The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) CAMEROON Education Reform Support Project (P160926) WESTERN AND CENTRAL AFRICA | Cameroon | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2018 | Seq No: 10 | ARCHIVED on 14-Nov-2023 | ISR58221 | Implementing Agencies: Ministry of Basic Education, Ministry of Economy and Planning Key Dates Key Project Dates Bank Approval Date: 01-May-2018 Effectiveness Date: 26-Jun-2019 Planned Mid Term Review Date: 31-Mar-2023 Actual Mid-Term Review Date: 19-Jun-2023 Original Closing Date: 29-Dec-2023 Revised Closing Date: 31-Dec-2026 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objective is to improve equitable access to quality basic education, with a focus on selected disadvantaged areas Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Improving Access, Quality and Education System Management:(Cost $171.00 M) Improving School Effectiveness through Performance-based Financing:(Cost $28.00 M) Institutional Strengthening and Project Management:(Cost $28.45 M) Contingent emergency response component (CERC) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Moderate Moderate Implementation Status and Key Decisions During the mid-term review (MTR) mission in June 2023, significant implementation progress was noted against planned interventions across all components. Overall implementation progress remains moderately satisfactory (MS). The implementation progress by component is presented below. Component 1: Improving Access, Quality, and Education System Management  Result Area 1 (pillar 1) - PBC1/DLI1: Improved distribution of teachers recruited by the state in public primary schools (including refugee-affected local councils). Results expected for this pillar in 2022 included, 9,000 teachers recruited and deployed in public primary schools with at least one hundred students. Based on the results of the written selection test (for which results will be published by 20 December 2023), the number of teachers recruited is expected to increase from 9,000 to 12,000. The coverage rate of targeted 11/14/2023 Page 1 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) schools with at least 3 state-paid teachers was 43 percent at the beginning of the project in 2019. To date it has increased to 66 percent according to the independent verification report. The main challenges to further progress under this results area include (i) an insufficient number of state-paid teachers in underserved schools “écoles nécessiteuses”, as well as (ii) an inefficient deployment of teachers at the national level.  Result Area 2 (pillar 2) – PBC2/DLI2: Increased capacities of teachers in the effective and efficient use of the new curriculum in pre-primary and primary schools. This pillar covers several activities ranging from the development of a strategic training plan to new curricula, the validation of training modules, and the training of grades 1, 2 and 3 teachers, and preschool teachers engaged in initial training. The main recommendations from the MTR were: to find a simplified approach for the payment of training fees for participants; separate teachers’ remedial activities from the actual training for the new curricula; strengthen the project team with the appointment of focal points with clear tasks specifications to support the pillar activities; and finally strengthen synergies around the TEACH initiative.  Result Area 3 (pillar 3) – PBC3/DLI3: Increased availability of essential textbooks in public primary schools (including refugee- affected local councils). To date, the project has distributed 7,223,544 textbooks to students in public primary schools. In line with the targets of the results framework, in 2022-2023, the percentage of children who have essential textbooks (French, English and mathematics) were 50 percent, 48 percent and 51 percent for levels 1, 2 and 3, respectively.  Result Area 4 (pillar 4)– PBC4/DLI4: Increased access to preschool in rural areas through community preschool centers (CPCs), in line with national standards. The MTR mission evaluated progress achieved in supporting Community-based preschool in rural areas. To date, 202 CPCs have received grants to implement activities in their approved action plan. At the ministry level, the main challenge identified was the difficulty of accessing a fairly reliable database on existing and functioning CPCs. The discussion on the sustainability of CPCs remains a priority. The MTR mission recommended to refine the norms and standards to be considered in the selection of CPCs and better control their expansion to increase equitable access to preschool in rural areas in a sustainable manner.. The MINEDUB has proposed a reorientation of this pillar 4 to include: (i) strengthening quality standards of CPCs and (ii) revising the Comprehensive plan for community preschool development for 2020-26 to reinforce the monitoring protocol and legislation for the creation of CPCs.  Results Area 5 (pillar 5) – PBC5/DLI5: Establishment of a standardized student learning assessment system for primary and secondary education and increased share of learners achieving minimum proficiency in reading. The objective of this pillar is to support the Government's efforts to establish a national learning assessment system. The national learning assessment unit still does not have adequate premises and equipment to carry out its mission. The MTR mission recommended that: (a) the unit is provided with office(s) and adequate equipment by 31 October 2023 for the duration of the project; and (b) the draft framework for an autonomous learning assessment unit (including the benchmarking mission in South Africa and Senegal) be finalized no later than 30 December 2023.  Result Area 6 (pillar 6)– PBC6/DLI6: Functional and operational integrated EMIS. During the first three years, under this results area the following has been achieved: (i) the development and validation of a strategic plan and operational plan for the development of Education management System (EMIS) and school mapping; and (ii) the establishment of a functional sectoral EMIS STATEDUC platform at the National Institute of Statistics (INS) (https://sige-sectoriel.cm). Despite this progress, pillar 6 is the most delayed – these delays are due to the validation of the roadmap for this pillar only in late 2022 and the late signing of the memorandum of understanding (MOU) between the project and UNESCO. Moreover, additional constraints to making progress have been: (a) the absence of a framework for the coordination of EMIS activities, (b) the absence of an interministerial technical team, (c) the non-availability of a hosting platform at the INS; and (d) poor data quality control. Key recommendations that have been made include: (i) updating the timetable for the implementation of activities under the Memorandum of Understanding between UNESCO and the government and ensure that it is strictly adhered to, (ii) harmonizing statistics production within MINESUP and (iii) strengthening the data quality control system.. Results Areas 7a & 7b ((pillar 7) – PBC 7a & 7b/DLI 7a & 7b: Improved learning environment and quality of education for children in host community schools in refugee-affected (7a) and displaced people-affected (7b). The objectives of this results area are to (a) promote refugee welfare and inclusion in host communities’ socioeconomic structure, (b) help ensure access and quality of services and basic infrastructure to refugees and host communities, and (c) supplement Government finances where these have been strained by expenditures related to their hosting responsibilities. These objectives are consistent with the IDA18 Refugees Sub-Window (RSW) resource allocation framework implementation guidelines. As of mid-term, the project has supported the development and validation of response strategies and selected and provided Grants to 550 Public Primary Schools (250 for refugees and 300 for internally displaced people) and provided training in psycho-social support, risk management and emerging themes (gender-based violence, COVID-19 and climate change) to 4873 head teachers, teachers, school council members and inspectors. Component 2: Improving school effectiveness through Performance Based Financing (PBF School Grant). As of August 31st, satisfactory progress has been made under the component with 2300 schools enrolled in the PBF program that has already received more than US$ 332,778.47 after the verification of the results achieved between 2019 and 2022. An MOU between MINEDUB, MINFI and CAMPOST was signed to allow all schools and community preschools centers to hold a Bank account within CAMPOST (Cameroon post office). Despite this progress, implementation of the PBF programs in the North-West and South-West (NWSW) areas remains limited for various reasons - most notably, for example, 11 percent of enrolled schools have not received their grants yet, because they do not have bank accounts. Targeted support is being provided to ensure all schools receive funds as soon as possible. The verification of this activity for 2022-2023 is being finalized and pending validation, it is expected that approximately US$ 3,629,196 will be disbursed to schools before the end of the academic year (June 30, 2023). School grants are based on the school’s performance each year – with the aim of to improving the performance of 50 percent of enrolled schools each year with the performance criteria for grants being related to improving access, quality, and governance in the selected schools (see Aide 11/14/2023 Page 2 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) memoire for details). The target of a 50 percent was met in the 2020-2021 school year. Despite these achievements, it was agreed during the MTR that the current PBF approach is not cost-effective and therefore not sustainable considering the expensive cost of contracting with the current independent verification agency (ACV). The institutional arrangements related to the PBF (school grants) program will be amended to transfer the role of contractualization with schools and supervision to the Ministry’s implementing structures (regional directorates and school inspectorates). This will ensure better ownership and sustainability of the PBF program and clarify roles at the Project Coordination Unit (PCU) and the Ministry levels. Hence, the role of districts education authorities (DREB, DDEB and IAEB) will be reinforced to play the role of ACV, specifically in the contractualization with schools and, progressively, in the verification of results. An external third-party will certify (sampling-based method) results achieved by schools before any payment. Introducing these changes is necessary to ensure results achieved are properly measured. Finally, the MTR mission recommended swiftly implementing the PBF program in the North-West and South-West (NWSW) areas, with a strategy and reporting plan on risk mitigation measures in these areas, Component 3: Institutional strengthening and project management Subcomponent 3.1: Institutional Capacity Strengthening Regarding capacity-building activities to assist the Government: at the local level, the MTR mission noted satisfactory implementation progress of the PBF school-based grants program; and at the systemic level, the development of the TEACH pilot is well underway, and it was recommended that synergies be strengthened among various stakeholders for its effective implementation. Subcomponent 3.2: Project Management Regarding project coordination and monitoring and evaluation, the government has finalized and shared the 2023 Annual Work Plan and Budget (AWPB) and subsequent Project Procurement Plan (PPM). The national steering committee meeting has reviewed and approved the AWPB. The World Bank has provided its comments and given its no objection on the procurement plan and AWPB. In order to inform evidence-based decision- making, the Bank recruited a consultant to provide technical assistance to independently review the adequacy of the institutional arrangements and project management performance and make recommendations to correct weaknesses, if any. This assistance also included a review of financial management compliance, a review of the compliance of procurement contracts and a review of transactions under component 3. The main findings of this independent analysis are set out in the aide-memoire with a list of key and imminent recommendations. Overall, project management is considered moderately satisfactory, The independent review of the project and fiduciary management revealed the need to: (i) set up a technical committee attached to the Steering Committee (COPIL) to strengthen the control, supervision, follow-up of the recommendations of the missions and sessions of COPIL, as well as the evaluation of the project's performance;(ii) redefine the roles and responsibilities of the members of the Education Reform Support project (PAREC) Coordination Unit, , focal points and members of ministerial work teams and (iii) improve efficiency in the management of all resources dedicated to the project. These recommendations are to be implemented immediately to address all the shortcomings and improve the management and effectiveness of the project. In addition, institutional arrangements will be strengthened to ensure better ownership and sustainability and clarify the roles of PCU and implementing structures and directorates under MINEDUB for their respective pillar (component 1). Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance High Substantial Substantial Macroeconomic Substantial Moderate Moderate Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Moderate Moderate Moderate Institutional Capacity for Implementation and Substantial Substantial Substantial Sustainability Fiduciary High Substantial Substantial Environment and Social Moderate Moderate Moderate Stakeholders Low Low Low 11/14/2023 Page 3 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Other Substantial Moderate Moderate Overall Substantial Moderate Moderate Results PDO Indicators by Objectives / Outcomes MAPPED PDO INDICATORS IN01352764 ►Public primary schools with at least 3 state paid teachers (only schools enrolling more than 100 pupils) (Nationwide) (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 43.00 66.07 66.07 95.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 This is based on the Statistical Yearbook MINEDUB (2021-2022). Data collection is ongoing and Comments: an updated will be provided in the next ISR. IN01352765 ►Students having essential textbooks (based on the new curriculum) at public primary level (Nationwide) (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 50% des élèves du (a) At least 90% of Niveau 1 (SIL/Classe students of Level 1 50% of students of Level 1, CP/Classe 2), 48% (SIL / Class 1 1 (SIL / Class 1 CP / du Niveau 2 CP/Class 2), Level 2 Class 2) and 48% Level (CE1/Classe 3, (CE1 / Class 3 CE2/ Value 0.00 2 (CE1 / Class 3 CE2 / CE2/Classe 4) et 51 % Class 4) and Level 3 Class 4) have the du Niveau 3 (CM1/Cl (CM1 / Class 5 package of three (3) 4, CM2/Cl6) disposent CM2/Class 6) have the essential textbooks du package de 3 package of three (3) manuels essentiels essential textbooks Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 This is derived from the Statistical Yearbook MINEDUB of 2021-2022. The drop for level 1 is explained by Comments: the fact that there were not new distribution while enrollment is increasing. Next update in the next ISR. IN01352766 ►Pre-primary enrollment in Community Pre-school Centers in rural areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 8,360.00 22,602.00 22,602.00 38,360.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 This is based on the Statistical Yearbook MINEDUB (2021-2022). Data collection ongoing, the indicator will be updated in the next ISR. Comments: IN01352767 11/14/2023 Page 4 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Boys (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 4,180.00 11,157.00 11,157.00 19,180.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352768 Girls (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 4,180.00 11,445.00 11,445.00 19,180.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352769 ►Share of learners at the end of primary who reach the minimum proficiency level of reading (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 24.00 24.00 24.00 35.00 Date 16-Oct-2018 31-Aug-2018 30-Jun-2023 31-Dec-2026 Data collection is ongoing and an updated will be provided in the next ISR. Comments: IN01352770 ►Public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 150.00 222.00 400.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 31-Dec-2026 To be update in the next ISR Comments: IN01352771 Pupils enrolled in public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 98,808.00 98,808.00 200,000.00 IN01352772 Refugee pupils enrolled in public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 33,576.00 33,576.00 24,000.00 IN01352773 ►Public primary schools receiving package of grant funding and school level interventions in displaced people-affected areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 11/14/2023 Page 5 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Value 0.00 0.00 292.00 300.00 Date 10-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 To be update in the next ISR Comments: Intermediate Results Indicators by Components Improving Access, Quality and Education System Management IN01352774 ►Teachers recruited or trained (Number, Corporate, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 32,229.00 75,193.00 123,000.00 Date 10-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 To be updated in the next ISR Comments: IN01352777 Number of teachers recruited (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 6,000.00 9,000.00 18,000.00 Date 10-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352779 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 16,221.00 37,822.00 61,500.00 IN01352780 Number of teachers trained (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 26,229.00 75,193.00 123,000.00 Date 10-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352781 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,966,892.00 4,966,892.00 8,600,000.00 Date 10-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 This is based on the Statistical Yearbook 2021-2022. Data collection ongoing, update to be provided in Comments: the next ISR. 11/14/2023 Page 6 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) IN01352782 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2,352,185.00 2,352,185.00 4,300,000.00 IN01352783 Early Childhood Education (ECE) – Total (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 22,602.00 22,602.00 38,360.00 Date 22-Sep-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352784 Primary Education – Total (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,944,290.00 4,944,290.00 8,561,640.00 Date 22-Sep-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352785 Early Childhood Education (ECE) – Female (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 11,445.00 11,445.00 19,180.00 Date 22-Sep-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352786 Primary Education – Female (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2,340,740.00 2,340,740.00 4,280,820.00 Date 22-Sep-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 IN01352787 ►Teacher trainers of MINESEC trained on the new curriculum (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,428.00 2,236.00 4,500.00 Date 16-Oct-2017 21-Dec-2022 30-Jun-2023 30-Jun-2023 This have been corrected by the Ministry based on final attendance during the training Comments: IN01352788 ►Community pre-school centers in rural areas meeting quality standards (DLI4) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target 11/14/2023 Page 7 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Value 0.00 0.00 530.00 1,000.00 Date 16-Oct-2017 01-Jun-2022 30-Jun-2023 31-Dec-2026 To be updated during the next ISR Comments: IN01352789 ►Integrated Statistical Yearbook available at national level (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 16-Oct-2017 07-Jun-2021 30-Jun-2023 31-Dec-2026 Data Comments: IN01352790 ►Community Pre-schools Centers (CPCs) and public primary schools engaging communities in school-level management (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2,085.00 3,385.00 6,400.00 Date 16-Aug-2018 21-Dec-2022 30-Jun-2023 31-Dec-2026 Based on the project secretariat report from last quarter of 2022. Comments: IN01352791 ►Primary-level teachers receiving continuous coaching by relevant pedagogical supervision chain of MINEDUB (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 2,500.00 Date 10-Aug-2020 07-Jun-2021 30-Jun-2023 31-Dec-2026 Data collection is ongoing and an update will be provided in the next ISR. Comments: IN01352792 ►MINEDUB sub-divisional inspectors and MINEDUB head teachers who achieve reliability in classroom observation (as measured by the performance exam at the end of the training) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 85.00 Date 10-Aug-2020 07-Jun-2021 30-Jun-2023 31-Dec-2026 Data collection is ongoing and an update will be provided in the next ISR. Comments: IN01352793 ►Large scale learning assessments completed at the primary and the secondary level (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1.00 1.00 4.00 11/14/2023 Page 8 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Date 13-Aug-2020 21-Dec-2022 30-Jun-2023 31-Dec-2026 Improving School Effectiveness through Performance-based Financing IN01352775 ►Number of schools included in the Performance-based Financing (PBF) school grants program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 20.00 1,400.00 2,300.00 5,000.00 Date 16-Oct-2017 01-Nov-2022 30-Jun-2023 31-Dec-2026 IN01352778 ►Percentage of schools included in PBF program improving their performance (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 49.30 50.00 75.00 Date 16-Oct-2017 01-Dec-2021 30-Jun-2023 31-Dec-2026 Institutional Strengthening and Project Management IN01352776 ►Impact evaluation of Performance-based Financing available and disclosed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 10-Aug-2020 07-Jun-2021 30-Jun-2023 31-Dec-2026 Performance-Based Conditions IN01352794 ►PBC 1 Public primary schools with at least 3 state paid teachers (only schools enrolling more than 100 pupils) (Nationwide) (Percentage, Intermediate Outcome, 30,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 43.00 66.07 66.07 -- Date -- 21-Dec-2022 30-Jun-2023 -- IN01352795 11/14/2023 Page 9 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) ►PBC 2 Teachers recruited or trained (Number, Intermediate Outcome, 20,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 0.00 32,229.00 75,193.00 -- Date -- 21-Dec-2022 30-Jun-2023 -- IN01352796 ►PBC 3 Students having essential textbooks (based on the new curriculum) at public primary level (Nationwide) (Text, Intermediate Outcome, 32,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 50% des élèves du 50% of students of Level Niveau 1 (SIL/Classe 1, 1 (SIL / Class 1 CP / CP/Classe 2), 48% du Class 2) and 48% Level Niveau 2 (CE1/Classe 3, Value 0.00 2 (CE1 / Class 3 CE2 / CE2/Classe 4) et 51 % du -- Class 4) have the Niveau 3 (CM1/Cl 4, package of three (3) CM2/Cl6) disposent du essential textbooks package de 3 manuels essentiels Date -- 21-Dec-2022 30-Jun-2023 -- IN01352797 ►PBC 4 Pre-primary enrollment in Community Pre-school Centers in rural areas (Number, Intermediate Outcome, 20,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 8,360.00 22,602.00 22,602.00 -- Date -- 21-Dec-2022 30-Jun-2023 -- IN01352798 ►PBC 5 Share of learners at the end of primary who reach the minimum proficiency level of reading (Percentage, Outcome, 21,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 24.00 0.00 24.00 -- Date -- 10-Aug-2020 30-Jun-2023 -- IN01352799 11/14/2023 Page 10 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) ►PBC 6 Integrated Statistical Yearbook available at national level (Yes/No, Intermediate Outcome, 15,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value No No No -- Date -- 07-Jun-2021 30-Jun-2023 -- IN01352800 ►PBC 7 Public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Intermediate Outcome, 19,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 0.00 150.00 222.00 -- Date -- 21-Dec-2022 30-Jun-2023 -- IN01352801 ►PBC 8 Public primary schools receiving package of grant funding and school level interventions in displaced people-affected areas (Number, Intermediate Outcome, 14,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 0.00 0.00 292.00 -- Date -- 21-Dec-2022 30-Jun-2023 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P160926 IDA-62160 Effective USD 100.00 100.00 0.00 43.07 44.29 49% P160926 IDA-67930 Effective USD 45.00 45.00 0.00 19.77 21.03 48% P160926 IDA-D2910 Effective USD 30.00 30.00 0.00 15.04 12.61 54% P160926 TF-B4072 Effective USD 12.75 12.75 0.00 10.39 2.36 82% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date 11/14/2023 Page 11 of 12 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) P160926 IDA-62160 Effective 01-May-2018 09-Apr-2019 26-Jun-2019 29-Dec-2023 31-Dec-2026 P160926 IDA-67930 Effective 24-Nov-2020 19-Aug-2021 19-Aug-2021 31-Dec-2026 31-Dec-2026 P160926 IDA-D2910 Effective 01-May-2018 09-Apr-2019 26-Jun-2019 29-Dec-2023 31-Dec-2026 P160926 TF-B4072 Effective 24-Nov-2020 19-Aug-2021 19-Aug-2021 31-Dec-2026 31-Dec-2026 Cumulative Disbursements Restructuring History There has been no restructuring to date. Related Project(s) P172885-Additional Financing for the Education Reform Support Project 11/14/2023 Page 12 of 12