected for their schools to be eligible for quality and facilities improvements under SEIP.
SEIP PIM 2014-2019
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District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Asikuma-Odoben Brakwa 54 2.6 0.007 7,798 0.05 0.29 0.73 0.20 34
Aowin 139 6.1 0.019 7,807 0.05 0.28 0.71 0.20 35
Nkwanta North 176 2.3 0.006 4,378 0.02 0.29 0.76 0.20 36 1
Jirapa 113 1.3 0.003 9,702 0.07 0.28 0.72 0.20 37
Bia west 140 11.6 0.037 5,740 0.03 0.27 0.67 0.20 38
Upper West Akyem 196 2.3 0.006 6,081 0.04 0.28 0.73 0.20 39 1
Bodi 223 11.6 0.037 3,512 0.02 0.28 0.69 0.20 40
Bunkpurugu Yonyoo 88 2.8 0.008 8,481 0.06 0.28 0.71 0.20 41 1
North Tongu 221 1.9 0.005 7,003 0.04 0.28 0.72 0.19 42 1
Asutifi South 184 1.3 0.003 3,906 0.02 0.29 0.75 0.19 43
Ewutu Senya 159 7.5 0.024 6,304 0.04 0.27 0.69 0.19 44 1
Talensi 112 1.7 0.004 3,960 0.02 0.29 0.74 0.19 45 1
Tano South 48 1.6 0.004 5,719 0.03 0.28 0.72 0.19 46 1
Banda 185 4.6 0.014 1,465 0.00 0.28 0.73 0.19 47 1
Nkoranza North 156 3.7 0.011 4,778 0.03 0.28 0.71 0.19 48
Saboba 98 3.1 0.009 4,576 0.03 0.28 0.71 0.19 49 1
Garu Tempane 110 4.7 0.014 6,493 0.04 0.27 0.68 0.19 50
Sekyere Kumawu 153 0.9 0.002 4,702 0.03 0.28 0.72 0.19 51 1
Ahafo Ano North 14 2.2 0.006 6,734 0.04 0.28 0.70 0.19 52
Bosome Freho 151 21.7 0.071 4,032 0.02 0.25 0.58 0.19 53
Wassa Amenfi East 137 5.4 0.017 5,683 0.03 0.27 0.68 0.19 54
Amansie Central 16 5.8 0.018 5,866 0.04 0.27 0.67 0.19 55
Nanumba North 96 3.1 0.009 9,179 0.06 0.27 0.66 0.19 56
Offinso Municipal 29 1.7 0.004 5,613 0.03 0.28 0.69 0.18 57
Bongo 108 1.8 0.005 4,392 0.02 0.28 0.70 0.18 58
Suaman 225 4.5 0.014 1,657 0.00 0.28 0.71 0.18 59
Asunafo North Municipal 32 3.3 0.009 9,212 0.06 0.27 0.64 0.18 60 1
Amansie West 18 5.1 0.015 9,211 0.06 0.26 0.63 0.18 61
Jaman North 38 2.0 0.005 7,071 0.05 0.27 0.67 0.18 62
Upper Manya 165 1.8 0.005 5,082 0.03 0.27 0.68 0.18 63
Nabdam 211 1.0 0.002 1,616 0.00 0.28 0.72 0.18 64
Nkoranza South 42 2.1 0.006 7,260 0.05 0.27 0.66 0.18 65
Dormaa West 186 2.9 0.008 3,334 0.02 0.27 0.68 0.18 66
Sissala West 117 4.5 0.014 5,660 0.03 0.27 0.65 0.18 67 1
Nanumba South 97 2.4 0.007 6,435 0.04 0.27 0.65 0.18 68 1
Kasena Nankana East 111 1.1 0.002 5,557 0.03 0.27 0.67 0.18 69
Ketu South 130 2.0 0.005 10,726 0.07 0.26 0.62 0.18 70
Gushiegu 92 1.4 0.003 6,714 0.04 0.27 0.65 0.17 71
Savelugu Nanton 99 1.8 0.005 8,828 0.06 0.26 0.63 0.17 72
Nzema East 145 1.6 0.004 4,528 0.02 0.27 0.66 0.17 73 1
Wassa Amenfi West 138 2.9 0.008 6,620 0.04 0.26 0.63 0.17 74 1
Adansi North 11 3.0 0.009 7,618 0.05 0.26 0.62 0.17 75 1
Assin North Municipal 55 2.6 0.007 11,824 0.08 0.25 0.59 0.17 76
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District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Builsa North 109 0.8 0.001 2,924 0.01 0.27 0.67 0.17 77
TwifoAti Morkwa 62 3.2 0.009 4,405 0.02 0.27 0.64 0.17 78
Karaga 93 0.9 0.002 5,024 0.03 0.27 0.65 0.17 79
Agona East 158 0.9 0.002 6,059 0.04 0.27 0.64 0.17 80 1
Asante Akim South 20 4.1 0.012 7,748 0.05 0.26 0.60 0.17 81
Wenchi Municipal 50 1.7 0.004 6,713 0.04 0.26 0.63 0.17 82
Twifo Heman Lower Denkyira 191 2.9 0.008 4,120 0.02 0.27 0.64 0.17 83
Assin South 56 2.4 0.007 7,712 0.05 0.26 0.61 0.17 84
Bawku West 106 2.1 0.006 4,597 0.03 0.26 0.64 0.17 85 1
Daffiama Bussie 213 1.5 0.004 3,884 0.02 0.27 0.64 0.17 86
Juabeso 143 2.7 0.008 3,987 0.02 0.26 0.63 0.17 87
Upper Denkyira East Municipal 63 1.6 0.004 5,305 0.03 0.26 0.62 0.17 88 1
Nkwanta South 133 2.0 0.005 7,662 0.05 0.26 0.60 0.16 89 1
Akatsi North 217 2.5 0.007 2,466 0.01 0.26 0.63 0.16 90
Gomoa West 59 1.6 0.004 9,753 0.07 0.25 0.58 0.16 91
Mamprusi West 95 1.5 0.004 8,121 0.05 0.25 0.59 0.16 92
Agotime Ziope 121 1.5 0.004 2,035 0.00 0.26 0.63 0.16 93
Nadowli-Kaleo 115 1.6 0.004 7,688 0.05 0.25 0.59 0.16 94
Akyem Mansa 162 6.4 0.020 6,948 0.04 0.25 0.55 0.16 95
Techiman Municipal 49 4.2 0.013 11,218 0.08 0.24 0.53 0.16 96
Ekumfi 190 2.1 0.006 3,811 0.02 0.26 0.60 0.16 97 1
Prestea/Huni Valley 178 3.7 0.011 10,682 0.07 0.24 0.53 0.16 98
Sekyere South 13 0.8 0.001 7,360 0.05 0.25 0.57 0.16 99
Tatale 208 1.6 0.004 4,416 0.02 0.25 0.59 0.16 100
Kwahu East 164 0.6 0.001 5,240 0.03 0.25 0.59 0.16 101
Krachi West 132 0.8 0.001 3,296 0.01 0.26 0.60 0.15 102
Zabzugu 104 1.3 0.003 4,327 0.02 0.25 0.59 0.15 103
Ningo Prampram 202 3.2 0.009 4,649 0.03 0.25 0.57 0.15 104
Birim South 163 1.9 0.005 8,972 0.06 0.25 0.55 0.15 105
Mampong Municipal 31 1.3 0.003 6,193 0.04 0.25 0.57 0.15 106
Lawra 114 1.0 0.002 6,061 0.04 0.25 0.57 0.15 107
Fanteakwa 73 1.5 0.004 7,898 0.05 0.25 0.55 0.15 108
Asante Akim North 181 1.0 0.002 4,744 0.03 0.25 0.58 0.15 109
West Akim Municipal 66 1.7 0.004 7,776 0.05 0.24 0.55 0.15 110
Central Tongu 134 1.7 0.004 4,498 0.02 0.25 0.57 0.15 111
West Gonja 91 0.8 0.001 3,169 0.01 0.25 0.58 0.15 112
Ahanta West 136 2.6 0.007 7,488 0.05 0.24 0.53 0.15 113 1
Chereponi 171 1.3 0.003 3,378 0.02 0.25 0.58 0.15 114
Yendi Municipal 103 1.8 0.005 7,989 0.05 0.24 0.53 0.15 115
Ajumako-Enyan-Essiam 53 1.8 0.005 9,851 0.07 0.24 0.51 0.15 116
Nandom 214 2.1 0.005 4,990 0.03 0.25 0.55 0.15 117
South Tongu 135 2.0 0.005 6,274 0.04 0.24 0.54 0.15 118
Abura-Asebu-Kwamankese 51 1.4 0.003 8,745 0.06 0.24 0.52 0.15 119
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District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Jaman South 39 2.1 0.006 7,392 0.05 0.24 0.53 0.15 120
Ada West 197 2.0 0.005 4,011 0.02 0.25 0.55 0.15 121
Sefwi Wiawso 146 4.3 0.013 10,432 0.07 0.23 0.48 0.15 122 1
Ellembelle 177 2.3 0.006 6,848 0.04 0.24 0.52 0.14 123
Asutifi North 34 2.3 0.006 3,613 0.02 0.25 0.55 0.14 124
Sissala East 116 1.0 0.002 6,577 0.04 0.24 0.53 0.14 125
Tano North 47 1.1 0.002 5,934 0.04 0.24 0.53 0.14 126
Mpohor 224 4.1 0.012 2,814 0.01 0.24 0.53 0.14 127
Sefwi Bibiani-Ahwiaso Bekwai 141 3.1 0.009 9,494 0.06 0.23 0.48 0.14 128 1
Sekyere East 30 1.3 0.003 4,495 0.02 0.24 0.52 0.14 129
Atwima Kwanwoma 150 3.8 0.011 6,132 0.04 0.23 0.49 0.14 130
Birim North 71 2.3 0.006 5,522 0.03 0.23 0.50 0.14 131
Dormaa Central Municipal 155 3.1 0.009 3,588 0.02 0.24 0.51 0.14 132 1
Asokore Mampong Municipal 182 3.0 0.009 22,607 0.17 0.20 0.36 0.14 133
Biakoye 174 2.3 0.006 4,505 0.02 0.24 0.51 0.14 134 1
Kwahu South 75 1.1 0.002 4,996 0.03 0.24 0.51 0.14 135
Jomoro 142 3.0 0.009 10,922 0.08 0.22 0.45 0.14 136
Komenda-Edina-Egyafo-Abirem
Municipal 60 1.9
0.005 10,457 0.07 0.23 0.46 0.14 137
1
Jasikan 128 2.4 0.007 3,868 0.02 0.24 0.50 0.13 138
Afigya Kwabre 149 3.1 0.009 9,168 0.06 0.22 0.45 0.13 139
Sunyani West 157 1.6 0.004 6,098 0.04 0.23 0.48 0.13 140
Ada East 82 1.7 0.004 4,530 0.02 0.23 0.49 0.13 141
South Dayi 125 1.7 0.004 3,287 0.01 0.24 0.50 0.13 142
Techiman North 188 1.4 0.003 4,534 0.02 0.23 0.50 0.13 143 1
Atiwa 70 3.0 0.009 7,490 0.05 0.23 0.46 0.13 144
Shama 180 3.5 0.010 6,061 0.04 0.23 0.47 0.13 145
Suhum Municipal 79 1.5 0.004 6,412 0.04 0.23 0.47 0.13 146
Bekwai Municipal 17 1.3 0.003 8,341 0.06 0.23 0.46 0.13 147
Bolgatanga Municipal 107 1.9 0.005 6,866 0.04 0.23 0.47 0.13 148
Ketu North 175 3.0 0.008 7,049 0.04 0.22 0.45 0.13 149
Kumbumgu 203 1.8 0.005 2,442 0.01 0.23 0.50 0.13 150
Dormaa Municipal 37 2.0 0.005 8,337 0.06 0.22 0.45 0.13 151
Kadjebi 129 1.7 0.004 4,042 0.02 0.23 0.49 0.13 152
Gomoa East 160 3.7 0.011 13,895 0.10 0.21 0.39 0.13 153 1
Ejisu Juaben Municipal 24 1.2 0.003 9,959 0.07 0.22 0.44 0.13 154
Shai Osudoku 83 1.3 0.003 3,189 0.01 0.23 0.49 0.13 155
Bawku Municipal 105 1.5 0.004 5,027 0.03 0.23 0.47 0.13 156
Yilo Krobo 80 2.3 0.006 6,208 0.04 0.22 0.45 0.13 157
Keta Municapal 123 1.1 0.002 10,797 0.08 0.22 0.42 0.12 158
Akatsi 122 3.2 0.009 6,880 0.04 0.22 0.43 0.12 159 1
Akwapim South 192 0.4 0.000 2,521 0.01 0.23 0.49 0.12 160
Mfantsiman 61 1.4 0.003 13,441 0.10 0.21 0.39 0.12 161
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District District
Code
Demand
J3/SHS130
Demand
Index31
Population of 15-
17 year olds32
Population
Index
Multi-
dimensional
Poverty33
Poverty
Index
Combined
Index34 Rank
New
GoG
SHS35
Akwapem North 67 0.6 0.001 9,784 0.07 0.22 0.42 0.12 162
Tolon 102 1.8 0.005 4,486 0.02 0.22 0.45 0.12 163
Birim Municipal 72 1.4 0.003 11,144 0.08 0.21 0.40 0.12 164
Mamprusi East 94 2.1 0.006 8,281 0.05 0.22 0.42 0.12 165
Tamale Metropolis 101 1.6 0.004 15,216 0.11 0.20 0.36 0.12 166
Atwima Nwabiagya 22 1.4 0.003 10,575 0.07 0.21 0.40 0.12 167
Denkyembuor 194 2.3 0.006 6,073 0.04 0.22 0.42 0.12 168
Bosumtwi 23 2.7 0.007 6,415 0.04 0.22 0.42 0.12 169 1
Kwaebibirem 74 2.5 0.007 8,508 0.06 0.21 0.40 0.12 170 1
Mamprugu Moagduri 204 0.7 0.001 3,006 0.01 0.22 0.44 0.11 171
Kwahu West Municipal 76 3.1 0.009 7,162 0.05 0.21 0.38 0.11 172 1
Wa Municipal 118 1.4 0.003 12,588 0.09 0.20 0.35 0.11 173
Agona West Municipal 52 2.5 0.007 8,439 0.06 0.21 0.37 0.11 174 1
Afadzato South 215 2.9 0.008 6,450 0.04 0.21 0.38 0.11 175
Asante Akim Central Municipal 19 1.3 0.003 5,172 0.03 0.21 0.40 0.11 176
Berekum Municipal 36 1.4 0.003 10,267 0.07 0.20 0.36 0.11 177
Tarkwa Nsuaem Municipal 148 3.2 0.009 6,188 0.04 0.21 0.38 0.11 178
East Akim Municipal 65 0.9 0.002 12,977 0.09 0.20 0.33 0.11 179
Kwabre East 27 1.2 0.003 8,372 0.06 0.20 0.35 0.10 180
Ga South Municipal 168 2.4 0.007 22,764 0.17 0.17 0.22 0.10 181
Ho West 218 1.2 0.003 5,953 0.04 0.20 0.34 0.10 182
Nsawam Adoagyiri Municipal 68 1.9 0.005 5,879 0.04 0.20 0.32 0.09 183
Asuogyaman 69 0.8 0.001 7,414 0.05 0.19 0.30 0.09 184
Lower Manya 77 0.8 0.001 7,200 0.05 0.19 0.30 0.09 185 1
Sekondi Takoradi Metropolis 147 1.2 0.003 40,703 0.32 0.13 0.03 0.09 186
Sagnerigu Municipal 207 1.3 0.003 10,561 0.07 0.18 0.24 0.08 187
Obuasi Municipal 28 4.1 0.012 13,358 0.10 0.17 0.20 0.08 188 1
Effutu Municipal 57 1.5 0.004 4,758 0.03 0.19 0.29 0.08 189
North Dayi 220 1.1 0.002 2,664 0.01 0.19 0.30 0.08 190
Ashaiman Municipal 167 5.9 0.018 11,203 0.08 0.17 0.19 0.08 191 1
Kpando Municipal 124 1.0 0.002 3,774 0.02 0.19 0.27 0.07 192
Ga West Municipal 85 3.8 0.011 12,147 0.09 0.16 0.17 0.07 193
Hohoe Municipal 127 2.6 0.007 11,333 0.08 0.16 0.17 0.07 194
Sunyani Municipal 45 1.7 0.004 9,128 0.06 0.16 0.18 0.06 195
Ga Central Municipal 198 2.1 0.006 6,392 0.04 0.16 0.16 0.05 196
Ledzokuku/Krowor Municipal 169 3.3 0.010 12,941 0.09 0.15 0.10 0.05 197
Cape Coast Metropolis 58 0.6 0.001 10,335 0.07 0.15 0.13 0.05 198
Tema Metropolis 86 2.4 0.007 16,694 0.12 0.13 0.02 0.04 199
La Nkwantanang Madina Municipal 201 1.8 0.005 6,691 0.04 0.15 0.11 0.04 200
Ho Municipal 126 1.1 0.002 12,312 0.09 0.14 0.06 0.04 201
New Juaben Municipal 78 0.7 0.001 13,581 0.10 0.13 0.03 0.03 202
La Dade Kotopon Municipal 200 1.4 0.003 10,183 0.07 0.13 0.00 0.02 203
148
RANK OF PUBLIC SHS IN THE 100 SELECTED DISTRICTS BASED ON THEIR NEED FOR FACILITIES WORK ON CLASSROOMS
This table ranks the SHS according to the proportion of classrooms needing major improvement (either major repairs, complete replacement because they
were temporary, or completion of a structure in progress). Schools with enrolment greater than 1,400 were excluded from eligibility for facilities
improvement, and area shown at the bottom of the table for completeness.
TABLE A5.2: RANKED SENIOR HIGH SCHOOL SELECTION DATA BASED ON FACILITIES
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
1 Prestea Huni Valley ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO 100% 1* 947
2 Wa East FUNSI SENIOR HIGH SCHOOL 100% 1* 151
3 Bodi BODI SENIOR HIGH SCHOOL 100% 1* 351
4 Assin South ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL 99% 4* 753
5 Pru YEJI SECONDARY/TECHNICAL SCHOOL 94% 5* 1050
6 Ketu South KLIKOR SECONDARY/TECHNICAL SCHOOL 92% 6* 384
7 Adaklu Ayingbe ADAKLU SENIOR HIGH SCHOOL 91% 7* 489
8 North Tongu DORFOR SENIOR HIGH SCHOOL 88% 8* 731
9 Assin South NYANKUMASI AHENKRO SENIOR HIGH SCHOOL 86% 9* 937
10 Sefwi Akontombra AKONTOMBRA SENIOR HIGH SCHOOL 82% 10* 453
11 Akyemansa AYIREBI SENIOR HIGH SCHOOL40+ 81% 11* 319
12 Ketu South SOME SENIOR HIGH SCHOOL 80% 12* 1367
13 Ejura Sekyidomase SEKYEDOMASE SENIOR HIGH SCHOOL 79% 13* 1098
14 Bongo ZORKOR SENIOR HIGH SCHOOL 78% 14* 677
15 Banda BANDAMAN SENIOR HIGH TECHNICAL SCHOOL 73% 15* 413
16 Nadowli KALEO SECONDARY/TECHNICAL 72% 16* 1238
17 Sawla-Tuna-Kalba TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL 67% 17* 1289
18 Assin North Municipal ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL 67% 17* 1181
19 Awutu-Senya OBRACHIRE SECONDARY/TECHNICAL 67% 17* 755
20 Daffiama-Bussie-Issa DAFFIAMA SENIOR HIGH SCHOOL 64% 20* 892
37
This was calculated from the EMIS 2013-14 data. The calculation takes the number of permanent classrooms needing major repair, plus temporary classrooms, plus
uncompleted classrooms; all divided by the total number of classrooms. 38
*A verification visit was carried out to the first 50 schools plus the next 8 to verify the EMIS data and their need for facilities improvements and the potential for enrolment
expansion. n/a refers to schools which had enrolment greater than 1,400 so were not eligible for expansion based on GES norms. 39
Total SHS enrolment from the EMIS 2013-14. Schools with enrolment greater than 1,400 were not considered eligible for facilities improvements since they are too large
to expand. 40
* Working down from the first school (ranked 1), the first 50 were selected for facilities and quality improvements. There were four schools which were deemed not
appropriate for facilities improvements – in these cases the school was skipped and the next was chosen. See note below about these four schools.
149
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
21 Accra Metropolitan PRESBYTERIAN SENIOR HIGH SCHOOL-OSU 63% 21* 1186
22 Saboba E/P SENIOR HIGH SCHOOL, SABOBA 63% 21* 1341
23 Amansie West ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL 62% 23* 724
24 Agortime Ziope AGOTIME SENIOR HIGH SCHOOL 61% 24* 793
25 Kassena-Nankana Municipal AWE SENIOR SECONDARY/TECHNICAL SCHOOL 61% 25* 1115
26 Offinso Municipal ST. JEROME SENIOR HIGH SCHOOL 60% 26* 715
27 Adansi North FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL 59% 27* 977
28 Bongo GOWRIE SECONDARY/TECHNICAL SCHOOL 58% 28* 1050
29 Upper Denkyira West DIASO SENIOR HIGH SCHOOL 56% 29* 204
30 Jirapa ULLO SENIOR HIGH SCHOOL 55% 30* 890
31 Asikuma-Odoben-Brakwa ODOBEN SENIOR HIGH SCHOOL 53% 31* 973
32 Bosome Freho BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA 53% 32* 518
33 Jaman North GOKA SECONDARY/TECHNICAL SCHOOL 52% 33* 925
34 Nkwanta South NTRUBOMAN SENIOR HIGH SCHOOL 52% 34* 906
35 Accra Metropolitan HOLY TRINITY CATH. SENIOR HIGH SCHOOL 52% 35* 1057
36 Pru PRANG SENIOR HIGH SCHOOL 50% 36* 970
37 Offinso North NKENKAASU SECONDARY HIGH SCHOOL 50% 36* 675
38 Nkroranza South KWABRE SENIOR HIGH SCHOOL+ 50% 36* 367
39 Afram Plains (Kwahu North) S.T. FIDELIS SENIOR HIGH TECH. SCHOOL 50% 36* 396
40 Awutu-Senya SENYA SENIOR HIGH SCHOOL 50% 36* 958
41 Bongo BONGO SENIOR HIGH SCHOOL 50% 36* 1225
42 Aowin NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL 50% 36* 1287
43 Kassena-Nankana Municipal OUR LADY OF LOURDES SECONDARY/TECHNICAL 50% 36* 779
44 Wenchi Municipal NCHIRAA SENIOR HIGH+ 50% 36* 111
45 Adansi North BODWESANGO SENIOR HIGH SCHOOL 49% 45* 1065
46 Twifo Hemang-Lower Denkyira JUKWA SENIOR HIGH SCHOOL 48% 46* 1017
47 Wassa East DABOASE SENIOR HIGH TECHNICAL SCHOOL 48% 47* 557
48 Tain MENJI AGRICULTURAL SENIOR HIGH SCHOOL 47% 48* 205
49 Central Gonja BUIPE. SECONDARY TECHNICAL SCHOOL 47% 48* 358
50 Amansie Central JACOBU SECONDARY/TECHNICAL SCHOOL 46% 50* 689
51 East Gonja T. I. AHMADIYYA SENIOR HIGH SCHOOL 45% 51* 1119
52 Tain BADU SECONDARY/TECHNICAL SCHOOL 42% 52* 775
53 Assin North Municipal OBIRI YEBOAH SECONDARY/TECHNICAL SCHOOL+ 42% 52* 1367
54 Dormaa West NKRANKWANTA SEC/TECH 42% 54* 894
55 Sekyere South KONADU YIADOM SEC. 42% 55* 866
56 Bunkpurugu-Yunyoo NAKPANDURI BUSINESS SENIOR HIGH SCHOOL 40% 56* 981
57 Afram Plains (Kwahu North) DONKORKROM AGRIC SENIOR HIGH SCHOOL 40% 56* 636
58 Accra Metropolitan KANESHIE SECONDARY/TECHNICAL SCHOOL 40% 56* 1147
59 Accra Metropolitan ST. MARY'S SENIOR HIGH SCHOOL 40% 56 762
60 Twifo Hemang-Lower Denkyira TWIFO HEMANG SECONDARY/TECHNICAL SCHOOL 40% 56 258
150
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
61 Tatale Sanguli TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL 39% 61 1127
62 Asunafo South KUKUOM AGRICULTURE SENIOR HIGH SCHOOL 39% 61 936
63 Nkoranza North BUSUNYA SENIOR HIGH SCHOOL 38% 63 687
64 Akatsi North AVE SENIOR SECONDARY, AVE-DAKPA 38% 63 641
65 Kintampo South JEMA SENIOR HIGH SCHOOL 38% 63 1194
66 Nzema East Municipal AXIM GIRLS SENIOR HIGH SCHOOL 38% 63 82
67 Krachi East ASUKWAKAW SENIOR HIGH SCHOOL 36% 67 552
68 Nanumba South WULENSI SENIOR HIGH SCHOOL 36% 68 1319
69 Atwima Mponua NYINAHIN CATHOLIC SENIOR HIGH SCHOOL 36% 68 656
70 Accra Metropolitan ACCRA HIGH SCHOOL 36% 68 1354
71 Amansie West MANSO ADUBIA SENIOR HIGH SCHOOL 35% 71 1220
72 Amansie West MANSOMAN SENIOR HIGH SCHOOL 35% 72 862
73 Jaman North NAFANA PRESBY SENIOR HIGH SCHOOL 35% 72 1118
74 Bawku West ZEBILLA SEC/TECH. SCHOOL 34% 74 1206
75 Savelugu Nanton PONG-TAMALE SENIOR HIGH SCHOOL 34% 75 1318
76 Sekyere Kumawu BANKOMAN SENIOR HIGH SCHOOL 33% 76 310
77 Kintampo North Municipal KINTAMPO SENIOR HIGH SCHOOL 32% 77 1211
78 Lambussie-Karni PIINA SENIOR HIGH SCHOOL 31% 78 913
79 Sene East KAJAJI SENIOR HIGH SCHOOL 31% 79 849
80 Tano South PRESBYTERIAN SECONDARY/COMMERCIAL SCHOOL 30% 80 886
81 Assin North Municipal GYAASE SENIOR HIGH SCHOOL 29% 81 161
82 Ahafo Ano North MABANG SECONDARY/TECHNICAL SCHOOL 28% 82 793
83 Asunafo South SANKORE SENIOR HIGH 28% 82 786
84 North Tongu MEPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL 27% 84 735
85 Kpandai KPANDAI SENIOR HIGH SCHOOL 26% 85 1291
86 Ayensuano KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL 25% 86 560
87 Asante-Akim South OFOASE SECONDARY/TECHNICAL SCHOOL 25% 86 513
88 Agona East AGONA KWANYAKO SENIOR HIGH SCHOOL 25% 86 1247
89 Ekumfi EKUMFI T.I AHMADIYYA SENIOR HIGH SCHOOL, ESSARKYIR 23% 89 1240
90 Accra Metropolitan ACCRA WESLEY GIRLS HIGH 22% 90 1022
91 Agortime Ziope ZIOPE SENIOR HIGH 22% 90 609
92 Jaman North DIAMONO SENIOR HIGH SCHOOL 22% 90 248
93 Asante-Akim South BOMPATA PRESBYTARIAN SENIOR HIGH SCHOOL 21% 93 765
94 North Tongu AVETIME-BATTOR SENIOR HIGH TECHNICAL 20% 94 817
95 Adansi South AKROFUOM SECONDARY/TECHNICAL SCHOOL 20% 94 608
96 Jaman North SUMAMAN SENIOR HIGH SCHOOL 20% 94 524
97 Kassena-Nankana Municipal ST. JOHN INTEGRATED SENIOR SEC./TECH. SCHOOL 20% 94 775
98 Kassena-Nankana West CHIANA SENIOR HIGH SCHOOL 20% 94 1071
99 Wasa Amenfi West ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL 19% 99 707
100 Assin South ADANKWAMAN SECONDARY/COMMERCIAL SCHOOL 19% 100 449
151
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
101 Wenchi Municipal ISTI QAAMA SENIOR HIGH SCHOOL 19% 101 602
102 Asante-Akim South JUASO SECONDARY/TECHNICAL SCHOOL 19% 101 736
103 Sene West KWAME DANSO SECONDARY/TECHNICAL 17% 103 1105
104 Bawku West KUSANABA SENIOR HIGH SCHOOL 17% 103 914
105 Accra Metropolitan ST. MARGARET MARY SEC/TECH SCHOOL 17% 103 977
106 Nadowli QUEEN OF PEACE SENIOR HIGH SCHOOL 17% 103 741
107 Nzema East Municipal MANYE ACADEMY SHS 17% 103 128
108 Adansi North ASARE BEDIAKO SENIOR HIGH SCHOOL 14% 108 1099
109 Kumasi Metropolitan ST. HUBERT SEMINARY SENIOR HIGH SCHOOL 14% 108 550
110 Jirapa JIRAPA SENIOR HIGH SCHOOL 14% 110 734
111 Atwima Mponua MPASATIA SECONDARY/TECHNICAL SCHOOL 13% 111 1370
112 Builsa South FUMBISI SENIOR SECONDARY AGRIC SCHOOL 13% 112 1288
113 Ahafo Ano South MANKRANSO SENIOR HIGH SCHOOL 11% 113 1234
114 Prestea Huni Valley PRESTEA SECONDARY/TECHNICAL SCHOOL 10% 114 808
115 Sekyere Central NSUTAMAN CATHOLIC SENIOR HIGH SCHOOL 9% 115 1009
116 North Tongu BATTOR SENIOR HIGH SCHOOL 5% 116 422
117 Wenchi Municipal KOASE SECONDARY/TECHNICAL 0% 117 717
118 Sekyere Central BEPOSO GHANA MUSLIM MISSION SENIOR HIGH SCHOOL 0% 117 511
119 Tain NSAWKAW STATE SENIOR HIGH SCHOOL 0% 117 281
120 Bia West BIA SENIOR HIGH TECH SCHOOL 0% 117 379
121 Adansi North DOMPOASE SENIOR HIGH SCHOOL 0% 117 704
122 Atebubu-Amantin AMANTEN SENIOR HIGH SCHOOL 0% 117 621
123 Asunafo North Municipal AHAFOMAN SENIOR HIGH/TECHNICAL SCHOOL 0% 117 846
124 Wasa Amenfi East AMENFIMAN SENIOR HIGH SCHOOL 0% 117 1268
125 Assin North Municipal ASSIN STATE COLLEGE 0% 117 238
126 Lambussie-Karni HOLY FAMILY SENIOR HIGH SCHOOL 0% 117 113
127 Suaman DADIESO SENIOR HIGH SCHOOL 0% 117 562
128 Nkoranza North YEFRIMAN SENIOR HIGH SCHOOL 0% 117 348
129 Akyemansa AKOKOASO SECONDARY/TECHNICAL SCHOOL 0% 117 408
130 Gomoa West MOZANO SENIOR HIGH SCHOOL 0% 117 1052
131 Jirapa ST. FRANCI S GIRLS' SENIOR HIGH SCHOOL 0% 117 1143
132 Prestea Huni Valley HUNI VALLEY SENIOR HIGH SCHOOL 0% 117 1301
133 Sekyere Central KWAMANG PRESBYTERIAN SECONDARY/TECHNICAL SCHOOL 0% 117 674
134 Kassena-Nankana Municipal NOTRE DAME SEMINARY SENIOR HIGH SCHOOL 0% 117 290
135 Techiman Municipal OUR LADY OF MT. CARMEL GIRLS HIGH SCHOOL 0% 117 223
136 Kassena-Nankana West MIRIGU SENIOR HIGH 0% 117 179
137 Kassena-Nankana West PAGA SENIOR HIGH 0% 117 225
138 Sawla-Tuna-Kalba SAWLA SENIOR HIGH 0% 117 373
139 Nadowli TAKPO SENIOR HIGH 0% 117 226
140 Sissala West HILLA LIMANN SENIOR HIGH 0% 117 397
152
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
141 Gomoa West COLLEGE OF MUSIC – MOZANO 0% 117 12
142 Techiman Municipal GYARKO COMMUNITY SENIOR HIGH SCHOOL 0% 117 341
143 Builsa North SANDEMA SENIOR HIGH SCHOOL 150% n/a 2071
144 Karaga KARAGA SENIOR HIGH SCHOOL 73% n/a 1608
145 Kumasi Metropolitan KUMASI HIGH SCHOOL 73% n/a 1967
146 Kassena-Nankana Municipal NAVRONGO SENIOR HIGH SCHOOL 67% n/a 1815
147 Upper Denkyira East Municipal DUNKWA SECONDARY/TECHNICAL SCHOOL 64% n/a 1567
148 Accra Metropolitan ACCRA GIRLS' SENIOR HIGH SCHOOL 63% n/a 1834
149 Nanumba North BIMBILLA SENIOR HIGH SCHOOL 62% n/a 1607
150 Offinso Municipal NAMONG SECONDARY/TECHNICAL SCHOOL 60% n/a 2230
151 Asutifi South HWIDIEM SENIOR HIGH SCHOOL 57% n/a 1508
152 Bunkpurugu-Yunyoo BUNKPURUGU SECONDARY/TECHNICAL 52% n/a 1502
153 Kumasi Metropolitan ASANTEMAN SENIOR HIGH SCHOOL 51% n/a 2380
154 Sekyere South ADU GYAMFI SENIOR HIGH SCHOOL, JAMASI 51% n/a 3045
155 Kumasi Metropolitan KUMASI SECONDARY/TECHNICAL SCHOOL 50% n/a 2252
156 Accra Metropolitan KINBU SECONDARY/TECHNICAL 48% n/a 1408
157 Kumasi Metropolitan KNUST SENIOR HIGH SCHOOL, KUMASI 46% n/a 1992
158 Gomoa West APAM SENIOR HIGH SCHOOL 45% n/a 2035
159 Sekyere South AGONA S.D.A SENIOR HIGH SCHOOL 44% n/a 2333
160 Nabdam KONGO SENIOR HIGH SCHOOL 43% n/a 1632
161 Ketu South THREE-TOWN SENIOR HIGH SCHOOL 43% n/a 1707
162 Offinso Municipal DWAMENA AKENTEN SENIOR HIGH SCHOOL 42% n/a 2236
163 Nkroranza South NKORANZA SENIOR HIGH SCHOOL 41% n/a 1416
164 Assin South ASSIN MANSO SENIOR HIGH SCHOOL 41% n/a 1580
165 Nkwanta South NKWANTA SENIOR HIGH SCHOOL 40% n/a 1505
166 Builsa North SANDEMA SEC/TECH SCHOOL 40% n/a 1911
167 Tano South PRESBYTEIAN SENIOR HIGH SCHOOL, BECHEM 40% n/a 2342
168 Kumasi Metropolitan KUMASI ANGLICAN SENIOR HIGH SCHOOL 36% n/a 3390
169 Kumasi Metropolitan OSEI KYERETWIE SENIOR HIGH SCHOOL 35% n/a 2712
170 Ejura Sekyidomase EJURAMAN ANGLICAN SENIOR HIGH SCHOOL 33% n/a 1554
171 West Mamprusi WULUGU SENIOR HIGH SCHOOL 32% n/a 2000
172 Kumasi Metropolitan KUMASI GIRLS SENIOR HIGH SCHOOL 32% n/a 2386
173 Savelugu Nanton SAVELUGU SENIOR HIGH SCHOOL 31% n/a 1804
174 Offinso North AKUMADAN SENIOR HIGH SCHOOL 31% n/a 1574
175 Upper Manya Krobo ASESEWA SENIOR HIGH SCHOOL 30% n/a 1608
176 Ahafo Ano North TEPA SENIOR HIGH SCHOOL 30% n/a 2328
177 Ketu South ST. PAUL SENIOR HIGH SCHOOL, DENU 29% n/a 1432
178 Sekyere Kumawu DADEASE AGRICULTURAL SENIOR HIGH SCHOOL 29% n/a 2010
179 Sekyere South OKOMFO ANOKYE SEC SCHOOL 29% n/a 3279
180 Juaboso JUABOSO SENIOR HIGH SCHOOL 29% n/a 1894
153
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
181 Kumasi Metropolitan ARMED FORCES SEC./ TECH. SCHOOL 27% n/a 1947
182 Upper West Akim ADEISO PRESBY SENIOR HIGH SCHOOL 26% n/a 1544
183 Nkwanta North KPASSA SENIOR HIGH /TECHNICAL SCHOOL 25% n/a 1639
184 Kumasi Metropolitan KUMASI WESLEY GIRLS' HIGH SCHOOL 25% n/a 2129
185 Kumasi Metropolitan ADVENTIST SENIOR HIGH SCHOOL 23% n/a 2133
186 Garu-Tempane TEMPANE SENIOR HIGH SCHOOL 23% n/a 1768
187 East Gonja SALAGA SENIOR HIGH SCHOOL 23% n/a 1526
188 Gushiegu GUSHEGU SENIOR HIGH SCHOOL 18% n/a 2236
189 Talensi BOLGATANGA SENIOR HIGH SCHOOL 16% n/a 2365
190 Atebubu-Amantin ATEBUBU SENIOR HIGH SCHOOL 14% n/a 1702
191 Accra Metropolitan EBENEZER SENIOR HIGH SCHOOL 14% n/a 1488
192 Sekyere Kumawu TWENEBOA KODUA SENIOR HIGH SCHOOL 12% n/a 2137
193 Accra Metropolitan ACCRA ACADEMY 12% n/a 1864
194 Accra Metropolitan ACHIMOTA SENIOR HIGH SCHOOL 10% n/a 2393
195 Tain NKORANMAN SENIOR HIGH SCHOOL, SEIKWA B/A 10% n/a 2262
196 Wenchi Municipal WENCHI METHODIST SENIOR HIGH SCHOOL 9% n/a 1860
197 Sekyere South AGONA SECONDARY/TECHNICAL SCHOOL 9% n/a 1691
198 Nzema East Municipal NSEIN SENIOR HIGH SCHOOL 7% n/a 1845
199 Kumasi Metropolitan T.I AHMADIYYA SENIOR HIGH SCHOOL, KUMASI 6% n/a 2546
200 Agona East NSABA PRESBYTERIAN SENIOR HIGH SCHOOL 6% n/a 1954
201 Kumasi Metropolitan ISLAMIC SENIOR HIGH SCHOOL 6% n/a 2280
202 Bole BOLE SENIOR HIGH SCHOOL 6% n/a 1794
203 Kumasi Metropolitan PREMPEH COLLEGE 4% n/a 2657
204 Gomoa West GOMOA SECONDARY/TECHNICAL SCHOOL 0% n/a 1423
205 Adansi South NEW EDUBIASE SENIOR HIGH SCHOOL 0% n/a 1750
206 Wasa Amenfi West ASANKRANGWA SENIOR HIGH SCHOOL 0% n/a 1800
207 Upper Denkyira East Municipal BOA AMPONSEM SENIOR HIGH SCHOOL 0% n/a 1783
208 Twifo Ati-Morkwa TWIFO PRASO SENIOR HIGH SCHOOL 0% n/a 1669
209 Asunafo North Municipal MIM SENIOR HIGH SCHOOL 0% n/a 1529
210 Kumasi Metropolitan SERWAA NYARKO GIRLS' SENIOR HIGH SCHOOL 0% n/a 1464
211 Techiman Municipal TECHIMAN SENIOR HIGH SCHOOL 0% n/a 2257
212 West Mamprusi WALEWALE SEC./TECH. SCHOOL 0% n/a 2020
213 Kassena-Nankana West SIRIGU SENIOR HIGH SCHOOL 0% n/a 1428
214 Asutifi South ACHERENSUA SENIOR HIGH SCHOOL 0% n/a 1402
215 Agona East SWEDRU SENIOR HIGH SCHOOL 0% n/a 2104
216 Accra Metropolitan WESLEY GRAMMAR SCHOOL 0% n/a 1650
217 Asikuma-Odoben-Brakwa BREMAN ASIKUMA SENIOR HIGH SCHOOL 0% n/a 1820
218 Krachi East OTI SECONDARY/TECHNICAL SCHOOL 0% n/a 2032
219 Kumasi Metropolitan YAA ASANTEWAA GIRLS' SENIOR HIGH SCHOOL 0% n/a 2048
220 Kumasi Metropolitan ST. LOUIS SENIOR HIGH SCHOOL 0% n/a 1818
154
S/N District School Name
Proportion of
rooms needing
improvement37
Rank on
classrooms38*
Enrolment39
221 Kumasi Metropolitan OPOKU WARE SECONDARY, KUMASI 0% n/a 2572
Notes:
* Schools which were visited for verification of data and appropriateness for expansion.
+ The verification visits highlighted four schools which were not deemed appropriate for facilities improvements. The reasons were as follows:
Ayirebi SHS already had modern academic facilities that could take over 1,100 students but was operating far below this capacity.
Kwabre SHS was currently working from very poor and dilapidated facilities on rented land across two sites. However a whole new site was being
constructed by GETFund which will provide excellent new facilities for the school upon completion.
Nchiraa SHS was currently working out of a very small converted Basic School. Although the school is basic, there was no space on the current site
for expansion and though a new site has been earmarked for a new school construction by the District Assembly, the site has been abandoned to
move to a new site (with land already acquired) a whole new site construction would be necessary, which is beyond the scope of the facilities
improvement sub component of the SEIP.
Obiri Yeboah Secondary/Technical School had good facilities but lacks the physical capacity to expand.
n/a Schools with enrolment greater than 1,400 were not considered eligible for facilities improvements.
Note on the verification visits
Nine teams were sent out to visit the 58 eligible schools across the ten regions of Ghana. Each team met with the Head of the School or where he/she was not
available the Assistant head or other staff members representing the Head. The teams all completed the same questionnaire which sought to confirm EMIS
2013-14 data on enrolment, teaching staff and numbers of classrooms. The questionnaire also collected information on the school‘s facilities, the catchment
area of the school, its enrolment capacity and how enrolment could be increased. The teams also took photos of the schools to allow the full de-briefing to
compare observations across schools.
155
RANK OF PUBLIC SHS IN THE 100 SELECTED DISTRICTS BASED ON THEIR WASSCE PERFORMANCE
This table ranks the SHS according to their performance in the 2013 WASSCE. Performance was measured as the proportion of candidates achieving a credit
pass (A1 to C6) in all four of the core subjects: English, Mathematics, Integrated Sciences and Social Studies.
TABLE A5.3: RANKED SENIOR HIGH SCHOOL SELECTION DATA BASED ON WASSCE PERFORMANCE
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
1 Karaga KARAGA SENIOR HIGH SCHOOL 0% 1 0
2 Nanumba South WULENSI SENIOR HIGH SCHOOL 0% 2 0
3 Wasa Amenfi West ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL 0% 3 0
4 Tatale Sanguli TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL 0% 4 0
5 Bunkpurugu-Yunyoo BUNKPURUGU SECONDARY/TECHNICAL 0% 5 0
6 Builsa South FUMBISI SENIOR SECONDARY AGRIC SCHOOL 0% 6 0
7 West Mamprusi WULUGU SENIOR HIGH SCHOOL 0% 7 0
8 Wenchi Municipal KOASE SECONDARY/TECHNICAL 1% 8 0
9 Sekyere Central BEPOSO GHANA MUSLIM MISSION SENIOR HIGH SCHOOL 1% 9 0
10 Tain NSAWKAW STATE SENIOR HIGH SCHOOL 1% 10 0
11 Bia West BIA SENIOR HIGH TECH SCHOOL 1% 11 0
12 Adansi North DOMPOASE SENIOR HIGH SCHOOL 1% 12 0
13 Nkoranza North BUSUNYA SENIOR HIGH SCHOOL 1% 14 0
14 Jirapa JIRAPA SENIOR HIGH SCHOOL 1% 15 0
15 Gushiegu GUSHEGU SENIOR HIGH SCHOOL 1% 16 0
16 Sene West KWAME DANSO SECONDARY/TECHNICAL 1% 19 0
17 Bunkpurugu-Yunyoo NAKPANDURI BUSINESS SENIOR HIGH SCHOOL 1% 20 0
18 Kpandai KPANDAI SENIOR HIGH SCHOOL 1% 21 0
19 Atebubu-Amantin AMANTEN SENIOR HIGH SCHOOL 1% 22 0
20 Sekyere Central NSUTAMAN CATHOLIC SENIOR HIGH SCHOOL 2% 23 0
21 Akyemansa AYIREBI SENIOR HIGH SCHOOL 2% 24 0
22 Ahafo Ano South MANKRANSO SENIOR HIGH SCHOOL 2% 25 0
23 Assin South ADANKWAMAN SECONDARY/COMMERCIAL SCHOOL 2% 26 0
24 Asunafo North Municipal AHAFOMAN SENIOR HIGH/TECHNICAL SCHOOL 2% 28 0
25 Wasa Amenfi East AMENFIMAN SENIOR HIGH SCHOOL 2% 29 0
26 Asunafo South KUKUOM AGRICULTURE SENIOR HIGH SCHOOL 2% 31 0
27 North Tongu AVETIME-BATTOR SENIOR HIGH TECHNICAL 3% 36 0
41
The proportion of candidates achieving grades A1 to C6 in the four core subjects: English, Mathematics, Integrated Sciences and Social Studies. n/a refers to schools
which had not yet been approved by WAEC to sit the WASSCE so there were no WASSCE results under that school. 42
Schools already selected to be in the 50 to receive facilities and quality improvements are given a ‗1‘ and are shown at the end of the table. For completeness their rank on
WASSCE (where they place in the rank against all the 221 schools) is shown.
156
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
28 Gomoa West GOMOA SECONDARY/TECHNICAL SCHOOL 4% 39 0
29 Amansie West MANSO ADUBIA SENIOR HIGH SCHOOL 4% 40 0
30 Bole BOLE SENIOR HIGH SCHOOL 4% 41 0
31 Nanumba North BIMBILLA SENIOR HIGH SCHOOL 4% 42 0
32 Ayensuano KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL 4% 43 0
33 Assin North Municipal ASSIN STATE COLLEGE 4% 44 0
34 Atwima Mponua NYINAHIN CATHOLIC SENIOR HIGH SCHOOL 4% 45 0
35 North Tongu MEPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL 4% 46 0
36 Akatsi North AVE SENIOR SECONDARY, AVE-DAKPA 4% 47 0
37 Bawku West KUSANABA SENIOR HIGH SCHOOL 4% 50 0
38 Nkroranza South KWABRE SENIOR HIGH SCHOOL 4% 51 0
39 Upper West Akim ADEISO PRESBY SENIOR HIGH SCHOOL 5% 52 0
40 Atwima Mponua MPASATIA SECONDARY/TECHNICAL SCHOOL 5% 53 0
41 Savelugu Nanton SAVELUGU SENIOR HIGH SCHOOL 5% 54 0
42 Afram Plains (Kwahu North) DONKORKROM AGRIC SENIOR HIGH SCHOOL 5% 55 0
43 Asante-Akim South BOMPATA PRESBYTARIAN SENIOR HIGH SCHOOL 5% 56 0
44 Upper Manya Krobo ASESEWA SENIOR HIGH SCHOOL 5% 57 0
45 Nkwanta North KPASSA SENIOR HIGH /TECHNICAL SCHOOL 5% 58 0
46 Lambussie-Karni HOLY FAMILY SENIOR HIGH SCHOOL 5% 60 0
47 Accra Metropolitan KINBU SECONDARY/TECHNICAL 5% 61 0
48 Suaman DADIESO SENIOR HIGH SCHOOL 6% 62 0
49 Wenchi Municipal ISTI QAAMA SENIOR HIGH SCHOOL 6% 63 0
50 Adansi South NEW EDUBIASE SENIOR HIGH SCHOOL 6% 64 0
51 Builsa North SANDEMA SENIOR HIGH SCHOOL 6% 65 0
52 Kintampo South JEMA SENIOR HIGH SCHOOL 6% 66 0
53 Assin North Municipal GYAASE SENIOR HIGH SCHOOL 6% 68 0
54 Upper Denkyira East Municipal DUNKWA SECONDARY/TECHNICAL SCHOOL 6% 69 0
55 Nkwanta South NKWANTA SENIOR HIGH SCHOOL 6% 72 0
56 Asante-Akim South OFOASE SECONDARY/TECHNICAL SCHOOL 7% 73 0
57 Kumasi Metropolitan KUMASI SECONDARY/TECHNICAL SCHOOL 7% 75 0
58 Wasa Amenfi West ASANKRANGWA SENIOR HIGH SCHOOL 7% 76 0
59 Agona East AGONA KWANYAKO SENIOR HIGH SCHOOL 7% 78 0
60 Sekyere South AGONA S.D.A SENIOR HIGH SCHOOL 8% 81 0
61 Sekyere South ADU GYAMFI SENIOR HIGH SCHOOL, JAMASI 8% 82 0
62 Ekumfi EKUMFI T.I AHMADIYYA SENIOR HIGH SCHOOL, ESSARKYIR 8% 83 0
63 Builsa North SANDEMA SEC/TECH SCHOOL 8% 84 0
64 Ketu South THREE-TOWN SENIOR HIGH SCHOOL 8% 85 0
65 Offinso Municipal NAMONG SECONDARY/TECHNICAL SCHOOL 8% 86 0
66 Lambussie-Karni PIINA SENIOR HIGH SCHOOL 8% 87 0
67 Accra Metropolitan KANESHIE SECONDARY/TECHNICAL SCHOOL 9% 88 0
68 Nkoranza North YEFRIMAN SENIOR HIGH SCHOOL 9% 89 0
157
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
69 Akyemansa AKOKOASO SECONDARY/TECHNICAL SCHOOL 9% 92 0
70 Sene East KAJAJI SENIOR HIGH SCHOOL 11% 95 0
71 Prestea Huni Valley PRESTEA SECONDARY/TECHNICAL SCHOOL 11% 96 0
72 Adansi South AKROFUOM SECONDARY/TECHNICAL SCHOOL 11% 97 0
73 East Gonja SALAGA SENIOR HIGH SCHOOL 11% 98 0
74 North Tongu BATTOR SENIOR HIGH SCHOOL 12% 99 0
75 Accra Metropolitan ACCRA WESLEY GIRLS HIGH 12% 100 0
76 Garu-Tempane TEMPANE SENIOR HIGH SCHOOL 12% 101 0
77 Ahafo Ano North MABANG SECONDARY/TECHNICAL SCHOOL 12% 103 0
78 Asutifi South HWIDIEM SENIOR HIGH SCHOOL 12% 104 0
79 Assin North Municipal OBIRI YEBOAH SECONDARY/TECHNICAL SCHOOL 13% 105 0
80 Sekyere South KONADU YIADOM SEC. 13% 106 0
81 Upper Denkyira East Municipal BOA AMPONSEM SENIOR HIGH SCHOOL 14% 108 0
82 Jaman North SUMAMAN SENIOR HIGH SCHOOL 14% 109 0
83 Kintampo North Municipal KINTAMPO SENIOR HIGH SCHOOL 14% 110 0
84 Kassena-Nankana Municipal ST. JOHN INTEGRATED SENIOR SEC./TECH. SCHOOL 15% 112 0
85 Gomoa West MOZANO SENIOR HIGH SCHOOL 15% 113 0
86 Savelugu Nanton PONG-TAMALE SENIOR HIGH SCHOOL 15% 115 0
87 Accra Metropolitan ST. MARGARET MARY SEC/TECH SCHOOL 15% 116 0
88 Twifo Ati-Morkwa TWIFO PRASO SENIOR HIGH SCHOOL 15% 118 0
89 Asunafo North Municipal MIM SENIOR HIGH SCHOOL 16% 119 0
90 Nkroranza South NKORANZA SENIOR HIGH SCHOOL 16% 120 0
91 Kassena-Nankana West CHIANA SENIOR HIGH SCHOOL 16% 122 0
92 Ejura Sekyidomase EJURAMAN ANGLICAN SENIOR HIGH SCHOOL 16% 123 0
93 Kumasi Metropolitan SERWAA NYARKO GIRLS' SENIOR HIGH SCHOOL 16% 124 0
94 Bawku West ZEBILLA SEC/TECH. SCHOOL 16% 126 0
95 Asunafo South SANKORE SENIOR HIGH 17% 127 0
96 Accra Metropolitan EBENEZER SENIOR HIGH SCHOOL 18% 131 0
97 Agona East NSABA PRESBYTERIAN SENIOR HIGH SCHOOL 18% 132 0
98 Sekyere Kumawu BANKOMAN SENIOR HIGH SCHOOL 18% 133 0
99 Techiman Municipal TECHIMAN SENIOR HIGH SCHOOL 19% 134 0
100 Assin South ASSIN MANSO SENIOR HIGH SCHOOL 20% 135 0
101 West Mamprusi WALEWALE SEC./TECH. SCHOOL 20% 136 0
102 Offinso North AKUMADAN SENIOR HIGH SCHOOL 21% 138 0
103 Adansi North ASARE BEDIAKO SENIOR HIGH SCHOOL 21% 139 0
104 Kassena-Nankana West SIRIGU SENIOR HIGH SCHOOL 21% 140 0
105 Wenchi Municipal WENCHI METHODIST SENIOR HIGH SCHOOL 22% 144 0
106 Asante-Akim South JUASO SECONDARY/TECHNICAL SCHOOL 24% 145 0
107 Asutifi South ACHERENSUA SENIOR HIGH SCHOOL 26% 146 0
108 Nadowli QUEEN OF PEACE SENIOR HIGH SCHOOL 28% 147 0
109 Krachi East ASUKWAKAW SENIOR HIGH SCHOOL 29% 148 0
158
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
110 Jirapa ST. FRANCIS GIRLS' SENIOR HIGH SCHOOL 30% 149 0
111 Agona East SWEDRU SENIOR HIGH SCHOOL 31% 150 0
112 Sekyere Kumawu TWENEBOA KODUA SENIOR HIGH SCHOOL 31% 151 0
113 Offinso Municipal DWAMENA AKENTEN SENIOR HIGH SCHOOL 31% 152 0
114 Accra Metropolitan WESLEY GRAMMAR SCHOOL 31% 153 0
115 Tano South PRESBYTERIAN SECONDARY/COMMERCIAL SCHOOL 32% 154 0
116 Kassena-Nankana Municipal NAVRONGO SENIOR HIGH SCHOOL 32% 155 0
117 Asikuma-Odoben-Brakwa BREMAN ASIKUMA SENIOR HIGH SCHOOL 33% 157 0
118 Ketu South ST. PAUL SENIOR HIGH SCHOOL, DENU 34% 158 0
119 Accra Metropolitan ACCRA HIGH SCHOOL 34% 160 0
120 Amansie West MANSOMAN SENIOR HIGH SCHOOL 34% 161 0
121 Krachi East OTI SECONDARY/TECHNICAL SCHOOL 36% 162 0
122 Accra Metropolitan ACCRA GIRLS' SENIOR HIGH SCHOOL 36% 163 0
123 Nabdam KONGO SENIOR HIGH SCHOOL 37% 164 0
124 Atebubu-Amantin ATEBUBU SENIOR HIGH SCHOOL 37% 165 0
125 Sekyere South AGONA SECONDARY/TECHNICAL SCHOOL 40% 166 0
126 Prestea Huni Valley HUNI VALLEY SENIOR HIGH SCHOOL 41% 167 0
127 Kumasi Metropolitan ARMED FORCES SEC./ TECH. SCHOOL 41% 168 0
128 Talensi BOLGATANGA SENIOR HIGH SCHOOL 43% 169 0
129 Sekyere Central KWAMANG PRESBYTERIAN SECONDARY/TECHNICAL SCHOOL 46% 171 0
130 Tano South PRESBYTEIAN SENIOR HIGH SCHOOL, BECHEM 47% 172 0
131 Kumasi Metropolitan KUMASI GIRLS SENIOR HIGH SCHOOL 49% 173 0
132 Nzema East Municipal AXIM GIRLS SENIOR HIGH SCHOOL 50% 174 0
133 Kumasi Metropolitan ISLAMIC SENIOR HIGH SCHOOL 51% 176 0
134 Kumasi Metropolitan KUMASI ANGLICAN SENIOR HIGH SCHOOL 52% 177 0
135 Nzema East Municipal NSEIN SENIOR HIGH SCHOOL 54% 178 0
136 Accra Metropolitan ST. MARY'S SENIOR HIGH SCHOOL 54% 179 0
137 Kumasi Metropolitan OSEI KYERETWIE SENIOR HIGH SCHOOL 54% 180 0
138 Kumasi Metropolitan ASANTEMAN SENIOR HIGH SCHOOL 58% 181 0
139 Gomoa West APAM SENIOR HIGH SCHOOL 63% 182 0
140 Tain NKORANMAN SENIOR HIGH SCHOOL, SEIKWA B/A 63% 183 0
141 Kumasi Metropolitan KNUST SENIOR HIGH SCHOOL, KUMASI 63% 184 0
142 Kumasi Metropolitan ADVENTIST SENIOR HIGH SCHOOL 64% 186 0
143 Kumasi Metropolitan T.I AHMADIYYA SENIOR HIGH SCHOOL, KUMASI 65% 187 0
144 Kumasi Metropolitan KUMASI WESLEY GIRLS' HIGH SCHOOL 69% 189 0
145 Kumasi Metropolitan YAA ASANTEWAA GIRLS' SENIOR HIGH SCHOOL 70% 190 0
146 Jaman North NAFANA PRESBY SENIOR HIGH SCHOOL 71% 191 0
147 Juaboso JUABOSO SENIOR HIGH SCHOOL 72% 192 0
148 Accra Metropolitan ACHIMOTA SENIOR HIGH SCHOOL 73% 193 0
149 Sekyere Kumawu DADEASE AGRICULTURAL SENIOR HIGH SCHOOL 77% 195 0
150 Sekyere South OKOMFO ANOKYE SEC SCHOOL 81% 197 0
159
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
151 Accra Metropolitan ACCRA ACADEMY 83% 198 0
152 Kumasi Metropolitan KUMASI HIGH SCHOOL 84% 199 0
153 Kumasi Metropolitan ST. LOUIS SENIOR HIGH SCHOOL 84% 200 0
154 Kumasi Metropolitan PREMPEH COLLEGE 84% 201 0
155 Kassena-Nankana Municipal NOTRE DAME SEMINARY SENIOR HIGH SCHOOL 87% 202 0
156 Kumasi Metropolitan OPOKU WARE SECONDARY, KUMASI 89% 203 0
157 Ahafo Ano North TEPA SENIOR HIGH SCHOOL 93% 204 0
158 Kumasi Metropolitan ST. HUBERT SEMINARY SENIOR HIGH SCHOOL 94% 205 0
159 Techiman Municipal OUR LADY OF MT. CARMEL GIRLS HIGH SCHOOL 98% 206 0
160 Wenchi Municipal NCHIRAA SENIOR HIGH + n/a 0
161 Twifo Hemang-Lower Denkyira TWIFO HEMANG SECONDARY/TECHNICAL SCHOOL + n/a 0
162 Agortime Ziope ZIOPE SENIOR HIGH + n/a 0
163 Jaman North DIAMONO SENIOR HIGH SCHOOL + n/a 0
164 Nzema East Municipal MANYE ACADEMY SHS + n/a 0
165 Kassena-Nankana West MIRIGU SENIOR HIGH + n/a 0
166 Kassena-Nankana West PAGA SENIOR HIGH + n/a 0
167 Sawla-Tuna-Kalba SAWLA SENIOR HIGH + n/a 0
168 Nadowli Takpo Senior High + n/a 0
169 Sissala West HILLA LIMANN SENIOR HIGH + n/a 0
170 Gomoa West COLLEGE OF MUSIC - MOZANO + n/a 0
171 Techiman Municipal GYARKO COMMUNITY SENIOR HIGH SCHOOL + n/a 0
172 Twifo Hemang-Lower Denkyira JUKWA SENIOR HIGH SCHOOL 1% 13 1
173 Tain MENJI AGRICULTURAL SENIOR HIGH SCHOOL 1% 17 1
174 Pru PRANG SENIOR HIGH SCHOOL 1% 18 1
175 Saboba E/P SENIOR HIGH SCHOOL, SABOBA 2% 27 1
176 Upper Denkyira West DIASO SENIOR HIGH SCHOOL 2% 30 1
177 Pru YEJI SECONDARY/TECHNICAL SCHOOL 2% 32 1
178 Offinso North NKENKAASU SECONDARY HIGH SCHOOL 2% 33 1
179 Sawla-Tuna-Kalba TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL 2% 34 1
180 Daffiama-Bussie-Issa DAFFIAMA SENIOR HIGH SCHOOL 3% 35 1
181 Jirapa ULLO SENIOR HIGH SCHOOL 3% 37 1
182 Accra Metropolitan HOLY TRINITY CATH. SENIOR HIGH SCHOOL 3% 38 1
183 Ketu South KLIKOR SECONDARY/TECHNICAL SCHOOL 4% 48 1
184 Assin North Municipal ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL 4% 49 1
185 East Gonja T. I. AHMADIYYA SENIOR HIGH SCHOOL 5% 59 1
186 Afram Plains (Kwahu North) S.T. FIDELIS SENIOR HIGH TECH. SCHOOL 6% 67 1
187 Adansi North BODWESANGO SENIOR HIGH SCHOOL 6% 70 1
188 Amansie West ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL 6% 71 1
189 Adaklu Ayingbe ADAKLU SENIOR HIGH SCHOOL 7% 74 1
190 Awutu-Senya SENYA SENIOR HIGH SCHOOL 7% 77 1
191 Nadowli KALEO SECONDARY/TECHNICAL 7% 79 1
160
S/N District School Name
WASSCE
Result41
Rank on
WASSCE
Receiving facilities
improvement42
192 Agortime Ziope AGOTIME SENIOR HIGH SCHOOL 7% 80 1
193 Bongo ZORKOR SENIOR HIGH SCHOOL 9% 90 1
194 Tain BADU SECONDARY/TECHNICAL SCHOOL 9% 91 1
195 Ketu South SOME SENIOR HIGH SCHOOL 10% 93 1
196 North Tongu DORFOR SENIOR HIGH SCHOOL 10% 94 1
197 Wassa East DABOASE SENIOR HIGH TECHNICAL SCHOOL 12% 102 1
198 Accra Metropolitan PRESBYTERIAN SENIOR HIGH SCHOOL-OSU 13% 107 1
199 Awutu-Senya OBRACHIRE SECONDARY/TECHNICAL 15% 111 1
200 Bongo BONGO SENIOR HIGH SCHOOL 15% 114 1
201 Assin South ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL 15% 117 1
202 Asikuma-Odoben-Brakwa ODOBEN SENIOR HIGH SCHOOL 16% 121 1
203 Offinso Municipal ST. JEROME SENIOR HIGH SCHOOL 16% 125 1
204 Bodi BODI SENIOR HIGH SCHOOL 17% 128 1
205 Aowin NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL 17% 129 1
206 Sefwi Akontombra AKONTOMBRA SENIOR HIGH SCHOOL 18% 130 1
207 Prestea Huni Valley ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO 20% 137 1
208 Adansi North FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL 22% 141 1
209 Kassena-Nankana Municipal OUR LADY OF LOURDES SECONDARY/TECHNICAL 22% 142 1
210 Bongo GOWRIE SECONDARY/TECHNICAL SCHOOL 22% 143 1
211 Jaman North GOKA SECONDARY/TECHNICAL SCHOOL 33% 156 1
212 Bosome Freho BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA 34% 159 1
213 Ejura Sekyidomase SEKYEDOMASE SENIOR HIGH SCHOOL 44% 170 1
214 Kassena-Nankana Municipal AWE SENIOR SECONDARY/TECHNICAL SCHOOL 50% 175 1
215 Nkwanta South NTRUBOMAN SENIOR HIGH SCHOOL 63% 185 1
216 Assin South NYANKUMASI AHENKRO SENIOR HIGH SCHOOL 66% 188 1
217 Dormaa West NKRANKWANTA SEC/TECH 75% 194 1
218 Amansie Central JACOBU SECONDARY/TECHNICAL SCHOOL 81% 196 1
219 Wa East FUNSI SENIOR HIGH SCHOOL + n/a 1
220 Banda BANDAMAN SENIOR HIGH TECHNICAL SCHOOL + n/a 1
221 Central Gonja BUIPE . SECONDARY TECHNICAL SCHOOL + n/a 1
+ Schools with this symbol had not yet been approved by WAEC to take WASSCE in 2013.
161
ANNEX 6: FACILITIES IMPROVEMENT SITE VISIT INFORMATION
S/N NAME OF SCHOOL DISTRICT
DECISION ON SELECTION FOR
FACILITIES IMPROVEMENT COMMENT
1 Fomena T.I. Ahmadiyya SHS Adansi North Accepted Meet selection criteria
2 Bodwesango SHS Adansi North Accepted Meet selection criteria
3 Esaase Bontefufuo Sec. Tech Amansie West Accepted Meet selection criteria
4 Bosome Sec. Tech Bosome Freho Accepted Meet selection criteria
5 Sekyedomase SHS Ejura Sekyedumase Accepted Meet selection criteria
6 St. Jerome SHS Offinso Municipal Accepted Meet selection criteria
7 Nkenkaasu SHS Offinso North Accepted Meet selection criteria
8 Konadu Yiadom SHS Sekyere South Accepted Meet selection criteria
8 Bandaman Sec. Tech Banda Accepted Meet selection criteria
9 Goka Sec. Tech Jaman North Accepted Meet selection criteria
10 Yeji Sec. Tech Pru Accepted Meet selection criteria
11 Prang SHS Pru Accepted Meet selection criteria
12 Menji Agric SHS Tain Accepted Meet selection criteria
13 Odoben SHS Asikuma Odoben Brakwa Accepted Meet selection criteria
14 Assin North Sec Tech Assin North Accepted Meet selection criteria
Obiri Yeboah Sec. Tech Assin North Low Priority Meet selection criteria
15 Assin Nsuta Agric SHS Assin South Accepted Meet selection criteria
16 Nyankomasi Ahenkro SHS Assin South Acceted Meet selection criteria
17 Obrachire Sec. Tech Awutu Senya Accepted Meet selection criteria
18 Senya SHS Awutu Senya Accepted Meet selection criteria
19 Jukwa SHS Twifo Hemang Lower Denkyira Accepted Meet selection criteria
20 Diaso SHS Upper Denkyira West Accepted Meet selection criteria
162
Donkorkrom Agric SHS Afram Plains (Kwahu North) Meet selection criteria
St. Dominic's Sec. Tech Kwahu East Meet selection criteria
21 Presbyterian SHS-Osu Accra Metro Accepted Meet selection criteria
22 Holy Trinity Catholic SHS Accra Metro Accepted Meet selection criteria
Kaneshie Sec. Tech Accra Metro Undecided. Meet selection criteria
23 Buipe Sec. Tech. Central Gonja Accepted Meet selection criteria
24 E/P SHS Saboba Accepted Meet selection criteria
25 Tuna Sec. Tech. Sawla Tuna Kalba Accepted Meet selection criteria
26 Adaklu SHS Adaklu Ayingbe Accepted Meet selection criteria
27 Agotime SHS Agortime Ziope Accepted Meet selection criteria
28 Klikor Sec. Tech. Ketu South Accepted Meet selection criteria
29 Some SHS Ketu South Accepted Meet selection criteria
30 Ntroboman SHS Nkwanta South Accepted Meet selection criteria
31 Dorfor SHS North Tongu Accepted Meet selection criteria
32 Nana Brentuo Sec. Tech Aowin Accepted Meet selection criteria
33 Bodi SHS Bodi Accepted Meet selection criteria
34 St. Augustines SHS Prestea Huni Valley Accepted Meet selection criteria
35 Akontombra SHS Sefwi Akontonbra Accepted Meet selection criteria
36 Daboase Sec. Tech Wassa East Accepted Meet selection criteria
37 Zorkor SHS Bongo Accepted Meet selection criteria
38 Gowrie Sec. Tech. Bongo Accepted Meet selection criteria
39 Bongo SHS Bongo Accepted Meet selection criteria
40 Awe Sec. Tech. Kasena Nankana Accepted Meet selection criteria
41 Our Lady of Lourdes Sec. Tech Kasena Nankana Accepted Meet selection criteria
42 Dafiama SHS Daffiama Bussie Issa Accepted Meet selection criteria
43 Ullo SHS Jirapa Accepted Meet selection criteria
44 Kaleo Sec. Tech. Nadowli Accepted Meet selection criteria
45 Funsi SHS Wa East Accepted Meet selection criteria
REPLACEMENT SCHOOLS
46 Jacobu Sec. Tech. Amansie Central Accepted
163
47 T.I. Ahmadiyya SHS East Gonja Accepted
48 St. Dominic Secondary Technical School Kwahu East Accepted
49 Badu Sec. Tech Tain Accepted
50 Nkrankwanta Sec. Tech Dormaa West Accepted
REJECTED SCHOOLS
Kwabre SHS Nkoranza North Rejected New Site being developed
Nchiraa SHS Wenchi Rejected No room for expansion
St Fidelis Sec. Tech. Afram Plains (Kwahu North) Rejected School has adequate facilities to increase enrolment
Ayirebi SHS Akyemansa Rejected School has adequate facilities to increase enrolment
Armed Forces SHS Accra Metro Rejected Adequate facilities
164
ANNEX 7: GUIDELINES FOR NEW SENIOR HIGH SCHOOL
CONSTRUCTION
GUIDELINES FOR NEW CONSTRUCTION UNDER THE SEIP
Introduction
The Secondary Education Improvement Project will fund the construction of new structures in
twenty-three (23) districts including the provision of furniture and equipment in the structures in
order to increase enrollment to Senior Secondary Education in those districts. The new
construction will be in districts where there are currently no SHS. The Project will fund the
construction of a 24-unit Classroom Block with science laboratories, libraries and other ancillary
facilities (E-Block); technical and vocational block as per the programme offered by the school,
an 8-unit Block of two bed room Staff flats; a Canteen Block; a Headmaster‘s Bungalow and a
Security Post with ancillary external civil works at each District.
Process for the Selection of site for construction of new SHS
The following process (with some minor deviations) would have to be followed by the
implementation team to acquire the site:
1. Meet with the various stakeholders at the district level i.e.
Metropolitan/Municipal/District Chief Executive (MMDCEs); District Director of
Education; Chiefs; Opinion Leaders etc to brainstorm on where to site the project to
benefit the maximum number of JHS graduates taking into consideration available land
and suitability.
2. Agree on transfer of land ownership and registration of land in the name of the
Metropolitan/Municipal/District Assemblies (MMDAs ) with the Lands Commission
3. Ministry of Education and the Ghana Education Service (Headquarters) verify/confirm
land transfer and ownership
4. Safeguards screening and site inspections, RAPs need to be prepared
5. Mitigation Action Plans prepared and inserted in Bidding documents
165
Procurement of contractors for new construction
Procurement of Contractors will be in accordance with the provisions in the Ghana Public
Procurement Act (Act 663) Adverts for new construction will be placed in newspapers of wide
circulation in the country. Contractors interested in the procurement activity will submit their
tenders within a submission period. The tenders will be evaluated by an Evaluation Panel
constituted by the Technical Implementation Committee (TIC). The Tender Evaluation Report
will be presented to the Entity Tender Review Board, and thence to the Central Tender Review
Board (CTRB) as necessary for their approval after which contractors will be notified of award
of contract to them.
Supply of furniture and equipment will also follow a similar procedure. It is envisaged that
construction of new structures under the project will take 18 months. Please refer to Tables 4 and
5.
TABLE A7.1: IMPLEMENTATION SCHEDULE FOR NEW CONSTRUCTION
Activity Time-Frame Responsible Agency
1 Conduct site screening and review safeguards
measures
Nov 2014 Environmental and Safeguards
Specialist
1. Advertise for tenders to construct the work at each
school site
Nov2014 Head of Civil Works Team, MOE
Procurement Specialist,
2. Open tenders received for the work Dec 2014 Procurement Specialist,
Evaluation Team
3. Evaluate Tenders received Dec2014 Evaluation Team
4. Seek approvals for recommendations for contract
awards
Dec. 2014 Chairman, Technical
Implementation Committee;
Project Coordinator; Procurement
Specialist
5. Notify Contractors of contract award Jan 2014 Technical Implementation
Committee
6. Organise orientation Workshop for Regional Co-
ordinating Council and District Assembly Staff;
contractors and District Education Office Staff on
safeguards; contract administration; reporting
channels and funds flow / certification mechanism
Feb. 2015 Civil Works Team;
Environmental and Safeguards
Specialist
7. Contractors submit Securities Feb 2015 Head, Civil Works Team
8. Hand over sites to recommended contractors Feb. 2015 Supervision Consultants; M&E
Team, Civil Works Team
9. Supervise construction Work; Feb. 2015 Supervision Consultants, District
Engineer; District Director of
Education; Independent Verifier
for Civil Works
10. Organise Site meetings and manage contract Monthly Supervision Consultants
11. Report on construction progress including
implementation of safeguards measures using
template
Monthly Supervision Consultants
12. Hand over completed project to District Director June 2016 Supervision Consultant; Civil
166
of Education Works Team, District Chief
executive; District Director of
Education
13. Submit Project Completion Report July 2016 Civil Works Team; Supervision
Consultant
TABLE A7.2: IMPLEMENTATION SCHEDULE FOR THE SUPPLY OF FURNITURE AND
EQUIPMENT
Activity Time-Frame Responsible Agency
1. Determine the needs for furniture and equipment Apr. 2015 Civil Works Team, Quality and
Outcomes Team and Procurement
Specialist
2. Prepare tender documents Aug. 2015 Civil Works Team, Quality and
Outcomes Team and Procurement
Specialist
3. Advertise for tenders Sept. 2015 Procurement Specialist
4. Receive tenders for furniture and equipment Oct. 2015 Procurement Specialist
5. Evaluate the tenders Nov. 2015 Evaluation Committee
6. Approve the tender evaluation report Nov. 2015 Technical Implementation
Committee / Project Steering
Committee and Ministerial
Tender Board / Central Tender
Review Board
7. Notify suppliers of award of contract Dec. 2015 Technical Implementation
Committee
8. Suppliers to submit securities for mobilization and
performance
Jan. 2016 Procurement Specialist
9. Supply, distribute and install furniture and
equipment at beneficiary schools
June, 2016 Technical Implementation
Committee
10. Close contract July, 2016 Technical Implementation
Committee
Procurement of supervision consultants for new construction
Procurement of Consultants will be in accordance with the provisions in the Ghana Public
Procurement Act (Act 663) . Adverts for Expression of interest in supervising the new
construction will be placed in newspapers of wide circulation in the country. Consultants
interested in the procurement activity will submit their Expressions of Interest within a
submission period. The Expressions of Interest will be evaluated by an Evaluation Panel
constituted by the TIC. The Proposal Evaluation Report will be presented to the Entity Tender
Review Board for approval after which the Financial proposals will be opened. The combined
Proposals Evaluation Report will be presented to the MTRB/CTRB for their concurrent approval
after which Consultants will be invited for negotiations on their proposals. Selected Consultants
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will subsequently be notified of the award of contract and be invited to sign Consultancy
contracts. Please refer to Table 6.
TABLE A7.3: RECRUITMENT OF SUPERVISION CONSULTANT
Activity Time-Frame Responsible Agency
1. Request for Expression of Interest (EOI) from the
supervision consultants
Sept. 2014 Civil Works Team and
Procurement Specialist
2. Receive and Evaluate Expressions of Interest Oct. 2014 Civil Works Team and
Procurement Specialist
3. Approve EOI evaluation report Oct. 2014 TIC
4. Request for Technical and Financial proposals
from shortlisted consultants
Nov. 2014 Civil Works Team
5. Evaluate Technical Proposals Dec. 2014 Evaluation Committee
6. Approve Technical Proposals evaluation report Dec. 2014 Technical Implementation
Committee / Project Steering
Committee and Ministerial
Tender Board / Central Tender
Review Board
7. Open Financial Proposals Dec. 2014 Evaluation Committee
8. Prepare combined Technical and Financial
proposals report
Dec. 2014 Evaluation Committee
9. Approve combined report Jan. 2015 Technical Implementation
Committee / Project Steering
Committee and Ministerial
Tender Board / Central Tender
Review Board
10. Invite recommended consultants for negotiations Jan. 2015 Evaluation Committee
11. Issue notification of award letters and sign
contracts
Jan. 2015 TIC
12. Supervision of new construction contracts
(Including defects liability works)
Jan. 2015 – Dec.
2016
Civil Works Team
13. Review Facilities Maintenance Plan prepared by
Civil Works Team
Jan 2015 Supervision Consultants
Supervision Arrangement
The supervision of the construction of new works will be executed at four (4) levels:
Level 1: The Clerks of Works working on behalf of the Supervision Consultants
Level 2: The Supervision Consultants
Level 3: The Civil Works Team/ District Engineer/District Director of Education
Level 4: Monitoring and Evaluation Team of the SEIP
Level 1: Clerks of Works
The Clerks of Works engaged by the Supervision Consultants will be responsible for the
day to day supervision of the works in collaboration with the Contractors‘ Site Engineer.
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They shall ensure that the work is executed to the highest standards possible as provided
in the specifications in the Contract document
They shall ensure that all updated Work Programmes are submitted in a timely manner by
the contractor
They shall keep an accurate daily record of all site activities
They shall facilitate the conduct of site meetings
They shall cross-check all valuations for payment before submitting same to the
Supervision Consultant
Level 2: Supervision Consultants
Supervision Consultants will be responsible for the review of all architectural, structural,
electrical and mechanical installation drawings prepared based on the site topography and
the need for more detailed information/ drawings
They will be responsible for preparing geo-technical studies to determine the subsoil
profiles at the various sites
They will monitor the alignment of activities to environmental and social safeguards for
each site in collaboration with Safeguards Consultants and Environmental and Social
Management Team
They will be responsible for the overall administration of the contracts
They will be ultimately responsible for the quality of work executed by the contractor
They will validate Claims submitted by the contractor and raise Certificates for work
done for submission to the Head of the Civil Works Team
They will review the Work Programmes submitted by the contractor and make
recommendations for any extension of time to the Head of the Civil Works Team
They will make arrangements for monthly site meetings together with the District
Engineer and District Director of Education
They will review all claims submitted by the Contractor and make appropriate
recommendations to the Head of Civil Works Team
They will make recommendations on requests for extension of time, the application of
Liquidated and Ascertained Damages for non-completion on schedule and contract
termination issues
They will be responsible for the preparation of monthly project status reports for
submission to the Head of Civil Works Team
Level 3: Civil Works Team (CWT)/District Engineer/District Director of Education
The CWT shall participate in monthly site meetings organized by the Supervision
Consultants to address problems, challenges and ensure compliance with work plans
submitted by the individual contractors
Monitoring shall be carried out in delineated zones by sub-teams constituted by the
CWT.Sub-Teams should be rotated among the zones to enable all teams familiarize
themselves with the terrain of all the sites and works
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The CWT sub-Teams shall take progress photographs at each site and attach them to the
status reports to be submitted to the Head of the CWT
The District Engineer and District Director of Education shall participate in monthly site
meetings organised by the Supervision Consultants to address problems, challenges and
ensure compliance with work plans submitted by the individual contractors
Any observations made by the District Engineer and District Director of Educationabout
the quality or work processes shall be communicated to the Supervision Consultant for
action. They may not issue instructions direct to the contractor‘s site staff
Level 4: Monitoring and Evaluation team
The monitoring and evaluation team may participate in monthly site meetings organised
by the Supervision Consultants. They may plan their site visits to coincide with these site
meetings and may take photographic records of their monitoring to for e.g. inform the
web based school monitoring.
Monitoring shall be carried out in delineated zones by sub-teams constituted by MOE and
GES.
Mobile monitoring options will be explored when available to report on site progress
Role of District Assembly
The District Assembly is the representative of Government on site and must ensure the day to
day monitoring of works to mitigate any risk to the attainment of project objectives. The District
Assemblies will be responsible for the proper acquisition of the site and prepare all
documentation required for ownership. They must ensure that the siting of schools meets all
environmental and social safeguards requirements. They will, together with the Supervision
Consultants review the design drawings and certification for work done. They will also monitor
construction and safeguards compliance in collaboration with the Safeguards Consultant
Roles of District Director of Education (DDE)
The DDE is the representative of the GES on site and must ensure that all educational
considerations are made in the implementation of new construction. Any red flags must be raised
directly and immediately to the GES who are represented on the PSC.
Payment Arrangement
(i) The contractor prepares valuation of work done and submits to the clerk of works for
corroboration.
(ii) The DDE and District Engineer endorse the valuation for submission to the Supervision
Consultant.
(iii)The Supervision Consultants prepares a payment certificate based on the vetted valuation
prepared by the contractor and submits the certificate to the Head of the Civil Works
Team for onward processing through the Ghana Integrated Financial Management
Information System (GIFMIS).
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ANNEX 8: GUIDELINES FOR FACILITIES IMPROVEMENT
GUIDELINES FOR FACILITIES IMPROVEMENT UNDER THE SEIP
Introduction
The facilities improvement activities under the Secondary Education Improvement Project
(SEIP) will fund the rehabilitation of the physical facilities of 50 selected Senior High Schools
(SHSs) including the provision of furniture and equipment in order to increase enrollment in the
schools. Heads of institutions must request a needs assessment visit from the MOE and GES in
order to kick start the activity. Beneficiary schools were selected from the bottom 100 districts
based on district poverty index, SHS demand and district population (15 to 17 years).
Criteria for Selecting Beneficiary Schools for Facilities Improvement
A combined index of district poverty, demand for SHS (ratio of JHS3 to SHS1 students), and
district population (15 to 17 years) was applied to the 216 districts in order to rank them.
Subsequently the bottom 100 districts were selected and all public SHSs in these 100 districts
were ranked according to their need for major works to their classrooms – see Annex 5. Schools
with enrolment greater than 1,400 were not considered eligible for expanding enrolment. From
this ranking, the bottom 50 schools were selected to benefit from facilities and quality
improvement. .
Process for the Selection of Activities for Facilities Improvement
The following considerations may be made for the selection of various sub-projects for facilities
improvement:
a. Meet with the various stakeholders at the school level i.e. teachers, non-teaching
staff (accounting, procurement, etc.), Board and Students‘ Representative Council
(SRC). The purpose should be to brainstorm and reach agreement on activities
for facilities improvement which will lead to an increase in the enrollment of the
school.
b. Agree on activities (with justification) based on the needs of the school which
will have the most impact on increasing enrollment at the school and which will
be implemented with funding from the project.
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c. After the stakeholder meetings at the school level to prioritize facilities needs, the
selected activities will be reviewed by the District Assembly and the DEO.
d. Participate in a Needs Assessment intervention led by committee from the MOE
and GES headquarters and finalize major and minor facilities improvement and
the total enrollment increase expected after implementation.
e. Prepare a work plan and budget for the agreed Facilities Improvement activities
for the SHS based on estimates.
f. Procurement of goods and works under the facilities improvement at the school
level should be based on provisions made in the procurement section.
g. The total cost of Facilities Improvement activities should not exceed the specific
amount43
determined under the SEIP.
Considerations for Major and Minor Facilities Improvement
The following major and minor facilities improvement activities may be considered by heads of
beneficiary SHSs if there is evidence that these will increase enrolment.
Facilities Improvement
1. A school canteen
2. Science Laboratory
3. A school library
iv. Additional classrooms
4. A teachers/staff flat
5. Furniture
6. Equipment
7. Roofing of existing structures
8. Strengthening of structural frames
9. Enclosing walls, windows and doors
10. Ceiling wall finishing and floor finishing
11. Decoration of structures
12. Painting of buildings
13. Science and math equipment
43
Estimated amount for each of the 50 beneficiary SHSs for Facilities Improvement will not exceed USD200,000
over the 5 year SEIP implementation period. The amount may be spent on one activity for a determined period or
spread over several activities over a period.
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It is envisaged that the school facilities improvement under the project will involve the following
activities:
Renovation : to make changes and repair (major or minor)
Refurbishment : to repair and improve existing buildings
Rehabilitation : to restore to formal condition (major or minor)
Conservation : to maintain buildings heritage
New works : make provision for needed facilities
Beneficiary schools may begin activities as soon as they are officially notified of the start of the
project by the MOE. Effectiveness of the project is expected in September 2014 and schools can
begin activities towards implementation of facilities improvement from this point. The school
level stakeholder meetings, orientation workshops, needs assessment visits by the MOE and
GES, preparation and approval of workplans and budgets are all expected to be completed by
February, 2015. The process for selecting facilities improvement contractor for the school will be
completed over the next three months in April 2015. The timing is necessary to ensure that
supervision consultants participate in the process of contractor selection. School Heads must
monitor the sub-project implementation including taking photographs on the phases of facilities
improvement for their websites.
TABLE A8.1: IMPLEMENTATION STEPS FOR FACILITIES IMPROVEMENT
Activity Time-Frame Responsible Agency
1. Notify Beneficiary School Head of SHS
selection under SEIP Facilities
Improvement
Oct. 2014 GES
2. Organize SHS level stakeholder meeting to
determine possible sub-projects for facilities
improvement (invite DEOs, DAs to
meeting)
Oct. 2014 Head of SHS
3. Organize orientation workshop to sensitize
beneficiaries about project, roles, timelines,
safeguards considerations, procurement, FM
and DLIs and DLRs
Nov. 2014 Head of Civil Works Team, MOE,
SafeGuards Consultant
4. Undertake Needs Assessment visits to
Beneficiary Schools (including safeguards
consultant) to determine activities
Nov. 2014 – Jan. 2015 Civil Works Committee, MOE
5. Prepare SHS Facilities Improvement
Workplan, Budget, Safeguards
considerations (with assistance from
safeguards consultant)
Feb. 2015 Head of SHS
6. Submit SHS Facilities Improvement
Workplan, Budget to DEOs
Feb. 2015 Head of SHS
7. Advertise for tenders for facilities
improvement work at district level
Feb. 2015 Head of Civil Works Team, MOE
Procurement Specialist, Das, DEOs
8. Open tenders received for the work Mar. 2015 Procurement Specialist, Evaluation
Team, DAs, DEOs
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9. Evaluate Tenders received Mar. 2015 Evaluation Team
10. Seek approvals for recommendations for
contract awards
Mar. 2015 Chairman, Technical Implementation
Committee; Project Co-ordinator;
Procurement Specialist
11. Notify Contractors of contract award Apr. 2015 Technical Implementation
Committee
12. Contractors submit Securities May. 2015 Civil Works Team / District Team
13. Hand over sites to recommended
contractors
May. 2015 Supervision Consultants, School
Head, District Engineer and District
Director
14. Monitor/ supervise implementation of the
contract
May. 2015 – April. 2016 Head of SHS, District Engineer,
Supervision Consultant, Civil Works
Monitoring Team-MOE, GES
15. Organise Site meetings and manage contract Monthly Supervision Consultants
16. Report on implementation issues at the SHS
level to Civil Works Team
May. 2015 – April. 2016 Head of SHS
17. Hand over completed project to the School
Head
April. 2016 Supervision Consultant; Civil Works
Team, District Chief executive;
District Director of Education,
School Head
18. Submit Project Completion Report May. 2016 Head of SHS, District Engineer,
Supervising Consultant to Civil
Works Team
Orientation Workshop for Beneficiary Senior High Schools for Facilities Improvement
An orientation for representatives from the 50 Beneficiary SHSs for Facilities Improvement will
be held in October, 2014. Participants from Beneficiary SHSs will include the head of the SHS,
assistant head (academic), assistant head (administration), senior housemaster/mistress, and
accountant. The orientation meeting will introduce the SEIP, explain the role of the school
administration in the selection, implementation, monitoring and reporting on sub-projects and
provide information on contacts for resolving challenges and issues that may arise during
implementation. The orientation will also sensitize participants on what is expected during the
verification of identified needs of beneficiary Senior High Schools by the committee from the
MOE and GES.
Needs Assessment of Beneficiary Senior High School Facilities
A Needs Assessment Committee from the MOE and GES will visit each of the 50 Beneficiary
Schools for Facilities Improvement. The objective is to provide technical assistance which will
confirm the priority facilities for improvement determined during the school‘s stakeholder
meeting. When agreement is reached on which facilities will be funded within the budget, the
Needs Assessment Committee will prepare bills of quantities or estimates for the sub-project.
The template for the needs assessment is attached as Annex 24.
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Implementation of School Facility Improvement
With the coordination of the supervision consultant who reports to the Head of the Civil Works
Team at the MOE, the district engineer will prepare handle the site contract administration. The
head of the school will have the role of being the eyes of the technical implementation committee
on the ground and will report any inconsistencies to the Head of the Civil Works Team at the
MOE. Mobile monitoring options will also be used when available to report on progress of work.
Payments will be made on certification of work done which will be signed by the district
engineer, the school head, and the supervision consultant.
Procurement of Works
The District Assemblies shall procure contractors for the works in accordance with the Ghana
Public Procurement Act (Act 663) and as provided in the procurement section of the PIM. The
District Assemblies shall submit the evaluation report to the TIC and thence to the Ministerial
Tender Review Board (MTRB) for review and approval before contracts are awarded. The
MTRB shall review the evaluation reports and communicate its findings to the District
Assemblies within two (2) weeks on receipt of the reports. The District Assemblies on receipt of
the approval from MTRB shall finalize the contracting process and hand over the sites to the
recommended contractors to commence work. A copy of the contract document will be
forwarded to the Ministry of Education.
The Supervision Consultant is expected to be appointed in February, 2015 to oversee the
procurement of contractors for new construction and facilities improvement. The advertisement
for facilities improvement is therefore scheduled to be rolled-out in January, 2015.
TABLE A8.2: RECRUITMENT OF SUPERVISION CONSULTANTS
Activity Time-Frame Responsible Agency
1. Request for Expression of Interest (EOI) from the
supervision consultants
Sept. 2014 Civil Works Team and Procurement
Specialist
2. Receive and Evaluate Expressions of Interest Oct. 2014 Civil Works Team and Procurement
Specialist
3. Approve EOI evaluation report Oct. 2014 TIC
4. Request for Technical and Financial proposals
from shortlisted consultants
Nov. 2014 Civil Works Team
5. Evaluate Technical Proposals Dec. 2014 Evaluation Committee
6. Approve Technical Proposals evaluation report Dec. 2014 Technical Implementation
Committee / Project Steering
Committee and Ministerial Tender
Board / Central Tender Review Board
7. Open Financial Proposals Dec. 2014 Evaluation Committee
8. Prepare combined Technical and Financial
proposals report
Jan. 2015 Evaluation Committee
9. Approve combined report Jan. 2015 Technical Implementation Committee
/ Project Steering Committee and
Ministerial Tender Board / Central
Tender Review Board
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10. Invite recommended consultants for negotiations Jan. 2015 Evaluation Committee
11. Issue notification of award letters and sign
contracts
Feb. 2015 TIC
12. Supervision of facilities improvement contract
(Including defects liability works)
May, 2015 – May,
2016
Civil Works Team, Supervision
Consultant, District Engineer, District
Director of Education and School
Head
Supervision Arrangement
The supervision of the facilities upgrade will be executed at three levels as follows:
Level 1: School facilities Committee
Level 2: District Engineers / DEO
Level 3: Supervising Consultant / Clerks of Works
Level 1: School Facilities Committee
The schools shall set-up a school‘s facilities committee to undertake the following:
ensure that all updated Work Programmes to be submitted by the contractor are submitted
in a timely manner
keep an accurate daily record of all site activities
Level 2: District Supervising Committee (District Engineer, District Education Planning Officer
and DDE)
The District supervising committee shall:
facilitate the conduct of site meetings
ensure that the work is executed to the highest standards possible as provided in the
specifications in the Contract document
review all architectural, structural, electrical and mechanical installation drawings
prepared based on the site topography and the need for more detailed information/
drawings (where applicable)
prepare environmental and social safeguards for each site
be responsible for the overall administration of the contracts
be ultimately responsible for the quality of work executed by the contractor
validate Claims submitted by the contractor for work done and raise Certificates for work
done for submission to the Head of the Civil Works Team
review the Work Programmes submitted by the contractor and make recommendations
for any extension of time to the Head of the Civil Heads Team
make arrangements for monthly site meetings
review all claims submitted by the Contractor and make appropriate recommendations to
the Head of Civil Works Team
make recommendations on requests for extension of time and the application of
Liquidated and Ascertained Damages for non-completion on schedule
be responsible for the preparation of monthly project status reports for submission to the
Head of Civil Works Team
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Level 3: Supervising Consultant / Clerks of Works
Back-stops the District supervising team and collates and submits all reports on facilities
upgrade to the Head of CWT.
Payment Arrangement
i. District Supervision Committee will prepare valuations of work done/certificates and
submit to the supervising consultant for verification and approval for payment by the
civil works team (CWT)
ii. Payment will then be effected by the Ministry to the contractor
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ANNEX 9: GUIDELINES FOR THE SEIP SCHOLARSHIP SCHEME
Section A - Scholarship Selection
A1 Dissemination of Information
A1.1 The SEIP Scholarship Adviser is responsible for informing District Directors of
Education of the quota of SEIP scholarships available for each beneficiary school in
their district.
A1.2 District Directors of Education, with the assistance of the District Girls’ Education
Officers, are responsible for disseminating information about the scholarships to
potential beneficiaries in their district, and for making application forms available.
A1.3 All scholarship beneficiary schools will be day schools so applicants will come from
the district or surrounding area of the school. Therefore local JHSs can be seen as
‘feeder schools’ through which information can be disseminated.
A1.4 The heads of JHS feeder schools should be advised of the scholarship scheme and
consulted to exploit their knowledge of potential beneficiaries. The Guidance and
Counselling Coordinators, PTA Chairperson and others should also be informed and
asked to recommend suitable applicants for scholarships. Meetings can be held at
these schools to publicize the scholarships and distribute the application forms.
A2 The Application Process
A2.1 Scholarships will be awarded at the start of SHS to ensure that students benefit from
support over the full school cycle of three years.
A2.2 To ensure the process is completed early in the academic year, the application
process will begin in June of the previous academic year. Application forms should
be received by the selection panels by 31 July.
A2.3 At the beginning of the school year in September, the School-based Scholarship
Facilitator (SSF) should check that all new SHS Form 1 students know about the
scholarship scheme and have had the opportunity to apply. In the case of students
who have not had the opportunity, perhaps because they have moved into the
district and were not at a feeder JHS, provision should be made for late applications.
A2.4 A record should be kept of applications. A notebook should be kept at each
application submission point (e.g. JHS feeder schools, District Education Office, SHS)
in which applicants will enter their names, signatures and date of submission. These
notebooks shall be available for inspection and verification.
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A3 Formation of Selection Panel
A3.1 A selection panel will be composed to evaluate applications. Each district will have
its own selection panel. The selection panel should be composed of five members as
follows:
District Director of Education
District Education Oversight Committee Member
Head, Beneficiary SHS (where there is more than one beneficiary SHS, the
District Director of Education should nominate one of them)
District Girls’ Education Officer
Assembly Member (to be nominated by the District Chief Executive)
A3.2 The District Director of Education will chair the panel.
A4 The Selection Process
A4.1 The selection panel will agree the criteria for selecting beneficiaries. Beneficiaries
must be selected on the basis of need. Background factors determining need are
likely to include:
Students who are orphans, particularly double orphans or single orphans with a
sick parent living with grandparents or an unemployed guardian.
Students of school-going age who are working to support themselves or their
family.
Students facing challenges in addition to poverty, such as disability affecting
themselves or their parents/guardians.
A4.2 Students are entitled to only one type of scholarship. If they are beneficiaries of any
other scholarship, they are not entitled to a SEIP scholarship at the same time.
A4.3 The application form will be used to inform the selection process.
A4.4 Interviews of applicants by selection panel members may be used to verify
information on the application form, or gather supporting information related to the
agreed criteria.
A4.5 Home visits may be arranged in some cases to verify information on the application
form, or gather supporting information related to the agreed criteria.
A4.6 Each panel member should complete an assessment form for each applicant. It
should be signed by the panel member along with his/her contact details.
A4.7 The selection must not be done through a random selection or lottery process. Nor
is it acceptable for the selection panel to simply vote to decide on who qualifies as a
beneficiary. Rather, concerted effort should be made to reach agreement on who
receives the scholarships.
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A4.8 The selection panel will be informed of the quota of scholarships for each
beneficiary school. Of the applicants selected for each school, 60% should be female
and 40% male. It is important that this ratio is maintained as funding could be
withheld if not.
A4.9 Initial selection of beneficiaries should be completed before the end of August but
the lists should not be published. When the beneficiary SHS opens for the school
year a check should be made that all of the selected beneficiaries have registered. It
is likely that some will not have qualified because their BECE aggregates were
insufficient.
A4.10 As soon as the SHS opens, the head and SSF should find out if there are any Form 1
students who have not had the opportunity to apply for a scholarship. If so, they
should apply immediately and the selection panel should consider their applications
alongside previous applications to make up the shortfall in number of beneficiary
students. The ratio of 60:40 female to male students should be maintained.
A4.11 A final list of approved beneficiaries and unapproved applicants should be drawn up
and signed by the panel chairperson and the head of the beneficiary school.
A4.12 The chairperson of the panel shall submit a report, signed by all panel members, to
the SEIP Scholarship Adviser. This report should include:
Names and contact details of all panel members.
The selection criteria used.
The completed application forms with a justification of why each applicant was
selected or not selected using Section C of the Application form.
The final list of approved beneficiaries and unapproved applicants - see A4.11.
Number of males and females enrolled for Form 1 in the beneficiary SHS.
Number of SHS2 and 3 students on any scholarship in the school.
A4.13 The Scholarship Adviser will advise the Regional Director, District Director and the
head of beneficiary SHS of all approved scholarship awards.
A4.14 All applicants should receive a letter from the District Director informing them of
the decision. Successful applicants should also be given a Student Information
Document. Unsuccessful applicants should be told that they did not meet the agreed
criteria.
A4.15 The selection panel members must treat information gathered on applicants as
highly confidential. Under no circumstances must any of it be shared with persons
outside the scope of the selection process, or used for other purposes.
A4.16 When conducting their work, selection panel members must treat applicants and
beneficiaries with respect and care. Any misconduct, such as an inappropriate
relationship with an applicant or beneficiary, will result in instant removal from the
selection panel, and will be referred to the appropriate authorities.
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A4.17 Selection panel members should sign a declaration binding them to the principles of
confidentiality and child protection.
Section B - Scholarship Management
B1 Entitlements and Requirements
B1.1 The head of the school shall inform the beneficiaries of the scholarship entitlements
and requirements. Beneficiaries should also be given a Student Information
Document listing the entitlements and requirements of the scholarship.
B1.2 Entitlements are to include payment of all items on the school bill to be paid directly
to the school, and a cash payment of 100 Ghana Cedis every two weeks paid to the
beneficiary. This sum is intended to cover other educational needs, e.g. shoes,
transport, lunch.
B1.3 Requirements for maintaining the scholarship are that beneficiaries attain at least
80% school attendance in each academic term. They must also show academic
progress through the academic year.
B1.4 Beneficiaries are entitled to only one type of scholarship. Beneficiaries of a SEIP
scholarship must inform the head of school immediately they are offered another
scholarship from any other organization.
B2 Financial Management
B2.1 The SEIP Scholarship Adviser will forward the approved list of beneficiaries at each
school to the Financial Controller.
B2.2 In subsequent terms, a confirmation letter, a copy of an itemized bill for the term, a
report signed by the District Director, and an up-to-date list of beneficiaries shall be
submitted to the Scholarship Adviser and Financial Controller, with copies to the
Regional Director.
B2.3 Funds will be transferred directly into beneficiary schools’ accounts.
B2.4 Fees owed by beneficiaries for items on the school bill will be deducted and
recorded in the students’ ledger. The school shall give receipts of payments to
beneficiary students. Duplicates of the receipts should be sent to the Scholarship
Adviser, and triplicates should be kept on the students’ files.
B2.5 Beneficiary students will receive fifty Ghana Cedis (GHS 50.00) every two weeks.
Given there are approximately 14 weeks in each academic term, beneficiaries
should receive payments seven times each academic term.
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B2.5 The Bursar or Accountant of the beneficiary schools will be responsible for the
disbursement of the funds. Beneficiary students will sign on receipt of each
payment. Each signature should be witnessed by the SSF. Copies of the signed list
indicating amount collected and date of collection, witnessed by the SSF, should be
sent to the District Director and Scholarship Adviser.
B2.6 After payment to scholarship beneficiaries, any excess funds will be paid as allowances to the District Girls’ Education Officer (DGEO) and the School-based Scholarship Facilitator (SSF) to cover operational costs including transportation and communication. The DGEO and SSF will have to account for or return any such allowances received.
B2.7 The head and SSF of beneficiary schools should monitor and ensure that
beneficiaries spend the money as indicated in the scholarship package, i.e. for
“educational needs”. Records regarding monitoring of students’ use of money shall
be available for inspection by any monitoring team.
B3 Withdrawal of Scholarships
B3.1 Scholarships awarded to a beneficiary will be withdrawn in the event that any
information provided by the beneficiary and/or their parents or guardians is found
to be false, and with the intention to undeservedly gain a benefit.
B3.2 In the case of beneficiary students who do not maintain a minimum of 80%
attendance and/or make clear academic progression, the SSF should first investigate
the causes with a view to improving the situation. Beneficiaries will need to provide
tangible reasons for poor attendance. If there is no improvement, the school will
issue a letter of warning of possible withdrawal of the scholarship if school
attendance does not improve. If no solution can be found, the scholarship can be
withdrawn.
B3.3 Beneficiaries who are absent from school for an extended period will have their
scholarship suspended while they are away from school. They may apply to have the
scholarship reinstated when they return to school.
B3.4 Scholarships will be withdrawn if a beneficiary is caught engaging in any criminal
act.
B3.5 Scholarships are not transferable. In the event that a beneficiary student withdraws
from the scheme, or is disqualified, the head shall inform the District Director,
Regional Director and the Scholarship Adviser immediately. The Scholarship
Adviser will immediately inform the Financial Controller.
Section C - Guidance and Support for Beneficiaries
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C1 Guidance for Scholarship Beneficiaries
C1.1 A School-based Scholarship Facilitator (SSF) should be appointed to give guidance
and support to beneficiary students. This should preferably be the Guidance and
Counselling Coordinator.
C1.2 The head and SSF should brief beneficiaries on the entitlements and requirements
of the scholarships. Each beneficiary should receive a copy of the Student
Information Document.
C1.3 Beneficiaries must be briefed on what they should purchase with their cash
disbursements. They may not be accustomed to handling large sums of money so
will need guidance on budgeting (e.g. they will need to put aside sums so that
regular expenditure on transport or lunch is available for the whole two week
period, and save up money to purchase more expensive items such as shoes and
school bags).
C2 Support for Scholarship Beneficiaries
C2.1 The SSF must monitor school attendance of beneficiaries. Where attendance of any
beneficiary falls close to 80%, the SSF needs to engage with the student to find out
why, with a view to improving the situation.
C2.2 The SSF must monitor academic performance of beneficiaries across the year. If any
beneficiary is not making sufficient progress, the SSF needs to engage with the
student to find out why, with a view to improving the situation.
C2.3 The SSF needs to monitor the use by beneficiaries of the cash disbursements.
Scholarship beneficiaries may be vulnerable to abuse as a result of these cash
disbursements and other benefits under the scholarship scheme. The SSF should be
aware of this and ensure that beneficiaries are at all times protected from such
potential abuse by seeking feedback from them. In the event that any such abuses
occur, the issue should be reported to the head of school who should take
appropriate action on the matter.
C2.4 The SSF will be required to keep up-to-date information on all beneficiaries’
attendance, academic performance and use of cash funds, and to submit this
information to the Scholarship Adviser regularly.
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ANNEX 10: TERMS OF REFERENCE FOR SCHOLARSHIP ADVISOR
TERMS OF REFERENCE FOR THE DEVELOPMENT OF MANUAL AND TRAINING
MOE/GES PERSONNEL FOR THE IMPLEMENTATION OF SEIP SCHOLARSHIP
SCHEME
1.0 Background
The Ministry of Education through the Government of Ghana has received a loan of
US$156million from The World Bank towards the Secondary Education Improvement Project
(SEIP). The SEIP is aimed at increasing equitable access to secondary education and improving
the quality of teaching and learning.
To help address the low level of participation of students from lower income brackets in
secondary education, SEIP will use scholarships as incentives to encourage more students,
especially girls, to stay in school by addressing poverty-related constraints to their enrolment and
retention in senior high school. It is expected that by the end of the project, at least 10,000
students will have benefited under the scholarship scheme.
The Ministry is seeking a service-provider to develop the framework for the scholarship scheme,
and to roll out a training programme for key stakeholders involved in managing the scheme.
2.0. Project Objectives
The main objective of the assignment is to develop the framework for the delivery of the
scholarship scheme and to provide training to Ministry personnel for its administration under
the Secondary Education Improvement Project (SEIP)
The specific objectives are:
Ensure that students from low income families are able to access secondary education;
Improve retention, completion and attainment rates in senior high school for girls and other vulnerable
groups;
Improve equity in secondary school access and retention in under-served districts.
3.0. Scope of Work
The project scope include the following:
A. Advisory input on the design of the scholarship scheme- This will involve meetings with the Ministry/GES
officials at the national level to define parameters of the scheme and mechanisms for delivery.
B. Design and Develop a training manual – These manual will provide a critical reference point for onward
administration of the scholarship scheme
C. Develop a quality assurance frame work including clear criteria against which the successful delivery of the
scholarship scheme can be assessed.
D. Develop and roll out training program at the national level. This training will involve training of trainers
who will then provide training at the district and school level. The training content will include-
Scholarship Administration
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Financial Administration and Reporting
Monitoring and Data Entry Management
Quality Assurance
4.0. Personnel Required
Team Leader Qualification Experience & Competence
Team Leader Master’s degree in
Social Science,
Developmental
Studies
Management or
equivalent
10 years experience in scholarship
Administration education
management; development of
training manuals;
Trainer in Financial
administration and
Reporting
Bachelor’s Degree
in Administration,
Developmental
studies,
Management or
equivalent
5 years experience in relevant area
Trainer in Monitoring and
data entry management
Bachelor’s degree
Data Management
or equivalent
5 years experience in relevant area
Trainer in Quality
Assurance
Master’s degree in
Quality Assurance
Five years in relevant area
Progress review with key stakeholders – Meetings will be organised on a twice-annual basis
with key stakeholders to review progress and identify areas for improvement.
5.0. Key Deliverables
i. Comment on MOE‘s Framework and guidelines for the scholarship scheme
ii. Design and develop training manual
iii. Design Quality Assurance Framework
iv. Training programme for trainer of trainers at the national level.
v. Final report on the assignment
6.0. Duration of Assignment
The project will be delivered in a 14 week period from January 2015 and will complete in March
2015. The project will be done in two phases to cover preparation training and reporting
Phase 1: Stakeholder Meetings- 2 weeks
Development of Training Manuals and Quality Assurance Framework- 4 weeks
Phase 2:
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Training in Scholarship Administration, Reporting and Monitoring- 2 weeks
Training in Data Management- 4 weeks
Reporting -2 weeks
The service provider will produce a final project report after completion of all activities
7.0. Reporting Requirements
Inception report - 2 weeks after signing contract
The service provider is required to submit an inception report for approval by MOE within two
weeks from the starting date. The report shall will outline the propose methodology, approach
and time table for the assignment. An electronic copy sent via email and 3 hard copies shall be
submitted the Ministry.
Training Manual & Quality Assurance Framework (QAF) -4 weeks before training
programme
The consultant is expected to submit a training Manual and QAF to MOE for review and
approval four weeks before training begins. These should be sufficiently detailed so that when
approval is obtained implementation can commence immediately. Electronic copies via email
and 3 hard copies respectively shall be submitted.
Training Report - 2 weeks after the training programme
The consultant will submit a training report to the MOE two weeks after training. The report
should cover training in scholarship administration, reporting, monitoring and data management
Electronic copies via email and 3 hard copies respectively shall be submitted.
Draft Final Report - 3 weeks after completion of assignment
A draft final report shall be submitted for review three weeks after end of assignment.
Final report - 2 weeks after draft final report
The final report shall be submitted the MOE two weeks from the date of receipt of comments
from the MOE. The final report should reflect all the revisions comment received from the MOE
on the draft final report.
8.0 Client’s Input
The Ministry of Education will provide documentation including guidelines and framework,
scholarship application forms, information to scholarship beneficiaries and a list of participants
for training. Provide the training venue and other requirements for training.
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ANNEX 11: SCHOLARSHIP PROGRAMME APPLICATION FORM AND
APPLICANT ASSESSMENT FORM
Student Application Form Any information provided on this form must be treated as highly confidential. Under no circumstances should any of it be divulged to persons outside the scope of this selection process, or used for other purposes.
SHS Beneficiary School ___________________________________
District ____________________________________
__________________________________________________
SECTION A (To be completed by the student)
1 Name _________________________________________________________________________________________ first name middle names surname (family name)
2 Gender male / female
3 Date of birth ______________________________
4 District of residence ____________________________________________________________________
5 JHS attended ____________________________________________________________________
6 Year of JHS completion ________________
7 Who do you live with? (Circle one only)
Both parents / Mother only / Father only / Guardian / By Myself
8 Is your father alive? Yes / No
8a If he is employed, state and describe his occupation
____________________________________________________________________________________________
9 Is your mother alive? Yes / No
9a If she is employed, state and describe her occupation
____________________________________________________________________________________________
attach photo here
187
10 What is the marital status of your parents? married / divorced or separated
11 If you live with a guardian, which one? (Circle one only)
Both grandparents / Grandmother only / Grandfather only / Uncle / Aunt /
Brother or sister / Other relatives / Non -relatives
11a How old is your guardian? ___________
11b If your guardian is employed, state and describe his/her occupation
____________________________________________________________________________________________
11c Why do you live with a guardian?
___________________________________________________________________________________________
12 How many brothers and sisters do you live with? ________________________
13 How many other people live in your home? ________________________
14 Do you have a disability or serious illness? Yes / No
14a If yes, give details __________________________________________________________________________
15 Does your mother, father or guardian have a disability or serious illness? Yes / No
16a If yes, give details __________________________________________________________________________
16b If yes, are you responsible for taking care of him/her? Yes / No
17 What type of house do you live in? (circle one only)
Wooden structure / Metal container / Clay and brick / Cement blocks
18 Does your parent/guardian own the house you live in? Yes / No
19 Which of these does your family own? (circle as many as appropriate)
Water closet toilet / TV / Fridge / Water tank / Bed / Mattress /
Bicycle / Motorbike / Fishing canoe / Car / None
20 What is the main source of light in your house? (circle one only)
Electricity (mains) / Electricity (generator) / Solar panels & lamps /
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Gas lamps / Candles & Torches (flashlights) / Kerosene / No light
21 How many people sleep in your bedroom? (circle one only)
Just you / 2 / 3 / more than 3
22 How many times are meals served at home daily? (circle one only)
Once / Twice / Three times / None
23 Does your household benefit from the Livelihood Empowerment Against Poverty
(LEAP) programme? Yes / No
24 Who is responsible for your schooling? (Circle one only)
Both Parents / Mother only / Father only / Brother or sister /
Other relatives / Non-relatives / Yourself
24a If not both parents, why not? ____________________________________________________________
25 Have you had to stay at home or drop out of school at any point? Yes / No
25a If yes, state class/form and why? ____________________________________________________
____________________________________________________________________________________________
26 Do you work for money before or after going to school? Yes / No
26a If yes, what do you do? ___________________________________________________________________
27 Have you ever had to work to get money to pay your fees/buy school items?
Yes / No
27a If yes, what kind of work did you do? ____________________________________________________
28 What is the approximate distance from your home to the SHS you wish to attend?
(circle one only) 0-3 km / 3-6 km / more than 6 km
29 What means of transport will you use to get to the SHS? (circle one only)
On foot / Bicycle / Motorbike / Bus / Trotro / Private car
30 Are you being supported by any other organisation? Yes / No
30a If yes, state name of organisation ___________________________________________________
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__________________________________________________
SECTION B (to be completed and signed by the student and
parent/guardian)
DECLARATION BY STUDENT
I, _________________________________________________________________, certify that the information I
have given about myself is true. I also certify that I am not on any scholarship and that I
will inform the Head of school if another scholarship is made available to me.
Signature of Student: __________________________________________
WITNESS BY (PARENT/GUARDIAN)
I, _________________________________________________________________, certify that the information
provided by the applicant is true.
Relationship to student: __________________________________________
Signature / Right thumb print: __________________________________________
__________________________________________________
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OFFICIAL USE ONLY
SECTION C (to be completed by Chairperson of Selection Panel and Scholarship Adviser) Selection Panel Decision Date of selection meeting ______________________________________
Was the student selected? Yes / No
If yes, give the reasons for selection:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
If no, give the reason why student was not selected:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Name of Chairperson ___________________________________________________________________________
Signature:______________________________________________ Date: _____________________________
Selection decision approval by Scholarship Adviser
Name: ___________________________________________________
Signature: _______________________________________________ Date: _____________________________
191
Applicant Assessment Form Each member of the selection panel should complete one of these forms for each applicant. They should complete and sign the form before submitting to the Chair of the panel.
Name of applicant: __________________________________________________________
Gender of applicant: Male / Female
Applicant is ...
a single orphan (one parent has passed away)
a double orphan (both parents have passed away)
an orphan with some support
an orphan with no support
living with a single parent
living with grandparents or other elderly relatives
living with a guardian
disabled or seriously ill
living with a parent/guardian who is disabled or seriously ill
a carer for a disabled or seriously ill parent/guardian
living in a home with very limited household assets
at risk of dropping out of school (or has dropped out before)
having to work to support the household or to afford to attend school
living at a distance from the SHS and needs money for transport
Other considerations (please specify)
_____________________________________________________________________
_____________________________________________________________________
Name:
Contact number:
Signature:
192
ANNEX 12: GUIDELINES FOR PREPARING SENIOR HIGH SCHOOL
PERFORMANCE PARTNERSHIPS PLAN
GHANA EDUCATION SERVICE
SCHOOL PERFORMANCE PARTNERSHIPS
August 2014
193
Introduction
The School Performance Partnership (SPP) defines the relationship between the school and
District Education Directorate with oversight responsibility by the DEOC as a process of
supporting schools for high achievements. The SPPP is an agreed plan of activities with
expected outputs and outcomes. Under the Secondary Education Improvement Project, 125
beneficiary SHSs will be required to prepare School Performance Partnership plans.
The main objective of the SPPP is to improve teaching and learning leading to increase in
performance. The SPP therefore provides a platform on which schools are held accountable for
what is taught, how it is taught and how it helps students to learn effectively. Schools thus will
do needs assessment, identify areas of teaching and learning that need support and develop plans
to improve upon these areas. The SPPP must target activities that will improve outcomes in
performance and enrolment. It must include the following
Improvement in teaching and learning mathematics, science and ICT
Leadership
Support for weak students and low learners
Procuring laboratory materials
Teaching and learning materials.
These are mandatory and must be catered for in the SPPP. Other activities that may be
considered include student enrolment drive, educational field trips, rehabilitation of minor
facilities among others.
Having received training, heads of schools are expected to provide similar training for all levels
of leadership to help them in identifying areas that need support in their various departments.
With that training it is expected that school would be able to prepare a good SPPP.
Schools then will propose and plan activities for improving quality of teaching and learning
which are approved by the Ghana Education Service to be funded under the SEIP.
The accountability relationship is thus between the head of the SHS and the District Director for
Education who represents the Director-General. The SPPP will therefore be signed by the Head
of the SHS and the District Director for Education and countersigned by the Chairman of the
DEOC. The Regional Director who will sign as a witness has oversight responsibility to
supervise and monitor the implementation of the SPPPs in the
region.
Steps in Preparing the SPPP
1. Conduct a needs assessment through meeting with your school stakeholders i.e. teachers,
non-teaching staff (accounting, procurement, kitchen etc.), Board44
, and Students
Representative Council (SRC). The purpose should be to brainstorm on activities which
will improve the quality of teaching and learning in the school and enhance student
performance within the five years of the SEIP.
44
PTAs are represented on the School Board and are therefore not separately mentioned.
194
2. Select activities which will have the most impact on improving teaching and learning and
which can be implemented within one year.
3. The total cost for an SPPP in a particular year should not be more than 25 percent of total
SEIP allocation45
for the beneficiary school.
4. List these activities in your SPPP with costs, time-lines, responsibility, and the actual
outcome of quality improvement these activities will lead to. Justify each activity in a
short write-up below the SPPP. A template is provided as an example in Annex 13.
5. Ensure that your outcomes are measurable and there are baselines for all the agreed targets.
Training
The schools will receive training in the following areas among others to enable schools
identify and prioritize their needs
Planning
Leadership
Procurement
Financial Accounting
School inspection
Eligibility for Funding
A school will be eligible for funding if it satisfies the following criteria:
The School has;
i. An approved School Performance Plan based on priorities identified during school
stakeholder consultations (duly signed by stakeholders).
ii. Signed a School Performance Partnership Agreement to comply with the requirements of
the SEIP Financing Agreement and to discharge its obligations under the project.
iii. Opened a School Performance Partnership Account to receive SEIP funds and has
notified the Director-General of the account particulars.
iv. Submitted School Performance Partnership Plan, Budget, Procurement Plan and Cash
Flow forecast to the Director-General with copy to the District Director of Education
v. The school shall also ensure that budget figures recorded reflect the period of
implementation indicated in the SPPPs.
vi. Submitted request for Funds.
45
SEIP allocations for each school is estimated at USD 120,000 (one hundred and twenty thousand US dollars) over
the 5 year SEIP implementation period.
195
Disbursement and Compliance
The school must ensure that it;
i. Applies Project Funds judiciously and for the intended purposes, and in accordance with
the Financing Agreement and applicable Laws of Ghana.
ii. Maintains proper books of account and prepares periodic reports.
iii. Ensures available school level data for necessary in-depth project and financial
management reviews.
The following shall constitute non-compliance:
i. Delays in responding to queries for more than twenty-one (21) working days.
ii. Misappropriation of funds
iii. Under-spending of funds (under-spending represents disbursement below 60% of annual
allocation)
iv. Over commitment on available funds
Sanctions for Non-Compliance with Disbursement Policies
A School, which fails to meet its obligations under the Project, will face one or more of the
following sanctions depending on the nature and extent of non-compliance:
i. The name of the defaulting school and a description of the offence will be published in
the public print and electronic media.
ii. Schools found to have misappropriated funds may be prosecuted in accordance with
Ghana‘s Financial Administration Act.
iii. Continued under-spending of funds may lead to automatically forfeiting the funds and a
reallocation to other beneficiary SHSs. Funds that remain un-disbursed at the beginning
of the final year of the project will also be forfeited.
iv. Any other appropriate sanctions as recommended by the Director-General, including
removal of the Head of Institution.
Requesting for Funds
196
i. On successful completion of the school sub-project contract, the School Head will
request for payment with support of the necessary documentation and countersignatures.
ii. On approval of the SHS‘s SPPP and procurement plan,SHS heads will receive clearance
from the GES to begin the procurement process for all procurements based activities as
per the procurement plan and proceed with implementation, monitoring and reporting.
iii. Funds shall be transferred / remitted to Schools on demand and on the basis of an
Estimate of Quarterly Cash Requirements in the form of tranches.
iv. Transfers of funds to Schools from the Headquarters will not be an automatic occurrence.
Instead, funds shall only be transferred to those Schools that have satisfied the conditions
for the SPPPs.
v. The Head of School will submit financial statements twice in the year: (i) at the mid-year
review, and (ii) end of year review, to the FC.
Receiving Funds
The primary responsibility for ensuring the smooth and uninterrupted flow of funds to
Beneficiary SHSs from the project account maintained at the center rests with the Financial
Controller.
Monitoring and Reporting
The School Head has a primary responsibility to monitor the day-to-day work done during the
implementation and to report on all implementation issues, challenges and successes as per
reporting formats from the Ghana Education Service. The School Head will also facilitate all
MOE and GES monitoring visits and ensure that these are smoothly carried out and the
necessary school level data is obtained. Further, the School head will update all relevant SHS
data on the Secondary School Website set up as part of the monitoring of the Secondary
Education Improvement Project. The update will be done two times a year after the mid-year
review and end of year review. There will be independent validation of all SPPP in the
beneficiary schools.
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ANNEX 13: TEMPLATE FOR SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN46
ACTIVITY QTY
UNIT
COST COST RESPONSIBILITY TIME FRAME JUSTIFICATION OUTPUT
Train Science, Math, ICT Teachers 0 Assist Head Aug. 2014
improve teaching and
learning of Science
10% increase in pass in Mock
exams compared last year
Select teachers to be trained 0
Support Training process (per diem etc) 0
Cost of training 3 150 450
ICT Package 0 Heads of ICT/Science
Improve teaching and
learning as per SEIP ref SEIP Pad indicators
Computers 20 1200 24000 Dec ,14-Jan., 15
refurbish computer lab 1 22000 22000 Oct-Nov 2014
air condition 1 1300 1300 Nov, 2014
i-box installation 1 2000 2000 Jan-15
internet connectivity 1 3500 3500 Mar-15
cost of internet 1 15000 15000
Outreach Programmes Targeting nearby
JHSs 0
Encourage JHS 3 pupils to
select the SHS
SHS 1 enrolment increases by
15%
Invite JHS 3 pupils to durbar 0
SHS pupils deliver motivation statements 0
Water and light refreshments for pupils 100 2 200
Head's statement about school environment
and scholarships
School Environment 1000
Improve learning
environment and security
10% increase in pass in Mock
exams compared last year
School fence 0 School Head July-Sept 2014 5% increase in SHS1 enrolment
Phased greening and tree planting School Head, Students July-Dec 2014 5% increase in SHS1 enrolment
Minor Repairs and Maintenance various School Head, Procurement
Improve teaching and
learning environment 10% increase in enrollment
Repair, procurement of school furniture,
equipment
Repair of doors, windows, minor painting etc.
46
Please note that this is only an example template and each Beneficiary SHS may prioritize their own activities which they will implement to achieve the agreed
outcomes.
198
ANNEX 14: DRAFT TERMS OF REFERENCE FOR STRATEGIC
ADVISORY FOR SCIENCE AND MATH IN SENIOR HIGH
SCHOOLS
1. BACKGROUND
The Government of Ghana has obtained World Bank funding to support the government‘s
strategy to improve secondary education in Ghana. The Secondary Education Improvement
Project (SEIP), approved for an amount of USD156m (one hundred and fifty six million dollars)
in May 2014 will support the government‘s secondary education program with the objective of
increasing equitable access to and participation in education at all levels and improving the
quality of teaching and learning for students from poor families especially girls. The project has
two components namely: (i) Support to increase access with equity and quality in senior high
schools. This component will employ a results-based financing modality to increase access with
equity in underserved districts and subsidize students, especially girls from low income
households; and (ii) management, research, monitoring and evaluation to strengthen the
implementation capacity of the Ministry of Education (MOE) and the Ghana Education Service
(GES) and its related implementing agencies as well as assist them to achieve the objective of the
government‘s senior high school strategy. The SEIP will be implemented over a five year
period, starting in 2014.
As a part of this Project and the broader Ghana Education Strategic Plan 2010-2020, the MOE
has developed an extensive and far-reaching sequence of activities that will be undertaken in two
key areas: (i) increasing access to Senior High School with equity and (ii) improving the quality
of education in selected Senior High Schools.
The first goal will be achieved through efforts to expand space through the construction of new
senior secondary schools in underserved areas, rehabilitation and expansion of existing low
performing schools and through support for SHS attainment of disadvantaged students. The
Government plans include new construction in 14 districts where there are no current operating
public SHS along with 9 other districts that have been identified for new construction. The
ultimate objective is to create new spaces for those demanding seats in SHS and to fill these
spaces with new students coming from previously underserved communities. In addition to new
schools, this pillar would focus on improving existing SHS, particularly those with capacity for
expansion, demand for SHS places, poor learning outcomes, drawing on a needs assessment
which will determine level of deficiency (bathrooms, science labs, computer facilities, etc.) and
scope for upgrading. Approximately 125 existing schools would be supported. This pillar will
improve the Government‘s targeting of resources to support increased access by further
supporting scholarships to students from low income families, especially girls.
The second goal of improved quality of SHS will be achieved through a focus on mathematics
and science education in selected low performing schools. Initiatives will be put in place to
strengthen school management, leadership and expansion of ICT in the 125 selected low-
performing schools. In order to improve quality, the Project will support the Government‘s
program to: (i) strengthen school management, leadership and accountability; (ii) target
interventions to improve the quality of science and mathematics education; and (iii) introduce
199
School Performance Partnerships (SPPs) based on School Performance Partnership Plans
(SPPPs) to capture quality improvements. The SPPs would develop mutual accountability
between school management and the District Education Oversight Committee (DEOC) to
improve learning performance with the commitment from government agencies to provide the
necessary resources and the responsibility of schools to implement quality improvement
activities with verifiable outcomes. In addition to school-based quality inputs, training and
financing, this pillar will support the systematic collection and publication of school data for
stakeholders to make informed decisions about SHS selection, and for MOE/GES to make
informed decisions about planning and financing SHS.
The focus on improving the quality of mathematics and science in the 125 beneficiary SHS is
expected to contribute to improving overall secondary education and is aligned with Government
strategy to encourage Science and Math education at all levels. In addition, ICT wireless
connectivity will be expanded to strengthen Science and Mathematics, as well as other subjects.
Schools will have access to an education portal (i-campus) where teachers and students can
utilize multiple online resources that are expected to support improved teaching and learning in
Science, Math, Social Studies, and English. ICT will be used for intensive in-service support to
teachers to improve content knowledge as well as lesson plan preparation, teaching and learning
aids, and videos on good teaching and laboratory practices and classroom management. The
portals could also serve as a platform for knowledge exchange with national and international
networks and for participation in relevant discussion forums.47
2. OBJECTIVES
The objectives of this consultancy are to employ the services of a firm or consortium of
individuals who will provide high-level technical guidance and support for a period of two years
for Science and Math teaching and learning improvement in Senior High Schools. This support
would include in-person and remote advisory services to decision-makers and policy-
implementers within the Science Education Unit of the Ghana Education Service and other
relevant units in the Ministry of Education. The consultancy will assist key implementers to
oversee, manage, and implement activities related to Science and Math quality improvement.
The support would focus on incorporating international best practices and innovation as well as
specific, technical input on types of tools and content to be implemented. The key results
related to the Secondary Education Improvement Project are to:
Ensure improved teaching and learning outcomes in the 125 selected SHS, with the
eventual aim of increasing the proportion of students (approximately 50% girls) who
achieve 6 credits (approximately 50-60% on test scores for 6 subjects) and above on their
West Africa Senior School Certificate Examination (WASSCE).
Ensure effective participation of Science and Math SHS teachers in training to upgrade
content and practice innovative pedagogy in the following subject areas: Physics,
Chemistry, Biology, Integrated Science, Core Math, and Elective Math with the key aim
to improve teaching and learning outcomes in these subject areas in the classroom.
Other related results of the SEIP are the following:
47
More information about the Secondary Education Improvement Project (SEIP) can be found online at: www.moe.gov.gh.
200
Increased transition rates from Junior High School to Senior High School in targeted
districts
Increased SHS educational attainment within the two poorest quintiles in targeted
districts
Additional SHS seats created and utilized by SHS students in beneficiary SHSs
Scholarships distributed to low-income students in participating districts and schools
Increased completion rates in beneficiary SHSs
School Performance Partnerships created for learning in beneficiary SHSs
ICT packages implemented in beneficiary SHS
Functioning monitoring system established to annually track data and publish information
on all SHSs through school mapping
Relevant research and sector analyses conducted and documented
3. SCOPE OF WORK
In order to achieve these goals, and in addition to construction and related SHS expansion
activities, the MOE is undertaking an aggressive series of initiatives related to quality which are
covered under this contract. Expert technical assistance would be provided for the following
activities to be undertaken by the Ministry, including but not limited to monitoring of activities,
reporting, and project management using international preferred practices; development of a
national education research program for improved system performance for teachers, students and
schools; establishing a system of annual assessment of learning outcomes in science and
mathematics, linked to national standards; establishing standards of institutional management
practices to improve science and mathematics education including regular monitoring, and use of
traditional and new teaching methodologies and materials; creating incentives for teachers and
students for improvements in learning/ improving WASSCE results through an award system;
providing in-service training for Science and Math teachers to address low WASSCE and
assessment results; training teachers in test item development to more effectively assess students
throughout the year, aligned with standards and should be combined with in-service training;
Participation in national and international Science and Mathematics Olympiads; developing
guidelines for teaching materials, traditional and new technology equipment, resources, and
methodologies; support to promote the scale-up of improvements in teaching and learning and
improve student and teacher performance system-wide.
In order to assist the MOE in achieving these goals through the successful implementation of
these and other activities, the selected firm will provide a stable team of experts to provide
detailed input and guidance to the Science and Math Team, who will lead the implementation of
Science and Math quality improvements. These experts will be available for consultation and
able to provide feedback within reasonable timeframes. Information and guidance will be
provided both through direct communication such as phone and video-conference as well as in
written form. In addition, a minimum number of working days in Ghana will be established. Key
experts will be available to visit the Ministry premises in-person as well as field visits to schools
and other intervention sites.
201
4. CONSULTANT QUALIFICATIONS AND EXPERIENCE
To fulfill these requirements, the consulting firm will need to have a mix of the following
qualifications and experience:
General Expertise
Expertise with working within the education sector at the Senior High School (SHS) level
across a range of contexts (particularly Africa) and familiarity with the Ghanaian SHS
curriculum for the following subjects: Core Mathematics, Elective Mathematics, Biology,
Chemistry, Physics, and Integrated Science.
Familiarity with adapting international best practices for teaching and learning,
specifically for Science and Math at the Senior High School level to the Ghanaian
context.
Experience in developing long-term plans to ensure and assess progress in teaching and
learning for Science and Math.
Technical Expertise
Expertise in developing and administering a computerized and paper-based assessment
strategy in a cost-effective manner for testing student and teacher knowledge of Science
and Mathematics, tying each question to specific pre-defined objectives outlined in the
curriculum. Knowledge of employing this kind of assessment strategy in a range of
contexts is an added advantage.
Experience in the construction of test items for the following subjects: Core Mathematics,
Elective Mathematics, Biology, Chemistry, Physics, and Integrated Science.
Experience in data analysis, particularly in analyzing data from monitoring visits,
advising and managing databases to store results from student and teacher assessments,
analyzing results from teacher and student assessments per student/teacher, school, class,
and subject, and analyzing survey and monitoring data.
Experience in conducting surveys to determine teacher competency in Science and
Mathematics teaching and learning, monitoring both pedagogical methods through lesson
observations and other, school-based outcomes and analyzing monitoring data.
Experience in continuous professional development for teachers at the SHS level,
particularly in developing content/training modules and assisting with conducting
trainings for: managing and conducting an online assessment strategy, pedagogical
methods for teaching on challenging topics, test item development and using
equipment/materials for instruction. Each training should include feedback from teachers
and assessment of whether learning objectives have been met.
Knowledge of various databases used to store monitoring data and assessment data for
students and teachers and ability to manage these databases.
Identification of a standardized set of materials / equipment that teachers will require to
teach Science and Mathematics.
Experience in developing detailed lesson plans for Science and Math subjects.
202
Experience in administering performance award schemes at both the individual teacher
level and school level across a range of contexts.
5. TIMELINE, REPORTING, AND PAYMENT STRUCTURE
The consulting firm will be required to provide the following services amongst others:
Input into various trainings
Development and management of an assessment strategy including data analysis of
results
Development of templates for monitoring of teaching and learning in classrooms
Data analysis of monitoring visits
Input into national Science and Math curriculum and equipment/materials needed to
teach curriculum
Development of a national award scheme to reward good performance at the school and
teacher level
The consulting firm will have to submit quarterly reports to the Director of the Science
Education Unit, who will review the report with the rest of the Quality & Outcomes Team and
present it at the Technical Implementation Team meeting.
A full list of the deliverables expected from the consulting firm are given in the table below. The
consulting firm will be hired through an output-based contract. The payment structure is also
given in the table below:
Objective Task Time
Frame
Deliverables Payment
Percent (by
Objective)
Quarterly
reporting
Submit quarterly reports Quarterly Quarterly report
highlights of all
activities conducted
5%
Long-term
sustainability/
innovation in
improving
Science and
Math
Compile all former reports
of trainings and
consultancies/TA procured
for consulting firm to review
Beginning
of
consultancy
Synthesised report
incorporating existing
and global best practices
and areas for
improvement (to be
shared during
stakeholder workshop)
developed
10%
Brainstorming workshop
with Science and Math
Team and other stakeholders
Beginning
of
consultancy
Draft long-term strategy
for Science and Math
teaching and learning
improvement developed
Monitoring of
activities,
reporting, and
project
management
Develop/revise template for
school visits monitoring
(lesson observation template
[use of best practices,
challenging topics, etc.],
template for other
monitoring [facilities,
August
2015;
February
2016;
August
2016;
February
Monitoring template(s)
developed
Monitoring results
updated on school
mapping website
5%
203
relationships, hierarchy,
resources, etc.])
2017
Assist with monitoring visits October
2015; April
2016;
October
2016; April
2017
Final monitoring report
completed (with
documented evidence)
Analysis of data from
monitoring visits
October
2015; April
2016;
October
2016; April
2017
Report of analysis with
recommendations
completed
Establishing a
system of
annual
assessment of
learning
outcomes in
science and
mathematics.
These should
measure the
standards.
Establish a Science and
Math assessment for
students and teachers for the
following subject areas:
Physics, Chemistry, Biology,
Integrated Science, Core
Math, Elective Math
(including development of a
question bank, actual
assessment strategy, etc.)
September-
November
2015
Question bank
developed for five years
Computerised / paper-
based assessment
developed
20%
Train school administration
and management in the
assessment strategy and
process
December
2015-
January
2016;
December
2016-
January
2017
Schedule of training
modules presented
Training conducted
Evaluation report from
training submitted
Develop assessment result
template
February
2016;
February
2017
Template developed
Create database for
assessment results
May 2016;
May 2017 Software selected
Database developed
Analyse results per question
per student/teacher, class,
school
May 2016;
May 2017 Software selected for
analysis
Report of analysis (per
student/teacher, class,
school, with outliers),
developed for input into
training
Revise assessment June-
September
2016
Revised assessment
developed
Establishing
standards of
institutional
management
practices to
improve
science and
Give recommendations on
existing teaching and
learning standards to CRDD
August
2015;
August
2016
Report of
recommendations
completed
5%
204
mathematics
education
including
regular
monitoring, and
use of
traditional and
new teaching
methodologies
and materials.
Creating
incentives for
teachers and
students for
improvements
in learning/
improving
WASSCE
results through
an award
system.
Create/revise manual
detailing thresholds to
achieve to be awarded
(consider different
categories of thresholds i.e.
classroom observations,
practicals, WASSCE results,
assessment strategy results,
etc.) and implement award
scheme
March-
April 2016 Manual developed
Incentives for year 1
and 2 implemented
10%
Providing in-
service training
for Science and
Math teachers
to address low
WASSCE and
assessment
results in these
areas.
Develop/revise survey to
administer to Science and
Math teachers to understand
competencies and
challenging topics (some of
this information from
student and teacher
assessments instead of going
out to conduct this survey
every year and instead
conduct survey every other
year [baseline, midline,
endline])
January
2016 Survey developed and
piloted
Survey revised and
rolled out
20%
Identify/revise a list of
challenging topics
February
2016 Report identifying
challenging topics
including methodology
developed
Update/review modules for
training of teachers on
challenging topics (including
lesson plans)
March-
April 2016 Training manual
including lesson plans
developed (lesson plans
should include
practicals that can be
conducted using local
materials)
Develop/review
feedback/evaluation
template for teachers on the
training
March-
April 2016 Feedback/evaluation
template developed.
Conduct trainings based on
modules on challenging
topics and administer
certificates. Collect
evaluation feedback from
teachers on training using
August
2015;
August
2016
Training report
submitted including
evaluation feedback
from teachers.
205
feedback template.
Train teachers
in test item
development to
more
effectively
assess students
throughout the
year. These
should be
aligned with
standards and
should be
combined with
in-service
training.
Update/review training
manuals for a workshop for
teachers on test item
development
March-
April 2016 Training manuals
developed.
15%
Train teachers in test item
development and administer
certificates for completion
August
2016 Training report
submitted.
Participation in
Science and
Mathematics
Olympiads to
address details.
Exam prepared for students
who qualify for Science and
Mathematics Olympiads
May 2016 Exam developed. 5%
Develop
guidelines for
teaching
materials,
traditional and
new technology
equipment,
resources, and
methodologies
SMT creates minimum
standard list of Science and
Math equipment/materials
per subject
January
2016 List of teaching and
learning standards
developed.
5%
Develop manuals to train
teachers on how to use
equipment/materials
May-June
2016 Training manual
developed.
Train teachers on use of
equipment/materials
August-
September
2015;
August-
September
2016
Training report
submitted.
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ANNEX 15: E-TRANSFORM PROJECT AND LIST OF BENEFICIARY
SENIOR HIGH SCHOOLS
The IDA funded eTransform project for US$97 million which was approved by the World Bank
Board on July 30, 2014 became effective on September 19, 2014. The project is aligned with the
Government of Ghana’s Ghana Shared Growth and Development Agenda (GSCDA) which seeks
to contribute to the higher growth and economic opportunities for the poor and create jobs. It
also aligns with the common strategic themes identified in the Ghana Country Partnership
Strategy (CPS) and supports higher growth and economic opportunities for the poor, job
creation, efficiently and effectively managed public sector and resources, improved health
management, service delivery to the poor and the vulnerable, delivery of quality education and
vocational training system, and creation of a large pool of middle-level skilled workers. The
eTransform project seeks to improve the reach and efficiency of public and private sector service
delivery through the smart use of ICT.
PROJECT DEVELOPMENT OBJECTIVE
The project development objective is to improve the efficiency and coverage of government
services delivery using ICT. The project employs platforms to nurture new businesses, job
opportunities, and ICT-based entrepreneurship.
Under Component 3 of the project activities to Scale up of Applications to improve service
delivery in priority sectors (US$ 41.55 million) include the use of ICT applications and services
to improve education delivery services in Ghana. The subcomponent supports the use of ICT in
education, with a focus on teacher training and local content development.
TEACHERS’ NETWORK, EDUCATIONAL PORTAL, AND CAPACITY BUILDING (US$ 8.05 MILLION)
The specific subcomponent activities are:
(i) Teacher and student education portal to improve education quality at secondary level.
Locally produced content and adaptation of online educational content will be utilized.
The portal will be developed to support teachers, students, parents and researchers and
provides access to good practice lesson plans, curricular content such as courses,
exercises and quizzes, teaching and learning aids, on-line advice, and educational
research. The portals provides a platform for knowledge exchange with national and
international networks and for participation in relevant discussion fora.
i) Wireless Networks for Selected Secondary Schools will address the critical need of
connectivity for selected48
senior secondary schools in Ghana. The project will support
NITA to provide connectivity to 200 of the most disadvantaged senior secondary schools
which have the most need to improvement quality of teaching and learning. Beneficiary
schools will be provided with high-speed internet (e.g. WiMax/LTE installation),
48
Selection of SHSs is based on objective criteria to select the neediest senior high schools for quality improvement
207
equipment, devices, and up to 3Mbps of dedicated capacity for the project duration of 5
years. NITA will work with NCA to leverage available spectrum for cost-effective
connectivity to beneficiary senior high schools. The project will provide computing
equipment for computer labs in secondary schools that have a clear plan for use of ICT in
education, with physical facilities to house computing equipment. Where beneficiary
secondary schools already have a functioning computer laboratory, wireless fidelity
(WiFi) will be added.
ii) Capacity building for teachers and educational leaders: The project will support training
to teachers as a part of in-service teacher training for new and practicing teachers in
beneficiary senior high schools. The training will focus on the use of computer- and
internet-aided education (beyond ICT literacy). The project will leverage the facilities of
the Ghana-India Kofi Annan Center and other international training facilities as needed,
for the delivery of ICT training and will determine the minimum ICT competency to be
provided under the project which will support project activities. Teachers to be trained
will cut across the key subject areas including Science, Mathematics, and other technical
subjects. Teachers will be selected from beneficiary senior secondary to receive an initial
5-10 days of face-to-face training during the first year, and another 2-5 days of training
including virtual training every following year during the project life cycle. The actual
time needed for the training will be confirmed during project implementation. The
training will ensure that teachers are refreshed and updated on new educational
technologies including the use of internet and the ability of parents and guardians to
access the educational results of their wards etc.
iii) Developing digital educational content: The project will help develop locally relevant
educational content for schools. The work will be done in collaboration with the subject
associations, such as GAMT, GAST, and with the wider technology developer
community. Using open education resources, the project will support the development of
state-of-the-art and relevant educational content. Emphasis will be given to the subjects
of English, Mathematics, Science and other technical subjects.
SELECTION OF SENIOR HIGH SCHOOLS TO BENEFIT UNDER THE PROJECT
a. The project focuses on the senior secondary level of education specifically public senior
high schools. The criterion for selection is schools which have the lowest proportion of
candidates obtaining a credit pass on the West Africa Senior Secondary Certificate
Examination (WASSCE). From the ranking of SHSs using the WASSCE results for
2013, schools which benefit under the project have between zero to 43 percent of their
students scoring a WASSCE credit pass in four subjects in 2013.
b. Public Senior High Schools are ranked according to the proportion of their candidates
who achieved a credit pass (A1 to C6) in all four core subjects of the WASSCE in 2013
(core subjects are English, Mathematics, Integrated Sciences and Social Studies). Any
school benefitting under the Secondary Education Improvement Project (SEIP) approved
by the IDA Board on May 20, or under the e-Learning project with funding from
Belgium, will not be eligible to also benefit from e-Transform project. Given the
208
considerable overlap of beneficiary SHSs under the three projects, more public senior
secondary schools will benefit from some support for ICT for learning to improve
quality. The list of public SHSs to potentially benefit under the eTransform is attached as
Annex 15 of the SEIP PIM. The SHSs to benefit under the eTransform project will be
confirmed after a school readiness and needs assessment is conducted. Ranked SHSs
may be eliminated if they are found to have comprehensive ICT facilities or if they are
benefiting from other sources of funding not indicated in this PIM. In such cases or in
the case that more funding becomes available, beneficiary SHSs will be added based on
the ranking of schools.
SCHOOL READINESS AND NEEDS ASSESSMENT
As part of the selection procedure, technical teams, comprising NITA and the MOE, GES, and
others will visit each school with a check-list to collect relevant information about the readiness
of the school to benefit from support under the project. The check list will include but will not
be restricted to the existence of a sustainable ICT plan and a budget with potential to maintain
the program, existence of power/alternative power, physical security of equipment, strong school
leadership, a functioning school board, the existence of internet usage on the time-table, and the
appointment of a school coordinating team. The needs assessment would advise on the
functionality of existing computers, anti-virus, and ability to support course programs and
software propose under the project. The assessment will also advise on the need for networking,
the levels of ICT knowledge among teachers and students, the qualification of ICT coordinators
in the schools and their ability to handle minor maintenance issues.
RESULTS
Indicator 4: Number of teachers and/or students who use the education portals. (% of which
female).
Cumulative Target
Number of page views (access) on educational portal, e-parliament, eProcurement, data
protection etc.
Targets are calculated conservatively as (2 teachers per school for 200 Beneficiary Senior
Secondary Schools) + (100 students per SHS for 200 Beneficiary Senior Secondary Schools).
Beneficiaries calculated as: Number of trainees, number of persons in temporary employment in
digitization, Number of students and teachers having access to educational portal, Number of
persons using e-applications, Number of persons with access to ID cards. Results will be
disaggregated by male and female.
Intermediate Indicator: Number of teachers who complete training through computer/internet
aided education
Cumulative Target are defined as number of teachers who have successfully completed computer
and internet aided training
209
ANNEX 16: DATA FLOW MAP FOR MONITORING AND EVALUATION
School-level data: In-school activities
Data submitted to online platform: Heads of Schools
School-level data: Civil works
Progress of civil works: Supervision
consultancies
Independent verification: survey firm of in-school activities
Independent verification: survey firm of civil works
Monitoring visits: by TIC and PSC (GES,
MOE, FPMU, CENDLOS, NTC)
Data collation: Quality and Outcomes Team
Data collation: Civil Works Team
Data collation and reporting: M&E Team
210
ANNEX 17: PROJECT DISBURSEMENT LINKED INDICATORS AND RESULTS DLIs Actions to be Completed
DLRs
Amount of the
Financing
Allocated per DLR
(US$)
Verification
Source/entity
Verification Protocol
DLI 1:
Targeting of
school
expansion in
underserved
school
districts
Year 0 – FY 2014
DLR 1.1: Agreed targeting criteria applied
to identify list of districts and schools for
expansion and improvement as set forth in
the PIM.
US$5.54 million
Government
Report
World Bank
Government list of districts and schools with data on
each indicator and indication of SEIP selection based
on agreed selection criteria for:
New construction districts: Identification of districts
with no operating SHS; for remaining districts,
selection of school sites for new construction based on
objective targeting criteria: (a) demand for SHS places;
(b) district size; and (c) district poverty index.
Expansion/improvement in low performing schools:
ranked by WASSCE; demand for SHS places (school
size); and infrastructure needs assessment.
DLI 2:
Increase in
new seats
for SHS
students in
underserved
school
districts
Year 0 – FY 2014
DLR 2.1: Pre-construction requirements
met for new construction in 23 districts
YEAR 1- FY 2015
DLR 2.2: About 30% of all construction
works completed (aggregated)
YEAR 2– FY 2016
DLR 2.3: About 80% of all construction
works completed (aggregated)
YEAR 3 – FY 2017
DLR 2.4: About 5,000 new seats created
in underserved districts
YEAR 4 – FY 2018
DLR 2.5: About 15,000 new seats created
in underserved districts (cumulative)
US$4.64 m
US$4.64 m
US$4.64 m
US$4.64 m
Environmental
Screening Report;
Resettlement
Action Plans
Review of
Bidding
Documents
World Bank
Third party
verification
Safeguards compliance through ESMF and RPF
verified in all new construction sites (screening and
RAPs completed in 23 districts).
Complete package of final bidding documents for new
construction in 23 districts in line with appraised design
and including facilities maintenance plans.
GoG report which includes schematic and site specific
designs based on agreed criteria and technical analysis.
Construction implementation reports verified by mobile
monitoring and monthly construction supervision
reports.
Seat occupancy verified by school enrolment records,
subsidy collection list and construction certificates.
211
US$4.64 m
Total: $23.20 m
DLI 3: Increase in
number of
seats
utilized in
existing
low-
performing
schools
Year 0 – FY 2014
DLR 3.1: Pre-construction requirements
met for upgrading of selected schools
YEAR 1- FY 2015 DLR 3.2: About 500 seats utilized
(cumulative)
YEAR 2 – FY 2016
DLR 3.3: About 1,000 seats utilized
(cumulative)
YEAR 3 – FY 2017
DLR 3.4: About3,000 seats utilized
(cumulative)
YEAR 4 – FY 2018
DLR 3.5: About 5,000 seats utilized
(cumulative)
US$4.64 m
US$4.64 m
US$4.64 m
US$4.64 m
US$4.64 m
Total:$23.20 m
Environmental
Screening Report;
Review of
Bidding
Documents
District Assembly
certification
World Bank
Third party
verification
Safeguards compliance through ESMF verified in all
expansion/upgrading sites (environmental screening).
Complete package of final bidding documents and
including facilities maintenance plans.
Detailed school specific plans include (i) types of
facilities needed/eligible based on design and technical
standards agreed upon between the GoG and World
Bank
Construction implementation reports verified by mobile
monitoring and district quarterly reports.
DLI 4: Increased
enrolment in
SHS in
targeted
districts and
schools for
students
from low-
income
families,
especially
girls
Year 0 – FY 2014
DLR 4.1: Selection and contracting of
implementing partner to administer
scholarships completed and criteria for
selection of beneficiaries of scholarships
developed
YEAR 1- FY 2015
DLR 4.2: At least 2,000 SHS students
receiving scholarship in selected schools
YEAR 2 – FY 2016
DLR 4.3: At least 4,000 SHS students
receiving scholarship in selected schools
(cumulative)
US$4.64 m
US$4.64 m
US$4.64 m
Government
report based on
guidelines from
PIM for selection
of schools and
adoption of
scholarship
criteria for
incentives.
Scholarship
agency contract
and TOR
School
scholarship
Contract with scholarship agency signed and inclusive
of methodology and criteria for selection of
beneficiaries (as agreed in PIM).
List of beneficiaries for targeted districts available in
District education offices.
Incentives provided in the form of cash transfers to
schools and students through scholarship agency.
School survey report aggregated by scholarship agency
(yearly)
Mobile monitoring reports verifying receipt of
scholarships at beginning of school year.
212
YEAR 3 – FY 2017
DLR 4.4: At least 6,000 SHS students
receiving scholarship in selected schools
(cumulative)
YEAR 4 – FY 2018
DLR 4.5: At least 10,000 SHS students
receiving scholarship in selected schools
(cumulative)
US$4.64 m
US$4.64 m
Total:US$23.20 m
reports aggregated
by scholarship
scheme agency
Third Party
Verification and
World Bank
supervision
DLI 5: Annual
publication
of School
Performance
Report
YEAR 1- FY2015
DLR 5.1: School Mapping of all SH
schools completed
YEAR 2 – FY 2016
DLR 5.2: Publication of updated school
performance data for FY15/16 online and
in brochure
YEAR 3 – FY 2017
DLR 5.3: Publication of updated school
performance data for FY16/17online and
in brochure
YEAR 4 – FY 2018
DLR 5.4: Publication of updated school
performance data for FY17/18 online and
in brochure
US$4.64 m
US$4.64 m
US$ 4.64 m
US$ 4.64 m
Total:$18.56 m
Report on school
mapping exercise
and data provided
to Bank
(including code
book)
Online school
performance data
Linked to MOE
website and web
platform for
mobile
monitoring
World Bank
Spatial and geographic mapping based on verifiable
data and a number of key indicators; published as
report for 2015 NESAR.
Annual Publication includes analysis of school-level
data with particular emphasis on learning outcomes,
equity (including participation of girls), new student
enrollment, as well as infrastructure conditions.
DLI 6: School
Performance
Partnerships
in 125
Beneficiary
Schools
YEAR 0 – FY 2014
DLR 6.1: Guidelines on preparation of
SPPs developed and distributed to selected
schools
YEAR 1- FY 2015
DLR 6.2: Training on school improvement
planning and implementation provided for
125 selected schools;
YEAR 2 – FY2016
DLR 6.3: SPPs for80 selected schools
(cumulative) signed
US$4.64 m
US$4.64 m
US$4.64 m
World Bank
District/Regional
Education offices
annual reports
Third party
validation- School
audit
School SPP
survey
Guidelines approved and distributed to targeted
schools.
Detailed report on school level training on school
improvement planning and management.
School plans are developed by schools in collaboration
with local communities, district and regional education
directorates using guidelines in the PIM. GoG reviews
proposals and focuses on providing support to essential
quality improvements, including activities which
strengthen teacher competencies, improve training and
skills of students and teachers in math and science
Signed partnership agreements available for audit in
213
YEAR 3 – FY 2017
DLR 6.4: SPPs for 100 selected schools
(cumulative) signed
YEAR 4 – FY 2018
DLR 6.5: 125 SelectedSchools
implementing performance
partnerships based on SPPPs
(cumulative)
US$4.64 m
US$4.64 m
Total:$23.20 m
District education offices. They include information on:
school location, identified needs and action plan
(including time frame and budget) and linked to
predefined learning objectives.
Financial management quarterly IUFR reports transfers
to x number schools for SPPP partnerships.
DLI 7: Improved
learning
outcomes in
125 selected
SHS
(quality
package)
YEAR 0 – FY 2014
DLR 7.1:Report on review of the
quality of teaching and learning for
mathematics and science in SHS
YEAR 1- FY 2015
DLR 7.2:Training modules rolled out
for mathematics and science and ICT
based instruction developed for school
use
YEAR 2 – FY 2016
DLR 7.3: ICT based instruction rolled out
in about 50% of targeted schools
(cumulative).
YEAR 3 – FY 2017
DLR 7.4: ICT based instruction rolled out
in all targeted schools (cumulative).
YEAR 4 – FY 2018
DLR 7.5: Increase in number of 6 credits
and above WASSCE scores averaged in
total selected SHS
US$4.64 m
US$4.64 m
US$4.64 m
US$4.64 m
US$4.64 m
Total: $ 23.20 m
NCCA report and
workshop
proceedings
i-campus content
and modules
finalized, rolled
out and reported
by Center for
Distance Learning
World Bank
Annual school
survey
WASSCE report
Third party
validation
Preliminary curriculum review report on consultations
and workshops held (participants, agendas,
recommendations) Curriculum can be used throughout
country and adheres to best practices in strengthening
skills in mathematics and science
GoG endorsement of curriculum and training plan-
communicated to all selected schools.
Training plan includes identification of key
competencies, training timeframe, tracking
participation, certification of completion.
ICT equipment provided to all selected schools,
including i-campus packages (core curriculum modules
and on and off-line capabilities); NITA provided Wi-Fi
connectivity verified by service contracts.
Annual Report includes information on: roll out
activities, targeting, planned attendance, number of
teachers successfully completing training
anddemonstrating improved content knowledge in
mathematics and science, pedagogical and classroom
management skills
WASSCE in mathematics and science increases
measured as average of all selected schools.
Total: US$ 140.1 m
214
ANNEX 18: TERMS OF REFERENCE FOR INDEPENDENT
VERIFICATION OF CIVIL WORKS ACTIVITIES
Draft Terms of Reference
Secondary Education Improvement Project (SEIP)
Independent Verification Firm – civil works
1. BACKGROUND
The Government of Ghana has obtained World Bank funding to support the government‘s
strategy to improve secondary education in Ghana. The Secondary Education Improvement
Project (SEIP), approved for an amount of USD 156million with a project development
objective to increase access to senior secondary education in underserved districts and
improve quality in low-performing senior high schools in Ghana. The project has two
components:
Component 1: Support to increase access with equity and quality in senior high
schools (USD 140.1million). This component will employ a results-based financing
modality to increase access with equity and quality in underserved districts and low
performing schools.
Component 2: Management, research, monitoring and evaluation (USD 15.9million).
This will be a traditional investment lending to support implementation of the project,
monitoring and evaluation activities, verification of results and research activities.
The SEIP will be implemented over a five year period from May 2014 to November 2019.
The Ministry of Education (MOE) is the implementing agency, with implementation at the
school-level overseen by the Ghana Education Service.
Component 1 is further broken down into two pillars:
Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1
million)
This includes:
o Construction of 24-unit Classroom and ancillary facilities Block (E-Block); 8-
unit Block of 2-Bedroom Staff Flats; Canteen Block; 3-Bedroom
Headmaster‘s bungalow with 2-Bedroom outhouse; Security/Gate House at
each of 23 sites in 23 districts
o Facilities improvements (construction works) in 50 existing SHS
o Scholarship packages for 10,400 SHS students from low income families,
especially girls.
Pillar 2: Improve the quality of education in selected low-performing Senior High
Schools (Total costs including contingencies: US$15 million).
This pillar will finance the implementation of School Performance Partnership Plans
in 125 existing SHS. The SPPPs are a mechanism by which schools take
responsibility for decision making and planning to improve their performance, and are
given financial resources to support them. The partnership aspect comes in whereby
the plan is an agreement with the District Education Oversight Committee. Under
215
SPPPs schools will be able to choose activities from a number of options and will also
be expected to benefit from:
o Installation of an ICT package (the iCampus, which contains materials under
the SHS curriculum).
o In-service training for Science and Mathematics teachers.
Also as part of Pillar 2‘s focus on quality an online platform will be established
containing information about Ghana‘s SHS in order to improve transparency and
increase information availability for parents and students.
The results-based financing modality of Component 1 relies on the Government meeting a set
of pre-defined ‗Disbursement Linked Indicators‘ under which there are specific annual
‗Disbursement Linked Results‘ (DLRs). When evidence is shown that a DLR has been met,
the World Bank will release an agreed tranche of the project funds for Component 1. The
DLRs are given in Table 1 below.
216
Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Expansion of
SHS
DLI 1:
Targeting of
school
expansion
and
improvement
in
underserved
districts and
selected low
performing
schools
DLR 1.1: Agreed
targeting criteria
applied to identify
list of Districts and
schools for
expansion and
improvement under
the Project as set
forth in the PIM
Criteria for selection
based on model agreed
during the March 2014
appraisal mission.
Selection of school
sites for new
construction in:(i)
districts with no
operating SHS;
(ii) district
prioritization based on
the following objective
targeting criteria: (a)
demand for SHS
places; (b) district size;
and (c) district poverty
index
Selection of
rehabilitation/upgrading
of existing school sites
based on specified
criteria and targeting
methods based on
needs assessment.
DLI 2:
Increase in
DLR 2.1: Pre-
construction
DLR 2.2:
About 30% of
DLR 2.3:
About 80%
DLR 2.4:
About 5,000
DLR 2.5:
About 15,000
Safeguards compliance
through ESMF and
217
Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
new seats for
SHS students
in
underserved
districts
requirements met
for new construction
in 23 selected
districts.
all construction
works
completed
(aggregated)
of all
construction
works
completed
(aggregated)
new seats
created in
underserved
districts
(cumulative)
new seats
created in
underserved
districts
(cumulative)
RPF verified in all new
construction sites.
(screening and RAPs
completed).
Validation of site
selection applied in
school construction
implementation plan,
bidding documents and
safeguards reviews.
Package of final
bidding documents
completed for new
construction in 23
districts in line with
appraised design.
Facilities maintenance
plans drafted.
DLI 3:
Increase in
utilized seats
in existing
low-
performing
schools
DLR 3.1: Pre-
construction
requirements met
for upgrading of
selected schools
DLR 3.2:About
500 seats
utilized
DLR 3.3:
About 1,000
utilized
seats
(cumulative)
DLR 3.4:
About 3,000
utilized
seats
(cumulative)
DLR 3.5:
About 5,000
utilized seats
(cumulative)
Bidding Documents
reflect identified
needs/scope of
expansion/rehabilitation
in selected low
performing schools.
District Assembly
report on safeguards
screening, site visits
and civil works
218
Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
tendering.
Demand side
interventions
to encourage
enrollment
and
completion of
SHS
DLI 4:
Increased
enrolment in
selected SHS
for students
from low
income
families,
especially
girls
DLR 4.1: Selection
and contracting of
implementing
partner to administer
scholarships
completed and
criteria for selection
of beneficiaries of
scholarships
developed
DLR 4.2: At
least 2,000
SHS students
receiving
scholarship in
selected
schools.
DLR 4.3: At
least 4,000
SHS
students
receiving
scholarship
in selected
schools.
(cumulative)
DLR 4.4: At
least 6,000
SHS
students
receiving
scholarship
in selected
schools
(cumulative)
DLR 4.5: At
least 10,000
SHS students
receiving
scholarship
in selected
schools
(cumulative)
Link to PDO indicator
2
for identification of
beneficiaries for
incentives as defined in
the PIM. Schools
report on number of
students receiving
scholarships per year
for their three year SHS
program.
Disbursement scaled
according to number of
scholarships awarded
per year.
Pillar 2: Improve quality in low-performing senior high schools
Improve the
quality of
teaching and
learning in
selected low-
performing
secondary
DLI 5:
Annual
publication
of School
Performance
Report
DLR 5.1:
School
mapping of all
SHS completed
DLR 5.2:
Publication
of school
performance
data for FY
2016 online
and in
brochure
DLR 5.3:
Publication
of updated
school
performance
data for
FY17 online
DLR 5.4:
Publication
of updated
school
performance
data for
FY18 online
Greater sensitization
and communication
about SHS- outreach to
JHS, up to date data on
school details.
219
Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
schools and in
brochure
and in
brochure
DLI 6:
School
Performance
Partnerships
in 125
beneficiary
schools
DLR 6.1:
Guidelines on
preparation of
school performance
partnerships (SPPs)
developed and
distributed to
selected schools.
DLR 6.2:
Training on
school
improvement
planning and
implementation
provided for
125 selected
schools.
DLR 6.3: 80
selected
schools
signing
performance
partnerships
DLR 6.4:
100 selected
schools
signing
performance
partnerships
(cumulative)
DLR 6.5: 125
selected
schools
implementing
performance
partnerships
based on
SPPPs
SPPPs would include
details on ICT packages
if needed, leadership
and management
training, competencies,
strategy for improving
in-service teacher
training, mentoring and
materials. Survey to be
conducted for
beneficiary schools.
Improvements
in teaching
and learning
in targeted
schools
DLI 7:
Improved
learning
outcomes in
125 selected
SHS (with
quality
package)
DLR 7.1: Report on
review of the quality
of teaching and
learning for
mathematics and
science in SHS
DLR 7.2:
Training
modules rolled
out for
mathematics
and science
teachers and
ICT based
instruction
developed for
school use in
selected SHSs
DLR 7.3:
ICT based
instruction
rolled out in
about 50%
of selected
SHS.
DLR 7.4:
ICT based
instruction
rolled out in
all selected
SHS
DLR 7.5:
Increase in
number of 6
credits and
above
WASSCE
scores on
average in
total selected
SHS.
Year 4 DLR
corresponds to PDO
indicator
At least 125 existing
schools expected to
receive quality
package- (will roll out
to new schools once
they are functioning)
220
221
Under Component 2 the MOE and GES will be carrying out their own monitoring and data
collection, particularly at the school level. In addition to traditional monitoring and
supervision visits, data will be collected via an online platform by which schools enter and
submit information such as on scholarship beneficiaries, general enrolment, staffing,
execution of funds and activities under SPPPs and others.
2. OBJECTIVE OF THE ASSIGNMENT
The objectives of these terms of reference are to employ the services of a firm to provide
independent verification for the meeting of a number of specific construction- related DLRs
under the project.
The DLRs to be verified under this contract are the following49
:
DLI Activities to be verified Year of project
1. DLR
1.1
Agreed targeting criteria applied to identify
23 districts for new SHS and 125 SHS for
facilities and quality improvement*
0
2. DLR
2.1
DLR
2.2
DLR
2.3
Pre-construction requirements met for new
construction in 23 districts*
About 30% of all construction work
(aggregated) completed
About 80% of all construction work
(aggregated) completed
0
1
2
3. DLR
3.1
Pre-construction requirements met for
upgrading of selected 50 SHS*
0
*To be verified by the World Bank
3. SCOPE OF WORK
The contract will cover the period of two years. The consultancy firm should provide four
teams of two people each who can concurrently carry out the following activities at the sites
of the new senior high schools and existing schools receiving facilities upgrades:
Study Architectural and Structural/Mechanical/Electrical working drawings for each
structure to be constructed to be provided by the MOE and note any amendments
made to them during construction
Study documentation and scope of work for each facility to be upgraded to be
provided by the MOE and note any amendments made to them during construction
Review Supervision Consultants‘ reports at each site
Check that the structure has been properly positioned and orientated on site
Ensure that good quality materials are used in the works
Use the template (Annex A) provided to assess the percentage of completion of each
of the new structures being constructed in 23 districts.
Develop a template for assessing the percentage of completion of each facility being
upgraded at the 50 beneficiary existing SHS and agree on same with the MOE
49 The stages for the construction which need to be verified are attached in Annex A.
222
Submit a report stating whether the agreed result has been achieved to the Chief
Director for the GOG and World Bank use
The performance of the assignment will be one year renewable based on satisfactory
performance.
The consultant will be required to visit all the 23 school site, with his professional
team-mates and take the reviewing photographs and notes to enable him calculate the
overall percentage of work done at each site using the civil works independent verifier
stages derived from each structure and shown in Annex A‘ of this TOR by weighting
the appropriate structures deriving from the total overall percentage of work done.
4. TIMING AND ESSENTIAL OUTPUTS
The following outputs and timings are expected from the consultancy:
Output Timing
Inception report including workplan
and detailed methodology;
verification template for new works
for each structure and for facilities
upgrade
February 2015
Report of Year 1 DLRs November 2015
Report of Year 2 DLRs November 2016
Report of Year 3 DLRs November 2017
Report of Year 4 DLRs November 2018
A report verifying the Year 0 DLRs completed by the World Bank will be provided to the
consultant.
5. QUALIFICATIONS AND EXPERIENCE
The consulting firm is expected to have the following qualifications and experience:
Each of the four teams that the consultancy firm provides should contain people who
have a mix of the following qualifications: either a Basic Degree (B. Sc.) and Post-
Graduate Diploma in Architecture with 12 years experience and AGIA with 10 years
experience; B. Sc. Building Technology with 10 years experience and AGIS with 8
years experience; B. Sc. Civil Engineering with 10 years experience and MGhIE with
8 years experience
Experience in developing verification templates
Experience in assessing stages of completion of similar structures
223
ANNEX A: CIVIL WORKS INDEPENDENT VERIFIER STAGES
E-BLOCK
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
10
2 Concrete in Ground floor columns; first floor beams and
suspended slab; staircase cast
11
3 Concrete in first floor columns; second floor beams and
suspended slab; staircase cast
11
4 Concrete in second floor columns; third floor beams and
suspended slab; staircase cast
11
5 Concrete in third floor columns; roof beams; roof
construction and covering
9
6 Ground , first, second and third floor plasterwork and other
floor; wall and ceiling finishings
16
7 Ground , first, second and third floor joinery and metalwork 11
8 Ground , first, second and third floor plumbing and electrical
installations
7
9 Ground , first, second and third floor painting and glazing 4
10 Lightening protection; transformer and external works 10
TOTAL 100
BLOCK OF STAFF FLATS
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
13
2 Concrete in Ground floor columns; first floor beams and
suspended slab; staircase cast
7
3 Concrete in first floor columns; second floor beams and
suspended slab; staircase cast
7
4 Concrete in second floor columns; third floor beams and
suspended slab; staircase cast
7
5 Concrete in third floor columns; roof beams; roof
construction and covering
13
6 Ground , first, second and third floor plasterwork and other
floor; wall and ceiling finishings
11
7 Ground , first, second and third floor joinery and metalwork 16
8 Ground , first, second and third floor plumbing and electrical
installations
11
9 Ground , first, second and third floor painting and glazing 7
10 Lightening protection; transformer and external works 8
TOTAL 100
HEADMASTER‘S BUNGALOW WITH OUT HOUSE
224
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
20
2 Concrete in Ground floor columns and roof beams 11
3 Blockwork with lintel and window/door openings 8
4 Roof construction, covering and fascia 11
5 Floor, wall and ceiling finishings; painting and decorating 17
6 Plumbing and electrical installation 17
7 Joinery and metalwork 11
9 External works, services and drainage 5
TOTAL 100
CANTEEN BLOCK
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
28
2 Concrete in Ground floor columns and roof beams; blockwork 10
3 Roof construction, covering and fascia 15
4 Floor, wall and ceiling finishings; painting and decorating 18
5 Plumbing and electrical installation 11
6 Joinery and metalwork 13
7 External works, services and drainage 5
TOTAL 100
SECURITY GATE HOUSE
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
13
2 Concrete in Ground floor columns and roof beams; blockwork 58
4 Roof construction, covering and fascia 5
5 Floor, wall and ceiling finishings; painting and decorating 9
6 Plumbing and electrical installation 8
7 Joinery and metalwork 5
9 External works, services and drainage 2
TOTAL 100
ANNEX B : LIST OF 23 DISTRICTS
NOTIFICATION OF DISTRICTS
REGION S/N
DISTRICT SITE SELECTED
Ashanti 1
Ahafo Ano South Adugyama
225
2 Kumasi Metro Agric Nzema
3 Offinso North Asuoso
Brong Ahafo
4 Atebubu Amantin New Konkrompe
5 Kintampo North Municipal
New Longoro
6 Sene East Bassa
Central 7
Awutu Senya East Municipal Ofaakor-Kasoa
Eastern
8 Ayensuano Aneum-Apapam
9 Kwahu Afram Plains South
Maame Krobo
Greater Accra
10 Adentan Municipal Frafraha
11 Ga East Municipal Kwabenya
12 Kpone Katamanso Katamanso
Northern
13 Gonja Central Mpaha
14 Mion Sang
15 North Gonja Daboya
Upper East
16 Binduri Zulugu
17 Pusiga Tambilgu
Upper West 18
Wa East Logu
Volta
19 Adaklu Adaklu Abuadi/Adaklu Tsrefe
20 Krachi East Yawbram
Western
21 Bia East Adabokrom
22 Wassa Amenfi Central Manso
23 Sefwi Akontombra Nsawora Edumafua
ANNEX C: LIST OF NEW SHS AND THE LIST OF EXISTING SHS FOR FACILITIES
AND QUALITY IMPROVEMENT
10 districts to receive new schools (no existing public SHS):
Region District Rank
Western Wassa Amenfi Central 1
Western Bia East 2
Northern Mion 3
Northern North Gonja 4
Greater Accra Kpone Katamanso 5
Upper East Pusiga 6
Central Awutu Senya East Municipal 7
Upper East Binduri 8
Greater Accra Adenta Municipal 9
Greater Accra Ga East Municipal 10
13 districts to receive new schools:
Region District Rank
226
Ashanti Kumasi Metropolis 1
Brong Ahafo Sene East 2
Upper West Wa East 3
Eastern Kwahu Afram Plains South 4
Ashanti Offinso North 5
Volta Adaklu 6
Northern Gonja Central 7
Ashanti Ahafo Ano South 8
Brong Ahafo Kintampo North Municipal 9
Brong Ahafo Atebubu Amantin 10
Eastern Ayensuano 11
Western Sefwi Akontombra 12
Volta Krachi East 13
Final list - 50
s/n Region EMIS school name District EMIS
1 Western
ST. AUGUSTINE'S SENIOR SECONDARY SEC.
BOGOSO PRESTEA HUNI VALLEY
2 Upper West FUNSI SENIOR HIGH SCHOOL WA EAST
3 Western BODI SENIOR HIGH SCHOOL BODI
4 Central ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL ASSIN SOUTH
5 Brong Ahafo YEJI SECONDARY/TECHNICAL SCHOOL PRU
6 Volta KLIKOR SECONDARY/TECHNICAL SCHOOL KETU SOUTH
7 Volta ADAKLU SENIOR HIGH SCHOOL ADAKLU AYINGBE
8 Volta DORFOR SENIOR HIGH SCHOOL NORTH TONGU
9 Central
NYANKUMASI AHENKRO SENIOR HIGH
SCHOOL ASSIN SOUTH
10 Western AKONTOMBRA SENIOR HIGH SCHOOL SEFWI AKONTOMBRA
11 Volta SOME SENIOR HIGH SCHOOL KETU SOUTH
12 Ashanti SEKYEDOMASE SENIOR HIGH SCHOOL EJURA SEKYIDOMASE
13 Upper East ZORKOR SENIOR HIGH SCHOOL BONGO
14 Brong Ahafo
BANDAMAN SENIOR HIGH TECHNICAL
SCHOOL BANDA
15 Upper West KALEO SECONDARY/TECHNICAL NADOWLI
16 Northern
TUNA SENIOR HIGH SECONDARY
TECHNICAL SCHOOL SAWLA-TUNA-KALBA
17 Central
ASSIN NORTH SENIOR HIGH TECHNICAL
SCHOOL
ASSIN NORTH
MUNICIPAL
18 Central OBRACHIRE SECONDARY/TECHNICAL AWUTU-SENYA
19 Upper West DAFFIAMA SENIOR HIGH SCHOOL DAFFIAMA-BUSSIE-ISSA
20 Greater Accra PRESBYTERIAN SENIOR HIGH SCHOOL-OSU ACCRA METROPOLITAN
21 Northern E/P SENIOR HIGH SCHOOL, SABOBA SABOBA
22 Ashanti
ESAASE BONTEFUFUO SEC. TECHNICAL
SCHOOL AMANSIE WEST
23 Volta AGOTIME SENIOR HIGH SCHOOL AGORTIME ZIOPE
24 Upper East AWE SENIOR SECONDARY/TECHNICAL KASSENA-NANKANA
227
SCHOOL MUNICIPAL
25 Ashanti ST. JEROME SENIOR HIGH SCHOOL OFFINSO MUNICIPAL
26 Ashanti
FOMENA T.I AHMADIYYA SENIOR HIGH
SCHOOL ADANSI NORTH
27 Upper East GOWRIE SECONDARY/TECHNICAL SCHOOL BONGO
28 Central DIASO SENIOR HIGH SCHOOL UPPER DENKYIRA WEST
29 Upper West ULLO SENIOR HIGH SCHOOL JIRAPA
30 Central ODOBEN SENIOR HIGH SCHOOL
ASIKUMA-ODOBEN-
BRAKWA
31 Ashanti
BOSOME SENIOR HIGH TECHNICAL
SCHOOL-ASIWA BOSOME FREHO
32 Brong Ahafo GOKA SECONDARY/TECHNICAL SCHOOL JAMAN NORTH
33 Volta NTRUBOMAN SENIOR HIGH SCHOOL NKWANTA SOUTH
34 Greater Accra HOLY TRINITY CATH. SENIOR HIGH SCHOOL ACCRA METROPOLITAN
35 Brong Ahafo PRANG SENIOR HIGH SCHOOL PRU
36 Ashanti NKENKAASU SECONDARY HIGH SCHOOL OFFINSO NORTH
37 Eastern S.T. FIDELIS SENIOR HIGH TECH. SCHOOL
AFRAM PLAINS
(KWAHU NORTH)
38 Central SENYA SENIOR HIGH SCHOOL AWUTU-SENYA
39 Upper East BONGO SENIOR HIGH SCHOOL BONGO
40 Western
NANA BRENTU SENIOR HIGH TECHNICAL
SCHOOL AOWIN
41 Upper East
OUR LADY OF LOURDES
SECONDARY/TECHNICAL
KASSENA-NANKANA
MUNICIPAL
42 Ashanti BODWESANGO SENIOR HIGH SCHOOL ADANSI NORTH
43 Central JUKWA SENIOR HIGH SCHOOL
TWIFO HEMANG-
LOWER DENKYIRA
44 Western
DABOASE SENIOR HIGH TECHNICAL
SCHOOL WASSA EAST
45 Brong Ahafo
MENJI AGRICULTURAL SENIOR HIGH
SCHOOL TAIN
46 Northern BUIPE . SECONDARY TECHNICAL SCHOOL CENTRAL GONJA
47 Ashanti JACOBU SECONDARY/TECHNICAL SCHOOL AMANSIE CENTRAL
48 Northern T. I. AHMADIYYA SENIOR HIGH SCHOOL EAST GONJA
49 Brong Ahafo BADU SECONDARY/TECHNICAL SCHOOL TAIN
50 Brong Ahafo NKRANKWANTA SEC/TECH DORMAA WEST
Final list - 75
S/N Region EMIS school name District EMIS
1 Northern KARAGA SENIOR HIGH SCHOOL KARAGA
2 Northern WULENSI SENIOR HIGH SCHOOL NANUMBA SOUTH
3 Western
ASANKRANGWA SENIOR HIGH TECHNICAL
SCHOOL WASA AMENFI WEST
4 Northern
TATALE E/P AGRICULTURE SENIOR HIGH
SCHOOL TATALE SANGULI
5 Northern BUNKPURUGU SECONDARY/TECHNICAL BUNKPURUGU-YUNYOO
6 Upper East
FUMBISI SENIOR SECONDARY AGRIC
SCHOOL BUILSA SOUTH
7 Northern WULUGU SENIOR HIGH SCHOOL WEST MAMPRUSI
8 Brong Ahafo KOASE SECONDARY/TECHNICAL WENCHI MUNICIPAL
228
9 Ashanti
BEPOSO GHANA MUSLIM MISSION SENIOR
HIGH SCHOOL SEKYERE CENTRAL
10 Brong Ahafo NSAWKAW STATE SENIOR HIGH SCHOOL TAIN
11 Western BIA SENIOR HIGH TECH SCHOOL BIA WEST
12 Ashanti DOMPOASE SENIOR HIGH SCHOOL ADANSI NORTH
13 Brong Ahafo BUSUNYA SENIOR HIGH SCHOOL NKORANZA NORTH
14 Upper West JIRAPA SENIOR HIGH SCHOOL JIRAPA
15 Northern GUSHEGU SENIOR HIGH SCHOOL GUSHIEGU
16 Brong Ahafo KWAME DANSO SECONDARY/TECHNICAL SENE WEST
17 Northern
NAKPANDURI BUSINESS SENIOR HIGH
SCHOOL BUNKPURUGU-YUNYOO
18 Northern KPANDAI SENIOR HIGH SCHOOL KPANDAI
19 Brong Ahafo AMANTEN SENIOR HIGH SCHOOL ATEBUBU-AMANTIN
20 Ashanti
NSUTAMAN CATHOLIC SENIOR HIGH
SCHOOL SEKYERE CENTRAL
21 Eastern AYIREBI SENIOR HIGH SCHOOL AKYEMANSA
22 Ashanti MANKRANSO SENIOR HIGH SCHOOL AHAFO ANO SOUTH
23 Central
ADANKWAMAN SECONDARY/COMMERCIAL
SCHOOL ASSIN SOUTH
24 Brong Ahafo
AHAFOMAN SENIOR HIGH/TECHNICAL
SCHOOL
ASUNAFO NORTH
MUNICIPAL
25 Western AMENFIMAN SENIOR HIGH SCHOOL WASA AMENFI EAST
26 Brong Ahafo
KUKUOM AGRICULTURE SENIOR HIGH
SCHOOL ASUNAFO SOUTH
27 Volta
AVETIME-BATTOR SENIOR HIGH
TECHNICAL NORTH TONGU
28 Central GOMOA SECONDARY/TECHNICAL SCHOOL GOMOA WEST
29 Ashanti MANSO ADUBIA SENIOR HIGH SCHOOL AMANSIE WEST
30 Northern BOLE SENIOR HIGH SCHOOL BOLE
31 Northern BIMBILLA SENIOR HIGH SCHOOL NANUMBA NORTH
32 Eastern
KRABOA COALTAR PRESBY
SECONDARY/TECHNICAL SCHOOL AYENSUANO
33 Central ASSIN STATE COLLEGE
ASSIN NORTH
MUNICIPAL
34 Ashanti NYINAHIN CATHOLIC SENIOR HIGH SCHOOL ATWIMA MPONUA
35 Volta
MEPE ST. KIZITO SENIOR HIGH TECHNICAL
SCHOOL NORTH TONGU
36 Volta AVE SENIOR SECONDARY, AVE-DAKPA AKATSI NORTH
37 Upper East KUSANABA SENIOR HIGH SCHOOL BAWKU WEST
38 Brong Ahafo KWABRE SENIOR HIGH SCHOOL NKRORANZA SOUTH
39 Eastern ADEISO PRESBY SENIOR HIGH SCHOOL UPPER WEST AKIM
40 Ashanti
MPASATIA SECONDARY/TECHNICAL
SCHOOL ATWIMA MPONUA
41 Northern SAVELUGU SENIOR HIGH SCHOOL SAVELUGU NANTON
42 Eastern
DONKORKROM AGRIC SENIOR HIGH
SCHOOL
AFRAM PLAINS
(KWAHU NORTH)
43 Ashanti
BOMPATA PRESBYTARIAN SENIOR HIGH
SCHOOL ASANTE-AKIM SOUTH
44 Eastern ASESEWA SENIOR HIGH SCHOOL UPPER MANYA KROBO
45 Volta KPASSA SENIOR HIGH /TECHNICAL SCHOOL NKWANTA NORTH
46 Upper West HOLY FAMILY SENIOR HIGH SCHOOL LAMBUSSIE-KARNI
229
47 Greater Accra KINBU SECONDARY/TECHNICAL ACCRA METROPOLITAN
48 Western DADIESO SENIOR HIGH SCHOOL SUAMAN
49 Brong Ahafo ISTI QAAMA SENIOR HIGH SCHOOL WENCHI MUNICIPAL
50 Ashanti NEW EDUBIASE SENIOR HIGH SCHOOL ADANSI SOUTH
51 Upper East SANDEMA SENIOR HIGH SCHOOL BUILSA NORTH
52 Brong Ahafo JEMA SENIOR HIGH SCHOOL KINTAMPO SOUTH
53 Central GYAASE SENIOR HIGH SCHOOL
ASSIN NORTH
MUNICIPAL
54 Central DUNKWA SECONDARY/TECHNICAL SCHOOL
UPPER DENKYIRA EAST
MUNICIPAL
55 Volta NKWANTA SENIOR HIGH SCHOOL NKWANTA SOUTH
56 Ashanti OFOASE SECONDARY/TECHNICAL SCHOOL ASANTE-AKIM SOUTH
57 Ashanti KUMASI SECONDARY/TECHNICAL SCHOOL
KUMASI
METROPOLITAN
58 Western ASANKRANGWA SENIOR HIGH SCHOOL WASA AMENFI WEST
59 Central AGONA KWANYAKO SENIOR HIGH SCHOOL AGONA EAST
60 Ashanti AGONA S.D.A SENIOR HIGH SCHOOL SEKYERE SOUTH
61 Ashanti
ADU GYAMFI SENIOR HIGH SCHOOL,
JAMASI SEKYERE SOUTH
62 Central
EKUMFI T.I AHMADIYYA SENIOR HIGH
SCHOOL, ESSARKYIR EKUMFI
63 Upper East SANDEMA SEC/TECH SCHOOL BUILSA NORTH
64 Volta THREE-TOWN SENIOR HIGH SCHOOL KETU SOUTH
65 Ashanti NAMONG SECONDARY/TECHNICAL SCHOOL OFFINSO MUNICIPAL
66 Upper West PIINA SENIOR HIGH SCHOOL LAMBUSSIE-KARNI
67 Greater Accra
KANESHIE SECONDARY/TECHNICAL
SCHOOL ACCRA METROPOLITAN
68 Brong Ahafo YEFRIMAN SENIOR HIGH SCHOOL NKORANZA NORTH
69 Eastern
AKOKOASO SECONDARY/TECHNICAL
SCHOOL AKYEMANSA
70 Brong Ahafo KAJAJI SENIOR HIGH SCHOOL SENE EAST
71 Western PRESTEA SECONDARY/TECHNICAL SCHOOL PRESTEA HUNI VALLEY
72 Ashanti
AKROFUOM SECONDARY/TECHNICAL
SCHOOL ADANSI SOUTH
73 Northern SALAGA SENIOR HIGH SCHOOL EAST GONJA
74 Volta BATTOR SENIOR HIGH SCHOOL NORTH TONGU
75 Greater Accra ACCRA WESLEY GIRLS HIGH ACCRA METROPOLITAN
Distribution
Number of
schools in 50
Number of
Schools in 75
Total number
of schools
Ashanti 8 15 23
Brong
Ahafo 7 12 19
Central 8 7 15
Eastern 1 6 7
Greater
Accra 2 3 5
230
Northern 4 12 16
Upper East 5 4 9
Upper West 4 3 7
Volta 6 7 13
Western 5 6 11
TOTAL 50 75 125
231
ANNEX 19: TERMS OF REFERENCE FOR INDEPENDENT
VERIFICATION OF IN-SCHOOL ACTIVITIES (QUALITY
AND OUTCOMES)
6. BACKGROUND
The Government of Ghana has obtained World Bank funding to support the government‘s strategy to
improve secondary education in Ghana. The Secondary Education Improvement Project (SEIP),
approved for an amount of USD 156million with a project development objective to increase access to
senior secondary education in underserved districts and improve quality in low-performing senior
high schools in Ghana. The project has two components:
Component 1: Support to increase access with equity and quality in senior high schools (USD
140.1million). This component will employ a results-based financing modality to increase
access with equity and quality in underserved districts and low performing schools.
Component 2: Management, research, monitoring and evaluation (USD 15.9million). This
will be a traditional investment lending to support implementation of the project, monitoring
and evaluation activities, verification of results and research activities.
The SEIP was made effective on October 3, 2014 and will be implemented over a five year period to
November 2019. The Ministry of Education (MOE) is the implementing agency, with implementation
at the school-level overseen by the Ghana Education Service.
Component 1 is further broken down into two pillars:
Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million)
This includes:
o Construction of 23 new SHS
o Facilities improvements (construction works) in 50 existing SHS
o Scholarship packages for 10,400 SHS students from low income families, especially
girls.
Pillar 2: Improve the quality of education in selected low-performing Senior High Schools
(Total costs including contingencies: US$15 million).
This pillar will finance the implementation of School Performance Partnership Plans in 125
existing SHS (these include the 50 receiving facilities improvements above, and an additional
75 schools). The SPPPs are a mechanism by which schools take responsibility for decision
making and planning to improve their performance, and are given financial resources to
support them. The partnership aspect comes in whereby the plan is an agreement with the
District Education Oversight Committee. Under SPPPs schools will be able to choose
activities from a number of options and will also be expected to benefit from:
o Installation of an ICT package (the iCampus, which contains materials under the SHS
curriculum).
o In-service training for Science and Mathematics teachers.
Also as part of Pillar 2‘s focus on quality an online platform will be established containing
information about Ghana‘s SHS in order to improve transparency and increase information
availability for parents and students.
The 23 districts to receive new schools, the 50 schools to receive quality and facilities improvements,
and the 75 schools receiving quality improvements only, have all been identified and are shown in
Annex 1.
232
The results-based financing modality of Component 1 relies on the Government meeting a set of pre-
defined ‗Disbursement Linked Indicators‘ under which there are specific annual ‗Disbursement
Linked Results‘ (DLRs). When evidence is shown that a DLR has been met, the World Bank will
release an agreed tranche of the project funds for Component 1. The DLRs are given in Table 1
below.
233
Table 1. Disbursement Linked Indicators and Results under the Secondary Education Improvement Project
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Expansion of
SHS
DLI 1: Targeting of
school expansion and
improvement in
underserved districts
and selected low
performing schools
DLR 1.1: Agreed targeting
criteria applied to identify list
of Districts and schools for
expansion and improvement
under the Project as set forth in
the PIM
Criteria for selection based
on model agreed during the
March 2014 appraisal
mission. Selection of
school sites for new
construction in:(i) districts
with no operating SHS;
(ii) district prioritization
based on the following
objective targeting criteria:
(a) demand for SHS places;
(b) district size; and (c)
district poverty index
Selection of
rehabilitation/upgrading of
existing school sites based
on specified criteria and
targeting methods based on
needs assessment.
DLI 2: Increase in
new seats for SHS
students in
underserved districts
DLR 2.1: Pre-construction
requirements met for new
construction in 23 selected
districts.
DLR 2.2: About 30% of
all construction works
completed (aggregated)
DLR 2.3: About
80% of all
construction works
completed
(aggregated)
DLR 2.4: About
5,000 new seats
created in
underserved
districts
(cumulative)
DLR 2.5:
About 15,000
new seats
created in
underserved
districts
(cumulative)
Safeguards compliance
through ESMF and RPF
verified in all new
construction sites.
(screening and RAPs
completed).
Validation of site selection
applied in school
construction
implementation plan,
bidding documents and
safeguards reviews.
Package of final bidding
documents completed for
new construction in 23
districts in line with
appraised design.
Facilities maintenance
234
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
plans drafted.
DLI 3: Increase in
utilized seats in
existing low-
performing schools
DLR 3.1: Pre-construction
requirements met for
upgrading of selected schools
DLR 3.2:About 500
seats utilized
DLR 3.3: About
1,000 utilized seats
(cumulative)
DLR 3.4: About
3,000 utilized
seats
(cumulative)
DLR 3.5:
About 5,000
utilized seats
(cumulative)
Bidding Documents reflect
identified needs/scope of
expansion/rehabilitation in
selected low performing
schools. District Assembly
report on safeguards
screening, site visits and
civil works tendering.
Demand side
interventions
to encourage
enrollment
and
completion of
SHS
DLI 4: Increased
enrolment in selected
SHS for students
from low income
families, especially
girls
DLR 4.1:Selection and
contracting of implementing
partner to administer
scholarships completed and
criteria for selection of
beneficiaries of scholarships
developed
DLR 4.2: At least 2,000
SHS students receiving
scholarship in selected
schools.
DLR 4.3: At least
4,000 SHS students
receiving
scholarship in
selected schools.
(cumulative)
DLR 4.4: At least
6,000 SHS
students
receiving
scholarship in
selected schools
(cumulative)
DLR 4.5: At
least 10,000
SHS students
receiving
scholarship in
selected
schools(cumul
ative)
Link to PDO indicator 2
for identification of
beneficiaries for incentives
as defined in the PIM.
Schools report on number
of students receiving
scholarships per year for
their three year SHS
program. Disbursement
scaled according to number
of scholarships awarded
per year.
Pillar 2: Improve quality in low-performing senior high schools
Improve the
quality of
teaching and
learning in
selected low-
performing
secondary
schools
DLI 5: Annual
publication of School
Performance Report
DLR 5.1: School
mapping of all SHS
completed
DLR 5.2:
Publication of
school
performance data
for FY 2016 online
and in brochure
DLR 5.3:
Publication of
updated school
performance data
for FY17 online
and in brochure
DLR 5.4:
Publication of
updated
school
performance
data for FY18
online and in
brochure
Greater sensitization and
communication about
SHS- outreach to JHS, up
to date data on school
details.
235
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
DLI 6: School
Performance
Partnerships in 125
beneficiary schools
DLR 6.1: Guidelines on
preparation of school
performance partnerships
(SPPs) developed and
distributed to selected schools.
DLR 6.2: Training on
school improvement
planning and
implementation
provided for 125
selected schools.
DLR 6.3: 80
selected schools
signing
performance
partnerships
DLR 6.4: 100
selected schools
signing
performance
partnerships
(cumulative)
DLR 6.5: 125
selected
schools
implementing
performance
partnerships
based on
SPPPs
SPPPs would include
details on ICT packages if
needed, leadership and
management training,
competencies, strategy for
improving in-service
teacher training, mentoring
and materials. Survey to be
conducted for beneficiary
schools.
Improvemen
ts in teaching
and learning
in targeted
schools
DLI 7: Improved
learning outcomes in
125 selected SHS
(with quality
package)
DLR 7.1: Report on review of
the quality of teaching and
learning for mathematics and
science in SHS
DLR 7.2: Training
modules rolled out for
mathematics and
science teachers and
ICT based instruction
developed for school
use in selected SHSs
DLR 7.3: ICT
based instruction
rolled out in about
50% of selected
SHS.
DLR 7.4: ICT
based instruction
rolled out in all
selected SHS
DLR 7.5:
Increase in
number of 6
credits and
above
WASSCE
scores on
average in
totalselected
SHS.
Year 4 DLR corresponds to
PDO indicator
At least 125 existing
schools expected to receive
quality package- (will roll
out to new schools once
they are functioning)
236
Under Component 2 the MOE and GES will be carrying out their own monitoring and data collection,
particularly at the school level. In addition to traditional monitoring and supervision visits, data will be
collected via an online platform by which schools enter and submit information such as on scholarship
beneficiaries, general enrolment, staffing, execution of funds and activities under SPPPs and others.
7. OBJECTIVE OF THE ASSIGNMENT
The objectives of these terms of reference are to employ the services of a firm to conduct an annual
survey in the 125 existing schools and the 23 new schools once they have opened over four years. The list
of schools, their districts and regions is given in Annex 1. The firm will provide independent verification
for the meeting of a number of specific DLRs under the project, referred to as the ‗in-school‘ DLRs. (A
separate terms of reference and contract is being procured to verify the construction-related DLRs.) In
addition this consultancy firm will collect further information at the school level to support the
Government‘s own monitoring systems. The data collection will be carried out via an annual survey of
the beneficiary schools.
The DLRs to be verified under this contract are shown in Table 2.
Table 2. DLRs to be verified by this consultancy services
DLR Related activities Years of project
4. DLR 2.4
5. DLR 2.5
Enrolment in 23 new SHS. This will require verification
of enrolment records, including subsidy applications sent
to GES HQ.
3, 4
6. DLR 3.2
7. DLR 3.3
8. DLR 3.4
9. DLR 3.5
Additional enrolment in 50 existing SHS. This will
require verification of enrolment records, including
subsidy applications sent to GES HQ.
1, 2, 3, 4
10. DLR 4.2
11. DLR 4.3
12. DLR 4.4
13. DLR 4.5
Scholarship beneficiaries. This data collection will
require verifying the numbers of beneficiaries, that
beneficiaries have received their scholarships, the
selection criteria which related to each beneficiary on
application and any update to their personal
circumstances (relating to income).
1, 2, 3, 4
14. DLR6.3
15. DLR 6.4
16. DLR 6.5
Schools signing School Performance Partnership Plans.
In addition to checking signature, this requires
confirming that SPPPs are being implemented. This
means checking that activities planned have been
implemented (as shown by expenditures in the cash
books, records in stores, reports of activities including
attendance sheets of trainings [and that they match with
intended trainees] and other evidence available).
2, 3, 4
17. DLR 7.2
18. DLR 7.3
19. DLR 7.4
ICT package rolled out. This requires verifying that
teachers have been trained in use of ICT for teaching and
learning, the iBox has been installed in the school, the
iBox is functioning, internet connectivity is set-up, and
actual use of the iBox and other ICT resources in student
learning and teacher development.
2, 3
237
For DLRs 2.4-2.5, 3.2-3.5, and 7.3, it is agreed that some flexibility on the final results would be accepted
(the targets shown in Table 1). The verified results must come within 5% of the target, indicating that the
spirit of the target has been met. In practice this means the following minimum requirements for this
survey firm:
Table 3. Flexibility in meeting DLIs 2, 3 and 7
DLI DLR
Minimum
requirement
to be met
Under
DLI2
About 5,000 new seats created in underserved districts (cumulative) 4,750
About 15,000 new seats created in underserved districts (cumulative) 14,250
Under
DLI3
About 500 seats utilized 475
About 1,000 utilized seats (cumulative) 950
About 3,000 utilized seats (cumulative) 2,850
About 5,000 utilized seats (cumulative) 4,750
Under
DLI7
ICT based instruction rolled out in about 50% of selected SHS. 47.5%
In addition to verifying the DLRs, the firm will support the Government‘s monitoring activities by
collecting additional data in order to verify and add to the self-reporting system in place. This will include
more rich information on enrolment, scholarships, activities under SPPPs, use of the iCampus and others.
In addition the firm‘s survey will collect the following data to verify the Results Framework indicators:
Number of students in the school, by programme
Number of teachers in the school
Number of teachers trained - disaggregated for Math and Science
It is envisaged there will be a number of survey instruments to be conducted within the schools in order to
collect the required data, information and verification evidence. Some of these instruments may be
checklists, numerical data reports or interviews with school management/administration, teachers or
students.
8. SCOPE OF WORK The consultant is expected to carry out the following activities:
Develop survey instruments for data collection in the 23 new SHS and 125 beneficiary existing
SHS.
Pilot test the survey instruments.
Train enumerators as necessary to collect the data in 148 schools.
Carry out data collection in the 148 beneficiary schools (spread across the ten regions of Ghana,
as shown in Annex 1) annually in October (year 1 verification = October 2015, year 4 verification
= October 2018).
Conduct data entry, quality checks and cleaning.
Provide report of findings and all raw data for Government and World Bank use. These reports
should be provided after each annual survey.
238
9. TIMINGS AND ESSENTIAL OUTPUTS
The following outputs and timings are expected from the consultancy:
Output Timing
Inception report including workplan and detailed methodology May 2015
Draft survey for comments July 2015
Pilot testing survey September 2015
Train enumerators as necessary September 2015
Conduct annual survey – Year 1 DLRs October 2015
Report of Year 1 DLRs and survey raw data November 2015
Conduct annual survey – Year 2 DLRs October 2016
Report of Year 2 DLRs and survey raw data November 2016
Conduct annual survey – Year 3 DLRs October 2017
Report of Year 3 DLRs and survey raw data November 2017
Conduct annual survey – Year 4 DLRs October 2018
Report of Year 4 DLRs and survey raw data November 2018
10. QUALIFICATIONS AND EXPERIENCE
The consultancy project team is expected to have the following qualifications and experience amongst its
members:
A Masters Degree in Social Science, Statistics, Education Management or other related field.
At least five years‘ experience in survey research, data collection and analysis.
Experience of relevant projects in Education Management.
Demonstrated experience developing and testing survey instruments using various
methodologies.
Demonstrated strong capacity in planning, organizing and conducting survey logistics over a
large geographical scale in Ghana.
Demonstrated strong capacity in recruiting and training enumerators and managing data
collection (including data entry).
Experience compiling and managing large volumes of data, analyzing said data and presenting
analysis in reports in a timely fashion.
Enumerators should have a minimum of secondary level education.
239
Annex 1 – List of beneficiary schools
23 new schools being constructed:
Region District
Ashanti Ahafo Ano South
Ashanti Kumasi Metropolis
Ashanti Offinso North
Brong Ahafo Atebubu Amantin
Brong Ahafo Kintampo North Municipal
Brong Ahafo Sene East
Central Awutu Senya East Municipal
Eastern Ayensuano
Eastern Kwahu Afram Plains South
Greater Accra Adenta Municipal
Greater Accra Ga East Municipal
Greater Accra Kpone Katamanso
Northern Gonja Central
Northern Mion
Northern North Gonja
Upper East Binduri
Upper East Pusiga
Upper West Wa East
Volta Adaklu
Volta Krachi East
Western Bia East
Western Sefwi Akontombra
Western Wassa Amenfi Central
50 Schools receiving quality and facility improvements:
s/n Region District School name
1 Ashanti Adansi North Bodwesango Senior High School
2 Ashanti Adansi North Fomena T.I Ahmadiyya Senior High School
3 Ashanti Amansie Central Jacobu Secondary/Technical School
4 Ashanti Amansie West Esaase Bontefufuo Sec. Technical School
5 Ashanti Bosome Freho Bosome Senior High Technical School-Asiwa
6 Ashanti Ejura Sekyidomase Sekyedomase Senior High School
7 Ashanti Offinso Municipal St. Jerome Senior High School
8 Ashanti Offinso North Nkenkaasu Secondary High School
9 Brong Ahafo Banda Bandaman Senior High Technical School
10 Brong Ahafo Dormaa West Nkrankwanta Sec/Tech
240
11 Brong Ahafo Jaman North Goka Secondary/Technical School
12 Brong Ahafo Pru Prang Senior High School
13 Brong Ahafo Pru Yeji Secondary/Technical School
14 Brong Ahafo Tain Badu Secondary/Technical School
15 Brong Ahafo Tain Menji Agricultural Senior High School
16 Central Asikuma-Odoben-Brakwa Odoben Senior High School
17 Central Assin North Municipal Assin North Senior High Technical School
18 Central Assin South Assin Nsuta Agric. Senior High School
19 Central Assin South Nyankumasi Ahenkro Senior High School
20 Central Awutu-Senya Obrachire Secondary/Technical
21 Central Awutu-Senya Senya Senior High School
22 Central Twifo Hemang-Lower Denkyira Jukwa Senior High School
23 Central Upper Denkyira West Diaso Senior High School
24 Eastern Afram Plains (Kwahu North) S.T. Fidelis Senior High Tech. School
25 Greater Accra Accra Metropolitan Holy Trinity Cath. Senior High School
26 Greater Accra Accra Metropolitan Presbyterian Senior High School-Osu
27 Northern Central Gonja Buipe . Secondary Technical School
28 Northern East Gonja T. I. Ahmadiyya Senior High School
29 Northern Saboba E/P Senior High School, Saboba
30 Northern Sawla-Tuna-Kalba Tuna Senior High Secondary Technical School
31 Upper East Bongo Bongo Senior High School
32 Upper East Bongo Gowrie Secondary/Technical School
33 Upper East Bongo Zorkor Senior High School
34 Upper East Kassena-Nankana Municipal Awe Senior Secondary/Technical School
35 Upper East Kassena-Nankana Municipal Our Lady Of Lourdes Secondary/Technical
36 Upper West Daffiama-Bussie-Issa Daffiama Senior High School
37 Upper West Jirapa Ullo Senior High School
38 Upper West Nadowli Kaleo Secondary/Technical
39 Upper West Wa East Funsi Senior High School
40 Volta Adaklu Ayingbe Adaklu Senior High School
41 Volta Agortime Ziope Agotime Senior High School
42 Volta Ketu South Klikor Secondary/Technical School
43 Volta Ketu South Some Senior High School
44 Volta Nkwanta South Ntruboman Senior High School
45 Volta North Tongu Dorfor Senior High School
46 Western Aowin Nana Brentu Senior High Technical School
47 Western Bodi Bodi Senior High School
48 Western Prestea Huni Valley St. Augustine's Senior Secondary Sec. Bogoso
49 Western Sefwi Akontombra Akontombra Senior High School
50 Western Wassa East Daboase Senior High Technical School
241
75 schools to benefit from quality improvements only:
S/N Region District School Name
1 Ashanti Adansi North Dompoase Senior High School
2 Ashanti Adansi South Akrofuom Secondary/Technical School
3 Ashanti Adansi South New Edubiase Senior High School
4 Ashanti Ahafo Ano South Mankranso Senior High School
5 Ashanti Amansie West Manso Adubia Senior High School
6 Ashanti Asante-Akim South Bompata Presbytarian Senior High School
7 Ashanti Asante-Akim South Ofoase Secondary/Technical School
8 Ashanti Atwima Mponua Mpasatia Secondary/Technical School
9 Ashanti Atwima Mponua Nyinahin Catholic Senior High School
10 Ashanti Kumasi Metropolitan Kumasi Secondary/Technical School
11 Ashanti Offinso Municipal Namong Secondary/Technical School
12 Ashanti Sekyere Central Beposo Ghana Muslim Mission Senior High School
13 Ashanti Sekyere Central Nsutaman Catholic Senior High School
14 Ashanti Sekyere South Adu Gyamfi Senior High School, Jamasi
15 Ashanti Sekyere South Agona S.D.A Senior High School
16 Brong Ahafo Asunafo North Municipal Ahafoman Senior High/Technical School
17 Brong Ahafo Asunafo South Kukuom Agriculture Senior High School
18 Brong Ahafo Atebubu-Amantin Amanten Senior High School
19 Brong Ahafo Kintampo South Jema Senior High School
20 Brong Ahafo Nkoranza North Busunya Senior High School
21 Brong Ahafo Nkoranza North Yefriman Senior High School
22 Brong Ahafo Nkroranza South Kwabre Senior High School
23 Brong Ahafo Sene East Kajaji Senior High School
24 Brong Ahafo Sene West Kwame Danso Secondary/Technical
25 Brong Ahafo Tain Nsawkaw State Senior High School
26 Brong Ahafo Wenchi Municipal Isti Qaama Senior High School
27 Brong Ahafo Wenchi Municipal Koase Secondary/Technical
28 Central Agona East Agona Kwanyako Senior High School
29 Central Assin North Municipal Assin State College
30 Central Assin North Municipal Gyaase Senior High School
31 Central Assin South Adankwaman Secondary/Commercial School
32 Central Ekumfi Ekumfi T.I Ahmadiyya Senior High School, Essarkyir
33 Central Gomoa West Gomoa Secondary/Technical School
34 Central Upper Denkyira East Municipal Dunkwa Secondary/Technical School
35 Eastern Afram Plains (Kwahu North) Donkorkrom Agric Senior High School
36 Eastern Akyemansa Akokoaso Secondary/Technical School
37 Eastern Akyemansa Ayirebi Senior High School
38 Eastern Ayensuano Kraboa Coaltar Presby Secondary/Technical School
39 Eastern Upper Manya Krobo Asesewa Senior High School
242
40 Eastern Upper West Akim Adeiso Presby Senior High School
41 Greater Accra Accra Metropolitan Accra Wesley Girls High
42 Greater Accra Accra Metropolitan Kaneshie Secondary/Technical School
43 Greater Accra Accra Metropolitan Kinbu Secondary/Technical
44 Northern Bole Bole Senior High School
45 Northern Bunkpurugu-Yunyoo Bunkpurugu Secondary/Technical
46 Northern Bunkpurugu-Yunyoo Nakpanduri Business Senior High School
47 Northern East Gonja Salaga Senior High School
48 Northern Gushiegu Gushegu Senior High School
49 Northern Karaga Karaga Senior High School
50 Northern Kpandai Kpandai Senior High School
51 Northern Nanumba North Bimbilla Senior High School
52 Northern Nanumba South Wulensi Senior High School
53 Northern Savelugu Nanton Savelugu Senior High School
54 Northern Tatale Sanguli Tatale E/P Agriculture Senior High School
55 Northern West Mamprusi Wulugu Senior High School
56 Upper East Bawku West Kusanaba Senior High School
57 Upper East Builsa North Sandema Sec/Tech School
58 Upper East Builsa North Sandema Senior High School
59 Upper East Builsa South Fumbisi Senior Secondary Agric School
60 Upper West Jirapa Jirapa Senior High School
61 Upper West Lambussie-Karni Holy Family Senior High School
62 Upper West Lambussie-Karni Piina Senior High School
63 Volta Akatsi North Ave Senior Secondary, Ave-Dakpa
64 Volta Ketu South Three-Town Senior High School
65 Volta Nkwanta North Kpassa Senior High /Technical School
66 Volta Nkwanta South Nkwanta Senior High School
67 Volta North Tongu Avetime-Battor Senior High Technical
68 Volta North Tongu Battor Senior High School
69 Volta North Tongu Mepe St. Kizito Senior High Technical School
70 Western Bia West Bia Senior High Tech School
71 Western Prestea Huni Valley Prestea Secondary/Technical School
72 Western Suaman Dadieso Senior High School
73 Western Wasa Amenfi East Amenfiman Senior High School
74 Western Wasa Amenfi West Asankrangwa Senior High School
75 Western Wasa Amenfi West Asankrangwa Senior High Technical School
243
Distribution of SEIP schools
Region Number of new
construction
Number of
schools in the 50
Number of
Schools in the 75
Total number of
schools
Ashanti 3 8 15 26
Brong Ahafo 3 7 12 22
Central 1 8 7 16
Eastern 2 1 6 9
Greater Accra 3 2 3 8
Northern 3 4 12 19
Upper East 2 5 4 11
Upper West 1 4 3 8
Volta 2 6 7 15
Western 3 5 6 14
TOTAL 23 50 75 148
244
ANNEX 20: SAMPLE QUESTIONNAIRE FOR ONLINE SENIOR HIGH SCHOOL MONITORING
TABLE A20.1: ACCESS MONITORING – ENROLMENT, CAPACITY AND STAFF ESTABLISHMENT
Enrolment
Term 1 SHS1 SHS2 SHS3
Programme Male Female Total Male Female Total Male Female Total
Total
of which scholarship beneficiaries
Enrolment capacity
Programme Enrolment capacity for current year SHS1 Enrolment capacity for next year SHS1
Total
245
Staff establishment
Male Female Total School Management Head Assistant Head – Academic Assistant Head Assistant Head
Teaching staff English Maths Biology Etc Total teaching staff (this may be less than the sum if some teachers cover more than one subject) Non-teaching staff Total
246
TABLE A20.2: QUALITY MONITORING – IN-SERVICE TRAINING, SPPP IMPLEMENTATON AND I-BOX UTILIZATION
In-service Training Activities
Face-to-face training Training via iBox
Male Female Total Male Female Total
Mathematics
Biology
Chemistry
Physics
Lab Technicians
Leadership training
Head
Assistant Head
Heads of Departments
SPPP Implementation against plan
Planned
Actual
Activity Quantity Unit cost Cost Output Quantity Unit cost Cost Output
247
iBox implementation and utilisation
Drop down box - answers Has the iBox been installed? Yes No If yes is it functioning? Yes No Has internet been installed? Yes No If yes is it functioning? Yes No How many staff members have attended training on the iCampus? Enter digit How many teachers have accessed INSET on the iBox? Enter digit How many teachers have used iBox for their lessons? Enter digit How many students are in those lessons (total)? Enter digit
What challenges are you having with the iBox?
There are not enough computers
for the students to carry out
private learning
The system does not let us skip
components of a lesson (lesson
presentation, lesson notes,
exercises, practicals, assignment) There are not enough teachers
who can understand how to use it The system is slow or not
responding The classes are too large
What success have you had with iBox? Free text - Maximum 50 words
response
248
ANNEX 21: TERMS OF REFERENCE FOR SUPERVISION OF NEW
CONSTRUCTION50
Terms of Reference for Supervision Consultant for the Construction
of Structures in Lot 1 under the Secondary Education Improvement
Project (SEIP)
1.0 BACKGROUND
The Government of Ghana has obtained World Bank funding to support the government‘s
strategy to improve secondary education in Ghana. The Secondary Education Improvement
Project (SEIP) is approved for an amount of USD 156 million with a project development
objective to increase access to senior secondary education in underserved districts and improve
quality in low-performing senior high schools in Ghana. The project has two components:
Component 1: Support to increase access with equity and quality in senior high schools
(USD 140.1 million). This component will employ a results-based financing modality to
increase access with equity and quality in underserved districts and low performing
schools.
Component 2: Management, research, monitoring and evaluation (USD 15.9 million).
This will be a traditional investment lending to support implementation of the project,
monitoring and evaluation activities, verification of results and research activities.
The SEIP will be implemented over a five year period from May 2014 to November 2019. The
Ministry of Education (MOE) is the implementing agency, with implementation at the school-
level overseen by the Ghana Education Service.
Component 1 is further broken down into two pillars:
Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1
million)
This includes:
o Construction of 24-unit Classroom and ancillary facilities Block (E-Block); 8-unit
Block of 2-Bedroom Staff Flats; Canteen Block; 3-Bedroom Headmaster‘s
bungalow with 2-Bedroom outhouse; Security/Gate House at each of 23 sites in
23 districts
o Facilities improvements (construction works) in 50 existing SHS
o Scholarship packages for 10,400 SHS students from low income families,
especially girls.
Pillar 2: Improve the quality of education in selected low-performing Senior High
Schools (Total costs including contingencies: US$15 million).
This pillar will finance the implementation of School Performance Partnership Plans in
125 existing SHS. The SPPPs are a mechanism by which schools take responsibility for
50
Note that the TOR is only given for Lot 1. Lots 2-4 have similar TORs but with the different construction sites
given.
249
decision making and planning to improve their performance, and are given financial
resources to support them. The partnership aspect comes in whereby the plan is an
agreement with the District Education Oversight Committee. Under SPPPs schools will
be able to choose activities from a number of options and will also be expected to benefit
from:
o Installation of an ICT package (the iCampus, which contains materials under the
SHS curriculum).
o In-service training for Science and Mathematics teachers.
Also as part of Pillar 2‘s focus on quality an online platform will be established
containing information about Ghana‘s SHS in order to improve transparency and increase
information availability for parents and students.
The results-based financing modality of Component 1 relies on the Government meeting a set of
pre-defined ‗Disbursement Linked Indicators‘ under which there are specific annual
‗Disbursement Linked Results‘ (DLRs). When evidence is shown that a DLR has been met, the
World Bank will release an agreed tranche of the project funds for Component 1.
2.0 OBJECTIVES OF THE CONSULTANCY ASSIGNMENT
The 23 new senior high schools will be built in 23 district but the supervision for the
construction will be divided into four lots by different regions. The four lots are shown in Table
1.
Table 1: Lots for Construction
Lot
Number Regions
Number of
districts
1 Western, Eastern, & Central 6
2 Ashanti & Brong Ahafo 6
3 Greater Accra & Volta 5
4 Northern, Upper East, & Upper West 6
For these terms of reference, the consultancy assignment is to supervise the construction for Lot
1 which covers the districts outlined in Table 2.
Table 2: Districts for Supervision of Construction under the SEIP (Lot 1)
Region District Location
Western
Wassa Amenfi Central Manso
Bia East Adabokrom
Sefwi Akontombra Nsawora Edumafua
Eastern Kwahu Afram Plains South Maame Krobo
Ayensuano Aneum-Apapam
Central Awutu Senya East
Municipal
Ofaakor-Kasoa
250
Specifically, the consulting firm will need to supervise the construction of the following in each
of the six districts: (i) 24-unit Classroom Blocks and ancillary facilities (E- Block) (ii) 8-unit
Block of 2-Bedroom Staff Flats; (iii) 3-Bedroom Headmaster‘s bungalow with 2-Bedroom
outhouse; (iv) Canteen Block; (v) Security/Gate House; and (vi) Furniture and Equipment for the
above structures.51
The consultancy will supervise in each location by:
i. carrying out a geotechnical investigation at each site to determine, among others, the soil
profile, the foundation type, depth of foundation, probable settlement etc. to allow for
foundation design review, as appropriate
ii. verifying the setting out for each structure in strict accordance with the detailed designs
iii. ensuring adherence of Contractors to quality assurance requirements for the execution of
the works
iv. providing sound site supervision and general contract administration in order to secure
timely delivery of the works.
3.0 SCOPE OF THE SERVICES
The consulting firm will be expected to render the following services:
Review Architectural and Structural/Mechanical/Electrical working drawings to be
provided by the MOE and agree any necessary amendments to be made to them
Carry out a geo-technical study to confirm/modify the Foundation design
Hand over the selected site to the Contractor
Determine the best position and orientation of the structure on the site
Vet the Work Programme submitted by the Contractor
Ensure Contractor is complying with environmental safeguards
Ensure that good quality materials are brought to the site to execute the work
Organise site meetings as often as necessary and send minutes of the meetings to the
Civil Works Team
Prepare quarterly project status reports for submission to the Civil Works Team
Supervise the construction of work by physically inspecting and approving the activities
indicated in the Contractor‘s Work Programme
Vet Valuations prepared by Contractors for work done and issue Payment Certificates
for settlement
Take over the completed structure from the Contractor
Hand over the completed structure to the District Director of Education
Issue the practical Completion Certificate to the Contractor
Prepare a Schedule of Defects ( Snag List) after certifying Practical completion
Issue Final Certificate and vet Final Accounts prepared by the Contractor for settlement.
Prepare and submit Final report for each completed structure to the Civil Works Team
4.0 PERSONNEL REQUIRED, QUALIFICATIONS, AND EXPERIENCE
51
The perspective view of the new Senior High School construction is attached as Annex A.
251
The following Personnel will be required for the assignment which is expected to last eighteen
(18) months with a six (6) month Defects Liability Period. Note that the Team Leader can either
be an Architect, Quantity Surveyor, or Civil Engineer.
S/No. Personnel Number
required
Basic Qualification (Years
of Experience)
Professional
Qualification
(Years of
experience)
1 Team Leader 1 No. B. SC. (10 ) (10)
2 Architect 1 No. B. SC. PG Dip Arch (5 ) AGIA (5)
3 Civil Engineer 1 No. B. SC. Civil Engineering (5) MGhIE (5)
4 Quantity Surveyor 1 No. B. SC. Bldg. Tech. (5) AGIS (5)
5 Electrical Engineer 1 No. B. SC. Elect. Eng. (10) MGhIE(8)
6 Geo-Technical
Engineer
1 No. B. Sc. Geo Tech. Eng. (10) MGhIE (8)
7 Mechanical Engineer 1 No. B. Sc. Mech. Eng. (10) MGhIE (8)
8 Clerks of Works 6 No. HND Bldg. Tech. (6) N/A
Note: Each Clerk of Works will be required for the entire duration of the assignment. The team
must be conversant with the Education Sector, its policies, strategies, and decentralised agencies.
5.0 TIMELINE AND REPORTING
Two hard copies and one soft copy of the following reports are to be submitted at the times
indicated in Table 3.
Table 3: Outputs and Timelines expected from the Consulting Firm
Report Period due
Inception Report 4 weeks after commencement of assignment
Monthly Progress Report 4 weeks after commencement of assignment
and Monthly thereafter
Draft Completion Report 4 weeks after Practical Completion of
works and issuance of Practical Completion
Certificate
Completion Report Within 2 weeks after approval of the Draft
Completion Report
Draft Final report Within 4 weeks after expiration of Defects
Liability Period and issuance of Defects
Liability Certificate
Final Report Within 2 weeks after approval of the Draft
Final Report
252
ANNEX A: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL CONSRUCTION
E-Block (Multi-Purpose)
8 – unit Block of Staff Flats
253
Canteen Block
Headmaster‘s Bungalow
Security Gate House
254
ANNEX 22: TERMS OF REFERENCE FOR SUPERVISION
CONSULTANT OF FACILITIES IMPROVEMENT52
Terms of Reference for Consultant for the Facilities Improvement in
22 Senior High Schools in Lot 1 under the Secondary Education
Improvement Project (SEIP)
1.0 BACKGROUND
The Government of Ghana has obtained World Bank funding to support the government‘s
strategy to improve secondary education in Ghana. The Secondary Education Improvement
Project (SEIP) is approved for an amount of USD 156 million with a project development
objective to increase access to senior secondary education in underserved districts and improve
quality in low-performing senior high schools in Ghana. The project has two components:
Component 1: Support to increase access with equity and quality in senior high schools
(USD 140.1 million). This component will employ a results-based financing modality to
increase access with equity and quality in underserved districts and low performing
schools.
Component 2: Management, research, monitoring and evaluation (USD 15.9 million).
This will be a traditional investment lending to support implementation of the project,
monitoring and evaluation activities, verification of results and research activities.
The SEIP will be implemented over a five year period from May 2014 to November 2019. The
Ministry of Education (MOE) is the implementing agency, with implementation at the school-
level overseen by the Ghana Education Service.
Component 1 is further broken down into two pillars:
Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1
million)
This includes:
o Construction of 24-unit Classroom and ancillary facilities Block (E-Block); 8-unit
Block of 2-Bedroom Staff Flats; Canteen Block; 3-Bedroom Headmaster‘s
bungalow with 2-Bedroom outhouse; Security/Gate House at each of 23 sites in
23 districts
o Facilities improvements (construction works) in 50 existing SHS that each school
identifies through a needs assessment
o Scholarship packages for 10,400 SHS students from low income families,
especially girls.
Pillar 2: Improve the quality of education in selected low-performing Senior High
Schools (Total costs including contingencies: US$15 million).
52
Note that this TOR is only for the Lot 1. Lot 2 has a similar TOR except with the lots changed.
255
This pillar will finance the implementation of School Performance Partnership Plans in
125 existing SHS. The SPPPs are a mechanism by which schools take responsibility for
decision making and planning to improve their performance, and are given financial
resources to support them. The partnership aspect comes in whereby the plan is an
agreement with the District Education Oversight Committee. Under SPPPs schools will
be able to choose activities from a number of options and will also be expected to benefit
from:
o Installation of an ICT package (the iCampus, which contains materials under the
SHS curriculum).
o In-service training for Science and Mathematics teachers.
Also as part of Pillar 2‘s focus on quality an online platform will be established
containing information about Ghana‘s SHS in order to improve transparency and increase
information availability for parents and students.
The results-based financing modality of Component 1 relies on the Government meeting a set of
pre-defined ‗Disbursement Linked Indicators‘ under which there are specific annual
‗Disbursement Linked Results‘ (DLRs). When evidence is shown that a DLR has been met, the
World Bank will release an agreed tranche of the project funds for Component 1.
2.0 OBJECTIVES OF THE CONSULTANCY ASSIGNMENT
The consulting firm will be contracted to supervise the facilities improvement of the schools.
The work is divided into two (2) lots shown in Table 1.
Table 1: Lots for Facilities Improvement for 50 Existing SHS
Lot No. Regions No. of SHS
SFU 01 Greater Accra, Western, Eastern, Volta & Central 22
SFU 02 Ashanti, Brong Ahafo, Northern, Upper East and
Upper West
28
For these terms of reference, the consultancy assignment is to supervise the construction in Lot
SFU 01, which comprises the schools in Table 2:
Table 2: Senior High Schools for Facilities Improvement Under this Contract
Region District School
Central
ASSIN NORTH
MUNICIPAL
ASSIN NORTH SENIOR HIGH
TECHNICAL SCHOOL
Central ASSIN SOUTH
ASSIN NSUTA AGRIC. SENIOR HIGH
SCHOOL
Central
UPPER DENKYIRA
WEST DIASO SENIOR HIGH SCHOOL
Central
TWIFO HEMANG-
LOWER DENKYIRA JUKWA SENIOR HIGH SCHOOL
256
Central ASSIN SOUTH
NYANKUMASI AHENKRO SENIOR HIGH
SCHOOL
Central AWUTU-SENYA OBRACHIRE SECONDARY/TECHNICAL
Central
ASIKUMA-ODOBEN-
BRAKWA ODOBEN SENIOR HIGH SCHOOL
Central AWUTU-SENYA SENYA SENIOR HIGH SCHOOL
Eastern
AFRAM PLAINS
(KWAHU NORTH)
S.T. FIDELIS SENIOR HIGH TECH.
SCHOOL
Greater Accra
ACCRA
METROPOLITAN
HOLY TRINITY CATH. SENIOR HIGH
SCHOOL
Greater Accra
ACCRA
METROPOLITAN
PRESBYTERIAN SENIOR HIGH
SCHOOL-OSU
Volta ADAKLU ADAKLU SENIOR HIGH SCHOOL
Volta AGORTIME ZIOPE AGOTIME SENIOR HIGH SCHOOL
Volta NORTH TONGU (NEW) DORFOR SENIOR HIGH SCHOOL
Volta KETU SOUTH
KLIKOR SECONDARY/TECHNICAL
SCHOOL
Volta NKWANTA SOUTH NTRUBOMAN SENIOR HIGH SCHOOL
Volta KETU SOUTH SOME SENIOR HIGH SCHOOL
Western SEFWI AKONTOMBRA AKONTOMBRA SENIOR HIGH SCHOOL
Western BODI BODI SENIOR HIGH SCHOOL
Western WASSA EAST
DABOASE SENIOR HIGH TECHNICAL
SCHOOL
Western AOWIN
NANA BRENTU SENIOR HIGH
TECHNICAL SCHOOL
Western
PRESTEA HUNI
VALLEY
ST. AUGUSTINE'S SENIOR SECONDARY
SEC. BOGOSO
The consultancy will supervise in each location by:
(i) Working in collaboration with the District Engineer, to ensure adherence of Contractors
to quality assurance requirements for the execution of the works
(ii) Achieving sound site supervision and general contract administration in order to secure
timely delivery of the works.
(iii) Enforcing the implementation of all safeguards in collaboration with the
Environmental and Social Management Team
3.0 SCOPE OF THE SERVICES
The work will be carried out in three stages, with the consultancy firm completing the third stage
of work. Stages 1 and 2 will be completed by the Funds and Procurement Management Unit
(FPMU), with the consultancy firm reviewing the Technical Report and drawings, designs and
documents in each of these stages. It is also necessary for the consultancy firm to bear in mind
that, given the nature of the project, there may be a wide range of supervision tasks from
construction new buildings to improving facilities in others.
Stage 1: Survey Assessing Conditions of the School
257
Stage 1 will be carried out by the Funds and Procurement Management Unit of the Ministry. The
Technical Report will be submitted to the consultancy firm for review.
(i) A survey of the existing object (school) will be carried out to assess the following:
safety of structural elements: foundation stability, walls, columns, roof etc. ;
conditions of internal and external finishes of buildings, windows, doors, floors etc.;
quality of school equipment and furniture;
conditions of light fittings, ventilation, cooling and air temperature in the building;
condition of land area around the buildings like paths, play fields, fences, irrigation
etc.;
need for building demolition;
conditions of lavatories (internal and yard toilets);
Topographical and geophysical surveys of the sites including collection of details of
existing engineering and communications services around the site.
condition of internal and external engineering services (water-supply and sewerage,
cooling, electricity etc.) also the possibility of connection to existing engineering
services if the same are not available in the existing school.
The survey should also include (a) obtaining measurements to produce site layout and all
the floor plans, sections and elevations for each building; and (b) pictures of existing
buildings and the site.
In case of any asbestos materials are found at the site, their quantity and location should be
carefully documented. That asbestos materials have been found at the site must be
immediately reported to the МОE in a letter in which details like location, type, quantity of
asbestos, supporting pictures etc. should be given.
(ii) The findings of the above mentioned survey shall be presented in a Technical Report. The
Technical Report must cover at-least the following aspects about the existing conditions of
the school:
structural elements: foundation stability, walls, columns, roof etc.;
internal and external finishes of buildings, windows, doors, floors;
land area around the buildings improvement ( paths, play fields, fences, irrigation
etc
buildings to be demolished (if necessary);
lavatory (internal and yard toilets);
internal and external engineering services / nets (water-supply and sewerage,
heating, ventilation, electricity), also the possibility of connection to existing
engineering services / nets;
school equipment and furniture.
topographical and geophysical surveys including the ground water levels, soil
bearing capacity and recommendations for soil compaction, suggested sitting of
258
building blocks, and other technical considerations required for buildings designs.
All the recommendations should have references to the related active construction
norms and standards in Ghana.
a comparative list of existing and required buildings to justify the need for
additional buildings.
Prepare preliminary designs of existing buildings after optimizing them and also
designs of additional new buildings at the site. While preparing these designs, it
must be ensured that the existing buildings are adapted and integrated properly with
the new buildings. Attention will be paid to improve the ―child-friendliness ―.
The following must also be included in the Technical Report:
measured drawings, including: site layout, floors plans, longitudinal section and
cross-section, façade elevations, scheme of internal and external engineering
services;
a detailed list / statement of defects;
suggested rehabilitation activities for the buildings including internal and the
outdoor areas (paths, sites, fences, irrigation etc.);
Designs of new buildings and integrated site plans;
preliminary estimates for rehabilitation and new buildings;
topographical surveys and soil investigation reports
(iii) The Technical report for the above (including options) will be submitted for each of the
sites for the Client consideration
Stage 2: Designs, Drawings, and Documents
Upon approval by the Client of the proposals submitted at Stage 1, FPMU shall develop designs,
drawings and documents for rehabilitation works and additional buildings if required. The
consultancy firm will be required to review these designs, drawings and documents. The contents
of the design, drawings and documentation for each school will include:
Design brief and compliance with functional program;
Architectural drawings: these will include at least the following details:
All floor plans, elevations and sections;
Toilets, staircases, railings, flooring pattern;
False-ceiling;
Integrated service drawing;
Built-in furniture;
Any other detail required for proper completion of the works.
Structural drawing: these will include at least the following:
Design basis report;
259
Detailed design with calculations;
All detailed drawings as required;
A structural safety certificate for all works.
Water supply, sewerage disposal, sanitary installations and storm water drainage layout:
Design basis report;
Detailed design with calculations;
Bore-well details if required;
Layouts and schematic drawings showing the pipelines as well as detailed drawings
showing internal and external water supply;
Sanitary and water supply installations;
Sewerage disposal including sewage treatment and plant;
Recycling of treated water from the sewage treatment plan;
Overhead tank and underground reservoir;
Storm water drainage including rain water harvesting;
Other elements for re-cycling the resources which are necessary for a ―Green
Building‖, etc.
Electrical: these will include at least the following details:
Design basis report;
Detailed design with calculations;
Internal and external electrical layout showing the entire distribution system,
emergency circuit including the electrical back-up;
Design of electric substation;
Electrical back-up and public connection
Schematic drawings/design;
Provision of telephone, broad band conduits, T.V. conduits, and other electronic
equipment;
Any other element that is necessary for energy conservation and are necessary for
―Green Building‖.
Air conditioning: these will include at least the following details:
Design basis report;
Detailed design with calculations;
Internal and external layouts showing the entire air circulation system;
Building management system to optimally utilize all the installation in the building
and monitor their functioning;
Any other element that is necessary for energy conservation and are necessary for a
―Green Building.‖
Fire safety services:
Design basis report;
Provision for the fire safety as per relevant codes.
260
Campus development and landscaping:
All drawings showing areas to be landscaped, detail of horticulture, plantation, water
bodies, roads, parking footpath, boundary wall, signage, street lights and gates etc.
Note:
In reviewing the plans, the Consultant should take into account the following
requirements:
Any other relevant drawing details or designs that might be required for proper and
satisfactory completion of the project;
Requirement that all designs must be prepared as per relevant national and
international building and engineering codes;
Requirement to improve ecological and climatic aspect, the user friendliness, and the
spatial organization of the whole site;
Requirement to identify and recommend the use of the ecological water treatment and
solar energy systems, where viable;
Requirements for the infection control and the optimal connection and functional
concept for each building within the health facility compound and infrastructure.
Approval from local authorities like municipality, fire, water supply and sewage
disposal, electrical units
In case asbestos containing building materials are to be removed/replaced, the tender
documents shall specifically include a description of the procedures (including
illustrations) to be followed by the contractor during the process and the monitoring
routine that the Client will apply to ensure adherence to the established procedures.
The technical specifications of materials for all works.
BOQ‘s and detailed estimates based on the local prevailing rates;
The Consultant should note that:
All the technical decisions incorporated in the designs should meet modern sanitary-
hygienic, operational, insulation, fire-prevention and ecological requirements as per
the Environmental and Safeguards Management Framework
Each element to be rehabilitated should have the reference to the related active
construction norms and standards in Ghana.
The drawings and documents should be so well detailed that absolutely minimum
decisions are to be taken by the engineers at site.
Stage 3: Periodic Supervision of Construction
After the designs, drawings, and documents have been approved, the Consultant will be
responsible for providing supervision for the construction. It should be ensured that the designers
would participate in the monthly meetings (the expertise of participants would be decided on the
status of work) and provide input into the monthly reports to be prepared by the Supervision
Consultant.
261
Field supervision (common for all categories) over Contractor‘s work will include the
following:
Periodic (not less, than twice a month) site visits. The details of the visit including the
observations will be recorded in the field supervision log book kept at site.
Observations will include the following:
o If the works are being executed at site as per the drawings;
o Enter the modifications agreed with the client in the log book, if any
o If the materials being used at site are as per the specifications;
o Suggest modifications if any for client‘s considerations;
Inform the Supervision Consultant about the non-conformity if any;
Provide input into the monthly reports on site visits and inspection over construction
works
Participate during the final acceptance of building; and
Supervise removal of defects if any by Contractor during the defects liability period.
School design guidelines
When considering space design, care should be taken that those educational facilities, apart from
being a building constructed and equipped to shelter its users, should also impart an environment
that will promote students‘ learning and growth. Although most of the design recommendations
are given in the normative documents mentioned below, the Client wishes to remind the
Consultant of the importance to consider the main principles related to school designs such as the
following criteria:
The school should be:
a facility providing an atmosphere of inter-action where models of behavior are learned,
a place where students can effectively participate in the process of learning,
developed to facilitate the process of learning from each other,
developed to allow for an efficient use of space, smooth operation by having the qualities
of flexibility and mobility for students and teachers.
The school site layout should facilitate:
grouping of spaces related to the same functions such as study areas, administration
offices, sports and recreation areas or communal spaces,
separation of playgrounds (and, if possible, school access) for primary level students
from the two other education levels,
separation of quiet and noisy areas by providing buffer zones,
access by physically disabled to all areas,
possibility of future expansion,
minimum circulation distances to the various functional areas,
segregation of car parks and access roads from pedestrian areas,
preserve and improve existing features of the landscape as a pleasant natural environment
is a stimulating element.
262
Design principles related to internal space:
grouping of rooms related to the same functions,
access by physically disabled to all areas,
separation of internal recreation areas for primary level students from the two other education levels,
separation of quiet rooms (i.e. mostly study rooms) from noisy rooms such as sport hall, technology rooms,
music room,
possibility for handicapped persons to access to all rooms on the ground floor level, and, as much as
possible, on the other floors,
design and choice of construction materials should be prepared so that they would minimize future needs
for maintenance works.
4.0 EXPERIENCE AND QUALIFICATIONS
It is expected that the following personnel will be provided for the assignment by the
consultancy firm:
S/No. Personnel Number
required
Basic Qualification (Years
of Experience)
Professional
Qualification
(Years of
experience)
1 Architect, 1 No. B. SC. PG Dip Arch (8 ) AGIA (6)
2 Civil Engineer 1 No. B. SC. Civil Engineering (5) MGhIE (5)
3 Quantity Surveyor 1 No. B. SC. Bldg. Tech. (5) AGIS (5)
4 Electrical Engineer 1 No. B. SC. Elect. Eng. (10) MGhIE(8)
5 Mechanical Engineer 1 No. B. Sc. Mech. Eng. (10) MGhIE (8)
6 Clerks of Works 22 No. HND Bldg. Tech. (6) N/A
5.0 REPORTING REQUIREMENTS AND TIMELINE
Two hard copies and one soft copy of the following reports are to be submitted at the times
indicated below:
Report Timeline
Inception/Review Report 2 weeks after commencement of assignment
First Progress Report 6 weeks after handing over site to contractors
Second Progress Report 10 weeks after handing over site to contractor
Completion Report Within 2 weeks after approval of the Draft Completion Report
Draft Final report Within 4 weeks after expiration of Defects Liability Period and
issuance of Defects Liability Certificate
Final Report Within 2 weeks after approval of the Draft Final Report
6.0 CLIENT’S INPUTS
The Client is expected to provide all the facilities, reports and personnel necessary to accomplish
the assignment. The Consultant shall make his own arrangements and allowances for transport
(in-city and up-country) and submit invoices for re-imbursement.
263
ANNEX 23: REPORTING TEMPLATE FOR SUPERVISION CONSULTANTS
REPORTING TEMPLATE FROM SUPERVISION CONSULTANTS 1.0 Introduction
1.1 General
1.2 Description of works
1.3 Contract details
2.0 Consultant’s resources
2.1 personnel deployed for the project
2.2 Office accommodation
2.3 Vehicles
3.0 Contractors’ resources 3.1 Personnel 3.2 Plant and equipment 4.0 Consultants activities 4.1 Meetings 4.2 Site Inspections 4.3 Checking of setting out 4.4 Certifying Interim Payment Certificates
5.0 Project related issues requiring resolution 5.1 Contractor’s challenges 5.2 Stakeholder’s challenges 6.0 Completed work and progress 6.1 Completed work 6.2 Percentage work in progress 7.0 Financial report 7.1 Details of payment Certificates issued 8.0 Consultant’s general assessment 9.0 Conclusion Appendices
264
ANNEX 24: TEMPLATE FOR CONDUCT OF NEEDS ASSESSMENT (FACILITIES UPGRADE)
REGION:______________________ DISTRICT : ___________________________________ SCHOOL :
_______________________________
S/No. NEEDS LIST (IN ORDER OF
PRIORITY)
DESCRIPTION OF ACTION REQUIRED ESTIMATED COST
(GHS)
1
2
3
4
5
6
7
8
9
10
11
12
13
NAME, SIGNATURE & DATE
SCHOOL HEAD:__________________________________________________ PTA CHAIRMAN
:________________________________________________
ASSISTANT SCHOOL HEAD : _______________________________________ DISTRICT
ENGINEER:______________________________________________
265
ANNEX 25: ENVIRONMENTAL SCREENING CHECKLIST
Sub-project name:
Subproject Location (include
map/sketch):
(e.g. district, etc).
Type of activity : (e.g. new construction, rehabilitation, periodic
maintenance)
Estimated Cost:
Proposed Date of Commencement of
Work:
Technical Drawing/Specifications
Reviewed
(circle answer): Yes No
This report is to be kept short and concise.
1. Site Selection:
When considering the location of a school project, check if the proposed site has the following
potential impacts. They do indicate a real risk of causing undesirable adverse environmental and
social effects, and that more substantial environmental and/or social assessment may be required
to adequately avoid, mitigate or manage potential effects.
Issues
Impact or Risk Check if of
Concern
Natural habitats Critical natural habitats present
Water quality and water
resource availability and
use
Intensive water use; multiple water users; potential for
conflicts is high; water quality issues are important
Natural hazards
vulnerability, floods, soil
stability/ erosion
Mountainous terrain; steep slopes; unstable soils; high
erosion potential; volcanic, seismic or flood risks
Cultural property Known heritage sites in project area
Involuntary resettlement
High population density; major towns and villages; low-
income families and/or illegal ownership of land; communal
properties; unclear land ownership rights
2. Checklist questions:
Physical data: Yes/No answers and bullet
lists preferred except where
descriptive detail is
266
essential.
Site area in acres
Extension of or changes to existing alignment
Any existing property to transfer to sub-project
Any plans for new construction
Refer to project application for this information.
Preliminary Environmental Information: Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
State the source of information available at this stage (proponents report,
EIA or other environmental study).
Has there been litigation or complaints of any environmental nature
directed against the proponent or sub-project
Refer to application and/or relevant environmental authority for this information.
Identify type of activities and likely environmental impacts: Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
What are the likely environmental impacts, opportunities, risks and
liabilities associated with the sub-project?
Refer to Technical Planning Guidelines – Impact, Mitigation and Monitoring Guide lines
Determine environmental screening category: Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
After compiling the above, determine which category the subproject falls
under based on the EPA environmental categories A, B and C.
Refer to Technical Planning Guidelines – Screening and Review Process
Environmental Assessment Report or environmental studies required: Yes/No answers and bullet
lists preferred except where
descriptive detail is
267
essential.
If Screening identifies environmental issues that require an EIA or a study,
does the proposal include the EIA or study?
Indicate the scope and time frame of any outstanding environmental study.
Required Environmental Monitoring Plan:
If the screening identifies environmental issues that require long term or
intermittent monitoring (effluent, gaseous discharges, water quality, soil
quality, air quality, noise etc), does the proposal detail adequate monitoring
requirements?
Refer to Technical Planning Guidelines – Impact, Mitigation and Monitoring Guid elines
Public participation/information requirements: Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
Has consultation been completed?
Indicate the time frame of any outstanding consultation process.
Refer to Chapter 2 – Relevant legislative acts
Land and resettlement: Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
What is the likelihood of land purchase for the project?
How will land be acquired/purchased?
What level or type of compensation is planned?
Who will monitor actual payments?
Refer to the Resettlement Policy Framework.
Actions:
List outstanding actions to be cleared before construction begins.
Approval/rejection Yes/No answers and bullet
lists preferred except where
descriptive detail is
essential.
268
If proposal is rejected by EPA for environmental reasons, should the site be
reconsidered, and what additional data would be required for approval?
Recommendations:
Requires an EIA and/or RAP, to be submitted on date:
Requires EMP, to be submitted on date:.
Does not require further environmental studies
Reviewer :
Name:
Signature:
Date:
269
ANNEX 26: RESETTLEMENT ACTION PLAN SCREENING FORM
S/No.
ITEM YES NO
1 Who is the original owner of the land?
2 Has the land been fully acquired for the intended purpose? If no, what is the
status?
3 Are the documents available?
4 Is there any litigation on the land?
5 Is there another site in contention for the project?
If yes, can we inspect it.
6 Is there a consensus in the community about the use of the land?
o Chiefs/Opinion Leaders/Politicians
7 What is the plot size?(lands officer to assist)
8 Was the site selected by both the MP and the DCE?
9 Are there any SHS in the district?
o Public
o Private
10 Is an electricity transformer close to the site?
11 Is there a water pipeline close to the site?
12 Is there any VRA pylon on the site?
13 Is the land cleared?
If no, are there any cash crops on the site?
Are there any items/structures to be demolished?
14 Is there any access road to the site?
15. General remarks/comments
270
ANNEX 27: TERMS OF REFERENCE FOR SAFEGUARDS
CONSULTANT
1.0 BACKGROUND
The Government of Ghana intends to improve access to quality Senior High School (SHS) education in the country. It has therefore made budgetary provision and approached other Donors for funds to construct 200 Community SHS. The International Development Association (The World Bank) responded by providing a $156 million credit for the Secondary Education Improvement Project (SEIP). Part of the credit will fund the construction of 24-unit Classroom (E) Blocks; 8-unit 2-Bedroom block of Staff Flats; Headmaster’s Bungalows and Canteen Blocks; Security/Gate Posts, Paving, Drainage and Ancillary Works in 23 Beneficiary Districts. The Government of Ghana acting through the Ministry of Education intends to apply part of the funds allocated for the above Project to cover eligible payments under contracts for consultancy services for the implementation of the already approved Environmental and Social Management Framework (ESMF) and Resettlement Policy Framework (RPF) at sites in the following twenty-three districts:
S/No. Region District
1 Western Wassa Amenfi Central
2 Western Bia East
3 Northern Mion
4 Northern North Gonja
5 Greater Accra Kpone Katamanso
6 Upper East Pusiga
7 Central Awutu Senya East Municipal
8 Upper East Binduri
9 Greater Accra Adenta Municipal
10 Greater Accra Ga East Municipal
11 Ashanti Kumasi Metropolis
12 Brong Ahafo Sene East
13 Upper West Wa East
14 Eastern Kwahu Afram Plains South
15 Ashanti Offinso North
16 Volta Adaklu
17 Northern Gonja Central
18 Ashanti Ahafo Ano South
271
19 Brong Ahafo Kintampo North Municipal
20 Brong Ahafo Atebubu Amantin
21 Eastern Ayensuano
22 Western Sefwi Akontombra
23 Volta Krachi East
2.0 OBJECTIVES OF THE CONSULTANCY ASSIGNMENT The objective of the consultancy assignment is to implement the approved ESMF and RPF in the execution of the SEIP in the selected twenty-three sites with a view to identifying the environmental and social impacts associated with the project and implementing the relevant mitigation and management measures in conformity with the ESMF and RPF. It will involve the use of the Environmental and Social Management Framework (ESMF) and a Resettlement Policy Framework which have already been developed and approved by government of Ghana and the World Bank under the project to:
Screen (using project designed and EPA forms) to identify potential
environmental and social impacts arising out of construction and renovation
related activities.
Assess the potential environmental and social impacts, design and implement
appropriate mitigation measures to ensure a safe and sustainable development
Ensure project affected communities and relevant stakeholders are adequately
consulted during the E&S impact assessment process with their concerns noted
and taken into consideration in the final design of the project to avoid, minimise
and/or compensate for potential impacts.
Ensure public disclosure of all relevant E&S documents in country and the Bank
Monitor and report on the implementation of these mitigation measures to assess
performance and compliance with Country and Bank E&S policies and guidance
Assess the institutional capacity at the national, district and school levels for
mitigating as well as implementing these measures
Prepare the budget for the implementation of the environmental mitigation plan
Train Supervision Consultants to implement the relevant environmental and
social safeguards for the project.
3.0 SCOPE OF WORK
The Consultant will be expected to render the following services:
Coordinate the pre-design, planning, and funding stages of the
proposed development with the Technical Planning Guidance (TPG),
272
Draft Construction phase environmental and social responsibilities of the ESMF into contractors’ agreement documents.
Coordinate capacity building and training activities for Contractors, District, Zonal and National Stakeholders
Act as an arbiter for dispute resolution in case of difference on issues beyond the District level
Ensure that due diligence and compliance reports from districts are submitted on time, and update the national database.
Facilitate the Implementation of ESMF.
Organize and conduct national and district level trainings
Design manuals and modules for capacity building and awareness creation.
Facilitate monitoring and auditing process, and
Prepare and submit periodic reports for onward submission to the World Bank, as may be required.
4.0 REPORTING REQUIREMENTS The report will include the following sections:
1. The Consultant shall prepare the relevant Environmental Assessment Report as
may be required by the EPA, and a A/RAP for each site as may be necessary and publish the outcome. If required by the EPA, the Consultant will conduct a public hearing which will serve as ventilation and resolution of conflicting interests. The Consultant shall furnish the Client with copies of all such reports as they are submitted to the EPA.
2. Communicate the results of the public hearing to the MOE within fourteen days of the hearing taking place
3. The consultant shall submit an annual report to the MOE for study 4. The Consultant shall prepare an Environmental and Social Management Plan
after 18 months as required by law 5. The Client will study the report and will determine when the Consultant will
proceed to the next phase.
5.0 SKILLS REQUIREMENTS
The selected consultant should be an Environmental Specialist with at least ten (10) years’ experience in environmental assessment. Experience in similar projects, and conversance with the World Bank’s Environmental and Social safeguard policies are also required.
6.0 DURATION OF THE ASSIGNMENT
273
The duration of this consultancy assignment is (90) ninety days. The MOE will determine when each phase of the assignment should be undertaken taking into consideration the reporting requirements.
7.0 CLIENT’S INPUTS
The Client is expected to provide all the facilities and personnel necessary to accomplish the assignment. The Consultant shall make his own arrangements and allowances for transport (in-city and up-country) and submit invoices for re-imbursement. The MOE will nominate a ‘’Client Coordinator’’ from its staff to work with the Consultant on matters that will facilitate the smooth implementation of the assigned activities.
274
ANNEX 28: TERMS OF REFERENCE FOR PROJECT COORDINATOR
BACKGROUND
The Government of Ghana intends to improve access to quality Senior High School (SHS)
Education in the country. It has therefore made budgetary provision and approached the World
Bank for assistance to construct 200 Community SHS in various Districts of Ghana. The
Ministry of Education (MOE) intends to apply part of the above proposed funds earmarked from
the World Bank to cover eligible payments under the contract for individual Consultancy as
Project Co-ordinator.
OBJECTIVES OF THE CONSULTANCY ASSIGNMENT
The objectives of the Consultancy assignment are to ensure that the objectives of the SEIP are
attained in a timely manner.
SCOPE OF THE SERVICES
The Consultant will report to the Project Steering Committee and will be expected to render the
following services:
Ensure that all aspects of the project are implemented according to the Guidelines in the
approved Project Implementation Manual (PIM)
Closely monitor Procurement Plans on a monthly basis and exercise quality control on all
aspects of the procurement process including evaluation, selection and award
Bring up issues requiring policy interpretation, formulation, co-ordination and monitoring
and evaluation to the Project Steering Committee for direction
Liaise with the Project Management Co-ordinator and Results based Team Co-ordinator
to realise the project objectives
Co-ordinate and support all implementing Departments of the SEIP
Report on the progress against the Indicators and Disbursement Linked Indicators
(DLI‘s); Eligible Expenditure Programs (EEP‘s) and Technical Assistance
Ensure timely and comprehensive reporting of results for Disbursements including
Withdrawal Applications
Ensure that Bank Fiduciary (Financial) reporting, Procurement and safeguards
regulations are followed
Ensure timely communication on the SEIP progress to all Stakeholders especially the
Project Steering Committee(PSC)
Manage and co-ordinate the Technical Assistance component with the relevant
Departments
Disseminate all directives from the Project Steering Committee to all implementing
Departments
COMPETENCIES REQUIRED
275
Basic Qualification in a Social Science; Architecture; Building Technology and Civil
Engineering with 12 years post-qualification experience
Professional Qualification in relevant field with 10 years post-registration experience
A Degree in Project Management will be an advantage
Experience in managing at least 2 different Donor-funded projects
Must be conversant with the structure of the Ministry of Education and its policies
Must be a Team Player and matured in handling project conflicts
Must be fluent in oral and written English and able to do presentations on the SEIP at
short notice
DURATION OF THE ASSIGNMENT
The Assignment is expected to last for an initial contract period of 2 years commencing
one month after project effectiveness and renewable for a further period of two years on
satisfactory performance
276
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
Pillar 1: Increase Access with Equity in senior secondary education in underserved districts
Expansion of
SHS
DLI 1: Targeting of
school expansion and
improvement in
underserved districts
and selected low
performing schools
DLR 1.1: Agreed targeting
criteria applied to identify list
of Districts and schools for
expansion and improvement
under the Project as set forth in
the PIM
Criteria for selection based
on model agreed during the
March 2014 appraisal
mission. Selection of
school sites for new
construction in:(i) districts
with no operating SHS;
(ii) district prioritization
based on the following
objective targeting criteria:
(a) demand for SHS places;
(b) district size; and (c)
district poverty index
Selection of
rehabilitation/upgrading of
existing school sites based
on specified criteria and
targeting methods based on
needs assessment.
DLI 2: Increase in
new seats for SHS
students in
underserved districts
DLR 2.1: Pre-construction
requirements met for new
construction in 23 selected
districts.
DLR 2.2: About 30% of
all construction works
completed (aggregated)
DLR 2.3: About
80% of all
construction works
completed
(aggregated)
DLR 2.4: About
5,000 new seats
created in
underserved
districts
(cumulative)
DLR 2.5:
About 15,000
new seats
created in
underserved
districts
(cumulative)
Safeguards compliance
through ESMF and RPF
verified in all new
construction sites.
(screening and RAPs
completed).
Validation of site selection
applied in school
construction
implementation plan,
bidding documents and
safeguards reviews.
Package of final bidding
documents completed for
new construction in 23
districts in line with
appraised design.
Facilities maintenance
plans drafted.
277
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
DLI 3: Increase in
utilized seats in
existing low-
performing schools
DLR 3.1: Pre-construction
requirements met for
upgrading of selected schools
DLR 3.2:About 500
seats utilized
DLR 3.3: About
1,000 utilized seats
(cumulative)
DLR 3.4: About
3,000 utilized
seats
(cumulative)
DLR 3.5:
About 5,000
utilized seats
(cumulative)
Bidding Documents reflect
identified needs/scope of
expansion/rehabilitation in
selected low performing
schools. District Assembly
report on safeguards
screening, site visits and
civil works tendering.
Demand side
interventions
to encourage
enrollment
and
completion of
SHS
DLI 4: Increased
enrolment in selected
SHS for students
from low income
families, especially
girls
DLR 4.1:Selection and
contracting of implementing
partner to administer
scholarships completed and
criteria for selection of
beneficiaries of scholarships
developed
DLR 4.2: At least 2,000
SHS students receiving
scholarship in selected
schools.
DLR 4.3: At least
4,000 SHS students
receiving
scholarship in
selected schools.
(cumulative)
DLR 4.4: At least
6,000 SHS
students
receiving
scholarship in
selected schools
(cumulative)
DLR 4.5: At
least 10,000
SHS students
receiving
scholarship in
selected
schools(cumul
ative)
Link to PDO indicator 2
for identification of
beneficiaries for incentives
as defined in the PIM.
Schools report on number
of students receiving
scholarships per year for
their three year SHS
program. Disbursement
scaled according to number
of scholarships awarded
per year.
Pillar 2: Improve quality in low-performing senior high schools
Improve the
quality of
teaching and
learning in
selected low-
performing
secondary
schools
DLI 5: Annual
publication of School
Performance Report
DLR 5.1: School
mapping of all SHS
completed
DLR 5.2:
Publication of
school
performance data
for FY 2016 online
and in brochure
DLR 5.3:
Publication of
updated school
performance data
for FY17 online
and in brochure
DLR 5.4:
Publication of
updated
school
performance
data for FY18
online and in
brochure
Greater sensitization and
communication about
SHS- outreach to JHS, up
to date data on school
details.
DLI 6: School
Performance
Partnerships in 125
beneficiary schools
DLR 6.1: Guidelines on
preparation of school
performance partnerships
(SPPs) developed and
distributed to selected schools.
DLR 6.2: Training on
school improvement
planning and
implementation
provided for 125
selected schools.
DLR 6.3: 80
selected schools
signing
performance
partnerships
DLR 6.4: 100
selected schools
signing
performance
partnerships
(cumulative)
DLR 6.5: 125
selected
schools
implementing
performance
partnerships
based on
SPPPs
SPPPs would include
details on ICT packages if
needed, leadership and
management training,
competencies, strategy for
improving in-service
teacher training, mentoring
and materials. Survey to be
conducted for beneficiary
schools.
278
Results
Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments
Improvemen
ts in teaching
and learning
in targeted
schools
DLI 7: Improved
learning outcomes in
125 selected SHS
(with quality
package)
DLR 7.1: Report on review of
the quality of teaching and
learning for mathematics and
science in SHS
DLR 7.2: Training
modules rolled out for
mathematics and
science teachers and
ICT based instruction
developed for school
use in selected SHSs
DLR 7.3: ICT
based instruction
rolled out in about
50% of selected
SHS.
DLR 7.4: ICT
based instruction
rolled out in all
selected SHS
DLR 7.5:
Increase in
number of 6
credits and
above
WASSCE
scores on
average in
totalselected
SHS.
Year 4 DLR corresponds to
PDO indicator
At least 125 existing
schools expected to receive
quality package- (will roll
out to new schools once
they are functioning)
279
Under Component 2 the MOE and GES will be carrying out their own monitoring and data
collection, particularly at the school level. In addition to traditional monitoring and supervision
visits, data will be collected via an online platform by which schools enter and submit
information such as on scholarship beneficiaries, general enrolment, staffing, execution of funds
and activities under SPPPs and others.
11. OBJECTIVE OF THE ASSIGNMENT
The objectives of these terms of reference are to employ the services of an individual or firm
who will provide independent verification for the meeting specific construction- related DLRs
under the project.
The DLRs to be verified under this contract are the following:
TABLE A28.1: DLRS TO BE VERIFIED
DLI Activities to be verified Year of project 2. DLR 2.1
DLR 2.2
DLR 2.3
Pre-construction requirements met for new
construction in 23 districts
About 30% of all construction work
(aggregated) (with 5% flexibility) completed
About 80% of all construction work
(aggregated) (with 5%flexibility) completed
0
1
2
12. DLR 3.1 Pre-construction requirements met for
upgrading of selected 50 SHS
0
13. SCOPE OF WORK
The Consultant is expected to carry out the following activities:
Study Architectural and Structural/Mechanical/Electrical working drawings for each
structure to be constructed to be provided by the MOE and note any amendments made to
them during construction
Study documentation and scope of work for each facility to be upgraded to be provided
by the MOE and note any amendments made to them during construction
Review Supervision Consultants‘ reports at each site
Check that the structure has been properly positioned and orientated on site
Ensure that good quality materials are used in the works
Develop a template stating the various percentages allocated to each component of each
of the new structures being constructed in 23 districts and each facility being upgraded at
the 50 beneficiary existing SHS and agree on same with the MOE
Submit a report stating whether the agreed result has been achieved to the Chief
Director for the GOG and World Bank use
280
14. TIMING AND ESSENTIAL OUTPUTS
The following outputs and timings are expected from the consultancy:
TABLE A28.2: DELIVERABLES
Output Timing
Inception report including workplan
and detailed methodology;
verification template for new works
for each structure and for facilities
upgrade
December 2014
Report for year 0 DLR‘s December 2014
Report of Year 1 DLRs November 2015
Report of Year 2 DLRs November 2016
15. QUALIFICATIONS AND EXPERIENCE
The consultant is expected to have the following qualifications and experience: Either A Basic Degree (B. Sc. ) and Post-Graduate Diploma in Architecture with 12 years experience and
AGIA with 10 years experience ; B. Sc. Building Technology with 10 years experience and AGIS with 8 years experience; B. Sc. Civil Engineering with10 years experience and MGhIE with 8 years experience
Experience in developing verification templates
Experience in assessing stages of completion of similar structures
TABLE A28.3: CIVIL WORKS INDEPENDENT VERIFIER STAGES-E-BLOCK
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
10
2 Concrete in Ground floor columns; first floor beams and
suspended slab; staircase cast
11
3 Concrete in first floor columns; second floor beams and
suspended slab; staircase cast
11
4 Concrete in second floor columns; third floor beams and
suspended slab; staircase cast
11
5 Concrete in third floor columns; roof beams; roof
construction and covering
9
6 Ground , first, second and third floor plasterwork and other
floor; wall and ceiling finishings
16
7 Ground , first, second and third floor joinery and metalwork 11
8 Ground , first, second and third floor plumbing and electrical
installations
7
9 Ground , first, second and third floor painting and glazing 4
10 Lightening protection; transformer and external works 10
281
TOTAL 100
TABLE A28.4: CIVIL WORKS INDEPENDENT VERIFIER STAGES-BLOCK OF STAFF FLATS
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
13
2 Concrete in Ground floor columns; first floor beams and
suspended slab; staircase cast
7
3 Concrete in first floor columns; second floor beams and
suspended slab; staircase cast
7
4 Concrete in second floor columns; third floor beams and
suspended slab; staircase cast
7
5 Concrete in third floor columns; roof beams; roof
construction and covering
13
6 Ground , first, second and third floor plasterwork and other
floor; wall and ceiling finishings
11
7 Ground , first, second and third floor joinery and metalwork 16
8 Ground , first, second and third floor plumbing and electrical
installations
11
9 Ground , first, second and third floor painting and glazing 7
10 Lightening protection; transformer and external works 8
TOTAL 100
TABLE A28.5: CIVIL WORKS INDEPENDENT VERIFIER STAGES-HEADMASTER’S BUNGALOW
WITH OUT-HOUSE
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
20
2 Concrete in Ground floor columns and roof beams 11
3 Blockwork with lintel and window/door openings 8
4 Roof construction, covering and fascia 11
5 Floor, wall and ceiling finishings; painting and decorating 17
6 Plumbing and electrical installation 17
7 Joinery and metalwork 11
9 External works, services and drainage 5
TOTAL 100
282
TABLE A28.6: CIVIL WORKS INDEPENDENT VERIFIER STAGES-CANTEEN
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
28
2 Concrete in Ground floor columns and roof beams; blockwork 10
3 Roof construction, covering and fascia 15
4 Floor, wall and ceiling finishings; painting and decorating 18
5 Plumbing and electrical installation 11
6 Joinery and metalwork 13
7 External works, services and drainage 5
TOTAL 100
TABLE A28.7: CIVIL WORKS INDEPENDENT VERIFIER STAGES-BLOCK OF STAFF FLATS
S/No. Stage description Percentage
completed
1 All excavation work, blockwork; concrete in column bases
and columns; filling under floors up to casting ground floor
slab
13
2 Concrete in Ground floor columns and roof beams; blockwork 58
4 Roof construction, covering and fascia 5
5 Floor, wall and ceiling finishings; painting and decorating 9
6 Plumbing and electrical installation 8
7 Joinery and metalwork 5
9 External works, services and drainage 2
TOTAL 100
283
ANNEX 29: THE E-EDUCATION PLATFORM FOR SCHOOL MAPPING
AND MONITORING AND EVALUATION
Introduction
1. In Ghana, the growing prevalence of Information & Communication Technologies (ICT) such as mobile phones and internet connectivity can serve as a channel for the public sector to enhance its monitoring framework, as well as enable citizens to relay their voices in the monitoring and feedback process. The leveraging of ICT-based platforms can not only help render a geo-spatially based digital baseline of country-wide SHS in a transparent manner, it can also facilitate large-scale citizen review and feedback on the quality and effectiveness of these educational institutions, thereby placing pressure points on public-sector agencies for provision of a better and equitable learning experience for students.
2. To enhance program implementation, SEIP will adapt an ICT platform, to ensure close monitoring of works as well as provide school profiles using key performance indicators through a dedicated website accessible to the general public. The establishment of a user friendly web platform for school reporting and real time mobile phone-based monitoring of all SHS would enhance and strengthen the EMIS in order to help government report on achievement of results. Key features of the platform include the capability to plot reports geo-spatially in real-time, seamless integration with SMS, applicability as a real-time GIS, and the power to immediately appraise officials responsible for addressing issues through automatic e-mail notifications and periodic reminders
3. The platform is a dynamic Smartphone and web-based ICT monitoring and evaluation system that helps provide real-time information accessible to all stakeholders to closely track progress of key project activities and to report on Project outputs in a timely manner. The tool also allows monitoring of site visits by the email identity or phone number allocated. This is particularly useful since the tool allows recording not only the number of times the school has been visited, but by whom. This allows random verification of the number of site visits and helps introduce accountability for those tasked with supervision and monitoring.
4. The ICT platform will also help Govt. of Ghana conduct a school mapping exercise to locate all schools with key basic data to help inform decision making about resources, teacher allocations, computerized selection and rehabilitation/upgrading needs.
5. Benefits of the platform include supporting the realization of project outcomes, strengthening capacity of program partners in addressing immediate challenges in program implementation, and promoting participation of stakeholders in development program management.
6. The platform has been launched in Ghana for SEIP as ‘The Ghana Secondary Schools Monitor’ (www.GhanaSchoolsInfo.org), with the motto “Smarter Monitoring for a Smarter Ghana”. Cost for usage is zero. As of Sept. 16, 2014, the app for SEIP can be downloaded onto smartphones using the following link: http://www.thetigerparty.com/downloads/worldbank/Taarifa_GhanaSchool_20140905.apk
7. Regular updates are made to the app and correspondingly, links to download the latest versions of the app are sent to tool users by the World Bank ICT Specialists.
Stages of tool usage in SEIP
284
Application of the platform for achieving project objectives will take place in 3 stages:
Stage 1:
Stage 1 of the school mapping exercise will involve geo-spatial plotting of all 820+
secondary schools in Ghana on the online portal 'www.GhanaSchoolsInfo.org'.
Data for each school will be populated from EMIS, along with other parameters
deemed necessary. GES will undertake internal discussions to fully crystallize the
reporting structure.
It is proposed that Stage 1 will be carried out by a local consultant (hired by the
Bank) in conjunction with a team of 5 IT personnel working in MOE/GES during
October and November, 2014.
Stage 2:
Stage 2 will involve the headmasters or school ICT teachers of the 125 recipient
schools to self-report on the portal, using a web-survey (see Annex 20: Sample
Questionnaire for online SHS monitoring) for their respective school, the activities
being carried out using funds received.
Training to the headmasters/school ICT teachers will be provided by the local
consultant in conjunction with GES IT personnel.
Stage 3:
This will involve, on a randomized sampling basis, periodic monitoring and cross-
verification of information provided by the headmasters. The platform allows for
automatic replacement of existing online school reports with updated versions.
Stage 3 will be carried out by the district/regional education directors, who will be
trained by the local consultant and GES IT personnel.
8. Institutional capacity will be developed within MOE and GES so as to enable them take proactive response in relation to any SHS-related issues captured by the platform. The emphasis will dwell on establishing the critical ‘monitoring-to-action’ feedback loop.
285
Figure 1: Sample overviewof Smartphone interface for (1)
Recording data, and (2) automatic capturing of GPS
coordinates
286
Figure 2: Screenshot of ‘The Ghana Secondary Schools Monitor’ website
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ANNEX 30: PROJECT FREQUENTLY ASKED QUESTIONS (FAQs)
SEIP Q&A: 1. Why did the World Bank agree to lend money to Ghana for secondary education at this time of tight budget control? Ghana’s Constitution mandates that all efforts are made to make education gradually universal and progressively free. With access to primary education becoming near universal in Ghana, new priorities are emerging at post-basic level where the demand for secondary education is fast increasing and the supply of SHS has not kept pace. Ghana’s middle income status will also require more secondary level graduates with the relevant skills to continue their education and/or enter the labor market, hence investing in secondary education at this time will improve the human capital of the country, and also improve long-term competitiveness, access jobs and improve people’s lives and incomes. 2. Why only senior secondary schools and not technical or basic schools? The purpose of the project does not preclude investing in technically oriented SHS programs and where selected SHSs offer technical and vocational programs, these will be supported. Most of the external funding for the last 15 years has been going to basic and technical education. The SHS is considered as an underfunded level and a bottleneck in the education system with significant challenges in terms of equity, access and quality. The Bank’s support is not mutually exclusive of other subsectors. In fact, the support to secondary education complements current ongoing support for increasing the quality of basic education (GPEG-US$75.5 million), improving skills training and science and technology adoption (GSTDP-US$70 million), improving higher education relevance and centers of excellence (Oil and Gas Capacity Building Project and the African Centers of Excellence Project). The basic education sector is also well supported by several development partners whose efforts are coordinated by the education sector. These include DFID supporting girls scholarships at primary and JHS level, USAID supporting reading and learning assessments at basic level, UNICEF supporting basic education for out of school children, JICA supporting science and math education and WFP. The African Development Bank, Germany (KfW and GIZ) and DANIDA also provide significant support for TVET and skills development. The Bank works closely with all of these partners to ensure collaboration and coordination in its support for education in Ghana. 3. What are the components of the project? The US$156 million project is intended to be implemented over a five year period, 2014-2019. It will use a results-based financing approach, which means that funds are only released based on the achievement of specific results expected to help Ghana see improved educational outcomes in an equitable manner. The results based approach, as a tool, focuses on results or outcomes rather than inputs.
Component 1 aims to increase access, promote equity and improve quality in the SHS system.
o Subcomponent 1 (a) expanding access through the construction of approximately 23 new SHS in underserved areas, facilities improvement and expansion of existing low performing schools and through support for SHS access by disadvantaged students (scholarships to students from low income families, especially girls).
o Subcomponent 1 (b) improving the quality of education in at least 125 selected low-performing SHS through: (i) strengthened school management and accountability; (ii) mathematics and science teaching and learning; (iii) information and communication
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technology expansion and connectivity in schools; and (iv) the introduction of school performance partnerships for school level improvements.
Component 2 aims to strengthen institutional capacity for delivery of better secondary
education results.
Subcomponent 2 (a) includes technical assistance to strengthen capacity of MOE, GES and other implementing agencies to carry out project activities. This includes financial audits, technical audits, impact evaluations and development of key materials for leadership training and math and science training.
Subcomponent 2 (b) supports the improvement of the monitoring and evaluation system. The project will support baseline data gathering and analysis and endline survey and analysis. In addition, this subcomponent supports better integration of school census with GSS data.
Subcomponent 2 (c) will finance the execution of a school mapping of all secondary schools using GPS, school data, to help inform decision making about resources, teacher allocations, computerized selection and rehabilitation/upgrading needs. The school mapping will be updated annually and reflected in the annual publication of school performance available to the public on a website and brochure.
Subcomponent 2 (d) builds on the school mapping to roll out an ICT platform to monitor all secondary schools using mobile smartphone technology. This dynamic tool aims to provide real-time information (accessible to all stakeholders on the website) to closely track progress of key project activities and to allow for social accountability. The tool will be provided to those tasked with supervision and monitoring, but will also be used by CSOs and other stakeholders to allow for random verification of on-the ground results.
Subcomponent 2 (e) will finance the cost of consultants/firm to conduct independent verification of the achievement of the results. This verification will be required before funds can be released. This verification is complemented by other tools for sector monitoring such as school mapping, EMIS data, WAEC analysis, GSS statistics and expenditure and payroll data.
Subcomponent 2 (f) will finance research and diagnostic activities to advise the government on SHS policy and strategy, which would help provide on-demand analyses, surveys and impact assessments as well as various reviews of education financing, efficiency surveys, etc. The project will also support improved collaboration between MOE, WAEC and Ghana Statistical Service so that comprehensive data drives policy decisions in the sector.
1. What is the SEIP intended to achieve? The Project Development Objective is to increase access to
senior secondary education in underserved districts and improve quality in low-performing senior high schools (SHS) in Ghana. The project is targeted to ensure resources focus on considerations of equity. Selection of project sites and beneficiaries involves objective criteria based on data from Population Census, Ghana Living Standards Survey 6 and annual school census based on the Education Management Information System (EMIS). The SEIP focuses on improving access in underserved districts through new school construction (in 23 districts), senior secondary school facilities and quality improvements of existing SHS (125). The project is expected to benefit approximately 30,000 new students in secondary education programs, 150,000 students in low performing schools, 2000 senior high school teachers, head teachers, in addition to education
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officials. It will provide scholarship to students from low-income families as a way of expanding access.
2. What constitutes Quality Improvement under SEIP? Under quality improvements beneficiary
senior high schools will be supported to strengthen various school management processes, financial
management and accountability, efficiency and optimal utilization of school resources to enhance
results. Various training programs will be organised for various levels of leadership in academic and
administrative positions. Additionally, their teachers will be supported to improve their teaching
methods in Science, mathematics and ICT by using lessons learnt from best practices and
intervention programs.
5. Is the SEIP being forced on Ghana? What conditions, if any are attached to this project? Is the distribution of sanitary pads part of the project?
No, the World Bank does not force projects on its borrower member countries. Projects are requested by the Government and the Bank team conducts a rigorous appraisal of the proposed program before submitting the project for Board approval.
There are no conditions attached to this project. There is no mention of sanitary pads anywhere in the project document. As part of the equitable
access results area, the Government plans to award at least 10,000 eligible students scholarships. At least 60% of these scholarships are expected to be awarded to females. The scholarships will be available for day students in existing schools that are targeted under the SEIP and also in the newly constructed schools when they are completed. The Government of Ghana, in collaboration of school authorities and other stakeholders will determine how to disburse the scholarships, whether in cash or in kind.
6. Does this loan provide value for money? What measures are in place to prevent corruption? Yes,
the loan was prepared on value for money principles. In addition the access, quality and equity considerations provide a balanced approach to improving secondary education in Ghana. Regarding Component 1, which is results based, the project will follow the Ghana Public Procurement, 2003 (Act 663) procedures and directions. Independent verification will verify, among its many verification activities, whether the GPP Act 663 has been followed for procurement under this component. The second component will be subjected to Bank prior and post reviews depending on applicable thresholds, based on World Bank Procurement Guidelines. The SEIP was developed to reflect the World Bank’s procurement, financial management, auditing, social accountability and anti-corruption standards. A robust M&E system will be established to ensure performance monitoring and transparency. The project also includes a web-based monitoring system to be deployed in a participatory manner and will involve CSOs and other stakeholders including the general public. In addition, payment schedules for project activities will be determined by the government’s achievement of agreed outcomes which would be verified through independent means. There are also annual intermediate targets and end of project targets to be met and measured. Furthermore, investing US$156 million in SHS education in 5 years is about 10 percent of the funds budgeted by the Government to run the SHS system. A 10% investment to improve access, equity and quality at this level is expected to have an impact on the overall quality of education, social inclusion and labor market outcomes.
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7. How were the districts for new construction selected? Districts were selected based on a
transparent process using data on demand for SHS places; SHS-aged population and district poverty
levels. Districts most in need of SHS expansion were selected. Full details of thes are given in Annex
5 of the SEIP PIM.
8. The new senior secondary schools to be built under the project cost almost three times as much as
the new ones being built under the GoG funded schools, why is that so? The SEIP is supporting the
results from construction of complete SHS schools- these schools include standard 4-storey
classrooms E-block, laboratories, toilets, teacher flats, head teacher bungalow, technical and
vocational blocks where necessary and other core structures and furniture/inputs. Payments will
only be made based on the number of utilized seats, hence the need for “complete” schools. The
contracts for 50 new SHS is being rolled out in phases, and the first phase only includes the standard
4-storey classroom E-block and furnishings/inputs. The understanding from government is that the
additional structures are expected to be rolled out at a later time. This difference in the number of
structures and inputs reflects the difference in estimated costs.
9. The issue of sustainability has come up in various discussions. What happens when all funds are
disbursed and the project closes after the 5 years of implementation? The government's strategy
to increase equitable access and improve the quality of secondary education has significant fiscal
implications for both investment and recurrent costs. Given the current macroeconomic situation,
the SEIP aims to encourage greater rationalization of expenditures and prioritization of investments.
Key activities under the Ghana Education Development Sector Project (2003-2009) and the EFA-FTI
projects (2008-2011), have been sustained because investments were focused on targeted
beneficiaries and/or districts to ensure more equitable financing in the sector to those localities and
populations previously underserved. The Government is applying lessons from previous projects in
developing a targeted program based on a long term vision to make secondary education gradually
universal and progressively free, a requirement of Ghana’s Constitution. With facilities and quality
improvement of existing SHSs, the government is introducing efficiencies which will allow more
students to access SHS in existing facilities. As part of its program, the Government plans to initiate
an expenditure review which will recommend efficiency measures to improve the sustainability of
the SHS sub-sector. Better schools may attract more students which may improve the utilization rate
in under subscribed SHSs and indirectly lead to the decongestion of over-subscribed SHSs.
9. The SEIP is supporting a number of activities. How are we sure that these are the important activities to deliver the results of providing quality SHS education and equitable access? As a results based project, funds will be disbursed only when key results or outcomes are achieved, ensuring that services are delivered and not just inputs procured. The SEIP activities are also evidence based and the preparation of the project had a rigorous analytical focus. This ensures that implementation focuses on activities that have been proven to deliver outcomes e.g. scholarships. The in-built flexibility of a results-based approach and the allowance to conduct further research under Component 2 also ensures that as implementation progresses, the Government will have an opportunity to test out different
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modes of delivery in order to achieve the agreed results. This flexibility will help inform policy makers on how to maximize impact and apply lessons learned. 10. How is disbursement going to be done under SEIP? The project has two components. Each of the components constitutes a separate disbursement category. The disbursement category for component 1is DLI-based and the disbursement category expense line is for the selected EEP. Component 2 will be a ‘catch-all’ category – “goods, works, consulting services, non-consulting services, training, research, and operating expenses”. The project follows the report based disbursement, using interim financial reports generated from the GIFMIS in GES, validated by the Financial Controller and approved by the Chief Director. The processing of expenditures will be undertaken through the GES Finance Office. The World Bank procurement guidelines shall govern the procurement activities under the component but the Government’s financial management systems (budgeting, accounting, and reporting) shall apply. 11. What are the terms of borrowing? Does it make sense to borrow from the World Bank to support secondary education, given the current level of GoG debt? The terms of borrowing are: 1.25% interest per annum and a 25 year repayment, including 5 years grace period.
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ANNEX 31: PROJECT CONTACTS
TABLE A31.1: PROJECT STEERING COMMITTEE
TABLE A31.2: TECHNICAL IMPLEMENTATION COMMITTEE
NAME ORGANISATION TELEPHONE NUMBER E-MAIL ADDRESS
Enoch H. Cobbinah MOE 202030286; 0244235211 [email protected]
E. Aaron Adjetey MOF 249590077 [email protected]
Lawrence Nyanor MOF 243438322 [email protected]
Jacob Adu Larbi GES 277208869 [email protected]
Dr. Felix Amoakoh FPMU, MOE 0244092820; 0208178912 [email protected]
Godfred Schandorf GETFund 0247125542; 0267125542 [email protected]
Aruna Nelson MOE 244068823 [email protected]
Kwabena Badu- Yeboah EPA 0501301399; 0244365613 [email protected]
Divine Ayidzoe SRIMPR, MOE 0244466125; 0505091460 [email protected]
Ernest Otoo MOE 0244101822; 0266237400 [email protected]
Stephen Adu GES 0208951622; 0244256976 [email protected]
Joseph Adomako MOE 277400261 [email protected]
Andrews K. Quaning SEU, GES 244132853 andrewsquaning @ymail.com
Samuel Ansah TEU, GES 244112802 [email protected]
Dr. Augustine Tawiah NTC 242501196 [email protected]
Dr. Joshua Mallet CENDLOS 0244438643; 0264438643 [email protected]
Frank K. Aidoo NIB 244663780 [email protected]
Rev. Robert G. Dery WAEC 243558825; 0202260214 [email protected]
Emmanuel A. Cobbinah GSS 0240284490; 0265661145 0209041494
Chris Koramoah GES 0204343020; 0264343026 [email protected]
H. R. Wilson MOE 0208111627; 0234238615 [email protected]
Tony Bediako NITA 202050186 [email protected]
Ms. Dorothy Glover GES 0207366900; 0244812382 [email protected]
Mawuli Segbefia MOE 264695607 [email protected]
Elliot Lamptey MOE 244872352 [email protected]
Paul K. Krampa MOE 208112338 [email protected]
Rev. Simon Asige GES/SED 244843757 [email protected]
NAME ORGANISATION TELEPHONE NUMBER E-MAIL ADDRESS
Prof. Naana Jane Opoku-Agyemang MOE 208189149 [email protected]
Hon. Alex Kyeremeh MOE 208150207 [email protected]
Enoch H. Cobbinah MOE 202030286; 0244235211 [email protected]
Michael Ayesu MOF 501322681 [email protected]
Valentine Domapielle GES 246987930 [email protected]
Samuel Ofori-Adjei GES 244223133 [email protected]
Dorothy A. Glover GES 207366900 [email protected]
Cornelius Atsu Dafeamekpor GETFund 244474920 [email protected]
Stephen Kofi Mensah MOE 244946089 [email protected]
Paul Krampah MOE 208112338 [email protected]
H. R. Wilson MOE 208111627 [email protected]
Ernest Otoo MOE 0244101822; 0266237400 [email protected]
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TABLE A31.3: DISTRICT AND SENIOR HIGH SCHOOL SELECTION CRITERIA
Ernest Otoo MOE 0244101822;0266237400 [email protected]
Natasha Somji MOE/ODI Fellow 0544361025 [email protected]
TABLE A31.4: SCHOLARSHIPS
Ms. Dorothy Glover GES 0207366900; 0244812382 [email protected]
Kate Mikaldo GES 0244975290
TABLE A31.5: SCHOOL PERFORMANCE PARTNERSHIP PLANS
Ms. Dorothy Glover GES 0207366900 0244812382 [email protected]
Augustus Agyemfra GES 0264709335 [email protected]
TABLE A31.6: IMPROVING TEACHING AND LEARNING OF MATHEMATICS AND SCIENCE
Andrews Quaining GES 0244132853 [email protected]
Dr. Augustine Tawiah NIB 0242501196 [email protected]
Rev Joana Koranteng GES 0244441222 [email protected]
Peter Atta Gyamfi GES 0244732028 [email protected]
TABLE A31.7: USING ICT TO IMPROVE TEACHING AND LEARNING
Dr. Joshua Mallet CENDLOS 0244438643 0264438643 [email protected]
Atta Williams GES 0264530270 [email protected]
TABLE A31.8: LEADERSHIP AND MANAGEMENT TRAINING
Stephen Adu GES 0208951622 0244256976 [email protected]
Dr. Augustine Tawiah NIB 0242501196 [email protected]
TABLE A31.9: MONITORING AND EVALUATION
Joseph Adomako PBME, MOE 0277400261 [email protected]
Divine Ayidzoe SRIMPR, MOE 0244466125; 0505091460 [email protected]
Dr. Felix Amoakoh FPMU, MOE 0244092820; 0208178912 [email protected]
Ernest Owusu-Ansah MOE 0246617273; 0249986397 [email protected]
Benard Ayensu MOE 0267730142 [email protected]
Bernard Ntim GES 0202621724 [email protected]
Natasha Somji MOE/ODI Fellow 0544361025 [email protected]
TABLE A31.10: WEB BASED MONITORING AND SCHOOL MAPPING
Ernest Owusu-Ansah MOE 0246617273; 0249986397 [email protected]
Benard Ayensu MOE 0267730142 [email protected]
Atta Williams GES 0264530270 [email protected]
Natasha Somji MOE/ODI Fellow 0544361025 [email protected]
TABLE A31.11: PROCUREMENT
Aruna Nelson MOE 244068823 [email protected]
Mad. Zalia Ali GES 0208110079; 0249331015 [email protected]
Kweku Kyei Owusu MOE 0233772090 [email protected]
Alfred Kavi MOE 0244749497 [email protected]
Adams Zuwii GES 0248454999 [email protected]
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TABLE A31.12: FINANCIAL MANAGEMENT AND DISBURSEMENT
Stephen Kofi Mensah MOE 244946089 [email protected]
Chris Koramoah GES 0204343020 0264343026 [email protected]
TABLE A31.13: INFORMATION EDUCATION AND COMMUNICATION
Paul K. Krampa MOE 208112338 [email protected]
Ms. Maame Efua Cann MOE 0277785044 [email protected]
Ms. Matilda Tettey MOE 0244595298 [email protected]
Franklin Bediako MOE 0277551225 [email protected]
Francis Gbadago MOE 0204481275 [email protected]
TABLE A31.14: ENVIRONMENTAL AND SOCIAL IMPACT ISSUES Mawuli Segbefia MOE 264695607 [email protected]
Jacob Adu Larbi GES 277208869 [email protected]
TABLE A31.15: CIVIL WORKS
H.R. Wilson MOE 208111627 [email protected] Cornelius Atsu Dafeamekpor GETFund 244474920 [email protected]
Godfred Schandorf GETFund 0247125542; 0267125542 [email protected]
Mawuli Segbefia MOE 0264695607 [email protected]
Jacob Adu Larbi GES 0277208869 [email protected]
Kingsley A. Nduro FPMU, MOE 0208824596 [email protected]
Emmanuel Coleman FPMU, MOE 0267041551 [email protected]
Samuel Antwi FPMU, MOE 0242327957 [email protected]
