The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) REPORT NO.: RES55499 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF LAO PDR GLOBAL PARTNERSHIP FOR EDUCATION III: LEARNING AND EQUITY ACCELERATION PROJECT APPROVED ON MARCH 18, 2021 TO LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION EAST ASIA AND PACIFIC Regional Vice President: Manuela V. Ferro Country Director: Mariam J. Sherman Regional Director: Daniel Dulitzky Practice Manager/Manager: Mario Cristian Aedo Inostroza Task Team Leaders: Ezequiel Molina, Tara Béteille The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) ABBREVIATIONS AND ACRONYMS BEQUAL Basic Education Quality and Access in Lao PDR CCDG Community Child Development Group CDS Childhood Disability Screening DECE Department of Early Childhood Education DESB District Education and Sports Bureau DFAT Australia’s Department of Foreign Affairs and Trade DGE Department of General Education DLEQA Department of Legislation and Educational Quality Assurance DOF Department of Finance DOI Department of Inspection DoP Department of Planning DOP Department of Organization and Personnel DP Development Partner DTE Department of Teacher Education ECE Early Childhood Education ECU Education Coordination Unit EGRA Early Grade Reading Assessment ESPIG Education Sector Program Implementation Grant EMIS Education Management Information System ESF Environmental and Social Framework ESMF Environmental and Social Management Framework ESS Environmental and Social Standards ESSDP Education and Sports Sector Development Plan FM Financial Management FQS Fundamental Quality Standards GDP Gross Domestic Product GPE Global Partnership for Education IFEAD Institute for Education Administration and Development IFR Interim Financial Report IPF Investment Project Financing ISM Implementation Support Mission IVA Independent Verification Agency JICA Japan International Cooperation Agency LEAP Learning and Equity Acceleration Project LESMIS Lao Education and Sports Management Information System The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) MAT Multiage Teaching MOES Ministry of Education and Sports MOF Ministry of Finance NSMP National School Meals Program PBC Performance-based Condition PESS Provincial Education and Sports Services RIES Research Institute for Educational Sciences RRP Reading Readiness Program SBG School Block Grant SBM School-based Management STEM Science, Technology, Engineering, and Mathematics STEP Systematic Tracking of Exchanges in Procurement TTC Teacher Training College WASH Water, Sanitation, and Health WBG World Bank Group BASIC DATA Product Information Project ID Financing Instrument The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) P173407 Investment Project Financing Environmental and Social Risk Classification (ESRC) Moderate Approval Date Current Closing Date 18-Mar-2021 31-May-2026 Organizations Borrower Responsible Agency Lao People's Democratic Republic Project Development Objective (PDO) Original PDO To improve learning outcomes in primary grades in target districts and strengthen teacher and system performance in Lao PDR. OPS_TABLE_PDO_CURRENTPDO Summary Status of Financing (US$, Millions) Net Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed IDA-68540 18-Mar-2021 25-Jun-2021 30-Aug-2021 31-May-2026 30.00 7.10 20.82 TF-B5180 18-Mar-2021 25-Jun-2021 30-Aug-2021 31-May-2026 16.90 5.39 11.51 Policy Waiver(s) Does this restructuring trigger the need for any policy waiver(s)? No The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING 1. This Restructuring Paper seeks Country Director approval for a proposed Level II restructuring of the Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (IDA P173407, Credit 68540-LA, Grant B5180). This would be the first restructuring of this Project. Project Background 2. The Learning and Equity Acceleration Project (LEAP) was approved on March 18, 2021 and declared effective on August 31, 2021. The project is financed by an International Development Association (IDA) Credit (US$30 million) and a Global Partnership for Education (GPE) grant (US$16.9 million).1 The GPE funding comprises a maximum country allocation (US$7.25 million) and multiplier funding (US$9.65 million).2 The latter has been leveraged based on contributions from the Japan International Cooperation Agency (JICA) (US$17.5 million as grant-in-aid for the “Project for Improving Teacher Training Colleges”) and the IDA credit, whereby every US$3 million raised from development partners is complemented by US$1 million of GPE funding up to a maximum of US$10 million for Lao PDR. While JICA funding is parallel funding, the World Bank project is closely aligned with JICA’s and other development partner programs, predominantly, Australia (Department of Foreign Affairs and Trade [DFAT]), European Union (EU), and United Nations Children’s Fund (UNICEF), to form a sector-wide approach with the potential for system transformation. Implementation Status 3. Project implementation was rated Moderately Unsatisfactory in the two last Implementation Status and Results Reports (ISR), for both the Implementation Progress and Development Outcomes ratings, due to delays in project implementation. To date, the Project has disbursed US$7.67 million, corresponding to 25 percent of the IDA credit and approximately 4 percent of the GPE grant amount.However, project expenditure is at US$2 million. 4. These delays meant that, although project management arrangements and project implementation documents had been developed, most beneficiaries did not start receiving any interventions until the first months of 2023. These delays jeopardize the achievement of the PDO and reflect three main challenges. First, during COVID, travel and meeting restrictions negatively impacted the Education Coordination Unit (ECU) and the Implementation Units’ (IU) ability to implement the project. Second, project management has been weak. New ECU management (which changed after the project become effective), does not have previous experience with World Bank processes, and many of the lessons learned in previous projects (GPE II and ECE) were lost in this transition. Furthermore, the project has seen delays in decision- making, weak communications between ECU and IUs, and lack of familiarity with PBC arrangements. Third, although the training of teachers to implement the early grades curriculum effectively requires a full dedicated team, the responsible IU for this activity, the Department of Teacher Education (DTE) is stretched with demands from several different donor partners. At the same time, the ECU has not helped the DTE team to correct this situation. All these three reasons explain not only the delays in the project, but also why there are specific challenges in implementing Component 2.1 and PBC 3, for which DTE is responsible. 5. Some achievements have been made, but more is needed to ensure this project is brought back to satisfactory performance and delivers on the objective of the PDO. Most activities are now reaching beneficiaries. In 1 The cost of supervision activities (US$600,000) is deducted from the GPE grant (US$17.5 million) to reflect only the project financing (US$16.9 million). 2 These amounts are net of the World Bank’s US$600,000 supervision costs. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) addition, the project has met two PBCs: the first-year target for PBC 2 (Efficiency: Improved data quality, management, and utilization for monitoring and planning) and PBC 3 (Learning Outcomes: Percentage of teachers that teach the new grade 1 mathematics and Lao language curriculum effectively), which amounts to US$2.25 million, to be disbursed after receiving evidence on the incurred eligible expenditures. Project expenditure has increased from US$0.25 million in September 2022 to US$2 million in February 2023 and is forecasted to reach US$3.5 million by May 2023 once the ECU provides updated financial information. Despite this welcome progress, however, some components are still implementing very slowly. For example, the Community Child Development Groups (CCDGs) have not started any shelter construction, which was planned to commence in 2022. DTE just recently conducted the first training of teachers in the new curriculum, which was scheduled for early 2022. The School Based Management framework has not yet been finalized, though it was supposed to be completed by early 2022. The ECU still needs to improve the management of the project, including better coordination with IUs. Finally, the pandemic has increased drop-out rates, raising further challenges to ensuring student learning. 6. Pursuant to paragraph 24 of the Bank Policy on Investment Project Financing policy, there are no suspensions, outstanding audit reports or other audits issues, and there are no major issues related to fiduciary, safeguards, or procurement. Overall risk rating is Moderate. Status of Components Component 1: Prepared and Motivated Learners (Total estimated cost: IDA US$8.73 million equivalent) 7. The objective of the component is to provide early learning opportunities for young learners ages 3–5 years to be prepared and motivated for entering Grade 1 through five subcomponents: (1) CCDGs; (2) Multi-age Teaching; (3) Development of Play-Based Content and Activities for 3-and 4-Year-Olds; (4) Reading Readiness Program; and (5) Childhood Disability Screening. On the CCDGs, the existing 73 CCDGs continue their regular operations with financing from the Project. However, activities for 172 new CCDGs have not yet started. After prolonged discussions on the work plan and budget for CCDG shelter construction, the World Bank agreed with the government’s plan and budget in early February 2023 and construction is expected to start in May 2023. Related to Multi-age Teaching, the existing 62 locations continue their operations. Training for the new 200 Multi-age Teaching schools were conducted in September-October 2022. On development of play-based content, the government is revising the Terms of References (TORs) for assistance to develop additional play-based content based on the WB feedback. For the Reading Readiness Program, the Research Institute for Educational Sciences organized training for central, provincial and district trainers in September 2022, and provided training to pre-primary class teachers in all 755 target schools in 10 training sessions in November 2022. For Childhood Disability Screening, 27 out of the 250 target villages have completed the three steps of the screening (service mapping, pre-screening and medical screening). In the next six months, Childhood Disability Screening will be rolled out in two more districts - Pha-Oudom District, Bokeo Province and Kham District, Xiangkhuang Province - which include 23 and 24 villages, respectively. Component 2: Prepared and Motivated Teachers (Total estimated cost3: US$18.17 million equivalent: IDA [US$2.52 million equivalent], Education Sector Program Implementation Grant (ESPIG) Fixed Part [US$11.65 million], ESPIG Variable Part [US$4.0 million]) 8. The objectives of this component are to (a) prepare and support teachers to perform better in class and (b) improve teacher management through two subcomponents: (1) Improving the quality of teacher professional 3 This amount is net of the World Bank’s US$600,000 supervision costs. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) development focused on three actions: (a) establishing a teacher performance appraisal system; (b) strengthening eight Teacher Training Colleges as professional development centers; and (c) building teacher capacity to teach, and (2) Improving teacher management. This component also finances two PBCs: (1) PBC 1: Reduce disparities in teacher availability across schools in priority districts [equity]; and (2) PBC 3: Improved teaching for students in early grades [learning outcomes]. 9. For all activities under subcomponent 1, implementation had been very slow until September 2022 and key activities had not started. No progress has been made on establishing a teacher performance appraisal system or strengthening eight Teacher Training Colleges as professional development centers. Since the September 2022 mission, progress has been made on PBC 3 and activity (c), building teacher capacity to teach. In December 2022 DTE completed and submitted the analysis of classroom observation results as measured by the MoES’ Classroom Observation Tool, achieving the year 1 target for PBC 3 in year 2. The achievement of the PBC is in the process of being disbursed. A capacity training workshop for 64 primary education teachers in the 8 Teacher Training Colleges was conducted. In addition, two training workshops on the use of the Mathematics and Lao Language Teacher’s Guides for years 1-3 were delivered to provincial trainers, pedagogical advisors, and principals in December 2022 and January 2023. Despite this progress, concerns continue to be raised regarding slow execution of the Annual Operating Plan activities, especially those related to teacher training and the development of continuous teacher support (activities include monitoring the implementation of the curriculum by teachers and provision of feedback to teachers). 10. For activities under subcomponent 2 (concerning revisions to the existing Ministry Decree to enhance the regulation for teacher allocation and introduce an incentive plan), two out of three documents (Teacher Allocation, Rotation and Deployment Guidelines and the District Incentive Plan) were approved by December 31, 2022. A dissemination workshop was organized for all 18 Provincial Education and Sports Services and District Education and Sports Bureaus in 40 priority districts. The Department of Organization and Personnel requested an extension for the approval of the amended Decree on Teacher Management number 177/GoL from December 2022 to May 2023. The draft revised Decree has been reviewed by the Ministry of Justice and has been officially submitted to the Prime Minister’s Office for consideration and approval. Component 3: Effective Governance for Improving Teaching and Learning (Total estimated cost: US$20 million equivalent: IDA [US$18.75 million equivalent], ESPIG Variable Part [US$1.25 million]) 11. The objectives of this component are (1) to strengthen school governance to facilitate better teaching and learning in pre-primary and primary schools in select districts, by strengthening the School-Based Management (SBM) Framework and School Block Grants (SBGs), and (2) to manage the project effectively, ensuring better education decision-making nationwide through more and better use of data. 12. Since project effectiveness, there has been insufficient progress on SBM. The coordination between the concerned IUs involved in SBM has proved to be challenging. The Department of General Education (DGE), which is the lead IU, has not developed the SBM framework or developed the five-year plan. This has limited progress in this sub-component. On the SBGs, DGE disbursed the first tranche to schools in October 2022 and is preparing to disburse the second tranche in June 2023. A consultant will present an SBG study to the government and Development Partners. 13. On project management, there are three main issues. First, some ECU and IU staff are still not fully familiar with World Bank processes, including PBCs, or the PAD despite repeated workshops and consultations with the World Bank Team. Second, coordination between the IUs, the ECU, and the World Bank needs to be strengthened. Inadequate support to IUs is jeopardizing the project implementation process. Third, ECU staffing needs to be reinforced. It will be critical for The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) the ECU to hire an international consultant with an understanding of both World Bank and MoES processes to provide support to implement better management practices. Rationale for Restructuring 14. Between 2020 and 2022, the project experienced two shocks: the COVID-19 pandemic and inflation. In March 2020, the COVID-19 pandemic led to the government closing all educational facilities. The government instituted strict lockdown measures. While infections and cases remained low, unprecedented educational services disruption was costly. At the same time, Lao PDR’s macroeconomic crisis was made worse by COVID-19-related disruptions to economic activity. WB rapid telephone monitoring surveys show that inflation, currently over 40 percent, has undermined households’ ability to pay for education. 15. Data across countries, including Lao PDR, suggests substantial drops in the number of students completing schooling, and increased learning losses, which make the previous PDO targets unattainable. At the same time, after years of increasing enrolments in early childhood education, 2021-22 saw a 6 percent decrease in public enrolments and a 22 percent decrease in private enrolments in early childhood education. Universal primary education in Lao PDR, an impressive achievement prior to the pandemic, is no longer in place: in 2021-22 more than 20 percent of children who enrolled in Grade 1 did not complete the primary cycle. Drop-out rates could further increase given the socioeconomic impact of the pandemic and the fuel crisis, with drop-out rates expected to be higher among the poor, ethnic minorities, and girls. Economic, food, and health systems disruptions resulting from the pandemic are expected to continue to exacerbate all forms of malnutrition.4 This means that for Lao PDR, up to 73,000 children under 5 could suffer from acute malnutrition each year. 16. The proposed level II restructuring responds to the Ministry of Finance’s request, dated 27 April, 2023 to adapt the Project to new conditions. The restructuring includes modifications to the Project’s activities and costs, Results Framework, the Performance Based Conditions (PBCs), and financial management, and will require a 12-month project extension. The Project Development Objective (PDO) remains unchanged. 17. The project design was based on three principles. First, for schools to produce learning, they need prepared, present, and motivated learners. Second, for students to learn, they need teachers to be present, motivated to teach, and with adequate content knowledge and pedagogic skills. Finally, for teachers to be effective, they need strong school systems driven by supportive management to ensure inputs and regular professional development opportunities, parental engagement, and routine professional management. The increase in school dropouts jeopardizes the first principle: that students should be ready to learn. Without students ready to learn, either due to dropout or malnourished, it is difficult for the project to leverage investments on improving school functioning: from CCDG, MAT and RP classrooms, to allocating enough teachers to each school and improving teaching quality, to improving school functioning through better use of data. As a result, based on the best evidence on what works to reduce dropouts, the project is proposing to institute a school meals program. A recent systematic review of the evidence on school meals programs found a significant impact of the intervention on student attendance in 5 out of 6 studies and improvement in student outcomes in seven out of 10 studies 5. This new intervention would allow the project to increase the number of students that benefit from the school level interventions, leading to more learning in Lao PDR. 4 Lancet, 2020, ‘Impact of COVID-19 on Childhood malnutrition and nutrition related mortality’ https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(20)31647-0.pdf accessed on 25/11/2021 5 Snilstveit, B, Stevenson, J, Phillips, D, Vojtkova, M, Gallagher, E, Schmidt, T, Jobse, H, Geelen, M, Pastorello, M, and Eyers, J, 2015. Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review, 3ie Systematic Review 24. London: International Initiative for Impact Evaluation (3ie). The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) 18. The activities included in the proposed restructuring would contribute to the achievement of the PDO by (i) introducing the new activity and eligible expenditure “National School Meals Program Grants” to respond to the post- Covid increase in dropout rates, (ii) introducing changes in activities and budget allocation in Component 1 (Prepared and Motivated Learners), Component 2 (Prepared and Motivated Teachers), and Component 3 (Effective Governance for Improving Teaching and Learning) to reflect changes in priorities and the need to speed up implementation, (iii) introducing changes to Results Framework indicators and their baseline, intermediate, and endline targets at PDO- and intermediate outcomes-levels, and (iv) introducing changes to the eligible expenditures for PBC claims, adding additional eligible expenditures and extending the legal covenant to have the Independent Verification Agency in place from six months to 30 months. The proposed revisions will sharpen the focus on actual improvements in foundational learning, reflecting changes in government priorities, and strengthening the attribution and measurability of the indicators. Finally, the revisions will introduce an extension of the project for 12 months to reflect the delays in project implementation. The new closing date will be May 31, 2027. II. DESCRIPTION OF PROPOSED CHANGES 19. The proposed restructuring would incorporate modifications to component activities and the Results Framework, PBCs, disbursements, financial management, legal covenant, and closing date. 20. Changes in Components and Cost: The restructuring proposes the following changes to components and costs. a) Component 1: (Revised estimated cost: US$11.97 million equivalent: IDA [US$8.97 million equivalent], ESPIG Fixed Part [US$3 million]). There will be a change in activities and in the overall allocation of resources in this component. First, a new activity and category of eligible expenditures - “National School Meals Program Grants (NSMP)” - is proposed to reflect the flow of earmarked funds to schools for payment of fresh food (meat, vegetables, fish, eggs), unpolished rice, and travel expenses of the District Education and Sports Bureaus officers when they provide monitoring and implementation support to such schools (see Table on eligible expenditures in paragraph 31). This disbursement category would be part of a new activity to provide school meals to 534 schools (431 schools under the ongoing Government’s NSMP and an additional 103 schools that until now the NSMP was supported by Donor Partners that will not be able to continue supporting the NSMP in these schools) for four years at an estimated cost of US$3 million. The program will provide schools LAK 1,000 per student for 175 days a year for fresh food to substitute the Government’s budget for NSMP in these schools, and another LAK 1,000 per student for the purchase of unpolished rice. While the government budget for the NSMP stays the same, funding from this project will allow to expand the program by financing more NSMP schools which were handed over to the government from other DPs and also increased the per capita funding per student which has decreased in real terms as a result of the food inflation. . In addition to the National School Meals Program Grants, there are some reallocations between the subcomponents to reflect the increases in the cost of construction materials and transportation for the CCDG shelters, and an increase in service mapping costs and medical screening costs for Childhood Disability Screening. Finally, there are some changes in budget allocations to reflect the fact that the SDR has devalued against the US dollar during this period. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) b) Component 2: (Revised estimated cost6: US$13.25 million equivalent: IDA [US$0.6 million equivalent], Education Sector Program Implementation Grant (ESPIG) Fixed Part [US$8.65 million], ESPIG Variable Part [US$4.0 million]). There is a change in activities and in overall allocation of resources for this component. In particular, for subcomponent 2.1 (Improving the Quality of Teacher Professional Development), the project will drop activity a in the agreement: establishing a teacher performance appraisal system and associated activities. In addition, to simplify activity b, strengthening of eight Teacher Training Colleges as professional development centers, the project will focus on scaling-up an existing system for continuous professional development that has already been designed and is being implemented with support under DFAT’s BEQUAL project, currently present in three Teacher Training Colleges, to all eight Teacher Training Colleges nationwide. Additionally, activity c, implementing the new curriculum effectively, will be revised by restricting to only the 40 priority districts the training for all primary grade 1-3 teachers on the use of the math and Lao language teacher guides and supplementary teaching and learning resources. c) Component 3: (Revised estimated cost: US$20.44 million equivalent: IDA [US$19.2 million equivalent], ESPIG Variable Part [US$1.25 million]). There is a change in activities and in overall allocation of resources for this component. For subcomponent 3.1 (Effective School Governance), activity ‘a’ in the agreement, strengthening SBM and the monitoring system, will be simplified by focusing on (i) refinement of the SBM framework and training materials, (ii) piloting of the SBM framework in 14 schools and associated revisions to the framework, and (iii) delivery of trainings in the 40 priority districts. Contrary to what was initially planned in the PAD, where SBM would immediately be implemented across all the primary schools in the 40 priority districts, the revised plan will first implement SBM in 14 selected pilot primary schools within the 40 priority districts starting from the academic year 2023-2024. The lessons learned from this pilot will inform the scaling of the SBM implementation to more primary schools within the priority districts of the country in the subsequent years. Underpinning the SBM implementation are SBM trainings for the Village Education Development Committee, school management team, District Education and Sports Bureau, and Provincial Education and Sports Service within the 40 priority districts. The Institute for Education Administration Development and Department of Education Quality Assurance will coordinate with and work alongside DGE to develop relevant training materials. The Department of Education Quality Assurance will also mainstream SBM into the Fundamental Quality Standard and develop SBM evaluation tools in consultation with DGE to monitor the progress of the SBM implementation in the selected primary schools within the 40 priority districts. DGE, the Institute for Education Administration Development, and Department of Education Quality Assurance will coordinate and work to ensure the effective implementation of SBM. The SBM Steering Committee chaired by MOES will organize regular meetings to take stock of the SBM implementation progress. d) Change to Components Allocations. While the overall project financing is maintained, there are changes within and between the different components. Component 1 has increased its budget to account for the new activity related to the National School Meals Program Grants. Component 2 has decreased its budget given the reduced scope of remaining activities. Component 3 has minor changes in budget allocation due to changes in activities under SBM. With the appreciation of the USD in relation to SDR, there has also been some exchange rate loss from US$30 million to US$28.3 million. However, at the same time, LAK depreciation and the grant financing in USD means that the SDR total amounts has increased. The total financing is currently US$45.66 million against the original US$46.9 million. 6 This amount is net of the World Bank’s US$600,000 supervision costs. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Original Allocations Proposed Amendments USD USD Component 1: PREPARED AND MOTIVATED LEARNERS Sub-component 1.1. Child Community Development Groups (CCDG) $4,789,140 $4,907,243 Sub-component 1.2: Multiage Teaching (MAT) $1,030,350 $1,030,350 Sub-component 1.3. Development of Play-Based Contents and Activities for 3 and 4 Year Olds $80,000 $80,000 Sub-component 1.4: Reading Readiness Program $2,360,910 $2,360,910 Sub-component 1.5: Childhood Disability Screening $469,600 $593,610 New Subcomponent: National School Meal Program $0 $2,999,990 Total $ 8,730,000 $11,972,103 Component 2: PREPARED AND MOTIVATED TEACHERS Sub-component 2.1. Improving the quality of teacher professional development $15,400,000 $10,484,989 Sub-component 2.2: Improving teacher management $2,770,000 $2,770,000 Total $ 18,170,000 $13,254,989 Component 3: EFFECTIVE GOVERNANCE FOR IMPROVING TEACHING AND LEARNING Sub-component 3.1. Effective School Governance $14,190,000 $14,627,265 Sub-component 3.2: Project Management and Monitoring and Evaluation $5,810,000 $5,810,000 Total $ 20,000,000 $20,437,265 TOTAL $ 46,900,000 $ 45,664,357 21. Changes to the Results Framework. The restructuring will include modifications to PDO indicators, PBCs, and Intermediate Results Indicators, as detailed in Results framework table. The revised results framework will be incorporated in the Project Implementation Manual to be updated by MOES by end of May 2023. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Revisions to the Results Framework Revisions to the Results Framework Comments/ Rationale for Change PDO indicators Current (PAD) Proposed Percentage of 3rd grade students Continued the indicator but revised the The revision of the target reflects the expected decrease in in target districts who can read targets so the target year 2 is the target learning from the baseline to today because of the pandemic and comprehend a grade- for end year. For example, for the appropriate paragraph overall indicator, this means that (Disaggregated by gender and baseline is 43, and end year is 48. non-Lao-Tai speaking) Percentage of 3rd grade students The revision of the target reflects the expected decrease in Continued the indicator but revised the in target districts who can learning from the baseline to today because of the pandemic. targets so the target year 2 is the target subtract at a grade-appropriate for end year. For example, for the level (Disaggregated by gender overall indicator, this means that and non-Lao-Tai speaking) baseline is 23, and end year is 28. Percentage of mathematics and Average score received in Classroom Change to account for the new data on the baseline. Lao Language grade 1-3 teachers Observation Tool by teachers in priority with improved teaching districts that are teaching the new practices as measured by a high Grade 1-3 mathematics and Lao inference tool (Disaggregated by language curriculum (Number) gender) Percentage of schools in target Dropped This activity is no longer a priority for the government, and the districts making school report data, which was expected to be collected through the cards public (Percentage) Fundamental Quality Standards, is now delayed. As a result, the government cannot track this indicator. In order to better capture the system performance, the “Number of districts that have 40 percent of government primary schools with enough teachers” is proposed. New PDO Indicator New PDO Indicator: Number of This indicator will track number of districts where the districts that have 40 percent of government is able reduce teacher shortages. This indicator is a government primary schools better measure to capture the system performance and is a key with enough teachers. priority for the government. Intermediate Results indicators Current (PAD) Proposed change* Component 1. New IRI. New IRI This indicator tracks the new activity under this component. Percentage of targeted schools receiving the school meals program financing Component 1. New IRI. Primary New IRI This indicator tracks the new activity under this component. school dropout rate for targeted districts Component 1. Revised IRI. Target adjusted The new target reflects more accurate data. Percentage of children in target The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Revisions to the Results Framework Comments/ Rationale for Change districts in primary grade 1 who participated in ECE (and disaggregation) Component 1. Number of new Target adjusted The new targets reflect the delay on the start of the CCDG shelters with water and construction. sanitation facilities constructed or rehabilitated with climate and disaster-resilient standards in target villages Component 2. Number of Target adjusted Reflects the government prioritization of teacher allocation districts compliant with teacher protocols. allocation protocols. Component 2. Percentage of Average score received in the Change to account for the simplification of the component and teachers that received in-service classroom observation tool by teachers reflect delays in implementation. training on the new curriculum in priority districts that received in grade 1-3 (Disaggregated by updated training on the new grade 1-3 gender and non-Lao-Tai mathematics and Lao language speaking) curriculum. We also proposed a change in the targets to reflect the delays in implementation Component 2. Percentage of Percentage of mathematics and Lao Changed the target and clarified the definition as the baseline is mathematics and Lao Language Language grade 1-3 teachers in priority now included. grade 1-3 teachers in target districts showing improvement in districts showing improvement rejecting gender bias and challenging in rejecting gender bias and gender stereotypes in the classroom. challenging gender stereotypes We also propose to change the targets in the classroom as we now have data on the baseline. Baseline is 32.7% and proposed end year is 40% Component 2. Number of TTCs Number of Teacher Training Colleges The change reflects the change in the activity. providing pre-service and strengthened as professional coordinating in-service training development centers, as measured by for all levels of school-education minimum of two training modules (Number) delivered for capacity building of Teacher Training Colleges as professional development centers. Component 3. Number of target Dropped This indicator is being dropped to simplify the Results districts with at least 80% of Framework as this data is not available as initially expected. schools having a quality public primary school development plans: Component 3. Percentage of Revised the targets from: 0, 20, 40, 80, Target adjusted to reflect change in project activities and delays public primary schools whose 100 to 0, 0, 0, 20, 60, and end target in in the project. principals or heads in priority year 6 as 100. districts that have received capacity building on school- based management under GPE III The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Revisions to the Results Framework Comments/ Rationale for Change Component 3. Percentage of This indicator is now marked as the schools in target districts where citizen engagement corporate indicator the principal takes action based on VEDC/parent accountability 22. Change in PBCs. a) PBC 1 (Equity: Reduce disparities in teacher availability across schools in priority districts). There is a change in target from “10 districts have 30 percent of government primary schools with enough teachers” to “10 districts have 40 percent of government primary schools with enough teachers”. b) PBC 3 (Learning Outcomes: Improved teaching for students in early grades). There are three changes. First, there is a change to restrict the geographical scope to the 40 priority districts to simplify and focus the efforts from the government. Second, the second target will be changed from December 2024 to December 2025. Third, there is a change on the computation of the indicator, from “percentage of teachers that are that are teaching the new Grade 1 mathematics and Lao language curriculum effectively” to the “Average score received in the classroom observation tool by teachers in priority districts that are teaching the new Grade 1 mathematics and Lao language curriculum”. This is because new data has been gathered on the baseline which allows to clarify the indicator. This indicator continues to be scalable and will be paid in proportion to the achievement. 23. Changes in Legal Covenant. The restructuring involves the revision of the legal covenant to appoint an Independent Verification Agency to carry out independent verification of the status of achievement of PBC Targets from six month after effectiveness to 30 months after effectiveness. The rationale is that an Independent Verification Agency is not needed until the 4th year target for PBC 3. 24. Changes in Financial Management and Disbursements. The restructuring involves the expansion of the category of eligible expenditures as discussed in paragraph 21, the “National School Meals Program Grants”. The new disbursement projections can be found below. PBCs have been costed based on expenditures and may include expenditures such as training and workshops, goods, non-consulting services, consulting services, operating costs, and in exceptional cases, recurring expenditures in line with MOES’s budget line Part 63 ‘training’, Part 66 ‘goods’, and/or Part 67 ‘consultants’ (except non-transitional salaries)". School Block Grants financed by the government will also be part of the eligible expenditures for PBC financing. 25. Changes in Environmental and Social Management. The proposed restructured project activities such as adding school meal activities in the same schools, minimizing project geographic areas from nationwide to prioritized 40 districts, and simplifying the number of indicators for the Result Framework, will not increase the Environmental and Social Management risk level and measures substantively. Regarding the new activity, school meals program, the issues related to hygiene are covered in the screening/mitigation process of the project’s ESMF. For food safety, Inclusive Education Centers (IECs) in Province, District and Village levels have the cooking manual and school meal implementation guidelines to ensure food safety. The cookers from the villages must join the training of this cooking manual and guideline. The government will also attach the summary of this cooking manual into the project’s ESMF after being translated into English language by July 2023. 26. Changes in closing date. The closing date is extended by 12 months from May 31, 2026 to May 31, 2027. This is the first extension of the project. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) ES NOTE TABLE III. SUMMARY OF CHANGES Changed Not Changed Results Framework ✔ PBCs ✔ Components and Cost ✔ Loan Closing Date(s) ✔ Reallocation between Disbursement Categories ✔ Disbursement Estimates ✔ Legal Covenants ✔ Financial Management ✔ Implementing Agency ✔ DDO Status ✔ Project's Development Objectives ✔ Cancellations Proposed ✔ Disbursements Arrangements ✔ Overall Risk Rating ✔ Institutional Arrangements ✔ Procurement ✔ Implementation Schedule ✔ Other Change(s) ✔ Economic and Financial Analysis ✔ Technical Analysis ✔ Social Analysis ✔ Environmental Analysis ✔ IV. DETAILED CHANGE(S) The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) OPS_DETAILEDCHANGES_COMPONENTS_TABLE COMPONENTS Current Current Proposed Proposed Cost Action Component Name Component Name Cost (US$M) (US$M) Prepared and Motivated Prepared and Motivated 8.73 Revised 11.97 Learners Learners Prepared and Motivated Prepared and Motivated 18.17 Revised 13.25 Teachers Teachers Effective Governance for Effective Governance for 20.00 Revised Improving Teaching and 20.44 Improving Teaching and Learning Learning TOTAL 46.90 45.66 OPS_DETAILEDCHANGES_LOANCLOSING_TABLE LOAN CLOSING DATE(S) Original Revised Proposed Proposed Deadline Ln/Cr/Tf Status Closing Closing(s) Closing for Withdrawal Applications IDA-68540 Effective 31-May-2026 31-May-2027 30-Sep-2027 TF-B5180 Effective 31-May-2026 31-May-2027 30-Sep-2027 OPS_DETAILEDCHANGES_REALLOCATION _TABLE REALLOCATION BETWEEN DISBURSEMENT CATEGORIES Financing % Current Allocation Actuals + Committed Proposed Allocation (Type Total) Current Proposed IDA-68540-001 | Currency: XDR Current Expenditure Category: G,W,NCS,CS,CCDG GR,OC,SBG EXC P2biv, (Pro iLap Category Sequence No: 1 memoria) 20,900,000.00 2,020,675.46 2,020,675.46 100.00 100.00 iLap Category Sequence No: 2 Current Expenditure Category: G,W,NCS,CS,CCDG GR,OC,SBG EXC P2biv, NSMP 0.00 0.00 18,879,324.54 100 Total 20,900,000.00 2,020,675.46 20,900,000.00 The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) TF-B5180-001 | Currency: USD Current Expenditure Category: G,W,NCS,CS,OC&TR PT.2 EXCL 2.1b(iv) (Pro iLap Category Sequence No: 1 memoria) 11,650,000.00 76,467.23 76,467.23 100.00 100.00 iLap Category Sequence No: 2 Current Expenditure Category: PBC EXP PT.2.1b(iv),2.1c(ii)i-(iii) 5,250,000.00 0.00 5,250,000.00 100.00 100.00 iLap Category Sequence No: 3 Current Expenditure Category: G,W,NCS,CS,OC&TR PT.2 EXCL 2.1b(iv) NSMP 0.00 0.00 11,573,532.77 100 Total 16,900,000.00 76,467.23 16,900,000.00 OPS_DETAILEDCHANGES_DISBURSEMENT_TABLE DISBURSEMENT ESTIMATES Change in Disbursement Estimates Yes Year Current Proposed 2021 0.00 0.00 2022 6,000,000.00 5,820,375.25 2023 4,000,000.00 6,669,508.19 2024 8,000,000.00 8,000,000.00 2025 10,000,000.00 8,000,000.00 2026 10,000,000.00 8,774,473.56 2027 8,900,000.00 8,400,000.00 OPS_DETAILEDCHANGES_LEGCOV_TABLE LEGAL COVENANTS Loan/Credit/TF Description Status Action The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Institutional Arrangements Financing Agreement: Schedule 2, Section I.A Recurrent, Continuous The Recipient, through MOES, shall maintain, - Complied with No Change throughout the Project implementation period, the Project Advisory Council, Project Steering Committee, and Education Coordination Unit; all with functions, staffing and resources satisfactory to the Association. Project Implementation Manual Financing Agreement: Schedule 2, Section I.B Recurrent, Continuous The Recipient, through MOES, shall carry out the Project - in accordance with the Project Implementation Manual Complied with No Change (including the sub-manuals governing the provision of CCDG Grants and School Block Grants), and not amend, waive or abrogate any provisions of the manual unless the Association agrees otherwise in writing. Performance-based Condition Monitoring and Reporting Grant Agreement: Schedule 2, Section I.B.1 Recurrent, Continuous/ Due date: Six (6) months after the Effective Date - Expected soon Revised The Recipient, through MOES, shall appoint an Independent Verification Agency to carry out independent verification of the status of achievement of PBC Targets. Performance-based Condition Monitoring and Reporting Grant Agreement: Schedule 2, Section I.B.1 Recurrent, Continuous/ Due date: Thirty (30) months Proposed after the Effective Date The Recipient, through MOES, Not yet due shall appoint an Independent Verification Agency to carry out independent verification of the status of achievement of PBC Targets. - Annual Work Plans and Budgets Complied with No Change The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Financing Agreement: Schedule 2, Section I.C Recurrent, Annual The Recipient, through MOES, shall prepare and furnish to the Association for its no-objection no later than December 1 of each year an annual work plan and budget during the implementation of the Project containing relevant Project activities and expenditures proposed to be included in the Project in the following fiscal year, including a specification of the sources of financing. Grant Agreement: Schedule 2, Section I.B.2 Recurrent, Continuous/ Due date: March 31 annually - The Recipient, through MOES, shall furnish reports to Complied with No Change the Association on the status of achievement of the relevant PBC Targets. CCDG Grants and School Block Grants Financing Agreement: Schedule 2, Section I.D The Recipient, through MOES, shall prepare and furnish the Financing proceeds available to eligible CCDGs and - Not yet due No Change Selected Schools in accordance with the guidelines, procedures and criteria set forth in the Project Implementation Manual and the additional terms and conditions acceptable to the Association. Mid-term Review Financing Agreement: Schedule 2, Section II.B Once, 30 months after the Effective Date - Not yet due No Change Obligation of the Recipient, through MOES, to prepare and furnish to the Association a mid-term report in form and substance satisfactory to the Association. - Environmental and Social Safeguards Complied with No Change The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Financing Agreement: Schedule 2, Section I.G Recurrent, Continuous The Recipient, through MOES, shall (i) ensure that the Project is carried out in accordance with the Environmental and Social Standards and the ESCP (including the management tools and instruments referred to therein) in a manner acceptable to the Association, and (ii) not amend, abrogate, repeal, suspend or waive any of their provisions unless the Association agrees otherwise, and report on their status of implementation as part of the project reports. . The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) . Results framework COUNTRY: Lao People's Democratic Republic Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project Project Development Objectives(s) To improve learning outcomes in primary grades in target districts and strengthen teacher and system performance in Lao PDR. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 To improve learning outcomes in primary grades in target districts and strengthen teacher and system Percentage of 3rd grade students in target districts who can read and comprehend a 43.00 43.00 48.00 grade-appropriate paragraph (Percentage) Rationale: Action: This indicator has been The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target Revised unrealistic. Percentage of non Lao-Tai speaking children in target 33.00 33.00 40.00 districts who can read and comprehend a grade- The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 appropriate paragraph (Percentage) Rationale: Action: This indicator has The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target been Revised unrealistic. Percentage of female students in target districts who can read and 46.00 46.00 50.00 comprehend a grade- appropriate paragraph (Percentage) Rationale: Action: This indicator has The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target been Revised unrealistic. Percentage of 3rd grade students in target districts who 23.00 23.00 28.00 can subtract at a grade- appropriate level (Percentage) Rationale: Action: This indicator has been The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target Revised unrealistic. Percentage of 3rd grade non Lao-Tai speaking 13.00 13.00 20.00 children in target districts The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 who can subtract at a grade-appropriate level (Percentage) Rationale: Action: This indicator has The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target been Revised unrealistic. Percentage of 3rd grade female students in target districts who can subtract at 26.00 26.00 29.50 a grade-appropriate level (Percentage) Rationale: Action: This indicator has The revision of the target reflects the expected decrease in learning since the baseline because of the pandemic, which would make the previous target been Revised unrealistic. Percentage of children in target districts in primary 66.30 69.60 71.00 73.00 75.00 77.00 grade 1 who participated in ECE (Percentage) Rationale: Action: This indicator has been Revised based on the final 78 districts selected for this component Revised Percentage of girls in target districts in primary grade 1 67.60 70.60 72.00 74.00 76.00 78.00 who participated in ECE (Percentage) The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Rationale: Action: This indicator has Revised based on the final 78 districts selected for this component been Revised Average score received in COT by teachers in priority districts that are teaching the new 3.28 3.50 Grade 1-3 mathematics and Lao language curriculum (Number) Rationale: Action: This indicator has been Change to account for the new data on the baseline. Revised Average score received in COT by teachers in priority districts that are teaching the new Grade 1-3 3.34 3.55 mathematics and Lao language curriculum (Percentage) Action: This indicator has been Revised Percentage of schools in target districts making school report 0.00 10.00 20.00 30.00 40.00 50.00 cards public (Percentage) Rationale: Action: This indicator has been This activity is no longer a priority for the government. In order to better capture the systemic aspect of the PDO, the “Number of districts that have 40 Marked for Deletion percent of government primary schools with enough teachers” will be included. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Number of districts that have 40 percent of government 1.00 25.00 25.00 primary schools with enough teachers (Number) Rationale: Action: This indicator is New Number of districts, out of the 40 priority districts, that have 40 percent of government primary schools with enough teachers 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: Prepared and Motivated Learners Percentage of children aged 3- 5 enrolled in ECE programs in 24.00 30.00 44.40 54.60 64.80 75.00 CCDG, MAT and RRP in target villages (Percentage) Percentage of female students aged 3-5 enrolled in ECE programs in CCDG, 24.00 30.00 44.40 54.60 64.80 75.00 MAT and RRP in target villages (Percentage) Number of new CCDG shelters with water and sanitation 0.00 0.00 70.00 120.00 160.00 172.00 facilities constructed or The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 rehabilitated with climate and disaster-resilient standards in target villages (Number) Action: This indicator has been Revised Number of teachers and caregivers receiving in-service training on ECE programs in 0.00 510.00 1,020.00 1,300.00 1,400.00 1,525.00 CCDG, MAT, and RRP in target districts (Number) Number of children aged 3 to 5 years receiving disability 0.00 360.00 720.00 1,080.00 1,440.00 1,800.00 screening in new target districts (Number) Percentage of targeted schools receiving the school meals 0.00 0.00 100.00 100.00 100.00 100.00 program financing (Percentage) Rationale: Action: This indicator is New A new indicator to reflect the introduction of the school meal program Primary school dropout rate for targeted districts 4.20 4.15 4.10 4.05 4.00 (Percentage) Action: This indicator is New Component 2: Prepared and Motivated teachers The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Revised the existing Up to 10 districts have Up to 10 districts have 40 Ministry Decree to 40 percent of Number of districts that are percent of government PBC 1, 1 out of 40 districts is enhance the regulation government primary compliant with teacher primary schools with 1 compliant for teacher allocation schools with enough allocation protocols (Text) enough teachers based on and introduce an teachers based on the the set criteria. incentive plan set criteria. Rationale: Change reflect that MoES has been able to exceed expectations Action: This indicator has been on this indicator compared to what was expected during project Revised preparation. Percentage of teachers in priority districts that received updated training on the new 0.00 0.00 33.00 80.00 90.00 100.00 curriculum in grade 1-3 (Percentage) (Percentage) Rationale: Action: This indicator has been Change to account for delays in project implementation Revised Percentage of female teachers in priority districts that received updated in- 0.00 0.00 33.00 80.00 90.00 100.00 service training on the new curriculum in grade 1-3 (Percentage) (Percentage) The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Rationale: Action: This indicator has Change to account for delays in project implementation been Revised Percentage of non Lao-Tai speaking teachers in priority districts that received updated in-service 0.00 0.00 10.00 20.00 40.00 80.00 professional development on the new curriculum using revised material (Percentage) (Percentage) Rationale: Action: This indicator has Change to account for delays in project implementation been Revised Number of TTCs strengthened as professional development centers, as measured by minimum of two training 0.00 0.00 0.00 3.00 5.00 8.00 modules delivered for capacity building of TTCs as professional development centers. (Number) Rationale: Action: This indicator has been The change reflects the change in the activity. Revised Percentage of mathematics and Lao Language grade 1-3 0.00 32.70 40.00 teachers in priority districts The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 showing improvement in rejecting gender bias and challenging gender stereotypes in the classroom (Percentage) Rationale: Action: This indicator has been Change to account for the new data on the baseline. Revised Average score received in the classroom observation tool by teachers in priority districts PBC 3, that received updated training No Tool and report Not applicable Not applicable 3.5 average score 3.5 average score 3 on the new grade 1-3 mathematics and Lao language curriculum (Text) Rationale: Action: This indicator has been Change to account for the new data on the baseline and to reduce the scope from national level to the 40 priority districts Revised Component 3: Effective school governance for improving teaching and learning Number of target districts with at least 80% of schools having 0.00 12.00 24.00 36.00 48.00 60.00 a quality public primary school development plans (Number) Rationale: Change to account for the simplification of the result framework Action: This indicator has been as this data is not available as it was expected during project Marked for Deletion preparation. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Percentage of public primary schools in target districts 0.00 20.00 40.00 60.00 80.00 100.00 receiving school block grants (Percentage) Percentage of public primary schools whose principals or heads in priority districts that 0.00 0.00 0.00 20.00 60.00 100.00 have received capacity building on school based management under GPE III (Percentage) Rationale: Action: This indicator has been Change to account for delays in project implementation Revised Percentage of schools in target districts where the principal takes action based on 18.70 20.00 23.00 VEDC/parent accountability (Percentage) Rationale: Action: This indicator has been This indicator is tagged as the citizen engagement indicator for the project. Revised LESMIS Platform becomes operational, Improved data quality, LESMIS Platform is being LESMIS Platform is being LESMIS Platform is being pulling together data management, and utilization used to inform the Joint used to inform the Joint used to inform the Joint PBC 2 No baseline from various databases, for monitoring and planning Sector Review Missions Sector Review Missions Sector Review Missions or producing dashboards (Text) or Annual Sector Report. or Annual Sector Report. Annual Sector Report. and providing access to the platform for all The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 stakeholders IO Table SPACE Performance-Based Conditions Matrix DLI IN01269148 ACTION PBC 1 Number of districts that are compliant with teacher allocation protocols Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 1,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 1 out of 40 districts is compliant Revised the existing Ministry Decree to enhance December 31, 2021 the regulation for teacher allocation and 0.00 Not applicable introduce an incentive plan December 31, 2022 1,000,000.00 Not scalable Up to 10 districts have 30 percent of government December 31, 2023 primary schools with enough teachers based on 0.00 Not applicable the set criteria. Scalable. Proportional to the number December 31, 2024 500,000.00 of districts December 31, 2025 0.00 December 31, 2026 0.00 The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Action: This PBC has been Revised. See below. DLI IN01271466 ACTION PBC 1 Number of districts that are compliant with teacher allocation protocols Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 1,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 1 out of 40 districts is compliant Revised the existing Ministry Decree to enhance December 31, 2021 the regulation for teacher allocation and 0.00 Not applicable introduce an incentive plan December 31, 2022 1,000,000.00 Not scalable Up to 10 districts have 40 percent of government December 31, 2023 primary schools with enough teachers based on 0.00 Not applicable the set criteria. Scalable. Proportional to the number December 31, 2024 500,000.00 of districts December 31, 2025 0.00 December 31, 2026 0.00 Rationale: Change reflect that MoES has been able to exceed expectations on this indicator compared to what was expected during project preparation. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) DLI IN01269149 ACTION PBC 2 Improved data quality, management, and utilization for monitoring and planning Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome No Text 1,250,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No baseline December 31, 2021 750,000.00 See below LESMIS Platform is being used to inform the Joint December 31, 2022 0.00 Not applicable Sector Review Missions or Annual Sector Report. LESMIS Platform is being used to inform the Joint December 31, 2023 500,000.00 See below Sector Review Missions or Annual Sector Report. December 31, 2024 0.00 Not applicable December 31, 2025 0.00 December 31, 2026 0.00 DLI IN01269150 ACTION Average score received in the classroom observation tool by teachers in priority districts that received updated training on PBC 3 the new grade 1-3 mathematics and Lao language curriculum Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 2,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) December 31, 2021 Not applicable 1,500,000.00 Not scalable December 31, 2022 Not applicable 0.00 Not applicable December 31, 2023 3.5 average score 0.00 Not applicable Scalable in proportion to the December 31, 2024 1,000,000.00 percentage of teachers that improved their effectiveness December 31, 2025 0.00 December 31, 2026 0.00 Action: This PBC has been Revised. See below. DLI IN01271467 ACTION Average score received in the classroom observation tool by teachers in priority districts that received updated training on PBC 3 the new grade 1-3 mathematics and Lao language curriculum Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 2,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No December 31, 2021 Not applicable 1,500,000.00 Not scalable December 31, 2022 Not applicable 0.00 Not applicable December 31, 2023 3.5 average score 0.00 Not applicable December 31, 2024 0.00 Not applicable The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) Scalable in proportion to the average December 31, 2025 1,000,000.00 score of the classroom observation tool score. December 31, 2026 0.00 Rationale: Change to account for the simplification of the project and delays in project implementation Verification Protocol Table: Performance-Based Conditions DLI_TBL_VERIFICATION PBC 1 Number of districts that are compliant with teacher allocation protocols Description Data source/ Agency MOES proof of decree, data, and independent verification required. Verification Entity MOES proof of decree, data and independent verification required. The procedure is listed in Annex 2. Procedure DLI_TBL_VERIFICATION PBC 1 Number of districts that are compliant with teacher allocation protocols Description Data source/ Agency MOES proof of decree, data, and independent verification required. Verification Entity MOES proof of decree, data and independent verification required. The procedure is listed in Annex 2. Procedure The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407) DLI_TBL_VERIFICATION PBC 2 Improved data quality, management, and utilization for monitoring and planning Description Data source/ Agency MOES, LESMIS, independent verification Verification Entity Independent Verification Agency to be identified. Information on the procedure is listed in annex 2. Procedure DLI_TBL_VERIFICATION Average score received in the classroom observation tool by teachers in priority districts that received updated training on PBC 3 the new grade 1-3 mathematics and Lao language curriculum Description Data source/ Agency RIES (Research Institute for Educational Sciences)/Department of Teacher Education (DTE) Verification Entity Independent verification entity. Information on procedure is listed on Annex 2. Procedure DLI_TBL_VERIFICATION Average score received in the classroom observation tool by teachers in priority districts that received updated training on PBC 3 the new grade 1-3 mathematics and Lao language curriculum Description Data source/ Agency RIES (Research Institute for Educational Sciences)/Department of Teacher Education (DTE) Verification Entity Independent verification entity. Information on procedure is listed on Annex 2. Procedure The formula for the scalability is the (Increase from baseline/0.22 )*1000000 if the increased is less than 0.22. The World Bank Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project (P173407)