Document ofThe World Bank
FOR OFFICIAL USE ONLY
Report No: 20388
RESTRUCTURING PAPER
ON A
PROPOSED PROJECT RESTRUCTURING OF THE
SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM
JANURARY 31, 2008
TO THE
ISLAMIC REPUBLIC OF AFGHANISTAN
AUGUST 15, 2015
EDUCATION GLOBAL PRACTICESOUTH ASIA REGION
This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
ABBREVIATIONS AND ACRONYMS
ACER Australian Council for Educational ResearchDED District Education Directorate EMIS Education Management Information System EQUIP II Second Education Quality Improvement ProgramERL Emergency Recovery Loan GIS Geo-referencing Information System HRMIS Human Resource Management Information SystemISD Infrastructure Service DepartmentMoE Ministry of Education PED Provincial Education Directorate QEG Quality Enhancement GrantSIP School Improvement PlanSMD Social Mobilization Directorate SMS School Management ShurasTTC Teacher Training College
Regional Vice President: Annette DixonCountry Director: Robert J. Saum Practice Manager: Keiko Miwa
Co-Task Team Leader:Co-Task Team Leader:
Nathalie LahireMatiullah (Yama) Noori
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AFGHANISTAN SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM
TABLE OF CONTENTS
PageA. SUMMARYB. PROJECT STATUSC. PROPOSED CHANGESANNEX 1: RESULTS FRAMEWORK AND MONITORING
3
DATA SHEETAfghanistan
Afghanistan - Second Education Quality Improvement Program (P106259)SOUTH ASIA
Education.
Report No: RES20388.
Basic Information
Project ID: P106259 Lending Instrument: Emergency Recovery Loan
Regional Vice President: Annette Dixon Original EA Category: Partial Assessment (B)
Country Director: Robert J. Saum Current EA Category: Partial Assessment (B)Senior Global Practice Director: Claudia Maria Costin Original Approval Date: 31-Jan-2008
Practice Manager/Manager: Keiko Miwa Current Closing Date: 15-Aug 2015
Team Leader(s): Nathalie LahireMatiullah Noori
.
Borrower: Islamic Republic of Afghanistan
Responsible Agency: Ministry of Education.
Restructuring TypeForm Type: Full Restructuring Paper Decision Authority: Regional Vice President
Approval
Restructuring Level:
Level 2 Explanation of Approval Authority:
Level 2
.
Financing ( as of 24-Jun-2015 )Key Dates
Project Ln/Cr/TF Status Approval Date Signing Date Effectiveness
DateOriginal Closing Date
Revised Closing Date
P106259 IDA-H3540 Closed 31-Jan-2008 10-Mar-2008 20-Mar-2008 01-Sep-2012 01-Sep-2012
P106259 TF-91943 Closed 14-Aug-2008 14-Aug-2008 14-Aug-2008 31-Dec-2008 31-Mar-2009
P106259 TF-93962 Effective 14-Apr-2009 14-Apr-2009 14-Apr-2009 01-Sep-2012 15-Aug-2015
Disbursements (in Millions)
Project Ln/Cr/TF Status Currency Original Revised Cancelled
Disbursed
Undisbursed
% Disbursed
P106259 IDA-H3540 Closed USD 30.00 29.24 0.76 28.86 0.00 99
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P106259 TF-91943 Closed USD 0.12 0.12 0.01 0.12 0.00 100
P106259 TF-93962 Effective USD 408.00 408.00 0.00 299.33 108.67 73.
Policy WaiversDoes the project depart from the CAS/CPF in content or in other significant respects? Yes [ ] No [ X ]
Does the project require any policy waiver(s)? Yes [ ] No [ X ].
A. Summary of Proposed ChangesThe restructuring paper seeks the approval of the Regional Vice-President to a level II restructuring to introduce changes to Second Education Quality Improvement Project (EQUIP II) (P106259) and amend the project’s Grant Agreement accordingly. These proposed changes include: (a) extend the current Closing Date from August 15, 2015 to December 31, 2016 (cumulative extension of the Additional Financing Grant financed through Afghanistan Reconstruction Trust fund (ARTF) is 28.5 months), (b) revise the project key performance indicators to be more specific and to include most up to date data and information, and (c) make adjustments to project activities in order to reflect only those that can reasonably be completed by the new proposed Closing Date. The proposed restructuring was discussed with the Government during the last supervision mission in April 2015 and was requested by the Government of Afghanistan, in a letter dated August 2, 2015.
Change in Implementing Agency Yes [ ] No [ X ]
Change in Project's Development Objectives Yes [ ] No [ X ]
Change in Results Framework Yes [ X ] No [ ]
Change in Safeguard Policies Triggered Yes [ ] No [ X ]
Change of EA category Yes [ ] No [ X ]
Other Changes to Safeguards Yes [ ] No [ X ]
Change in Legal Covenants Yes [ ] No [ X ]
Change in Loan Closing Date(s) Yes [ X ] No [ ]
Cancellations Proposed Yes [ ] No [ X ]
Change to Financing Plan Yes [ ] No [ X ]
Change in Disbursement Arrangements Yes [ ] No [ X ]
Reallocation between Disbursement Categories Yes [ X ] No [ ]
Change in Disbursement Estimates Yes [ X ] No [ ]
Change to Components and Cost Yes [ X ] No [ ]
Change in Institutional Arrangements Yes [ X ] No [ ]
Change in Financial Management Yes [ ] No [ X ]
Change in Procurement Yes [ ] No [ X ]
Change in Implementation Schedule Yes [ X ] No [ ]
Other Change(s) Yes [ ] No [ X ]
Appraisal Summary Change in Economic and Financial Analysis Yes [ ] No [ X ]
Appraisal Summary Change in Technical Analysis Yes [ ] No [ X ]
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Appraisal Summary Change in Social Analysis Yes [ ] No [ X ]
Appraisal Summary Change in Environmental Analysis Yes [ ] No [ X ]
Appraisal Summary Change in Risk Assessment Yes [ ] No [ X ].
B. Project StatusEQUIP II has been supported by a SDR18.9 million IDA grant (US$30 million equivalent) in 2008 (closed in 2012), ARTF financing of US$158 million approved in 2009, and ARTF Additional Financing in the amount of US$250 million approved in 2012. As of July 31, 2015, the total disbursement under the ARTF have reached US$300 million (73 percent of grant proceeds). The project’s performance has been rated Moderately Satisfactory for outcomes and Moderately Unsatisfactory for Implementation Performance. The project has made considerable progress in (i) the number of teachers trained, (ii) provision of inputs to schools, (iii) completion of the first-ever learning assessment, and (iv) establishment of information systems including collecting first hand data from schools and provincial directorates. However, reporting on progress of civil works activities supported by the project has not been ideal. In fact only, 868 out of 1,820 schools under EQUIP I, II and AF, have been completed, 618 schools have incomplete items, 110 schools have been stopped and 224 are under construction.
Table 1: Status of School Construction
No Description Number of Schools1 Total number of schools (EQUIP I, EQUIP II, AF) 18202 Fully complete schools 8683 Schools where buildings are complete but have
incomplete items (to be funded by the GoA)618
4 Schools where construction stopped due to insufficiency of budget (to be funded by GoA)
110
5 Under construction 224
Additional time is therefore needed to complete the civil works. This is the second request for Closing Date extension
The incomplete and stopped schools have already been paid for by the project but were not delivered. These comprise outstanding activities, including latrines, roofing, water facilities, and furniture that need to be completed under the project. Government has made a strong commitment to provide a payment plan to finance these schools under its own budget and complete them before the end of the revised closing date.
Education Management Information System (EMIS) school data accuracy and validity have become an increasing area of concern in recent months and was widely published in the international media. EMIS data verification is currently being conducted and an independent firm is surveying 1,617 schools in 24 Provinces. Along with data verification, the firm will also perform an assessment of the overall quality of EMIS data. Spot checks and audits are being planned under the project extension.
Project implementation has been challenged by procurement and contract management weakness. Under the proposed restructuring, the procurement team will be strengthened in the areas of contract management and quality assurance. The Procurement Directorate will take the responsibility of quality assurance and adherence to agreed procurement arrangements. The project team will also benefit from additional capacity building in procurement. The Acting Project Director and Director from the Finance Department in MoE will attend a two week’s procurement workshop on bank funded projects. Members from the Procurement Directorate, who have not attended the procurement workshop, will attend the procurement workshop
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before the end of 2015. Also, the project will strengthen its contracts management team and ensure an effective contract management and monitoring system. The project will prepare a contract management manual by November 2015. The contract management team will attend a three day workshop by November 2015.
The financial management of the project rests with the Finance and Administration unit of the Ministry of Education (MOE); however, they rely on the program units for documentation of expenditure. The project suffered from weak internal controls especially in provinces. The internal and external audit reports have highlighted serious control issues and misappropriation of funds in the recruitment processes of individual consultants, mismatch between financial and physical progress in 110 community contracts for school buildings and a set of incomplete schools which still lack certain items such as desks, chairs, boundary walls and etc (aide memoire from March ISM). The project management team has been struggling to address those issues. Liquidation of advances in the provinces has been very inefficient and cumbersome. The project has un cleared advances since 2013. The project needs to strengthen their financial management system through rigorous monitoring and supervision of activities. Follow up of audit recommendations and timely corrective action would also set the project on the right path.
The government has promised strong commitment in channeling enough funding to complete all schools for which the project has paid before the closing date of the project.
A proposed action plan for the remaining time of Project implementation was discussed with and provided by MOE (Annex II) and accepted by the Bank..
C. Proposed Changes.
Development Objectives/ResultsProject Development Objectives
Original PDO
The project development objective is to increase equitable access to quality basic education especially for girls through school grants, teacher training and strengthened institutional capacity with support from communities and private providers.
Current PDO
The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls.
Change in Project's Development Objectives
Change in Results Framework
Explanation:The results framework is being revised to more accurately reflect and measure the PDO. Some indicators are being dropped, one new indicator has been added, some indicators revised for clarity and targets of some indicators revised. Please see Annex 1 a and 1..
FinancingChange in Loan Closing Date(s)
Explanation:
The Ministry of Finance formally requested in a letter dated August 2, 2015, the extension of the Closing Date from August 15, 2015 to December 31, 2016. This request was made to ensure that the construction
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of the remaining civil works will be completed by the project Closing Date.
An appraisal of the revised implementation plan has been carried out. With the extension of the closing date, and Government’s commitment to finance the incomplete schools, all ongoing civil works would be able to be completed.
Ln/Cr/TF Status Original Closing
DateCurrent Closing Date
Proposed Closing Date
Previous Closing Date(s)
IDA-H3540 Closed 01-Sep-2012 01-Sep-2012 01-Sep-2012
TF-91943 Closed 31-Dec-2008 31-Mar-2009 31-Dec-2008
TF-93962 Effective 01-Sep-2012 15-Aug-2015 31-Dec-2016 01-Sep-2012
Reallocations
Explanation:The restructuring includes a change from two disbursement categories to one under the ARTF AF. The girl retention cash grant category is no longer required because this activity is being cancelled as it will be included in the next phase of the project, estimated to be approved in 2017.
Ln/Cr/TF Currency Current Category of Expenditure Allocation Disbursement % (Type
Total)
Current Proposed Current Proposed
TF-91943 USD Con Services & Trg 115,885.00 115,885.00 100.00 100.00
Total: 115,885.00 115,885.00
TF-93962 USD GD,WK,CS,SGrants,TRG,IOC
406,500,000.00
408,000,000.00 100.00 100.00
GIRL RETENTION CASH GRANTS
1,500,000.00 0.00 100.00 0.00
Designated Account 0.00 0.00 0.00 0.00
Total: 408,000,000.00
408,000,000.00
IDA-H3540 XDR GD, WK, CS, SCH GRANT, TR & IOC
18,611,074.17
18,611,074.17 100.00 100.00
Designated Account 0.00 0.00 0.00 0.00
Total: 18,611,074.17
18,611,074.17
Disbursement Estimates
Change in Disbursement Estimates
Explanation:
To account for the additional year under the revised closing date
Fiscal Year Current (USD) Proposed (USD)
2008 5,000,000 5,000,000
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2009 2,626,000 2,626,000
2010 42,108,500 42,108,500
2011 54,193,300 54,193,300
2012 49,153,200 49,153,200
2013 35,657,000 35,657,000
2014 82,400,700 82,400,700
2015 57,051,800 57,051,800
2016 109,809,500 80,000,000
2017 29,809,500
Total 438,000,000 438,000,000.
ComponentsChange to Components and Cost
Explanation:The changes under the three components are described below:
Part 1: School Grants
(a) Quality Enhancement Grants (QEGs) will remain. The objective of this sub-component is to develop linkages between schools, communities, and local governments while supporting and empowering schools and communities as local education managers. School Management Shuras (SMS) in each school develop school improvement plans (SIP) in which the immediate and financeable needs of a school are identified. QEGs are then used to finance the SIPs.
The QEGs to be financed during the extension period will be more targeted based on needs spelled out in the school improvement plan and will try to reach those schools that have not benefited at all from these schemes. New: Model School grants will be provided to 70 schools with the objective to establish creative learning environment by providing US$10,000 to support activities which would then have a demonstration effect on other schools.
New: Evaluation of lessons from the QEGs and prepare a new strategy for the future.
(b) Infrastructure Development School Grants will remain The objective of this sub-component is to rehabilitate and construct schools using community participation and community based decision making for small school and national competitive bidding for larger and more complex buildings.
Under the extended project period, priority will be given to the completion of 600 incomplete schools
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using government’s funding and the provision of missing items such as boundary walls, latrines, garbage collection points, electricity etc, which were not a part of the original bill of quantity for those schools where the physical progress is 70 percent or above.
(c) New: The responsibility for mobilization and strengthening of School Shuras to manage their schools will be transferred to the Social Mobilization Directorate (SMD) (see implementation arrangements).
New: Development of a strategy and completion of a needs assessment for the human resources required to deliver these services. Follow-on activities to be financed will be agreed upon after the review and approval of the strategy for social mobilization.
Part 2: Teacher and Principal Training and Education
The objective of this component is to create sustainable systems which will increase the level of professional knowledge and skills of educators throughout Afghanistan by providing training to teachers and principals. Additional financing of this component helped consolidate programs previously provided by USAID’s program, resulting in one package of teacher training services and allowing MOE to oversee implementation.
The following activities will be added under this component:
(a) Development of a Teacher Management Information System (TMIS) to manage teacher related data and help link professional development and career advancement of teachers. (b) Development of the Teacher Training College curriculum including the printing and distribution of the remaining subject specialty textbooks particularly in math and science; and develop the textbooks for the revised pedagogy courses based on the syllabi linked to the national teacher standards and competencies. (c) Development of a standardized assessment and evaluation system for the TTCs for individual specialties as well as for overall student learning outcomes.(d) Conducting a Study on teacher supply and demand projections.
Part 3: Project Management and Monitoring and Evaluation
The objective of this component is to build on and support the existing administrative structures in MOE as well as at the provincial and district levels, and establish and implement an M&E system for the project.
The following activities will be added under this component: (a) Evaluation of training needs for capacity building and provision of training for qualified MOE staff in-house or abroad.(b) Development of a comprehensive Human Resource Management Information System (HRMIS) including a Business Process Mapping , design documents, software development and feasibility studies. Linkage with the payroll will also be explored. (c) Development of an Infrastructure Services Management Information System to manage the functions of the Infrastructure Service Department. (d) Development of a Web Based Geo-referencing Information System to function as an on-line education atlas of Afghanistan. The atlas will support informed decision making by presenting key education statistics and indicators on on-line maps.(e) Expansion of the Contract Management Database include information up to the school level. The project will finance the expansion of this system as well as data entry.
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(f) Establishment and expansion of an Education Management Information System and Monitoring and Evaluation: Third party monitoring of the EMIS data as well as spot checks and audits to enhance monitoring and ensure greater reliability and verification of data. (g) Text Books delivery. Under EQUIP, 3.7 million middle school textbooks have been procured and are scheduled to arrive in Kabul in September 2015. Recruitment of a third party firm to undertake the monitoring and distribution of textbooks. (h) A comprehensive study of education service delivery at the sub-national level. A Service Delivery Survey focusing on teacher absenteeism and classroom observations to serve as benchmark for comparison with other countries. (i) Establishment of a gender unit and a working policy to address gender related issues. (j) Development of a Learning Assessment. The Learning Assessment Team in collaboration with ACER (The Australian Council for Educational Research) successfully completed Grade 6 learning assessment in 2014. The following activities related to Learning Assessment are proposed during the extension period:(i) Main Survey of Grade 3 in collaboration with ACER, analysis and preparation of the final report of the Learning Assessment of Grade 3 (December 2015- February 2016).(ii) Organization of a national workshop for presentation of the final report of the Learning Assessment of Grade 3 to the Stakeholders and staff from the MoE in February 2016.(iii) Development and printing of test items for Grade 9, its pilot and field trial March- April 2016.(iv) Main Survey of the Learning Assessment of Grade 9 (May- June, 2016).(v). Data analysis and preparation of the final report of the learning assessment of Grade 9 (July – September, 2016).(vi) Presentation of the final results to Stakeholders and staff from the MoE in October, 2016.(vii) Printing of the Final Report of Grade 9 (November- December, 2016).
The following activities will be dropped:(a) Development of an asset maintenance strategy will be considered under the next phase of the project.(b) Girls’ retention cash transfer for girls in grades 6-12 will be considered under the next phase of the project.(c) Design and implementation of a pilot Operation and Maintenance System will be considered under the next phase of the project.(d) Enhancement of MoE's Project management capacity through the provision of training and the carrying out of workshops, and supporting the day-to-day implementation of the Project. This activity is being amended under (a) and has been dropped.(e) Enhancement of MoE’s capacity at provincial level, for transparent planning, budgeting, implementation, and monitoring of education related projects, inter alia through provision of training. This activity is being amended under (a) and has been dropped.(f) Establishment of a monitoring and evaluation system that will enable communities, NGOs and Third Party Entities to monitor the achievement of progress under the Project against a defined set of indicators and disseminate such data at the district, provincial and national level. This activity is being amended under (d) and has been dropped.(g) Supporting the verification of information collected at the community level and measurement of the achievement of the key performance indicators of the Project to allow for better planning and programming of the Project. This activity is being amended under (d) and has been dropped.
Current Component Name
Proposed Component Name
Current Cost (US$)
Proposed Cost (US$) Action
School Grants 151,229,567 145,666,897 Revised
Teacher and Principal Training and Education 177,600,000 189,501,206 Revised
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Project Management, Monitoring and Evaluation
109,170,433 102,191,483 Revised
Total: 438,000,000 437,359,586.
Other Change(s)Change in Institutional Arrangements
Explanation:Following a presidential decision, a Social Mobilization Directorate (SMD) has been established in November 2014 in the MOE as the responsible body for managing Social Mobilization functions and for staff capacity building. The responsibilities, which according to Volume II of the Project Implementation Manual belonged to the EQUIP Coordination Unit, are transferred to this new Directorate.
Amendment of Schedule 2, Section 1. Para 6. The responsibility for mobilization and strengthening of School Shuras to manage their schools are being transferred from EQUIP Coordination Unit to the Social Mobilization Directorate (SMD). These are as follows: :- Raising awareness and mobilizing communities to promote education and create linkages between the community, school and provincial education authorities - Establishing, training and evaluating School Management Shuras and ensuring active communication between the center and the provinces - Supporting the development and implementation of School Improvement Plans (SIP)- Supporting the implementation of community based school construction projects, facilitating coordination at the provincial level and monitoring at the community level.
Change in Implementation Schedule
Explanation:
The implementation schedule has been revised to December 31, 2016. The Procurement Plan is attached as Annex III.
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Annex 1 a: Results Framework and Monitoring
Revisions to the Results Framework Comments/Rationale for Change
PDO indicators
Current (AF Project Paper)1 Proposed change1. Enrollment girls
(broken down by grades)
No change
Baselines adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projections for school year 2016.
2. Enrollment boys(broken down by grades)
3. Ratio of Girls to Boys4. Students completing the last grade of a stage
5. Learning Assessment
6. Direct Project Beneficiaries (number), of which female (%) –
New indicator Core Indicator
Intermediate Results Indicators
Current (AF Project Paper) Proposed change*1. Schools established (number) No change
2. Additional classrooms provided (number)
Additional classrooms built or rehabilitated as a result of the project (number)
Reworded in alignment with core sector wording and definition.
3. Student-Classroom Ratio
No change Baseline adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projection for school year 2016.
4. Proportion of schools with: No change Definition clarified – refers to EQUIP financed schools.Latrines/toilets/urinals
Drinking water facilitiesScience Labs (secondary)
5. Proportion of students with full set of text books/incomplete set of text books/No text books
5. Percentage of schools receiving textbooks as planned
Replaced to facilitate monitoring. A survey will be undertaken following the distribution of text books to assess effectiveness of text book purchase and distribution under the project.
6. Additional teachers appointed (number)
6. Additional qualified primary teachers resulting from project interventions
Reworded to be aligned with the core indicator wording and definition.
Pupil teacher ratio (Grades 1-3) Dropped Given the rapidly increasing enrollment, even with a significant increase in additional teachers, the pupil
1 The Portal was not updated following the approval of the AF to reflect the revised indicators. This has now been corrected and going forward the ISRs will reflect the complete results framework.
Revisions to the Results Framework Comments/Rationale for Changeteacher ratio is not expected to see improvements over the project life.
Proportion of schools (grades 4-12) with required number of subject specific teachers
DroppedThis indicator is dropped as it is not currently being tracked as part of the EMIS.
7.Proportion of teachers with professional qualifications No change
Definition clarified as “Number of qualified (grade 14 and higher) teachers per 1 teacher”
8. Proportion of female teachers No change Baselines adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projection for school year 2016.
9. Teachers who have received INSET training
Breakdown for INSET V added
10. Principals completing management training program
10. Principals and school administrators completing management training program
11. Female scholarships recipients in TTCs
No change
12. 5% sample check of School EMIS carried out (yes/no)
No change
13. Proportion of schools receiving a Quality Enhancement Grant
No change
14. Schools receiving Infrastructure Enhancement Grant
No change
15. Schools with school shuras evaluated
15. Schools with School Shuras established
Replaced by the indicator effectively monitored by the MoE
16. Schools with School Information/Report Card piloted
No change
17.Spot checks conducted in schools (Number)
Added Independent spot checks important to verify the validity of data collected in MIS.
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Annex 1: Results Framework and Monitoring
AFGHANISTAN: EQUIP IIREVISED PROJECT RESULTS FRAMEWORK
Project Development Objective (PDO):
The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls.
PDO Level Results IndicatorsC
ore UOM Baseline
(2008)
Progress To Date(2014)
Cumulative Target Values
Frequency Data Source/Methodology
Responsibility for Data Collection CommentsDecember
2016
Equitable access:1. Enrollment girls
Number
1.9 3.3 3.8
Annual EMIS Dept of Statistics MOE
This number includes the permanently absent students and is therefore over estimated
This number is in million.
Grades 1-3 0.88 1.4 1.6Grades 4-6 0.69 1.0 1.1Grades 7-9 0.28 0.58 0.7
Grades 10-12 0.08 0.33 0.4
2. Enrollment boys
Number
2.1 5.2 5.2
Annual EMIS Dept of Statistics MOE
This number includes the permanently absent students and is therefore over estimated
This number is in million
Grades 1-3 1.28 2.0 2.0Grades 4-6 1.24 1.57 1.5Grades 7-9 0.65 1.01 1.0
Grades 10-12 0.22 0.60 0.73. Ratio of Girls to Boys
% Annual EMIS Dept of Statistics MOE
Grades 1-3 69 70 79Grades 4-6 56 66 69
Grades 7-9 45 57 62
Grades 10-12 37 55 57
PDO Level Results Indicators
Cor
e UOM Baseline(2008)
Progress To Date(2014)
Cumulative Target Values
Frequency Data Source/Methodology
Responsibility for Data Collection CommentsDecember
2016
Quality:4. Students completing the last grade of a stage
Number Annual EMIS Dept of Statistics MOE
Grade 3 0.51 0.79 0.78
Grade 6 0.40 0.51 0.50Grade 9 0.11 0.31 0.34
Grade 12 0.06 0.24 0.20
5. Learning Assessment Yes/No No Yes
YesNational
assessment results
finalized for grade 6
3 times during the project period
Learning Assessment
Learning Assessment Unit with ACER
6. BeneficiariesProject beneficiaries Number 0 8.5 9.0 Annual EMIS Dept of Statistics
MOENumber of students enrolled in general education
Of which female (beneficiaries) % 0 39.20 42.00
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Intermediate Results and Indicators
Intermediate Results Indicators
Cor
e
Unit of Measurement
BaselineOriginal ProjectStart
(2008)
Progress To Date(2014)
Target Values
Frequency Data Source/Methodology
Responsibility for Data Collection CommentsDecember
2016
A . School Grants
1. Schools established Number 326 868 1820 Annual ISD/IRD reports ISD Baseline refers to results under EQUIP1
2. Additional classrooms built or rehabilitated as a result of the project Number 2074 7883 9148 Annual ISD/IRD/
reports ISD Average of 6 classrooms per school
3. Student-Classroom Ratio Number 74 69.7 70 Annual EMIS Dept of Statistics, MOE
4. Proportion of schools with
Annual ISD report ISDLatrines/toilets/urinals % 49 67 70
Drinking water facilities % 50 74 80
Science Labs (secondary) % 0 33 33
5. Proportion of schools receiving textbooks as planned % 0 0 90 Once Survey Third party
monitoring
Teacher/Principal Education
6. Additional qualified primary teachers resulting from project interventions
Number 0 32,437 30,000 Annual Report TED Indicator refers to TTC graduates
7.Proportion of teachers with professional qualifications % 28 44 48 Annual Report TED Number of qualified (grade 14 and higher)
teachers per 1 teacher
8. Proportion of female teachers % 30 33 47 Annual Report TED
9.. Teachers who have received Number
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Intermediate Results and Indicators
Intermediate Results Indicators
Cor
e
Unit of Measurement
BaselineOriginal ProjectStart
(2008)
Progress To Date(2014)
Target Values
Frequency Data Source/Methodology
Responsibility for Data Collection CommentsDecember
2016
INSET I training Number 0 100,803 100,000 Annual Report TED
INSET II Training Number 0 86,771 100,000 Annual Report TED
INSET III Training Number 0 115,814 100,000 Annual Report TED
INSET IV Training Number 0 154,699 100,000 Annual Report TED
INSET V Training Number 0 154,811 100,000 Annual Report TED
10. Principals and school administrators completing management training program
Number 0 14,000 14,000 Annual Report TED
11. Female scholarships recipients in TTCs Number 0 11,436 9500 Annual Report Teacher training
colleges/TED
Project Management / M&E
12. 5% sample check of School EMIS carried out Yes/No No
Yes15%
sample check
Yes Twice Audit Audit firm
13. Proportion of schools receiving a Quality Enhancement Grant % 26 99 100 Annual Report SM unit Baseline reflects achievements under
EQUIP I
14. Schools receiving Infrastructure Enhancement Grant Number 658 1282 2029 Annual Report ISD
All projects not just school buildingsBaseline reflects achievements under EQUIP I
15. Schools with School Shuras established Number 0 14,932 13,969 Annual Report SM unit
16. Schools with School Information/Report Card piloted Yes/No No No Yes During the
last year Survey pilot SM unit
17.Spot checks conducted in schools Number 0 0 3 Three times Survey Independent monitoring
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