The World Bank Implementation Status & Results Report Education Support Program (P167619) Education Support Program (P167619) MIDDLE EAST AND NORTH AFRICA | Morocco | Education Global Practice | Requesting Unit: MNC01 | Responsible Unit: HMNED IBRD/IDA | Program-for-Results Financing | FY 2019 | Team Leader(s): Louise Mengue Abessolo Mvono, Abel Paul Basile Bove Seq No: 6 | ARCHIVED on 02-Aug-2022 | ISR51039 | Created by: Lea Jeanne Marie Iungmann on 11-Apr-2022 | Modified by: Almedina Music on 27-Jul-2022 Program Development Objectives PDO Table Program Development Objective (from Program Appraisal Document) To establish an enabling environment for quality Early Childhood Education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the education service delivery chain in the Program Areas. Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Implementation Status and Key Decisions The Program was approved by the Board on June 20, 2019. The Loan Agreement was signed on July 11 and became effective on August 30, 2019. The Bank team has been working with the client to ensure a high-quality program implementation, including through a series of technical assistance activities. The findings and recommendations presented in this Implementation Status Report (ISR) are based on the May 2022 Mid-Term Review. The Program is on track to achieving its Program Development Objective and several important disbursement-linked results have been achieved, more specifically:  Result Area 1 on pre-school environment: (i) the adoption of the Job and Professional Competency Framework for preschool educators (ii) guides and manuals for pre-schools infrastructure, curricula and norms; and (iii) pre-school included in the Ministry’s regional agencies’ budget, administrative organigram and information system.  Result Area 2 on quality of teaching in primary and secondary education: (i) the adoption of the training model for newly recruited teachers, (ii) the adoption of the strategy for in-service teacher professional development; (iii) the adoption of new procedure for teachers recruitment after a pilot in 2022, fostering new teachers’ aptitude and social and emotional skills; (iv) the adoption of a coordination framework for teachers professional development; (v) on-the-job teachers training strategy, disaggregated at regional and provincial levels in training plans and (vi) integrating on-the-job training in the ministry’s information system.  Result Area 3 on public sector management of education: (i) the adoption of the model of the regional and provincial Performance Contracts to be implemented for 2022-2023 school year, and (ii) adoption of School Improvement Planning manual, being rolled out in 2022. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P167619 IBRD-89900 Effective USD 500.00 500.00 0.00 253.56 245.75 51% Key Dates (by loan) 8/2/2022 Page 1 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P167619 IBRD-89900 Effective 20-Jun-2019 11-Jul-2019 30-Aug-2019 01-Sep-2024 01-Sep-2024 DLI Disbursement Achievement Disbursed amount in Disbursement % for DLI ID DLI Type Description Coc DLI Amount Status Coc DLI Loan: IBRD89900-001 DLR # 1.1 The MOE 1.1 Regular EUR 13,380,000.00 Fully Achieved 13,380,000.00 100 % adopted the Profession DLR # 1.2 20,000 1.2 Regular EUR 44,600,000.00 Not Achieved 0.00 Educators have complete DLR # 2.1 The MOE has 2.1 Regular EUR 13,380,000.00 Fully Achieved 13,380,000.00 100 % adopted Framework DLR # 2.2 The MOE 2.2 Regular EUR 11,373,000.00 Not Achieved 0.00 adopted the tool to me DLR # 2.3 The MOE has 2.3 Regular EUR 18,732,000.00 Not Achieved 0.00 tested the piloted DLR # 3.1 Each of the 3.1 Regular EUR 8,920,000.00 Fully Achieved 8,920,000.00 100 % AREF budget FY19 DLR # 3.2 MoE has 3.2 Regular EUR 8,920,000.00 Fully Achieved 8,920,000.00 100 % established an Admin S DLR # 3.3 MoE has 3.3 Regular EUR 8,920,000.00 Not Achieved 0.00 established an Admin S DLR # 3.4 70% of public 3.4 Regular EUR 4,460,000.00 Not Achieved 0.00 modern private p DLR # 4.1i - MOE 4.1i Regular EUR 8,920,000.00 Fully Achieved 8,920,000.00 100 % mandated all teachers F DLR # 4.1i - MOE 4.1ii Regular EUR 8,920,000.00 Fully Achieved 8,920,000.00 100 % mandated all teachers F DLR # 4.2i - MOE 4.2i Regular EUR 8,920,000.00 Not Achieved 0.00 mandated adopted ToR DLR # 4.2ii - MOE 4.2ii Regular EUR 8,920,000.00 Not Achieved 0.00 mandated adopted ToR DLR # 4.3 MoE developed 4.3 Regular EUR 17,840,000.00 Not Achieved 0.00 adopted framwork DLR # 4.4 40% newly 4.4 Regular EUR 35,680,000.00 Not Achieved 0.00 recruited teachers DLR # 5.1 MoE adopted 5.1 Regular EUR 20,516,000.00 Fully Achieved 20,516,000.00 100 % the strategy DLR # 5.2i MoE adopted 5.2i Regular EUR 2,676,000.00 Not Achieved 0.00 in-service DLR # 5.2ii MoE adopted 5.2ii Regular EUR 8,028,000.00 Not Achieved 0.00 in-service 8/2/2022 Page 2 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) DLR # 5.3 MoE 5.3 Regular EUR 8,920,000.00 Not Achieved 0.00 established an information DLR # 5.4i 30% of in- 5.4i Regular EUR 13,380,000.00 Not Achieved 0.00 service teachers co DLR # 5.4ii 30% of in- 5.4ii Regular EUR 13,380,000.00 Not Achieved 0.00 service teachers c DLR # 5.4iii 30% of in- 54iii Regular EUR 13,380,000.00 Not Achieved 0.00 service teachers DLR # 6.1 The MOE 6.1 Regular EUR 26,760,000.00 Fully Achieved 26,760,000.00 100 % adopted the model P DLR # 6.2 MOE put in 6.2 Regular EUR 19,624,000.00 Not Achieved 0.00 place a system DLR # 6.3i MOE enters 6.3i Regular EUR 32,112,000.00 Not Achieved 0.00 into 6 Performance DLR # 6.3ii MOE enters 6.3ii Regular EUR 10,704,000.00 Not Achieved 0.00 into 6 Performanc DLR # 7.1 MOE adopts a 7.1 Regular EUR 4,460,000.00 Fully Achieved 4,460,000.00 100 % manual DLR # 7.2 MOE adopts a 7.2 Regular EUR 13,380,000.00 Not Achieved 0.00 Road Map DLR # 7.3 MoE integrates 7.3 Regular EUR 14,272,000.00 Not Achieved 0.00 the monitoring DLR # 7.4 at least 50 7.4 Regular EUR 21,408,000.00 Not Achieved 0.00 schools under each Program Action Plan Establish a Strategic Steering Committee (SSC) to ensure effective monitoring of Program implementation and Action Description production of reports on the implementation status. Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement Ministerial decision note establishing SSC has been submitted to the Bank Comments Action Description Establish a Technical Committee (TC) to ensure effective Program Monitoring and Reporting Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement Ministerial decision note establishing TC has been submitted to the Bank. Comments 8/2/2022 Page 3 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Adopt a Program Operation Manual (POM) (including details on verification protocol for each DLI, and provision on Action Description clear segregation on expenditure of the Education P4R and Social Protection Project) Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement POM approved by MOE and no-objected by the Bank is distributed to all entities involved in Program Implementation Comments Action Description Implement the Technical Assistance Plan identified in the POM. Source DLI# Responsibility Timing Timing Value Status Technical MOE Recurrent Continuous In Progress Completion Measurement A budget has been allocated by the Ministry of Economy and Finance. Comments Action Description Monitor timely payment of each tranche of the cash allowance (January, April, July) during Program implementation Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems MOE, MOF, WB Recurrent Continuous In Progress Completion Measurement Statement of payment of the CCT Comments Establish a Strategic Steering Committee (SSC) to ensure effective monitoring of Program implementation and Action Description production of reports on the implementation status. Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement Ministerial decision note establishing SSC has been submitted to the Bank Comments Action Description Establish a Technical Committee (TC) to ensure effective Program Monitoring and Reporting 8/2/2022 Page 4 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement Ministerial decision note establishing TC has been submitted to the Bank. Comments Adopt a Program Operation Manual (POM) (including details on verification protocol for each DLI, and provision on Action Description clear segregation on expenditure of the Education P4R and Social Protection Project) Source DLI# Responsibility Timing Timing Value Status No later than 3 months Technical MOE Other after Loan Completed effectiveness Completion Measurement POM approved by MOE and no-objected by the Bank is distributed to all entities involved in Program Implementation Comments Action Description Implement the Technical Assistance Plan identified in the POM. Source DLI# Responsibility Timing Timing Value Status Technical MOE Recurrent Continuous In Progress Completion Measurement A budget has been allocated by the Ministry of Economy and Finance. The budget line included in the MoE’s budget remains underfunded. The team will pursue advocacy effort aimed at Comments increasing the budget allocated to finance Technical expertise required to implement capacity building activities. Action Description Monitor timely payment of each tranche of the cash allowance (January, April, July) during Program implementation Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems MOE, MOF, WB Recurrent Continuous In Progress Completion Measurement Statement of payment of the CCT Comments Carry out an annual external audit by competent bodies, including follow-up regarding the recommendations of Action Description previous audit reports. Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems MOE, WB Recurrent Yearly In Progress 8/2/2022 Page 5 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Completion Measurement Updated action plan on the implementation of the audit recommendations The second IGF external audit mission was carried out and the final report on financial statements for 2020 was Comments submitted to the Bank on time. Appoint a Social and Environmental Focal Point for the MOE among members of the Technical Committee for the Action Description duration of the Program. Source DLI# Responsibility Timing Timing Value Status No later than 3 months Environmental and Social MOE Other after Loan Completed Systems effectiveness date Completion Measurement Focal point identified and communicated to the World Bank team. The Focal point was trained by Bank E&S team on the WB Environmental and Social requirements and provided with Comments all necessary material and tools including those related to GRM implementation. Action Description Strengthen the existing Grievance Redress Mechanism (GRM) Source DLI# Responsibility Timing Timing Value Status No later than 12 Environmental and Social MOE Other months after Loan Delayed Systems effectiveness date GRM tools are available. An action plan to review and strengthen the existing Grievance Redress Mechanism (GRM) Completion Measurement has been developed. GRM tools are available. MOE is working on clarifying roles and enhancing reporting at provincial, regional and Comments central levels. They will also test their reporting system based on data extracted from the Chikaya portal relevant to the PforR areas. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial Moderate Moderate Macroeconomic Moderate Moderate Moderate Sector Strategies and Policies Substantial Moderate Moderate Technical Design of Project or Program Substantial Substantial Substantial Institutional Capacity for Implementation and Substantial Substantial Substantial Sustainability Fiduciary Substantial Substantial Substantial Environment and Social Low Moderate Moderate 8/2/2022 Page 6 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Stakeholders Substantial Moderate Moderate Other -- -- -- Overall Substantial Moderate Moderate Results PDO Indicators by Objectives / Outcomes Establish an enabling environment for quality Early Childhood Education service delivery IN01128678 ►PDO#1:Number of classrooms for which data on quality of Early Childhood Education environment is collected and published by AREF (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 150.00 Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 The quality framework has been adopted. The MOE is in the process of developing and improving the tools Comments to measure the quality of ECE services. Support improved teaching practices in primary and secondary education IN01128679 ►PDO#2: Improved teacher practices in the classroom for all active teachers in primary and secondary education (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline + increase in The baseline (index of the index of teacher teacher practices) will be practices. The end Value determined by a reliable To be determined. TBD target will be specified and valid classroom once the baseline data observation tool in Year 2. has been determined. Date 30-Sep-2020 29-Nov-2021 04-Apr-2022 30-Sep-2024 The establishment of the PDO level indicator baseline and endline for measuring teaching practices is still delayed. During the first two years of the program, there has been some reluctance from the client to select a data collection tool. A few weeks before the MTR mission The task team agreed with the Ministry on Comments launching the observation tool TEACH in Morocco. The process as of July 2022 stands at the video footage data collection. It is expected that the training of observers can take place in September 2022, and that observations and data collection can take place in October 2022. Strengthen management capacity and accountability along the education service delivery chain IN01128680 ►PDO#3: Implementation of performance contracts at AREF and DP level. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 6 AREFs and 2 No performance 10 performance Provincial Directorates Value No performance contracts. contracts have been contracts have been per AREFs have signed. signed. signed their performance contracts. 8/2/2022 Page 7 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 The MOE has adopted a model of Performance Contract (DLR #6.1). 6 Performance Contracts between the MoE and 6 AREFs and between the AREFs and 2 DPs have been signed (DLR 6 #3) following the adopted model of Performance Contract (DLR #6.1). Nevertheless, the performance approach could be qualitatively improved, including on (i) bottom-up budget programming, (ii) capacity building of AREFs (results-based programming, management dialogue, leadership, etc.), (iii) the uptake of the RAED-IS (monitoring the Comments performance contracts and their indicators, DLR 6 #2), (iv) human resource management tools for AREFs, (v) integrated financial and performance information management systems (especially GID-AREF and MASSAR-DEPP), (vi) management of schools constructions (with a stabilized operational and governance model), etc. The Fin-Ed study on key PFM bottlenecks in the sector and its recommendations (July 2022) will help guide the MoE to make the performance approach more efficient and impactful. Intermediate Results Indicators by Results Areas Results Area 1: Establish an enabling environment for quality ECE service delivery IN01128711 ►IRI 1.1 Criteria and process for approval of existing preprimary educator's professional development programs established (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 The MOE has developed and adopted in September 2020 the Professional Competency Framework for preschool educators which provides guidance in the definition of preschool credentials and certifications for teaching staff. MOE is developing a roadmap to establish a coherent and unified training system which will Comments include the criteria and process for approval of existing preprimary educators’ professional development programs. The MoE plans to develop an action plan that can be adapted to each educator segment. IN01128713 ►IRI 1.2 Number of preschool educators who completed an in-service training program approved by the MOE (disaggregated by gender) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 20,000 (of which at Value 0.00 0.00 0.00 least 50 percent are women). Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 A coherent training system for preschool educators’ professional development is under development with technical support from UNESCO by the Ministry of Education (MoE) and its partners. A first draft of a 400- Comments hour training program has been developed and will soon be tested In the meantime, MoE organized some on-the-job trainings, albeit non qualifying. IN01128715 ►IRI 1.3 Number of additional children age 4 and 5 enrolled in preprimary education, disaggregated by area (rural/urban) and gender (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 699,634.00 (313,672 are 910,428.00 (from which 875,313.00 (from which girls and 217,175 children 437,327 are girls and 437,327425,148.00 are 1,010,742 (of which 50 Value in rural area) 304,428 are children in girls and 304,428 are percent are girls) rural areas) children in rural areas) Date 28-Feb-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 Updated numbers are sourced from MOE statistical booklet for the school year 2020-2021 a review of the Comments academic year 2020-2021 published on February 14, 2022 by ‘la MAP’, the Moroccan News Agency. 8/2/2022 Page 8 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Results Area 2: Support improved teaching practices in primary and secondary education IN01128712 ►IRI 2.1: Increased average score of admitted CLE students, by gender (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Average BAC score Average BAC score for for those admitted in Value those admitted in CLE To be determined. TBD CLE (x/20) = baseline (x/20) in 2019. year (2019) + 0.5 points. Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 Data has yet not been provided by the client. Comments IN01128714 ►IRI 2.2: In-service teachers receive and access personalized professional development opportunities through their AREF, by gender (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 30% of in-service teachers receive support; 30% receive Value 0.00 0.00 0.00 face-to-face teacher training; 30% benefit from distance learning. Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 This indicator is expected to start changing in 2022. Comments IN01128716 ►IRI 2.3. Improvement of learning outcomes, by gender (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline + 10 percentage point increase. A gender- 2019 learning outcomes Value To be determined. TBD specific target will be (average of main subjects) introduced once the baseline has been determined. Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 The PNEA report for 2019 learning outcomes has been published on November 30, 2021. Student learning rates range from low to very low depending on the subject, grade and type of school. For grade 6 in primary school, the learning rates for students in Arabic, French and Mathematics are respectively 42, 27 and 24 percent in public schools vs 65, 64 and 52 percent in private schools. For grade 3 in lower secondary Comments school, the rates of learning in Arabic, French, Mathematics, physics and nature&life sciences are 9, 9, 9, 8 and 9 percent in public schools vs 38, 62, 49 and 42 percent in private schools. Girls perform significantly better than boys in Arabic and French and slightly better in Science. There is no statistically significant difference between girls and boys' performance in Mathematics. Results Area 3: Strengthen management capacity and accountability along the service delivery chain IN01128717 ►IRI 3.1 Number of AREF preparing their annual budget based on the performance contract approach (Circular No. 4509 on financial management parastatals) (Number, Custom) 8/2/2022 Page 9 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 10.00 6.00 Date 30-Sep-2019 29-Nov-2021 04-Apr-2022 30-Sep-2024 Comments IN01128718 ►IRI 3.2 Share of parents participating in the development and implementation of school improvement projects. (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 60.00 Date 30-Sep-2019 04-May-2021 04-Apr-2022 30-Sep-2024 In schools where school improvements plans are developed, parents, via the parents association, were consulted on the priorities for the school improvement plan. Data on their participation in the implementation Comments of school improvement plans is not available yet. Disbursement Linked Indicators DLI_IND_TABLE ►DLI 1 DLI #1: A training program for preschool educators has been established. (Intermediate Outcome, 65,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR 1.2 20,000 educators have Value 0.00 0.00 0.00 completed the training program for preschool education. Date -- 29-Nov-2021 04-Apr-2022 -- The MOE has developed and adopted in September 2020 the Professional Competency Framework for preschool educators. MOE is developing a roadmap to establish a coherent training system including initial training, in-service training (including a qualifying training program) and the accreditation of experience Comments acquired. In the meantime, MOE organized some on-the-job trainings on the preschool curriculum, albeit non qualifying. ►DLI 2 DLI #2: The framework for measuring the quality of preschool environment has been strengthened. (Intermediate Outcome, 50,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR 2.3 The MOE has tested the piloted tool under Value 0.00 No. No. DLR 2.2 on 150 preschool classrooms in the AREFs. Date -- 29-Nov-2021 04-Apr-2022 -- The quality framework has been adopted. The MOE is in the process of developing the tools to measure the Comments quality of ECE services. 8/2/2022 Page 10 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) ►DLI 3 DLI #3: The Borrower’s capacity to manage preschool education has been strengthened. (Intermediate Outcome, 35,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR 3.4 At least 70% of public and modern-private Value No No. No. preschools under the AREFs are registered in MASSAR. Date -- 29-Nov-2021 04-Apr-2022 -- MOE established a Pre-School Education Unit (UCEP) at the central level on 28 January 2020, whose role is to ensure coordination between the key stakeholders supporting the generalization of a quality preschool. Similar structures have been established at the regional and provincial levels A note has been circulated for Comments establishing similar structures at the regional and provincial levels, but the effective implementation of these structures remains to be achieved. MOE has registered most of the preschool units and attributed an identification number to enrolled children in MASSAR. ►DLI 4 DLI #4: The model of pre-service training and professional induction of teachers is implemented. (Outcome, 100,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR 4.4 At least 40% of the newly recruited teachers at Value 0.00 0.00 0.00 all AREF have taken the Education 3-year License (CLE). Date -- 29-Nov-2021 29-Nov-2021 -- The MOE has developed and adopted the model for the qualifying training of new teachers (but the indicator has not been met because it needs to pass formal verification). A predictive psycho-technical test that ensures that candidates for the teaching profession have the necessary predispositions and socio-emotional skills for the teaching profession is being developed and is currently piloted in December 2021: the test was piloted in Comments March 2022, and results were reviewed in May 2022. The test will be adopted and rolled out formally in October 2022, hence resulting in one year delay of the objective. ►DLI 5 DLI #5: A strategy for in-service teacher training and professional development is implemented. (Outcome, 90,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 Value 0.00 0.00 0.00 DLR 5.4 (i) 30% of in-service teachers received coaching support in instructional practice and pedagogic content knowledge; (ii) 30% of in-service teachers benefit from face-to-face training in instructional practice 8/2/2022 Page 11 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) and pedagogic content knowledge; (iii) 30% of in- service teachers used Distance Learning. Date -- 29-Nov-2021 29-Nov-2021 -- The in-service teacher professional has been made available on September, 3rd, 2020. Progress regarding DLR 5.2 has been made and the indicator has been achieved. It is expected that the indicator will be claimed Comments and disbursed in FY23 Q1. ►DLI 6 DLI #6: Performance Contracts are implemented (Intermediate Outcome, 100,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR 6.3 (i) MOE enters into 6 Performance Contracts with 6 AREF; (ii) each of the 6 AREFs enter into 2 Performance Contracts with 2 Value 0.00 0.00 0.00 selected Provincial Directorates, all said contracts are following the Performance Contract Model developed in DLR #6.1. Date -- 29-Nov-2021 04-Apr-2022 -- MOE made some progress with the preparation and publication of the Projet de Performance (PdP) 2022 reflecting partially the priorities included in the Loi-cadre 51-17 enacted in 2019 and its 18 projects as outlined in the ministerial note 047-20 of September 18, 2020. MOE has finalized and adopted performance contract model between the central structure of the Ministry and AREFs and drafted the model between AREFs and Provincial Directorates (DP). The adoption of the latter (performance contract model between AREF and DP) Comments is pending approval from the General Secretary. Implementation of AREFs’ performance contract is achieved and for DPs it is and planned for 2023. In the meantime, the MOE is updating the Information Management system (DLR 6.2) in line with its Performance Project (PdP) and AREF performance contracts, which could lead to disbursement once verified. ►DLI 7 DLI #7: School improvement plans are defined and implemented. (Intermediate Outcome, 60,000,000.00, 0%) Baseline Actual (Previous) Actual (Current) Year 5 DLR #7.4: At least 50 schools under each of the 6 Value 0.00 0.00 0.00 different AREFs, have implemented a School Improvement Plan. Date -- 29-Nov-2021 04-Apr-2022 -- 8/2/2022 Page 12 of 13 The World Bank Implementation Status & Results Report Education Support Program (P167619) A roadmap has been validated and submitted to the Bank for a technical review. The review found that the presented roadmap was satisfactory and therefore 7.2. is ready for disbursement. The MOE has also developed a module in MASSAR to monitor school improvement plans which is yet to be reviewed in detail. A Comments survey of 300 schools has been conducted revealing that almost all schools have a school improvement plan in place and are working toward its implementation (DLR 7.4). 8/2/2022 Page 13 of 13