FOR OFFICIAL USE ONLY Report No: NCO00006476 INTERNATIONAL DEVELOPMENT ASSOCIATION NOTE ON CANCELLED OPERATION IDA Credit No. IDA-65410 ON A CREDIT IN THE AMOUNT OF SDR72.4 MILLION (US$100 MILLION EQUIVALENT) AND GRANTS IN THE AMOUNT OF US$70 MILLION FROM GLOBAL PARTNERSHIP FOR EDUCATION AND US$10 MILLION FROM THE EUROPEAN UNION TO THE REPUBLIC OF THE UNION OF MYANMAR FOR INCLUSIVE ACCESS AND QUALITY EDUCATION PROJECT March 30, 2024 Education Global Practice East Asia And Pacific Region CURRENCY EQUIVALENTS (Exchange Rate Effective {Jul 24, 2023}) Currency Unit = Myanmar Kyat (MMK) MMK 2100 = US$1 US$1 = SDR 0.74 FISCAL YEAR July 1 - June 30 Regional Vice President: Manuela V. Ferro Country Director: Mariam J. Sherman Regional Director: Alberto Rodriguez Practice Manager: Mario Cristian Aedo Inostroza Task Team Leaders: Tsuyoshi Fukao, Mar Mar Thwin ABBREVIATIONS AND ACRONYMS CPD Continuous Professional Development CPF Country Partnership Framework CSOs Civil Society Organizations DLIs Disbursement Linked Indicators EAOs Ethnic Armed Organizations EBEPs Ethnic Basic Education Providers ECMP Education for the Children on the Move Program EDPCG Education Development Partner Coordination Group EGMA Early Grade Mathematic Assessment EGRA Early Grade Reading Assessment FY Fiscal Year GPE Global Partnership for Education HRM Human Resources Management IDPs Internally Displaced Persons IPF Investment Project Financing MOE Ministry of Education MORA Ministry of Religious Affairs NCA National Ceasefire Agreement NESP National Education Strategic Plan PFM Public Financial Management SISP School Improvement Support Program TABLE OF CONTENTS DATA SHEET .......................................................................................................................... 5 I. PROJECT CONTEXT AND DEVELOPMENT OBJECTIVES ....................................................... 8 II. KEY FACTORS LEADING TO CANCELLATION .................................................................... 12 III. BANK PERFORMANCE ................................................................................................... 13 IV. LESSONS LEARNED AND RECOMMENDATIONS .............................................................. 14 ANNEX 1. BANK LENDING AND IMPLEMENTATION SUPPORT/SUPERVISION ......................... 15 ANNEX 2. SUPPORTING DOCUMENTS (IF ANY) ..................................................................... 18 The World Bank Inclusive Access and Quality Education project (P163389) DATA SHEET BASIC INFORMATION Product Information BASIC INFO T BL Project ID Project Name P163389 Inclusive Access and Quality Education project Country Financing Instrument Myanmar Investment Project Financing Original EA Category Revised EA Category Partial Assessment (B) Organizations Borrower Implementing Agency Republic of the Union of Myanmar Ministry of Education Project Development Objective (PDO) Original PDO To improve equitable access to, and quality of, basic education delivered through formal, alternative and complementary institutions and providers. Page 5 of 20 The World Bank Inclusive Access and Quality Education project (P163389) FINANCING Standal one TBL Original Amount (US$) Revised Amount (US$) Actual Disbursed (US$) World Bank Administered Financing IDA-65410 100,000,000 3,716,688 0 TF-B1692 70,000,000 0 0 TF-B1689 10,000,000 0 0 Total Project Cost 180,000,000 3,716,688 0 KEY DATES Project Approval Effectiveness Original Closing Revised Closing P163389 03-Mar-2020 29-Jul-2020 30-Sep-2023 RATING OF BANK PERFORMANCE Satisfactory RATINGS OF PROJECT PERFORMANCE IN ISRs PERFORMANCE ISR TBL Actual No. Date ISR Archived DO Rating IP Rating Disbursements (US$M) 01 06-Jul-2020 Satisfactory Satisfactory 0 02 15-Jan-2021 Moderately Satisfactory Moderately Satisfactory 0 SECTORS AND THEMES Sectors Major Sector/Sector (%) Education 100 Public Administration - Education 65 Primary Education 35 Themes Major Theme/ Theme (Level 2)/ Theme (Level 3) (%) Page 6 of 20 The World Bank Inclusive Access and Quality Education project (P163389) Social Development and Protection 48 Fragility, Conflict and Violence 48 Post-conflict reconstruction 48 Human Development and Gender 100 Gender 48 Education 100 Education Financing 60 Teachers 21 Education Governance, School-Based 67 Management Private Sector Delivery of Education 7 Environment and Natural Resource Management 3 Climate change 3 Mitigation 2 Adaptation 2 ADM STAFF Role At Approval At NCO Regional Vice President: Victoria Kwakwa Manuela V. Ferro Country Director: Gevorg Sargsyan Mariam J. Sherman Director: Daniel Dulitzky Alberto Rodriguez Practice Manager: Harry Anthony Patrinos Mario Cristian Aedo Inostroza Task Team Leader(s): Marie-Helene Cloutier Tsuyoshi Fukao, Mar Mar Thwin Page 7 of 20 The World Bank Inclusive Access and Quality Education project (P163389) I. PROJECT CONTEXT AND DEVELOPMENT OBJECTIVES Country Context 1. Myanmar was one of the poorest countries in Southeast Asia in 2016. It had a population of approximately 54 million and a per capita gross domestic product (GDP) of US$1,275. The poverty headcount was estimated at 25 percent in 2017, a reduction from 48 percent in 2005. Poverty was concentrated particularly in rural and conflict-affected areas. In 2011, the country had embarked on multiple transitions: from a planned to an open market economy, from military to civilian rule, and from conflict to peace. The country held democratic national elections in November 2015. It experienced strong economic growth (above 7 percent per annum); a substantial reduction in poverty, and other significant changes in all sectors of society, including rapid expansion in mobile phone ownership from 4.8 percent in 2010 to 81.5 percent in 2017; a near doubling in access to electricity, particularly in rural areas; an increase in participation in civil society and use of social media; and progress on the nationwide peace process, which led to the signing in October 2015 of a national ceasefire agreement (NCA) between the government and many, but not all, ethnic armed organizations (EAOs). 2. Significant challenges, however, remained regarding conflict, income, location, ethnic disparities, and inclusion. Many EAOs had been engaged over decades in a struggle to preserve their language and culture while retaining control over political and economic life in their areas. About 241,000 displaced people remained in camps or camp-like situations after fleeing violence in Kachin, Kayin, Shan and Rakhine states.1 People all over Myanmar, particularly poor people, had limited access to basic services and infrastructure, including clean water, education, health care, and electricity. Lack of access to markets and services correlated with location, ethnicity, religion, and citizenship status. Gender equality indicators have slowly improved in recent years, but social norms continued to delineate spaces available to men and to women to a large extent, significantly affecting, among other things, access to the labor market. 3. Rakhine State had experienced multiple rounds of conflict. Violence in August 2017 resulted in the forced displacement of more than 730,000 Muslims who self-identify as Rohingya2 into Bangladesh. Such violence exacerbated existing communal tensions and deepened social fractures. It is estimated that about 600,000 Muslims remained in Rakhine State, including close to 130,000 people in IDP camps in Central Rakhine. There were tensions between groups of different ethnicities and between the ethnic Rakhine population and the Myanmar government over a perceived lack of local autonomy. Rakhine was also the most deprived state in terms of nonmonetary welfare factors, with a multidimensional disadvantage index (MDI) of 39.2—almost twice the national average. Although all communities in Rakhine were deprived and experienced the effects of violence and chronic poverty, statelessness and discrimination made the Muslim community particularly vulnerable. Sector and Institutional Context 4. The new government in 2015 identified education and poverty alleviation as essential to achieving its vision of a peaceful, prosperous, and democratic country. The National Education Law (2014; amended in 2015) and the National Education Strategic Plan (NESP) outlined the reforms required to achieve these objectives. The 1 ‘Internally Displaced Person (IDP) camps’ refers to official camps in central Rakhine State; ‘IDP sites’ for camp-like situations elsewhere. 2 Muslim community in Rakhine state who self-identify as Rohingya. Page 8 of 20 The World Bank Inclusive Access and Quality Education project (P163389) NESP identified sector-wide education reforms to be implemented from 2016 to 2021 to increase access to quality education for students at all levels. It also emphasized the need for broad segments of the population to share education benefits and for excluded groups not to be left behind. As the government prioritized education, public spending for education increased significantly from MMK 310 billion (US$230 million equivalent) in 2011- 12 to more than MMK 2,177 billion (US$1.4 billion equivalent) in 2018–19. The growth in education budgets outstripped spending in most other sectors but at approximately 7.7 percent of government expenditures and 2.5 percent of GDP (2018-19) remained considerably lower than in neighboring and comparator countries. 5. The education sector in Myanmar was a complex web of systems and providers. The Ministry of Education (MOE) was the largest provider of education services in Myanmar (accounting for 83 percent of public spending in the sector) but there was also a sizable nongovernmental sector. More than 1,500 monastic schools registered with the Ministry of Religious Affairs (MORA) delivered the MOE curriculum while providing food and board for almost 297,000 children from the poorest communities and households. Ethnic basic education providers provided education services of varying quality to more than 300,000 children, with well-established systems operating in Kayin, Mon, Kachin, and Kayah states. The major ethnic systems used their own languages in schools to differ extents and very often had their own policies, management systems, curricula, learner assessment frameworks, and teacher recruitment and professional development strategies. A political dialogue aimed at resolving many problems, including the decentralization of the delivery of services such as education to subnational levels was initiated in the context of the NCA. In central Rakhine, some of the children in IDP camps received education in Temporary Learning Spaces which were mostly financed and managed by nongovernmental organizations (NGOs). An unknown number of nonregistered schools also delivered education services of varying quality to school-aged children using curricula aligned to varying degrees with MOE’s curricula. 6. Despite significant progress in access to basic education (primary, middle, high school) in 2016-17, completion rates and learning outcomes were suboptimal. The average net enrollment rate in schools managed by any provider increased from 88 percent in 2009-10 to 97 percent in 2016-17 in primary schools, from 52 percent to 71 percent in middle schools, and from 26 percent to 44 percent in high schools. At the same time, around 2.7 million children aged 5 to 16 (25 percent of this age group) were estimated to be out of school (2014 Census), having dropped out or never having attended school. Even when in school, a significant proportion of students were not reaching the expected minimum proficiency level. At the national level, in government schools, less than 30 percent of grade 3 students achieve fluency in reading grade-appropriate text in Myanmar language, and less than 40 percent achieve proficiency in solving basic mathematical problems. According to the Human Capital Index, a child who started school at age 4 could expect to complete 9.8 years of schooling by his or her 18th birthday (expected years of school) but would receive only 6.7 years when factoring in what children learned (learning-adjusted years of school), a significant learning gap of 3.1 years. 7. Key education outcomes were also unequally distributed within the country and between children and households of different social and economic backgrounds. Dropout rates were especially high for children and youth from poorer households; in families in the bottom 40 percent of the wealth distribution (proxied by consumption), 74 percent of children (versus 60 percent overall) dropped out before the end of middle school. The numbers of dropouts and of those who never went to school also vary substantially across townships as well as in States and Regions. The gap in nonattendance rates for youth aged 6 to 16 in 2014 between the State with the highest prevalence of nonattendance (Shan East, 53 percent) and the Region with the lowest (Chin, 15 percent) was 38 percentage points. Students from wealthier households and boys performed significantly better on EGRA. Boys dropped out earlier but there were significant economic and regional disparities, and this pattern of gender gap was reversed in poor households and in Shan and Rakhine. Page 9 of 20 The World Bank Inclusive Access and Quality Education project (P163389) 8. MOE launched and implemented many important reforms, including school improvement support, stipends, and the teacher mentoring program supported by the World Bank and Myanmar Partnership Multi- Donor Trust Fund through the Decentralizing Funding to Schools Project – DFSP, P146332). The school improvement planning process and transfer of funding to schools ensured that the free education policy was respected and promoted participation of parents and communities in school management. Stipends were paid to almost 200,000 poor and vulnerable students in the 2018-19 school year to reduce poor households’ financial burden linked to schooling and increase retention and transition. A large curriculum reform, including revision of the content and pedagogical strategies and the move to a kindergarten-to-12th grade structure were initiated in 2016. Larger investments in school infrastructure resulted in more than 8,000 new schools, 12,000 new classrooms, and the renovation or upgrading of more than 15,000 classrooms. More than 60,000 teachers and several thousand teaching assistants were recruited. Competency standards frameworks for teaching and nonteaching staff were drafted, education colleges were upgraded from two-year-diploma to four-year-degree institutions, and a mentoring program offering in-person and regular coaching to inexperienced teachers was introduced. 9. Major challenges remained around the uneven availability and quality of education services run by various providers across the country, the standards of education services (including, but not limited to infrastructure), teacher competencies and human resources management, public financial management, as well as linkages between state and nonstate systems. Relevance to Higher Level Objectives 10. The project aimed to provide technical and financial support to MOE to implement selected flagship programs aligned with NESP strategies and components and to increase the inclusiveness and quality of education services delivered by diverse providers in the most deprived areas of the country. The project was aligned with the NESP’s main goal of achieving improved teaching and learning, vocational education and training, and research and innovation leading to measurable improvements in student achievement in all schools and educational institutions. MOE programs which would have benefitted from this project include the School Improvement Support Program (SISP), Continuous Professional Development (CPD) of teachers and head teachers, Alternative Education Program (AEP), Education for Children on the Move Program (ECMP), as well as efforts to develop partnerships with Ethnic Basic Education Providers (EBEPs) and strengthen education PFM and Human Resources Management (HRM). 11. The project was relevant to high-level objectives of the government of Myanmar, the Global Partnership for Education (GPE)3, and the European Union (EU). The project was aligned with MOE’s vision of “no child left behind” and the 2018-2030 Myanmar Sustainable Development Plan through its contribution to increasing equitable access to high-quality education for all ages, good governance and institutional performance, engagement of all peoples and open communication with the government, and public financial management. The project supported GPE’s strategic goals (improved and equitable learning outcomes; equity, gender equality, and inclusion; and effective and efficient education systems) and Myanmar’s progress toward meeting the Sustainable Development Goals, especially goal four: “to ensure inclusive and equitable quality education and 3The GPE is a multi-stakeholder partnership and funding platform that aims to strengthen education systems in developing countries and increase the number of children who are in school and learning. Page 10 of 20 The World Bank Inclusive Access and Quality Education project (P163389) promote lifelong learning opportunities for all.” It also supported Myanmar’s progress towards achieving a subset of the results under EU’s budget support package, the Education Sector Reform Contract (ESRC). 12. The project supported the World Bank Group’s Country Partnership Framework (CPF) for the period FY2015-19 (Report No. 95183-MM) and the CPF for the period FY2020-23. The project was aligned with the first focus area of the FY20-23 CPF– Building human capital and fostering peaceful communities – and the second focus area of the current FY15-19 CPF – Investing in people and effective institutions for people. Project Development Objectives 13. The Project Development Objective (PDO) was to improve equitable access to, and quality of, basic education delivered through formal, alternative and complementary institutions and providers. Basic education services cover kindergarten, primary, middle, and high school4. 14. The project was designed as an Investment Project Financing (IPF) with disbursement‐linked indicators (DLIs), with total financing in the amount of US$180 million, co-financed by an IDA Credit (US$100 million equivalent), a GPE grant (US$70 million) and an EU Single Donor Trust Fund (SDTF) (US$10 million). The project was expected to be implemented over four school years (2019–20 to 2022–23) and was structured around four components. Financing under the first three components used a results-based Disbursement-linked Indicator (DLI) mechanism. Achievement of results, measured through DLIs and against verified execution of an Eligible Expenditure Program would trigger disbursement. Financing under component 4 used an input-based financing mechanism. Component 1: Improving quality and increasing inclusion in formal basic education schools (US$98 million: US$69.4 million IDA; US$28.6 million GPE). 15. This component would support the transfer of additional funding to formal basic education schools; improvements in the planning, management, and use of these funds; and enhancement of the skills, competencies, and practices of teachers through CPD. 16. Subcomponent 1.1: Improving planning and funding of basic education schools (US$48.1 million IDA; US$17.9 million GPE): Aligned with NESP chapter 6, strategy 3 (components 1 and 2), this subcomponent would build and improve upon the ongoing School Improvement Support Program (SISP). 17. Subcomponent 1.2: Enhancing skills and practices of teachers and head teachers (US$21.3 million IDA; US$10.7 million GPE): Aligned with NESP chapter 9, strategy 3 (components 1 and 2), this subcomponent would strengthen continuous professional development (CPD) of teachers and head teachers through system improvements and delivery of priority in-service training programs. 18. Component 2: Improving access to quality education for children at risk of being excluded (US$27 million: US$6.9 million IDA; US$20.1 million GPE) 4 Formal basic education is basic education services that schools sanctioned by or falling under the purview of the government delivery, following the official MOE curriculum, within the regular school grade structure (currently transitioning to a kindergarten –12 structure) and hours. Facilities of these schools are generally permanent but can also be temporary if serving mobile (migrants or displaced) populations. Government schools managed by MOE and monastic schools registered with MORA fall under this category. Page 11 of 20 The World Bank Inclusive Access and Quality Education project (P163389) 19. This component would support expansion and improvement of services targeting children at risk of being excluded from the benefits of education because of non-enrollment, enrollment in low quality schools or centers, or nonrecognition of their credentials. 20. Subcomponent 2.1: Expanding access to quality education services for marginalized children (US$14.0 million GPE): Aligned with NESP chapter 10, strategies 2 and 3 (components 1, 2, and 3 of each strategy), and chapter 6, strategy 2 (component 1), the subcomponent would strengthen and expand AE services targeting over- age out-of-school children and institutionalize a mechanism to better address the needs of migrant and displaced children. 21. Subcomponent 2.2: Moving toward partnerships with Ethnic Basic Education Providers (EBEPs) (US$6.9 million IDA; US$6.1 million GPE): Aligned with NESP chapter 5, strategy 2 (component 1), the subcomponent would support MOE’s progress toward establishing formal partnership agreements with Ethnic Basic Education Providers (EBEPs). Component 3: Strengthening systems (US$47 million: US$23.7 million IDA; US$15.3 million GPE; US$8.0 million European Union) 22. This component would support strengthening of MOE systems, processes, and institutional capacity in PFM (including procurement) and HRM with the goal of increasing efficiency in the sector. 23. Subcomponent 3.1: Strengthening public financial management (PFM) systems (US$11.5 million IDA; US$3.5 million GPE; US$8 million European Union): Aligned with NESP chapter 13 (especially strategy 2, component 3), this subcomponent would support increasing institutional PFM capacity and strengthening systems in the education sector. 24. Subcomponent 3.2: Strengthening human resources management (HRM) systems (US$12.2 million IDA; US$11.8 million GPE): Aligned with NESP chapter 13 (especially strategy 2, component 3) and chapter 9 (especially strategy 1, component 3), this subcomponent would support strengthening HR institutional capacity and systems in the sector. Component 4: Operational Support (Investment Project Financing) (US$8 million: US$6.0 million GPE; US$2.0 million European Union) 25. Component 4 would finance technical assistance and goods to complement and strengthen MOE’s capacity to achieve results under components 1 to 3. II. KEY FACTORS LEADING TO CANCELLATION 26. The project was approved by the World Bank’s Board of Executive Directors on March 3, 2020. The Loan and Grant Agreements were signed on May 4, 2020. Subsequently, the Government met all the effectiveness conditions, and the project became effective on July 29, 2020. 27. Implementation Delays due to COVID-19: The challenges and uncertainty stemming from the global COVID-19 pandemic impacted the timely implementation of the project. The COVID-19 pandemic struck Myanmar in March 2020, towards the end of the 2019-20 academic year. This disrupted plans for schools to Page 12 of 20 The World Bank Inclusive Access and Quality Education project (P163389) reopen in September 2020, as a second wave of the pandemic emerged. School closures impacted nine million students in basic education, and approximately one million students enrolled in higher education institutions and technical and vocational education trainings. 28. Despite school closures, MOE continued working towards achieving the targeted Year One DLIs. By January 2021, significant progress had been made on several DLIs, including Guidelines, Procedures, Manual for SIF (DLI 1), Operating Guidelines and Modules for the teachers in-service training (DLI 5), Operating Guidelines and Training Modules for ESMP (DLI 9), Education Financial Management Roadmap (DLI 15), and Draft Roadmap for HR system strengthening (DLI 19). However, the validation and confirmation of results achievement was not performed. 29. Changes in MOE following the military coup: Following the February 1, 2021 military coup, all government ministries and administrations were brought under the State Administration Council, and changes were made to the ministerial level and Director General level leadership in all ministries. The project’s governance structure became inactive due to high level positions transferred and/or removed, and MOE was reformed into two Ministries: Ministry of Education and Ministry of Science and Technology. The project implementation at the different levels of MOE was discontinued. 30. Disbursement Pause following the military coup. Following the military coup, the World Bank paused all project disbursements in accordance with OP/BP7.30. While the Bank would make disbursement for eligible expenditures incurred prior to the military coup, no disbursements were made under the project as MOE did not provide evidence and verification of results achieved prior to February 1, 2021. On February 29, 2024, the project accounts for all financing sources were closed. III. BANK PERFORMANCE Quality at entry: Rating “Substantial” 31. A Myanmar Inclusion and Peace Lens (IPL) was developed by the Bank in FY20 to provide tailored support to help Task Teams identify opportunities and risks relating to social inclusion and peace in Myanmar, and to incorporate appropriate actions in response in operations. Using the IPL tool, inclusion and peace were the main focal areas of the project throughout preparation. For instance, to support inclusion, Component 2 supported the expansion and improvement of services targeting children at risk of being excluded from the benefits of education because of non-enrollment, enrollment in low quality schools or centers, or nonrecognition of their credentials. In supporting peace, partnerships between MOE and EBEPs supported through subcomponent 2.2 were fully aligned with the work on interim arrangements under the NCA. 32. Consultation led by high-level officials in MOE with support from the Bank, a Bank team presentation on Human Capital, and MOE presentations of learning poverty, access and quality of education resulted in the Parliament unanimously endorsing the IDA US$100 million credit proposal from MOE. Subsequently, with high trust in the Bank’s technical expertise and credibility, MOE decided on pooling GPE’s financing support of US$70 million to co-finance the IDA financing. 33. Stakeholder consultations were successfully organized by MOE in all States and Regions, receiving feedback from the community leaders, ethnic leaders, school principals, Education officials, CSOs and parents. The feedback and comments were incorporated into the project operational guidelines for school major repair Page 13 of 20 The World Bank Inclusive Access and Quality Education project (P163389) and school grant top-up mechanisms. The Bank facilitated the clients in providing the township level indicators such as Multidimensional Disadvantaged Indicators (MDI), hardship indicators, educational and health indicators for the State and Region stakeholders to be able to do township ranking for the selection townships for the project. Quality of supervision: Rating “Substantial” 34. Building on existing strong partnership with the clients, the Bank provided continuous hand holding support to the new project coordinator and the new project governance structure, involving Department of Basic Education, Department of Alternative Education, Department of Educational Research, Planning and Training, and MOE Minister Office Finance Unit. As a result, the project was on track to meet the Year One DLIs with an estimated value of US$28 million. IV. LESSONS LEARNED AND RECOMMENDATIONS 35. The project was designed in a way that required the implementation of many tasks and first year DLIs would amount to 22 percent (or US$37 million). This was an overambitious program for the first year of implementation in such a complex setting. These tasks required the efforts of many responsible departments under the MOE. During implementation, coordination amongst these departments became a challenge and led to the delayed submission of the DLI reports. Page 14 of 20 The World Bank Inclusive Access and Quality Education project (P163389) ANNEX 1. BANK LENDING AND IMPLEMENTATION SUPPORT/SUPERVISION TASK TEAM MEMBERS Name Role Preparation Marie-Helene Cloutier Task Team Leader(s) Yin Win Khine Procurement Specialist(s) Kyemon Soe Financial Management Specialist Thiha Ko Ko Social Specialist Khine Thwe Wynn Environmental Specialist Thomas Poulsen Team Member Alkadevi Morarji Patel Social Specialist Khay Mar San Team Member Mar Mar Thwin Team Member Giorgia Demarchi Team Member Saurav Dev Bhatta Team Member Zeynep Durnev Darendeliler Social Specialist Christopher Robert Fabling Team Member Thao Thi Do Team Member Marcel Robert Frederik Social Specialist Andrew B. Ragatz Team Member Iain MacFarlane Watson Team Member Mei Wang Team Member Page 15 of 20 The World Bank Inclusive Access and Quality Education project (P163389) Mary A. Dowling Team Member Martin Fodor Environmental Specialist Martin Fodor Environmental Specialist Supervision/NCO Tsuyoshi Fukao Task Team Leader(s) Yin Win Khine Procurement Specialist(s) Kyemon Soe Financial Management Specialist Bonnie Ann Sirois Financial Management Specialist Thiha Ko Ko Social Specialist Khine Thwe Wynn Environmental Specialist Wut Yi Win Procurement Team Khay Mar San Team Member Mar Mar Thwin Team Member Giorgia Demarchi Team Member Christopher Robert Fabling Team Member Thao Thi Do Team Member Marcel Robert Frederik Social Specialist Iain MacFarlane Watson Team Member Mei Wang Team Member Mary A. Dowling Team Member STAFF TIME AND COST Staff Time and Cost Stage of Project Cycle No. of staff weeks US$ (including travel and consultant costs) Preparation FY17 3.150 52,424.34 Page 16 of 20 The World Bank Inclusive Access and Quality Education project (P163389) FY18 25.762 400,417.94 FY19 20.467 195,620.68 FY20 68.585 661,338.75 FY21 67.925 514,555.57 FY22 36.720 63,639.71 FY23 0 0.00 Total 222.61 1,887,996.99 Supervision/NCO FY18 0 28.65 FY19 3.675 53,768.29 FY20 10.111 66,087.89 FY21 44.367 385,447.61 FY22 41.248 204,244.59 FY23 66.344 353,507.97 FY24 31.149 104,617.04 Total 196.89 1,167,702.04 Page 17 of 20 The World Bank Inclusive Access and Quality Education project (P163389) ANNEX 2. SUPPORTING DOCUMENTS (IF ANY) Disclosed ISRs: Disclosable Version of the ISR - Inclusive Access and Quality Education project - P163389 - Sequence No : 01. Washington, D.C. : World Bank Group. https://documentsinternal.worldbank.org/search/32216073 Disclosable Version of the ISR - Inclusive Access and Quality Education project - P163389 - Sequence No: 02. Washington, D.C. : World Bank Group. https://documentsinternal.worldbank.org/search/32752435 Project Year One DLI Matrix Page 18 of 20 The World Bank Inclusive Access and Quality Education project (P163389) School Year 2019/20 Status Verification DLI value I. DLI 1. Guidelines, Completed Task Team technically 17 [Subcomponent Procedures, Manuals for assessed the 1.1] Improving SIF. MOE has designed and DLI 1 was completed Operational guidelines, planning and approved SIF 2.0 A (top‐up) before coup. SIF 2.0 A provided technical funding of basic and SIF 2.0 B (community Operational Guidelines comments, and made education based major repairs) and SIF 2.0 B Operational final review and check schools operational guidelines (OGs) Guidelines were prior to the PSC and training manuals. designed, completed and meeting. approved at the Project DLI Value: US$17 million Steering Committee meeting, chaired by the Deputy Minister on 19 October 2020. II. DLI 5. Guidelines, modules, Partially completed Task Team technically 4 [Subcomponent and roadmap for in‐service (50%). assessed the 1.2] Enhancing training. MOE has designed Operational guidelines, skills and and approved (a) OGs and DLI 5 (a) was completed provided technical practices of modules for the teachers’ in- before coup. EGT comments, and made teachers and service Operational Guidelines final review and check head teachers training on early were designed, prior to the PSC grade teaching (EGT), and completed, and approved meeting. (Guidelines (b) road map to develop and at the Project Steering attached) roll‐out the peace and Committee meeting, inclusive education training. chaired by the Deputy Minister on 19 October 2020. DLI Value: US$8 million DLI 5 (b) was not yet completed as MoE was in the process of hiring a consultant to prepare the roadmap. III. DLI 9. AE Frameworks and Completed 2 [Subcomponent ECMP guidelines and 2.1] Expanding manuals. DLI 9 (a) was completed DLI 9 (a) AE PCF and AE access to (a) MOE has after coup on 16 QSAF were technically quality non- prepared and approved the September 2021. AE PCF supported by VSO, formal AE partnership framework and AE QSAF were UNICEF and donor education and Quality Standards designed, completed and partners. services Assessment Framework launched by MoE on 16 (AEQSAF), and September 2021. DLI 9 (b) Task Team technically assessed the (b) MOE has DLI 9 (b) was completed ECMP Operational adapted existing OGs and before coup. MoE guidelines, provided training manuals to ECMP prepared separate ECMP technical comments, and/or prepared separate operational guidelines, and made final review ECMP OGs. completed, and approved and check prior to the Page 19 of 20 The World Bank Inclusive Access and Quality Education project (P163389) School Year 2019/20 Status Verification DLI value at the Project Steering PSC meeting. DLI Value: US$2 million Committee meeting, chaired by the Deputy Minister on 19 October 2020. IV. N/A N/A N/A [Subcomponent 2.2] Moving towards partnerships with ethnic basic education providers V. DLI 15. Education public Completed. Task Team technically 5 [Subcomponent financial management assessed the PFM 3.1] (PFM) road map. MOE has DLI 15 was completed roadmap, provided Strengthening prepared and approved before coup. MoE technical comments, PFM systems education PFM road map launched PFM roadmap and made final review for education (informed by and debottlenecking and check prior to the a debottlenecking analysis). analysis report on 16 Launch chaired by the December 2020. MoE Minister on 16 DLI Value: US$5 million December 2020. VI. DLI 19. Education HR Not completed. N/A 0 [Subcomponent management (HRM) road 3.2] map. MOE has prepared DLI 19 was not yet Strengthening and approved road map for completed HRM roadmap education HRM HR system strengthening was prepared and systems and capacity building, based completed but in the on assessment of current middle of the approval norms and standards. process when coup took place. No further update since Feb 2021. DLI Value: US$5 million Page 20 of 20