The World Bank Morocco Education Support Program Additional Financing (P179637) Program Information Documents (PID) Appraisal Stage | Date Prepared/Updated: 09-Feb-2023 | Report No: PIDA275738 Jan 23, 2023 Page 1 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) BASIC INFORMATION OPS_TABLE_BASIC_DATA A. Basic Program Data Country Project ID Program Name Parent Project ID (if any) Morocco P179637 Morocco Education P167619 Support Program Additional Financing Region Estimated Appraisal Date Estimated Board Date Practice Area (Lead) MIDDLE EAST AND NORTH 23-Jan-2023 17-Mar-2023 Education AFRICA Financing Instrument Borrower(s) Implementing Agency Program-for-Results Financing Kingdom of Morocco Ministry of National Education, Preschool, and Sports, Ministry of Economy and Finance Program Development Objective(s) To establish an enabling environment for quality Early Childhood Education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the education service delivery chain in the Program Areas. COST & FINANCING SUMMARY (USD Millions) Government program Cost 1,150.00 Total Operation Cost 200.00 Total Program Cost 190.00 IPF Component 10.00 Total Financing 200.00 Financing Gap 0.00 FINANCING (USD Millions) Total World Bank Group Financing 200.00 World Bank Lending 200.00 Jan 23, 2023 Page 2 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) B. Introduction and Context 1. An Additional Financing (AF) in the amount of US$200 million to the Morocco Education Support Program (Programme d’Appui au Secteur de l’Education (PASE) - P167619) is proposed, bringing the full allocation of the operation to US$700 million. The AF will also introduce an Investment Project Financing (IPF) component for technical assistance (TA) needed to advance implementation of more challenging reforms support monitoring and evaluation of results, and foster evidence-based policy making. In addition, a restructuring of key Disbursement Linked Indicator results (targets) as well as the extension of the Program from September 1, 2024 to July 30, 2026 is proposed. 2. The restructuring, extension, and additional financing (AF) allow the PASE to expand support to teacher qualifications, measuring the quality of early childhood education services, and introducing multi-layered group learning (Teaching at the Right Level or TARL) which are intended to bring out stronger practices in the sector. All these efforts are strategically aligned with the Global Crises Response Framework in as much as they support resilience in the education system and its governance (pillar 3) and strengthen policies, (pillar 4). Country Context Morocco has made significant social and economic progress in the past two decades, thanks to political stability, large public investments, and political, institutional, and sector reforms. This has led to a sharp decline in the national poverty rate, 1 increased life expectancy, greater access to basic public services, and significant public infrastructure development. Yet despite these achievements, job creation remains insufficient, and pockets of poverty remain across the country. Some disparities reflect deep social and economic inequalities. Morocco’s Human Capital Index (HCI) last updated in 2022, remains 0.50, lower than the average for the Middle East & North Africa (MENA) region (but higher than the average for lower-middle income countries. 3. The Government of Morocco recognizes weak human capital as a binding constraint to economic growth, and the New Development Model (NDM), introduced in 2021, seeks to accelerate progress. It lays out a way forward in addressing persisting challenges to sustainable growth and is anticipated to focus heavily on strengthening human capital. Its four top priorities include: i) a productive and diversified economy; ii) enhanced human capital that is better prepared for the future; iii) opportunities for inclusion for all; and iv) resilient territories. The NDM thus places improvements in human capital front and center of the new development paradigm for the country.2 Sectoral and Institutional Context 4. Morocco’s approach to strengthening education has been largely holistic and multi-faceted. Over the past decade, it has included expanding early childhood education (ECE), basic education, enhancing infrastructure, improving teaching, and providing (limited in some areas) remote learning opportunities during the COVID-19-induced lockdowns of 2020 and 2021. Additionally, the Government has increased funding to the sector and supported a decentralization agenda that has been shaping the sector since the adoption of the National Charter for Education and Training1 in 2000 and the creation of regional academies for education and training (AREFs). As a result, the 1 With an average economic growth rate of 4.2 percent during the period 2007-2015, poverty has reduced significantly (from 15.3 percent in 2001 to 4.8 percent in 2014). Life expectancy increased from 68.7 to 75.8 between 2010 and 2016. 2 La commission spéciale sur le modèle de développement, 2021. « Le nouveau modèle de développement : libérer les énergies et restaurer la confiance pour accélérer la marche vers le progrès et la prospérité pour tous ». Jan 23, 2023 Page 3 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) country has seen significant progress in key areas. Enrollment rate for children aged 4 and 5 increased from 45 percent in 2018 to 71 percent for the 2020-2021 school year2. Access to basic education is now universal with full gender parity. Evaluation of initiatives introduced to mitigate the impact of COVID-19 and accelerate catch up on learning recovery have shown initial positive results and a promise of an education system that is better able to withstand shocks. 5. But while education coverage has improved immensely, quality remains weak. Morocco’s human capital index (HCI)4 continues to hover at 0.5, hindered largely by learning outcomes. The Learning Adjusted Years of Schooling (LAYS) stands at 6.3 years, meaning that students could spend 12 years in schools but only learn about 6 years’ worth. Lastly, the learning poverty remains a major issue, with an estimated 66 percent of 10-year-olds having been designated as “learning poor�, even before the COVID-19 schooling disruptions.5 Additionally, there is increasing vulnerability resulting from the country’s multi-dimensional challenges. For example, changes in Morocco’s weather trends are projected to amplify, with large impacts on future socio-economic development. For education, this could mean less schooling and/or lower scores on standardized tests particularly for the already disadvantaged populations in rural and poorer areas who are impacted by floods, droughts, or coastal shifts that impede accessibility to schools. 6. The “New Development Model (NDM)� is focused heavily on strengthening human capital and has given new impetus to education reform. Most relevant to education, the NDM aims to increase the proportion of students that complete their compulsory education and obtain a general or vocational diploma (from 50 to 90 percent). To operationalize the NMD, the Ministry of National Education, Preschool and Sports (MOE) developed a Strategic Roadmap “Douze Engagements pour une école publique de qualité� using a tri-partate approach (pedagogical triangle) of students, teachers, and schools to deliver ambitious reforms that deliver “tangible impact�. The Additional Financing and Restructuring of the PASE will allow the Project to be more closely aligned with this Strategic Roadmap and support the delivery of higher-level education quality results. PForR Program Scope 7. The proposed restructuring does not impact the Project Development Objectives (PDOs) of the original PForR. Also, changes to the orginal program are within the boundaries of the government Program and original results areas. The additional and modified DLRs instead are intended to better align the PASE to support the Government’s latest reforms and ambitious agenda. In doing so, the operation will support scale up of results towards more accessible quality ECE, better teaching, greater efficiency in governance, and ultimately higher learning outcomes. 8. The changes proposed for the PASE through the AF and restructuring include: • The addition of US$200 million to the original Program, bringing the full allocation to US$700 million. US$190 million is expected to support results (PforR) while US$10 will finance technical assistance to be introduced through IPF instrument. • Extension of closing date from September 1, 2024 to July 30, 2026 to allow for new and revised targets to be met and TA activities to be completed. • Modifications of select Disbursement Linked Results to allow for greater alignment with the MOE Strategic Roadmap (see table 2) • Introduction of additional DLRs under Results Area 3 to strengthen the performance-based management approach at territorial and school level, and introduce schools and classrooms’ technics to enhance learning, Jan 23, 2023 Page 4 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) • Technical Assistance through an Investment Project Financing (IPF) Component to support the implementation of more challenging reforms and foster evidence-based policy making. C. Program Development Objective(s) Program Development Objective(s) 9. The PDO aims to: establish an enabling environment for quality Early Childhood Education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the education service delivery chain in the Program Areas. 10. The Morocco Education Support Program represents about 40 percent of the Government’s Strategic Vision for Reform Program. The Project is instrumental in supporting the Government’s agenda, particularly in establishing early childhood education, advancing the teachers professional development’s agenda as well as governance of the sector. Financed through an IBRD loan of US$500 million, and using the program for results (PforR) instrument, PASE has been contributing to the Government’s efforts in transforming education by achieving results in three key areas: • Results Area 1: Establish an enabling environment for the delivery of quality early childhood education services • Results Area 2: Supporting the improvement of teaching practices in primary and secondary education • Results Area 3: Strengthen management capacity and accountability along the education service delivery chain D. Environmental and Social Effects 11. The anticipated adverse environmental effects of the AF are not expected to be significant. The lack of construction or physical rehabilitation of any kind means that environmental risks are rated Low, according to Core Principles 1, 2, 3, and 4 of the World Bank Policy: Results-Based Program Financing (Policy) and the Bank Directive: Results-Based Program Financing (Directive). Indeed, none of the activities of the AF are likely to impact Sites of Biological and Ecological Interest (SIBE) in Morocco or significantly transform natural habitats or significantly alter biodiversity areas and/or cultural resources. 12. However, there are some environmental and social (E&S) risks and adverse impacts associated with the AF. These are to be considered and mitigated. Given the Bank’s own evolution towards a deeper commitment to social inclusion, non-discrimination and the prevention and response to sexual exploitation and abuse and sexual harassment23, the AF’s social risks are rated Moderate. Specifically, the following social risks have been identified (i) the risk of exclusion of teachers with disabilities directly and children with special needs and/or disabilities indirectly, if proactive measures are not taken to emphasize inclusive education; and (ii) the Substantial risk related to sexual exploitation and abuse (SEA) of project beneficiaries (teachers, administrators) or community members as well as sexual harassment (SH) of workers in the workplace and (iii) the difficulties encountered by the E&S focal point in drafting and implementing the parent program's GRM system. 13. Moreover, given the Project’s financial instrument as a hybrid PForR with an IPF component, the Bank has prepared an Environmental and Social Systems Assessment (ESSA) for Component 1 (the IPF), based on due diligence meetings with the Ministry of Education. Consultations took place on January 23rd, 2023 on the Stakeholder Engagement Plan Jan 23, 2023 Page 5 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) (SEP). The labor management measures, and the SEA/SH Prevention and Response Plan are to be included as part of the Operations Manual during early stages of implementation. E. Financing Program Financing Sources Amount % of Total (USD Million) International Bank for Reconstruction and Development 200.00 100.00 (IBRD) Total Program Financing 200.00 . CONTACT POINT World Bank Name : Louise Mengue Abessolo Mvono Designation : Senior Education Specialist Role : Team Leader(ADM Responsible) Telephone No : 5360+3005 Email : lmvono@worldbank.org Name : Abel Paul Basile Bove Designation : Senior Public Sector Specialist Role : Team Leader Telephone No : 5220+33569 / Email : above@worldbank.org Name : Kaliope Azzi-Huck Designation : Senior Operations Officer Role : Team Leader Telephone No : 5220+34686 / Email : kazzi-huck@worldbank.org Borrower/Client/Recipient Borrower : Kingdom of Morocco Contact : Title : Telephone No : Email : Implementing Agencies Jan 23, 2023 Page 6 of 7 The World Bank Morocco Education Support Program Additional Financing (P179637) Implementing Ministry of Economy and Finance Agency : Deputy Director, Direction of Contact : Youssef Farhat Title : Budget, Ministry of Finance Telephone No : 212673995319 Email : Farhat@db.finances.gov.ma Implementing Ministry of National Education, Agency : Preschool, and Sports Contact : Youssef Belqasmi Title : Secretary General Telephone No : 212537777303 Email : youssef.belqasmi@men.gov.ma FOR MORE INFORMATION CONTACT The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 473-1000 Web: http://www.worldbank.org/projects Jan 20, 2023 Page 7 of 7