The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) MIDDLE EAST AND NORTH AFRICA | West Bank and Gaza | Education Global Practice | Special Financing | Investment Project Financing | FY 2022 | Seq No: 1 | ARCHIVED on 29-Jun-2022 | ISR51926 | Implementing Agencies: Ministry of Education, Palestinian Liberation Organization Key Dates Key Project Dates Bank Approval Date: 25-Mar-2022 Effectiveness Date: -- Planned Mid Term Review Date: -- Actual Mid-Term Review Date: Original Closing Date: 30-Dec-2026 Revised Closing Date: 30-Dec-2026 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) Improve teaching practices in primary grades and introduce effective career guidance for secondary school students. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1: Building Strong Foundations for Learning and Wellbeing:(Cost $6.00 M) Component 2: Harnessing Technology to Improve STEM Learning and Better Equip Students for the Labor Market:(Cost $7.00 M) Component 3: Strengthening the Student Learning Assessment System:(Cost $6.00 M) Component 4: Project Management and Implementation Support:(Cost $1.00 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO -- Satisfactory Overall Implementation Progress (IP) -- Satisfactory Overall Risk Rating -- Moderate Implementation Status and Key Decisions Preparatory work is underway for the implementation of Year 1 activities. Specifically: Component 1 (“Building Strong Foundations for Learning and Wellbeing”) Key stakeholders (including universities in both Gaza and the West Bank, and NGOs) have been convened, and initial plans have been developed for the 4 subcomponents of (1) development of an Arabic literacy strategy; (2) improvements to early grade Arabic language arts instruction; (3) further development of preservice teacher education; and (4) promotion of positive school and classroom climates conducive to learning and wellbeing. An initial mapping of related initiatives was undertaken. A timeline for Year 1 TORs has been developed, and early activities that would benefit the start of the new school year (in September 2022) have been identified for immediate development. These include age-appropriate and engaging reading lists by grade; scaffolded teaching and learning materials for simple early grade activities to enhance literacy, which start to signal 6/29/2022 Page 1 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) to teachers a change in practices, such as “show and tell” (grades 1-2) and a research project (grades 3-4); and investigating a digital application to encourage engagement in reading, which could be made available in schools. There is wide consensus around the component design. Component 2 (“Harnessing Technology to Improve STEM Learning and Better Equip Students for the Labor Market”) Key stakeholders under Component 2 (including universities and development partners) have also been convened to reach a common vision around the Ministry’s National STEM Framework and the various’ partners role in supporting its implementation. A mapping of each development partner’s role has been developed. Initial plans have been prepared for the 3 subcomponents of (1) strengthening and operationalization of the MOE’s STEM Education Framework, (2) development and rollout of a package of STEM interventions, and (3) development of an effective career guidance system for all students. A timeline for Year 1 TORs has also been developed. Questions around the most effective pedagogical practices for STEM teaching and learning, including teaching at the right level (TARL) have been identified to guide the design of an upcoming study tour for the Component 2 Focal Team and other key stakeholders. Finally, priority activities that can benefit students in the next couple of months have also been identified for rapid support. These include the identification and curation of age-appropriate and interactive STEM activities that can be carried out at home over the summer, and the identification or development of STEM activities that can enhance student literacies in alignment with effective teaching and learning strategies for Arabic language in Component 1. Component 3 (“Strengthening the Student Learning System”) In-depth technical discussions have been held under Component 3, and good progress has been made towards the achievement of PBC 3a (PISA 2025 Legal Agreement signed), PBC 1b (Technical Design National Large-Scale Assessment (NLSA) in Arabic Grade 5 strengthened), and PBC 2b (Secondary School Completion Certificate issued to first cohort of Grade 12 students). MPA Program Development Objective MPA PDO Table Improve education outcomes of primary and secondary students and introduce new student pathways leading to tertiary education. MPA Table Multiphase Programmatic Approach (MPA) Status MPA Table Body SERATAC was successfully launched on May 12, 2022 at a high-level national event, under the auspices of the Palestinian Prime Minister. The Global Director of Education as well as the Education Practice Manager for MENA attended the launch, given the significance of the program as the first education Multiphase Programmatic Approach (MPA) globally at the Bank. The high-level event was also attended by the Ministers of Education, Economy, Telecommunications and Tourism, as well as over 200 different stakeholders including universities, civil society organizations, school principals and teachers, and development partners. The launch event was very well received by the audience and garnered extensive media coverage. The project will become effective after the fulfillment of the effectiveness condition related to safeguards instruments. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial -- Substantial Macroeconomic High -- High Sector Strategies and Policies Moderate -- Moderate Technical Design of Project or Program Moderate -- Moderate Institutional Capacity for Implementation and Moderate -- Moderate Sustainability Fiduciary Substantial -- Substantial 6/29/2022 Page 2 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Environment and Social Moderate -- Moderate Stakeholders Moderate -- Moderate Other -- -- -- Overall Moderate -- Moderate Results PDO Indicators by Objectives / Outcomes Improved education outcomes at the primary and secondary education levels IN01155469 ►PrDO-Level Indicator 1: Share of Grade 2 students reaching a minimum oral reading fluency rate (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 46.00 -- 46.00 60.00 Date 31-Mar-2014 -- 24-Jun-2022 31-Mar-2030 This indicator would measure improvements in the percentage of Grade 2 students reaching a minimum oral reading fluency rate in Arabic. For its measurement, the indicator will rely on the Early Grade Reading Assessment (EGRA), or an alternative comparable tool that will be administered on a nationally Comments: representative sample. The minimum oral reading fluency rate would be calculated as the number correct words per minute (cwpm), with the minimum set at > 15 (which is close to the baseline average cwpm of 17 from the 2014 EGRA). Note: The baseline data is from the 2014 EGRA, which was administered in West Bank. IN01155473 ►PrDO-Level Indicator 2: Share of Grade 8 students reaching the TIMSS Low International Benchmark in both mathematics and science (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 48.00 -- 48.00 55.00 Date 31-Mar-2011 -- 24-Jun-2022 31-Mar-2030 This indicator would measure the increase in the share of Grade 8 students that reach the TIMSS Low International Benchmark in both mathematics and science, from the baseline. Students that reach the TIMSS Low International Benchmark in mathematics have some knowledge of whole numbers and decimals, operations, and basic graphs. Students that reach the TIMSS Low International Benchmark in Comments: science can recognize some basic facts from the life and physical sciences. They have some knowledge of biology, and demonstrate some familiarity with physical phenomena, can interpret simple pictorial diagrams, complete simple tables, and apply basic knowledge to practical situations. Note: WB&G last participated in TIMSS in 2011. This baseline may be updated, if deemed appropriate by the World Bank, in 2024 when results from TIMSS 2023 are released. IN01155475 ►PrDO-Level Indicator 3: Share of Grades 1-12 students in classes with improved instructional practices (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 20.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2030 6/29/2022 Page 3 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) This indicator would measure the share of students in Grades 1-12 in classes where improvements in teaching instructional practices are observed, as measured through classroom observations conducted in a nationally representative sample of public school classrooms, with the following specifications: *The sample should be stratified at the education level (for example, by lower primary, upper primary, and secondary education levels), as agreed upon between MOE and the World Bank. *An appropriate Comments: classroom observation instrument will be developed/adapted based on the latest research evidence, and administered in a way such that ensures temporal comparability and reliability of data collection. *“Improved instructional practices” will be defined as the implementation of key elements of the pre- service and/or in-service training on instructional practices provided under SERATAC. “Key elements” will be defined as part of the expert development of the teacher training under the Program and as deemed appropriate by the World Bank. Unit of measure: Percentage (cumulative) New student pathways leading to tertiary education IN01155470 ►PrDO-Level Indicator 4: New inclusive and more flexible student pathways leading to tertiary education created (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2030 This indicator would measure whether new inclusive and more flexible pathways have been created for 12th grade students in WB&G to transition to tertiary education. The creation of a pathway is defined as (i) the enactment of any necessary regulatory and/or legal changes, and (ii) its implementation, in the form of a cohort of Grade 12 students having the option of taking this pathway. A new pathway may be any of the following: *Receiving a general secondary school certificate, after passing Grade 12, that acknowledges and signals to the labor market the completion of 12 years of education, irrespective of the Tawjihi exam Comments: *A pathway leading to technical and vocational colleges after passing Grade 12, by receiving a general secondary school certificate that can be accepted by these colleges to grant admission, irrespective of the Tawjihi exam; or a pathway to technical and vocational colleges, by replacing the aggregate Tawjihi score with other criteria that capture students' preferences, talents and/or education achievement trajectory; *A pathway leading to more fields of study at university, by replacing the aggregate Tawjihi score with other criteria that capture students' preferences, talents and/or educational achievement trajectory for university admission. *Other pathways that may improve the transition of secondary students to tertiary education. Improved teaching practices in primary grades IN01155468 ►DO-Level Indicator 1: Share of Grades 1-4 teachers implementing improved Arabic reading instructional practices (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 25.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the share of Grades 1-4 teachers, responsible for Arabic language instruction. who are implementing the Arabic reading instructional practices featured in the training under Component 1. Specifically: *The measurement of this indicator will rely on the nationally representative classroom observations administered to report on PrDO-level indicator 3. *“Improved Arabic reading instructional Comments: practices” will be defined as the implementation of key elements of the pre-service and/or in-service training on Arabic instructional practices provided under SERATAC. “Key elements” will be defined as part of the expert development of the teacher training under the Program and as deemed appropriate by the World Bank. IN01155472 ►DO-Level Indicator 2: Share of Grade 5 teachers implementing the adaptive learning program for mathematics (Percentage, Custom) 6/29/2022 Page 4 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 25.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the share of Grade 5 mathematics teachers who are implementing the adaptive learning program under Component 2, as part of their mathematics instruction. The Comments: measurement of this indicator will rely on the nationally representative classroom observations administered to report on PrDO-level indicator 3. IN01155474 ►DO-Level Indicator 3: Participation of West Bank & Gaza in PISA 2022 and public dissemination of its results (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2024 This indicator will track the publication of the WB&G results in the official OECD PISA 2022 report to ensure transparency and promote accountability. Monitoring public dissemination of results will be based Comments: on the MOE PISA 2022 dissemination plan, which should be updated on a monthly basis to report on completed dissemination activities. Introduce effective career guidance for secondary school students IN01155471 ►DO-Level Indicator 4: Share of Grade 10 students who received guidance from a professionalized school counsellor and reported an increase in their understanding of academic and career pathways (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 25.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the percentage of Grade 10 students who (i) received career guidance by a school counselor who has been professionalized under the training program of Component 2, and (ii) Comments: report an increase in understanding of their academic and career pathways. Unit of measure: Percentage (Cumulative) Intermediate Results Indicators by Components Building Strong Foundations for Learning and Wellbeing IN01155476 ►An Arabic literacy strategy is developed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 A clearly articulated strategy to improve children's development of Arabic, with quantifiable goals and Comments: actions for all stakeholders has been developed. IN01155480 6/29/2022 Page 5 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) ►Number of local universities contributing to the development or implementation of the new module on evidence-based methods for teaching Arabic language arts in basic education (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 5.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the number of local universities who are contributing to the development and/or implementation of the new module on evidence-based methods for teaching Arabic language arts, and strengthening their own capacity as a result. This collaboration will be formalized through local universities’ membership in MOE’s Working Group for the development of the Arabic teaching module. This Working Group will convene quarterly, at minimum, and universities’ feedback will be provided Comments: through written inputs that MOE will compile to guide the design and implementation of the Arabic teaching training module. The contribution of the universities will be confirmed by the Working Group chair. This would entail interviews with the chair regarding the actual contribution of each university and would help to close the feedback loop by acknowledging that their input was received and utilized in the development of the module. Unit of measure: Number (cumulative) IN01155484 ►Number of basic school principals trained in how to promote positive school climates (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 800.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will track the number of basic school principals who have received training to promote Comments: positive school climates under Component 1 of the program. Unit of measure: Number (cumulative) Harnessing Technology to Improve STEM Learning and Better Equip Students for the Labor Market IN01155477 ►MOE STEM Framework is strengthened and accompanying Implementation Plan is developed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will monitor the strengthening and operationalization of MOE's existing STEM Framework to cover early grades up to secondary and tertiary education, strengthening its connection with the current and projected labor market needs over the next decade, mechanisms to ensure it remains a “live” Comments: framework. This will also include the development of an accompanying Action Plan that articulates the roles of different actors, provides costing for the envisioned activities and their scale-up, and includes monitoring and evaluation mechanisms to track progress and lessons learned. IN01155481 ►Module on sustainability and environmental education embedded in pre-service and in-service training for STEM teachers in grades 5 and 6 to improve students' understanding of climate change (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will monitor the inclusion of climate science in the pre- and in-service training program for Comments: STEM teachers to improve their content knowledge and pedagogy to teach their students about climate change. 6/29/2022 Page 6 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) IN01155485 ►Number of career guidance staff benefiting from professionalization activities (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 400.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will track the percentage of career guidance staff (school counselors, "career leaders" in schools without counselors, and district officials) benefiting from professionalization activities (i.e., the in- Comments: service training, access to the Online Resource Bank, or participation in the exchange of knowledge and experiences under a partnership established with a renowned international institution with established experience in professionalizing career guidance counselors). Unit of measure: Number (Cumulative) IN01155488 ►Number of girls’ secondary education schools in which STEM-enabling school environment has been created (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 45.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the number of girls’ secondary education schools in which a STEM-enabling school environment has been created, as measured by the implementation of at least two gender- sensitive interventions. These interventions can include: (i) Tailored training for career guidance staff in girls’ schools, to help enhance staff’s capacity to support female students. (ii) Mentoring sessions to help overcome traditional expectations of labor force participation and pursuit of STEM fields of study. These sessions will tap into local female mentors and inspiring role models. (iii) Combatting education biases Comments: campaigns that target educators and school guidance staff to change the way STEM capabilities and prospects are communicated to female students. Relevant global examples on gender sensitive career counseling that support female students and graduates make better career choices, will be leveraged when designing such campaigns. (iv) Engaging families and communities to provide support and encouragement, and promote positive reinforcement. (v) Other gender sensitive interventions. Unit of measure: Number (cumulative) IN01155491 ►Share of Grade 10 female students that perceive that the STEM-enabling school environment has positively impacted their future career choices (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 25.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure the share of Grade 10 female students that perceive that the STEM-enabling school environment supported under Component 2 of the program has positively impacted their future Comments: career choices. The denominator for this indicator will be all Grade 10 female students in those female- only schools were the STEM-enabling school environment is implemented. Unit of measure: Percentage (Cumulative) Strengthening the Student Learning Assessment System IN01155478 ►National Assessment Framework is strengthened and officially adopted (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes 6/29/2022 Page 7 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2024 This indicator will monitor the strengthening of the National Assessment Framework to consolidate the purpose, objectives, and reform plans for each type of assessment (including school-based assessments, Comments: socioemotional skills assessment , the Tawjihi exam, NLSAs, and ILSAs) in a single reference document, building on existing strategies already developed by MOE. The National Assessment Framework will be officially adopted by MOE and published on the MOE website. IN01155482 ►Review of role, design and outcomes of the Tawjihi is completed (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will monitor the completion of a series of analytical work on the role, design, and outcomes of the Tawjihi to provide rigorous evidence on (1) relevant regional and international benchmarks, (2) the Comments: predictive validity of the Tawjihi results for future success in tertiary education, (3) disparities in Tawjihi results by gender, region, socioeconomic status, and other relevant variables, (4) the cost effectiveness of the exam, and (5) specific options for improvement. IN01155486 ►Number of public stakeholder consultation events conducted on the Tawjihi reform (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 3.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will monitor the number of public stakeholder consultation events conducted on the Tawjihi reform. These events may target a specific stakeholder group (such as local universities or teachers) or Comments: could be open to the general public. The MOE will be expected to document the date and location of the event, number of participants, and a brief summary of opinions shared by the stakeholders. Unit of measure: Number IN01155489 ►MOE dissemination plan on PISA 2022 results is developed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2023 This indicator will monitor the development of an MOE dissemination plan on PISA 2022 based on which the public dissemination of results (DO indicator) will be monitored. The plan should outline public Comments: engagements planned by MOE, including which channels will be used for dissemination of results (for example, local TV, local newspapers, MOE website, etc.) and a broad timeline. IN01155492 ►Share of senior MOE staff aware of Palestinian PISA 2022 results (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 50.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 Comments: This indicator will monitor awareness of Palestinian PISA 2022 results among senior MOE staff (defined as Department Head or above in central MOE and the district offices), a key prerequisite to effective use 6/29/2022 Page 8 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) of PISA data for education policymaking. Awareness of PISA results will be measured through an anonymized online survey. Awareness may be defined as knowledge of WB&G position in the international ranking of PISA participants, WB&G's relative performance in Arabic, math, and science; and key variables most strongly associated with learning outcomes in WB&G. A general cut-off score for the online survey will be determined to identify if a respondent is aware of PISA results. The online survey will be low stakes with no implications for the respondent's career. Survey results will only be shared with MOE in an anonymized, aggregate format. Unit of measure: Percentage (cumulative) IN01155494 ►Data from large-scale student assessments and resulting policy priorities referenced in MOE Update on Education Sector Strategic Plan (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will monitor the use of PISA, TIMSS, and NLSA data for strategic decisions and MOE policymaking at the sector level. It will be measured by reviewing the periodic MOE Update Reports on the Comments: implementation of the Education Sector Strategic Plan. The update reports need to reference results and analytical insights from large-scale student assessments and explicitly link them to relevant policy priorities and decisions taken to address challenges in the education sector. IN01155497 ►Publication of West Bank & Gaza results in IEA’s official TIMSS 2023 report (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will track the publication of the WB&G TIMSS 2023 results in the IEA’s official TIMSS 2023 Comments: report to ensure transparency and promote accountability. Cross-Component indicators IN01155479 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 80,000.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 IN01155483 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 42,000.00 IN01155487 ►Teachers recruited or trained (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 2,800.00 6/29/2022 Page 9 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 IN01155490 Number of teachers recruited (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 0.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 IN01155493 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 1,600.00 IN01155495 Number of teachers trained (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 2,800.00 Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 IN01155496 ►Findings from the learning agenda are available in time for project preparation of Phase 2 of the MPA (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 31-Mar-2022 -- 24-Jun-2022 31-Mar-2026 This indicator will measure whether the findings from the learning agenda are available in time for project Comments: preparation of Phase 2 of the MPA. Performance-Based Conditions IN01155498 ►PBC 1 National Assessment Framework is strengthened and officially adopted (Yes/No, Intermediate Outcome, 1,300,000.00, 6.5%) Baseline Actual (Previous) Actual (Current) Year 4: 2025 Value No -- No -- Date -- -- 24-Jun-2022 -- IN01155499 6/29/2022 Page 10 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) ►PBC 2 Review of role, design and outcomes of the Tawjihi is completed (Yes/No, Intermediate Outcome, 2,500,000.00, 12.5%) Baseline Actual (Previous) Actual (Current) Year 4: 2025 Value No -- No -- Date -- -- 24-Jun-2022 -- IN01155500 ►PBC 3 DO-Level Indicator 3: Participation of West Bank & Gaza in PISA 2022 and public dissemination of its results (Yes/No, Intermediate Outcome, 1,100,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 4: 2025 Value No -- No -- Date -- -- 24-Jun-2022 -- IN01155501 ►PBC 4 Publication of West Bank & Gaza results in IEA’s official TIMSS 2023 report (Yes/No, Intermediate Outcome, 1,100,000.00, 5.5%) Baseline Actual (Previous) Actual (Current) Year 4: 2025 Value No -- No -- Date -- -- 24-Jun-2022 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed Not P177299 TF-B8055 USD 20.00 20.00 0.00 0.00 20.00 0% Effective Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date Not P177299 TF-B8055 25-Mar-2022 -- -- 30-Dec-2026 30-Dec-2026 Effective Cumulative Disbursements 6/29/2022 Page 11 of 12 The World Bank Implementation Status & Results Report Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (P177299) Restructuring History There has been no restructuring to date. Related Project(s) There are no related projects. 6/29/2022 Page 12 of 12