The World Bank Guyana Secondary Education Improvement (P147924) REPORT NO.: RES54344 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF GUYANA SECONDARY EDUCATION IMPROVEMENT APPROVED ON JUNE 4, 2014 TO THE CO-OPERATIVE REPUBLIC OF GUYANA December 21, 2022 EDUCATION LATIN AMERICA AND CARIBBEAN Regional Vice President: Carlos Felipe Jaramillo Country Director: Lilia Burunciuc Regional Director: Luis Benveniste Practice Manager/Manager: Emanuela Di Gropello Task Team Leaders: Ingrid Bjerke The World Bank Guyana Secondary Education Improvement (P147924) ABBREVIATIONS AND ACRONYMS CERC Contingent Emergency Response Component CXC Caribbean Examinations Council GSS General Secondary School HEIS Hands-on Expanded Implementation Support IDA International Development Association IRI Intermediate Results Indicator NCERD National Center of Educational Resource Development MOE Ministry of Education PDO Project Development Objective PIU Project Implementation Unit STEM Science, Technology, Engineering, and Mathematics The World Bank Guyana Secondary Education Improvement (P147924) BASIC DATA Product Information Project ID Financing Instrument P147924 Investment Project Financing Original EA Category Current EA Category Partial Assessment (B) Partial Assessment (B) Approval Date Current Closing Date 04-Jun-2014 30-Jun-2023 Organizations Borrower Responsible Agency Co-operative Republic of Guyana Project Development Objective (PDO) Original PDO The objective of the Project is to: (i) strengthen the capacity of secondary school mathematics teachers nationwide, and (ii) increase enrollment in General Secondary Schools in targeted regions. OPS_TABLE_PDO_CURRENTPDO Summary Status of Financing (US$, Millions) Net Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed IDA-68250 25-Jan-2021 10-Mar-2021 10-Mar-2021 30-Jun-2023 13.50 7.57 5.21 IDA-54730 04-Jun-2014 10-Oct-2014 25-Nov-2014 30-Jun-2023 10.00 9.12 0 Policy Waiver(s) Does this restructuring trigger the need for any policy waiver(s)? No The World Bank Guyana Secondary Education Improvement (P147924) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING 1. This Restructuring Paper seeks the approval of the Country Director of a proposed Level 2 restructuring for the Guyana Secondary Education Improvement Project (P147924). This is the fourth restructuring of the Project. A restructuring is proposed to (i) revise the target for the number of General Secondary Schools (GSSs) constructed under the Project; (ii) include procurement of Science, Technology, Engineering and Mathematics (STEM) textbooks under Component 1; and (iii) make related adjustments to the results framework. These changes are necessary due to delays in implementation caused by the COVID-19 pandemic and delays in government procurement processes. The proposed restructuring is aligned with the Project Development Objective (PDO) and would further strengthen its achievement, and would effectively utilize the remaining funds to address education challenges following the pandemic. This restructuring follows three previous restructurings approved on May 11, 2018, Feburary 13, 2020 and September 25, 2020, and an Additional Financing approved on January 25, 2021. A. Project Status 2. The Project was approved on June 4, 2014 and is scheduled to close on June 30, 2023. To date, the Project has disbursed US$16.69 million (76.2 percent) of a US$23.50 million International Development Association (IDA) credit. The Additional Financing to the Project (US$13.5 million), approved in January 2021, confirmed that the objectives of the Project remain relevant and that Project implementation arrangements have functioned well. The Additional Financing extended the credit’s closing date by two years and three months from March 31, 2021 to June 30, 2023. 3. The Project was designed to address key challenges and improve secondary education delivery in Guyana, specifically to (i) strengthen the capacity of secondary school mathematics teachers nationwide, and (ii) increase enrollment in GSS in targeted regions. Progress toward achievement of PDO and Overall Implementation Progress have been rated Moderately Satisfactory during the last two years. Progress towards the PDO is measured through the following PDO indicators: i. PDO 1: Percentage of secondary school mathematics teachers that pass the examinations of the targeted training courses designed under the Project. The targets for teachers passing the examinations for the trainings were put at risk by the pandemic, as in-person teacher training delivery was halted. In the midterm exam on June 17, 2020, however, an impressive 86.5 percent of teachers who undertook the assessment passed, against an end target of 60 percent. The Ministry of Education (MOE), with support from the National Center of Educational Resource Development (NCERD), has reviewed and aligned the teacher training material with the new curriculum, and uploaded the training and related assessment to an online platform that will be available and mandatory for all mathematics teachers. The final target for the PDO indicator is therefore expected to be met before the Project closing date. ii. PDO 2: Percent of secondary students enrolled in General Secondary Schools (GSS) increased in regions 3 and 4. With the finalization of the first GSS, Westminster, the percentage of secondary students enrolled in GSS increased from 87 percent to 93 percent. The end target is 94 percent, which is expected to be met when the second GSS, Good Hope, is completed, which is expected by June 2023. The World Bank Guyana Secondary Education Improvement (P147924) 4. Implementation Progress has been rated Moderately Satisfactory during the last three years. The consistent rating of Moderately Satisfactory is based on challenges and delays in Component 2, particularly delays in the design, construction, and outfitting of the General Secondary Schools. This is specifically relevant for the Good Hope and Prospect GSS, where these challenges have rendered it infeasible to finalize the Prospect school by the closing date. The rating for financial management is satisfactory and the ratings for project management and safeguards are moderately satisfactory, making the arrangements adequate to support successful implementation and monitoring of the Project. The latest rating for procurement (October 2022), is moderately unsatisfactory due to the prolonged national procurement processes to initiate the completion of Good Hope GSS and the design work for Prospect. Despite previous challenges and procurement delays, the construction contract for Good Hope was signed on December 9, 2022, and the design contract for Prospect is expected to be signed before end of December 2022, allowing both activities to be completed before the closing date. The Project has also initiated a process of Hands-on Expanded Implementation Support (HEIS) for procurement to further support these processes. 5. A description of the Project’s current status by component, taking into consideration the impact of the implementation delays caused by the pandemic and procurement challenges, is presented below. 6. Component 1: Strengthen the Capacity of Secondary School Mathematics Teachers Nationwide (US$3.6 million) i. Subcomponent 1.1 - In-Service Mathematics Teacher Training and Upgrading. Prior to the pandemic, seven out of the ten mathematics modules had been delivered, and four had been assessed, with just over half the teachers participating. The NCERD has since revised the modules, which have now been aligned with the renewed curriculum, and uploaded them to the online continuous professional development platform. The training of all mathematics teachers in grades 7-9 is planned to be rolled out shortly and completed by May 2023. The training will be mandatory for all teachers and will be aligned with the credit-hour requirements (35 per year), and the MOE may consider including certification at the end of the course. Following the delivery of the teacher training and assessment, the Project will be able to report fully on PDO indicator 1. ii. Subcomponent 1.2 Revising Public Secondary School Teachers Appraisal Instruments. The activity was delayed due to the pandemic but was rolled out and completed in September 2022. iii. Subcomponent 1.3 Technology-assisted Learning in Mathematics. The contracts for computing devices and the equipment for the Smart Classrooms have been signed and will be delivered by February 2023. The MOE has contracted a firm to support the implementation of the EdTech pilot, including teacher training. The teacher training is planned for early April 2023. The work to adapt the content available to the new curriculum will commence immediately and is expected to be finalized by January 2023, in order to program and ensure that the computing devices are ready for distribution as soon as possible following delivery. The tablets will also be programmed with additional material developed by the MOE and NCERD, including videos and learning material from the Guyana Learning Channel. The MOE will distribute the computing devices through the regions and ensure these reach the schools. The identified ten schools to receive the Smart Classrooms have been selected, but the identified renovation needs of the selected schools have not yet been completed. The Government will work to The World Bank Guyana Secondary Education Improvement (P147924) ensure that the identified schools are fit for purpose. If the schools cannot be ready by the delivery date of the EdTech equipment, the MOE will provide a list of alternate schools at the beginning of January 2023, which will be considered to ensure implementation by Project Closing. 7. Component 2: Expansion of General Secondary School Facilities (US$18.25 million). i. Subcomponent 2.1 New School Construction. a. Westminster: The construction of Westminster was completed in July 2021, and the defects liability period completed in July 2022. The GSS is currently operational, staffed by 55 teachers with 720 (405 male and 315 female) students enrolled from Grades 7-10. The GSS has capacity for 1,000 students, and enrollment will continue to increase annually as more cohorts enroll. The elevator will be installed separately, in conjunction with delivery at Good Hope. b. Good Hope: The contract for finalizing Good Hope has been signed. The timeline for completion of the remaining works is six months, and adherence to this timeline is critical to ensure completion by June 30, 2023. The Government and Bank are exploring solutions to fund the final tranche of payment following the defect liability period, which falls beyond the Project closing date, either through using Government funds or by placing Project funds in escrow. c. Prospect: Given the remaining project timeline, it is no longer possible to complete construction of Prospect by June 2023. As such, the design will be financed under this Project, and its construction under the Guyana Strengthening Human Capital through Education Project (P177741). The evaluation of bids for the design for the Prospect GSS has been finalized and the successful bidder notified, with contract signing expected by late December 2022. ii. Subcomponent 2.2 Provision of Furniture and Equipment for New School Construction. Westminster has been furnished with furniture and equipment provisioned under the Project. The furniture and equipment for Good Hope have been procured and are currently being stored until the finalization of the school. The furniture and equipment for Prospect will be financed and procured under the Guyana Strengthening Human Capital through Education Project. 8. Component 3: Strengthen Institutional Capacity and Project Management (US$1.65 million). Component 3 is financing (i) project coordination, implementation, and administration, including monitoring and evaluation, procurement, financial management, environmental and social activities, and Project audits; and (ii) capacity building activities for Project implementation. Project implementation is proceeding satisfactorily, and the initial budget allocated to support the implementation of Project activities and financing of the Project Implementation Unit (PIU) is deemed sufficient. 9. Component 4: Contingent Emergency Response Component (CERC) (US$0). A CERC was added to the Project through the Additional Financing. To date, the CERC has not been activated. B. Rationale for Restructuring 10. The restructuring is aligned with, and proposed to further strengthen, the achievement of the PDO, to account for delays in Project implementation, and to allow effective use of remaining Project funds. In order to complete key activities and further strengthen the achievement of the PDO by the The World Bank Guyana Secondary Education Improvement (P147924) closing date of June 30, 2023, the proposed restructuring would comprise a revision of targets for the number of GSSs constructed under the Project; the inclusion of procurement of STEM textbooks under Component 1; and other, related adjustments to the results framework. 11. Revision of target for the number of GSSs constructed. The construction timeline for the two first GSSs, Westminster and Good Hope, was severely negatively impacted by a shutdown on non-essential services on April 9, 2020, as the Government responded to mitigate the impacts of the COVID-19 pandemic. The construction halt compounded further challenges with the contractors, specifically in the Good Hope GSS, where the contract was ultimately terminated due to noncompliance with maintaining a valid performance security. Concurrently, national procurement processes have also introduced delays to the Project, making it challenging to proceed with the construction of the third GSS, Prospect, where the clearance of the contract for the design and supervision firm took significant time at the National Procurement and Tender Administration Board. Given these challenges, the Project will complete the construction of the two initial GSSs, Westminster and Good Hope, but will only be able to complete the design for the third GSS, Prospect, and not the construction. The construction of Prospect would be undertaken and financed under the recently approved Guyana Strengthening Human Capital through Education Project. The end target for construction of new GSSs will be reduced from 3 to 2. 12. Inclusion of procurement of STEM textbooks. Prior to the pandemic, mathematics scores were low across Guyana, and strengthening the teaching of mathematics and related subjects was deemed critical to improve learning outcomes.1 Following the pandemic, additional efforts are even more important given the severe learning losses across the sector.2 Support to teaching mathematics and science is also particularly relevant in regards to the development of foundational skills related to the evolving labor market in the context of recent oil and gas discoveries in Guyana. An important aspect of effective teaching is ensuring access to adequate textbooks and learning materials. The provision of textbooks is also in line with the Government’s commitment to ensure that every child has one textbook per subject. The effective utilization of the textbooks to improve teaching practices will be further supported under the Guyana Strengthening Human Capital through Education Project, which will finance the teacher training and rollout of the revised secondary curriculum for grades 7-9. The teacher training would emphasize student-centered pedagogies and differentiated instruction to support teaching at the right level, to strengthen recovery efforts following the school closures caused by the pandemic. 13. Revisions to the results framework. The results framework would be adjusted to reflect the changes described above. In particular, the indicators that will be impacted by the removal of the construction of Prospect GSS will be amended, and an indicator to reflect the provision of textbooks added. 14. The Government requested a restructuring in a letter dated December 2, 2022. There are no outstanding audit reports and all audit reports received to date have been considered satisfactory to the Bank. 1 MOE, Guyana. In the 2019 National Grade Six Exam, only 44 percent of girls and 37 percent of boys attained a passing grade in mathematics. This poor performance persists through secondary school, with results for the Caribbean Secondary Education Certificate 11 grade exam for 2018 showing 49 percent of girls and 52 percent of boys attaining a passing grade in mathematics. 2 World Bank. 2022. Two Years After: Saving a Generation. Recent simulations indicate that, from the baseline of 6.8, Guyana risks losing 1.6 Learning-Adjusted Years of Schooling (LAYS) following a 13-month school closure as a result of the pandemic. The World Bank Guyana Secondary Education Improvement (P147924) II. DESCRIPTION OF PROPOSED CHANGES 15. Addition of new activity under Component 1. Using the funds resulting from the removal of the Prospect GSS construction, Component 1 would now include the procurement of STEM textbooks to strengthen the capacity of secondary school mathematics teachers nationwide. The MOE has a finalized, costed list of existing textbooks, aligned with the renewed curriculum and Caribbean Examinations Council (CXC) requirements. The procurement method for purchasing the textbooks has been prepared to ensure swift implementation following the restructuring. Given the limited remaining time until the Project closing date, the Project will finance the procurement and delivery of the textbooks to the central level. The distribution of textbooks will then be undertaken through the MOE’s existing channels. The MOE will distribute the textbooks to the regional education offices that will, in turn, ensure that the textbooks are delivered to the school level. A detailed plan for distribution to regions and schools, to ensure that the textbooks are available for students for the 2023/24 academic year, will be prepared before the closing date. 16. Change in Component Costs. The removal of the Prospect GSS resulted in savings of US$4.1 million under Component 2, which will be transferred to Component 1 to finance the procurement of STEM textbooks. This would change the distribution of funds for Component 1 from US$3.6 million to US$7.7 million, and for Component 2 from US$18.25 million to US$14.15 million. 17. Changes to Results Framework. To ensure consistency and adequate monitoring of the above- described changes, the Results Framework would be updated as follows: i. Inclusion of a new intermediate results indicator (IRI): Subcomponent 1.1e Number of STEM textbooks procured at secondary level. The indicator would track the number of textbooks procured under the new activity under Component 1. ii. Revision of IRI: Subcomponent 2.1: Number of additional student places created in general secondary schools in regions 3 and 4. The end target for the IRI will be revised downward to reflect the places created through the construction of two GSSs instead of three, with an original target of 2,800 revised to 1,800. iii. Revision of IRI: Subcomponent 2.2: Number of new GSSs construction. The end target for the IRI will be revised downward to reflect the removal of constructing Prospect under the Project, with the original target of 3 revised to 2. iv. Revision of IRI: Direct Project Beneficiaries. The target for the IRI will be adjusted to reflect the reduction in additional seats and include the students to benefit under the EdTech pilot, with an original target of 3,400 revised to 6,400. v. Revision of IRI: Number of schools constructed with designs that incorporated reduced vulnerability to floods. The target for the IRI will be revised to reflect the removal of constructing Prospect under the Project, with the original target of 3 revised to 2. vi. Revision of IRI: Students benefiting from direct interventions to enhance learning. The target for the IRI will be revised to reflect the reduction in additional seats and will now include the number of students to benefit under the EdTech pilot, thereby increasing the original target from 2,800 to 5,800. vii. Revision of IRI: Students benefiting from direct interventions to enhance learning – Female. The target for the IRI will be revised to reflect the reduction in additional seats The World Bank Guyana Secondary Education Improvement (P147924) and will now include the number of students to benefit under the EdTech pilot, thereby increasing the original target from 1,400 to 2,900. III. SUMMARY OF CHANGES Changed Not Changed Results Framework ✔ Components and Cost ✔ Implementing Agency ✔ DDO Status ✔ Project's Development Objectives ✔ PBCs ✔ Loan Closing Date(s) ✔ Cancellations Proposed ✔ Reallocation between Disbursement Categories ✔ Disbursements Arrangements ✔ Disbursement Estimates ✔ Overall Risk Rating ✔ Safeguard Policies Triggered ✔ EA category ✔ Legal Covenants ✔ Institutional Arrangements ✔ Financial Management ✔ Procurement ✔ Implementation Schedule ✔ Other Change(s) ✔ Economic and Financial Analysis ✔ Technical Analysis ✔ Social Analysis ✔ Environmental Analysis ✔ The World Bank Guyana Secondary Education Improvement (P147924) IV. DETAILED CHANGE(S) OPS_DETAILEDCHANGES_COMPONENTS_TABLE COMPONENTS Current Current Proposed Proposed Cost Action Component Name Component Name Cost (US$M) (US$M) Component 1: Strengthen the Component 1: Strengthen the Capacity of Secondary School Capacity of Secondary School 3.60 Revised 7.70 Mathematics Teachers Mathematics Teachers Nationwide Nationwide Component 2: Expansion of Component 2: Expansion of General Secondary School 18.25 Revised General Secondary School 14.15 Facilities Facilities Component 3: Strengthen Component 3: Strengthen Institutional Capacity and Project 1.65 No Change Institutional Capacity and 1.65 Management Project Management Component 4: Contingent Component 4: Contingent 0.00 No Change Emergency Response 0.00 Emergency Response Component Component TOTAL 23.50 23.50 . The World Bank Guyana Secondary Education Improvement (P147924) . Results framework COUNTRY: Guyana Guyana Secondary Education Improvement Project Development Objectives(s) The objective of the Project is to: (i) strengthen the capacity of secondary school mathematics teachers nationwide, and (ii) increase enrollment in General Secondary Schools in targeted regions. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Strengthen the capacity of secondary school mathematics teachers nationwide 1. Percent of secondary school mathematics teachers that pass the examinations of the 0.00 0.00 0.00 20.00 40.00 60.00 targeted training courses designed under the Project (Percentage) Increase enrollment in General Secondary Schools in targeted regions 2. Percent of secondary students enrolled in General Secondary Schools (GSS) 87.00 87.00 87.00 88.00 90.00 94.00 increased in Regions 3 and 4 (Percentage) Percent of secondary students enrolled in General Secondary Schools (GSS) 0.00 50.00 50.00 50.00 50.00 50.00 increased in Regions 3 and 4 (% of male) (Percentage) The World Bank Guyana Secondary Education Improvement (P147924) PDO Table SPACE Intermediate Results Indicators by Components RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Component 1: Strengthen the Capacity of Secondary School Mathematics Teachers Nationwide Subcomponent 1.1.a: Number of teachers that complete at least one training course 0.00 0.00 200.00 400.00 500.00 600.00 designed under the Project (Number) Subcomponent 1.1.b: Number of secondary mathematics teachers observed in the classroom and receiving expert 0.00 0.00 300.00 400.00 500.00 600.00 feedback at least once during the Project’s lifetime - Cumulative (Number) Subcomponent 1.1.c: Number of secondary mathematics teachers who have registered 0.00 0.00 300.00 400.00 600.00 600.00 in the Guyanese mathematics teacher website/ community of practice - Cumulative (Number) Subcomponent 1.1.d: Number of secondary schools having received Mathematics 0.00 0.00 100.00 250.00 250.00 250.00 Teaching Kits (includes SDs) - Cumulative (Number) The World Bank Guyana Secondary Education Improvement (P147924) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Subcomponent 1.1.e: Number of STEM textbooks procured 0.00 100,000.00 (Number) Rationale: Action: This indicator is New The indicator is added to track the number of textbooks procured. Subcomponent 1.2.a: Mathematics standards for No NO NO YES YES Yes secondary school teachers developed (Text) Subcomponent 1.2.b: Revised Appraisal of secondary school No NO YES YES YES Yes teachers and principals (Text) Subcomponent 1.3a: Number of secondary school mathematics teachers trained 0.00 0.00 16.00 24.00 24.00 50.00 in using technology in the pilot schools - Cumulative (Number) Subcomponent 1.3b: Number of smart classrooms outfitted 0.00 0.00 10.00 10.00 10.00 10.00 (Number) Component 2: Expansion of General Secondary School Facilities Subcomponent 2.1: Number of additional student places created in general secondary 0.00 0.00 0.00 0.00 1,800.00 1,800.00 schools in Regions 3 and 4 - Cumulative (Number) The World Bank Guyana Secondary Education Improvement (P147924) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Rationale: Action: This indicator has been The end target for the IRI has been revised downward to reflect the places created through the construction of two GSSs instead of three, with an original Revised target of 2,800 revised to 1,800. Subcomponent 2.2: Number of new GSS constructed and 0.00 0.00 0.00 0.00 2.00 2.00 furnished- Cumulative (Number) Rationale: Action: This indicator has been The end target for the IRI has been revised downward to reflect the removal of constructing Prospect under the Project, with the original target of 3 revised Revised to 2. Component 3: Strengthen Institutional Capacity and Project Management EMIS scaled up to at least 100 secondary schools EMIS data collection and Subcomponent 3.1: Secondary EMIS Design completed with tele-connectivity EMIS software procured, EMIS on-line data analysis procedures EMIS designed, developed, and technical (wireless or fixed); EMIS No installed at Data Center, collection initiated in 50 revised; procedures piloted, revised and rolled out specifications for EMIS used to provide in time and Piloted secondary schools developed for schools (Text) finalized analysis for policy makers still not on-line and produce MOE Statistical Digest for 2019 Direct project beneficiaries 0.00 0.00 300.00 400.00 2,400.00 6,400.00 (Number) Rationale: Action: This indicator has been The target for the IRI has been adjusted to reflect the reduction in additional seats and include the students to benefit under the EdTech pilot, with an Revised original target of 3,400 revised to 6,400. The World Bank Guyana Secondary Education Improvement (P147924) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Female beneficiaries 0.00 49.80 49.80 49.80 50.00 50.00 (Percentage) Gender parity index in math scores in the technology- TBD TBD TBD TBD +1 percentage points +2 percentage points assisted pilot schools (Text) Number of schools constructed with designs that incorporate 0.00 0.00 0.00 0.00 2.00 2.00 reduced vulnerability to flood (Number) Rationale: Action: This indicator has been The target for the IRI has been revised to reflect the removal of constructing Prospect under the Project, with the original target of 3 revised to 2. Revised Feedback from students and teachers in the technology- assisted pilot schools collected 0.00 0.00 0.00 0.00 1.00 2.00 and incorporated in implementation (Number) Students benefiting from direct interventions to enhance 0.00 0.00 0.00 0.00 1,800.00 5,800.00 learning (CRI, Number) Rationale: Action: This indicator has been The target for the IRI has been revised to reflect the reduction in additional seats and include the number of students to benefit under the EdTech pilot, with Revised an original target of 2,800 revised to 5,800. Students benefiting from direct interventions to 0.00 0.00 0.00 0.00 900.00 2,900.00 enhance learning - Female (CRI, Number) The World Bank Guyana Secondary Education Improvement (P147924) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Rationale: Action: This indicator has The target for the IRI has been revised to reflect the reduction in additional seats and include the number of students to benefit under the EdTech pilot, with been Revised an original target of 1,400 revised to 2,900. IO Table SPACE The World Bank Guyana Secondary Education Improvement (P147924)