The World Bank Improving Results in Secondary Education (IRISE) (P164932) REPORT NO.: RES51131 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF IMPROVING RESULTS IN SECONDARY EDUCATION (IRISE) PROJECT APPROVED ON JULY 2, 2019 TO REPUBLIC OF LIBERIA Education Global Practice Western and Central African Region Regional Vice President: Ousmane Diagana Country Director: Pierre Frank Laporte Regional Director: Dena Ringold Practice Manager/Manager: Halil Dundar Task Team Leader(s): Alonso Sánchez, Binta Beatrice Massaquoi, Oni Lusk-Stover The World Bank Improving Results in Secondary Education (IRISE) (P164932) ABBREVIATIONS AND ACRONYMS CERC Contingent Emergency Response Component COVID-19 Coronavirus Disease 2019 DLI Disbursement-linked Indicator GoL Government of Liberia ICT Information and Communication Technologies IDA International Development Association IRISE Improving Results in Secondary Education ISR Implementation Status Report IVA Independent Verification Agency MoE Ministry of Education MFDP Ministry of Finance and Development Planning NSIS National School Infrastructure Strategy PBC Performance-Based Condition PBF Performance-Based Financing PBR Performance-Based Result PDO Project Development Objective PDT Project Delivery Team PIM Project Implementation Manual SDR Special Drawing Rights The World Bank Improving Results in Secondary Education (IRISE) (P164932) BASIC DATA Product Information Project ID Financing Instrument P164932 Investment Project Financing Original EA Category Current EA Category Partial Assessment (B) Partial Assessment (B) Approval Date Current Closing Date 02-Jul-2019 30-Nov-2023 Organizations Borrower Responsible Agency Republic of Liberia Project Development Objective (PDO) Original PDO The Project Development Objective (PDO) is to improve equitable access to, and quality of, secondary education. Current PDO The Project Development Objectives are to improve equitable access to, and quality of, secondary education, and provide a response to the COVID-19 pandemic. OPS_TABLE_PDO_CURRENTPDO Summary Status of Financing (US$, Millions) Net Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed IDA-D5030 02-Jul-2019 19-Jul-2019 15-Oct-2019 30-Nov-2023 47.00 13.79 32.08 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Policy Waiver(s) Does this restructuring trigger the need for any policy waiver(s)? No The World Bank Improving Results in Secondary Education (IRISE) (P164932) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING A. Project Implementation Status 1. The Improving Results in Secondary Education (IRISE) Project (P164932) is financed by an International Development Association (IDA) grant in the amount of SDR 34 million (US$47 million equivalent). The Project development objective (PDO) is to improve equitable access to, and quality of, secondary education and provide a response to the COVID-19 pandemic. The Project became effective on October 15, 2019, and its Closing Date is November 30, 2023. This is the second Project restructuring. To address the impact of the COVID-19 pandemic, the project was restructured in December 2020 to support the Government of Liberia (GoL) in their response to the COVID-19 pandemic, specifically the provision of school health kits to further national health protocols. 2. The overall Project implementation progress is rated Moderately Unsatisfactory while the progress towards the achievement of the PDO is deemed Moderately Unsatisfactory in the Implementation Status and Results Report (ISR) dated June 30, 2022. Although project performance has improved during the past year, the project implementation is behind schedule for major activities and disbursement is 28 percent as of June 29, 2022. A mid-term review (MTR) of the project was conducted in December 2021, to take stock of the progress over the two years of implementation and improve project performance. It was agreed that a project restructuring is needed to address implementation challenges by cancelling some activities which have not yet advanced and by revising the design of several activities, and reallocation of funds. Following the MTR, the GoL requested the World Bank to restructure the Project through a letter dated March 17, 2022. While this project restructuring responds to this request, it also provides for other changes, such as converting three subcomponents from PBF to IPF arrangements, as detailed below. 3. Component 1. Improving Access and Learning Environment at the Senior Secondary Level aims to promote equitable access to quality senior secondary education and better teaching and learning environments in schools. To date, a National School Infrastructure Strategy has been prepared and adopted and 156 Senior Secondary Schools (SSSs) have launched rehabilitation and renovation work. A final design, cost estimate and technical specifications have also been approved for the expansion of 25 Junior Secondary Schools (JSSs) to SSS. Additionally, a construction supervision firm has been hired to supervise civil works for the 3 SSSs and 25 JSSs. The remaining activities are focused on the launch of civil works for three SSSs and 25 JSSs. These activities have also incurred higher costs than originally allocated and will require reallocation of funds from Subcomponent 3.1B, which is being cancelled, to address the cost increase. Under subcomponent 1.1, the draft school designs, cost estimates and technical specifications for the three SSSs are pending World Bank approval. Civil works for the construction of the three SSS and 23 JSSs are expected to commence by September 1, 2022. Subcomponent 1.2 focuses on the completion of renovation and rehabilitation work in 156 SSSs and the launch of procurement of civil works for two of the 25 JSS expansions using a community empowerment approach (CEA). Renovation and rehabilitation work for the 156 SSSs is expected to be completed by September 30, 2022. 4. Component 2. Increasing Opportunities for Girls to Transition to and Complete Senior Secondary Education aims to address female students’ challenges in transitioning to and completing senior secondary education. One of the three subcomponents focused on Promoting Community Engagement to Empower Girls, Schools and Communities (subcomponent 2.3) was agreed to be cancelled during the MTR. The remaining subcomponents focused on provision of scholarships for girls in counties with high female dropout rates at the Senior Secondary level (subcomponent 2.1) and Supporting Safer Learning Environments in Senior Secondary Schools for Girls (subcomponent 2.2) are behind schedule. 5 The World Bank Improving Results in Secondary Education (IRISE) (P164932) The Girls Education Scholarship Program has followed a performance-based financing (PBF) approach and relying on Disbursement-Linked Indicators (DLIs), which the World Bank has transitioned to call Performance-Based Conditions (PBCs).1For the Girls Education Scholarship Program it was agreed during the restructuring mission that the modality would be changed to standard investment project financing (IPF) arrangements and that the targeted counties would extend to three additional counties with high female dropout rates. Currently, the MoE is working on enrolling around 1,500 female beneficiaries in the scholarship program for the academic year 2021-2022. A second and final cohort of female beneficiaries is expected to enroll during the academic year 2022-2023 for a total of 2,400 girls in the scholarship program combining cohorts 1 and 2. It was agreed during the restructuring mission that the original result target of 2,700 girls would be reduced to 2,400 female beneficiaries due to the delays and challenges. The remaining activities include procurement and distribution of cell phones for all girls enrolled in the scholarship program, transfer of school fees to beneficiary schools, and transfer of stipends to all female beneficiaries. Under Subcomponent 2.2, the GoL has recruited and trained 200 female guidance counselors, and the majority of them are in the process of being placed on the government payroll. Counselors who have not yet gotten on the government payroll will receive monthly stipends until they transition to the government payroll. This subcomponent will continue under the PBF modality but under this restructuring the PBC result (PBR 1.5) associated with recruiting and deploying female guidance counselors will become scalable and now include ensuring female guidance counselors have a conducive working environment. A detailed description of the changes under component 2 is presented below and in annex 1. 5. Component 3. Improving Quality and relevance of Senior Secondary Education aims to increase the quality and relevance of senior secondary education through targeted efforts to modernize pre-service teacher training, strengthen in-service teacher training, improve management and quality of the teaching workforce, provide teaching and learning materials to students and teachers as well as improve the development of student digital skills. The subcomponent focuses on strengthening in-service teacher training (subcomponent 3.1B), which includes an activity related to upgrading teacher qualification strategy, was agreed to be cancelled. Additionally, it was agreed that the subcomponents that focus on the provision of textbooks (Subcomponent 3.2) and the acquisition of digital skills (subcomponent 3.3) would convert from PBF to standard IPF arrangements. Some of the remaining activities are underway and some are delayed but are planned to be completed by the project closing date. Under subcomponent 3.1A, a draft of the pre-service curricula has just undergone stakeholder validation and is expected to be finalized by July 15, 2022. A final curriculum (PBR 2.2) is expected by June 30, 2022 and training materials (PBR 2.3) developed by September 1, 2022. The new bachelor's degree program (PBR 2.4) is expected to be launched by February 6, 2023. Under subcomponent 3.1C, PBR 4.1, focused on the identification of MoE employees who have reached mandatory retirement age, has been achieved. The MoE expects to complete the removal of those employees (PBR 4.2) by July 30, 2022. A teaching workforce management strategy is expected to be completed by October 2022. With regards to subcomponent 3.2, the consultant to support the revision of the MoE textbooks management guidelines and provide operational support to the Technical Working Group (TWG) is expected to begin on May 1, 2022. The MoE has also commenced drafting bidding documents for the adaptation of five subject textbooks for grades 10, 11 and 12. The textbook guidelines (PBR 5.2) are expected to be completed by June 24, 2022. The firm supporting the MoE with the adaptation of the textbooks in five subjects is expected to begin by November 14, 2022. Under Subcomponent 3.3, the draft National Information Communication and Technology (ICT) in Education Strategy has been approved. The MoE expects to launch procurement for portable boxes to enable the digital skills activity in all 156 SSS by July 22, 2022. 1Please note that given the World Bank’s transition to Performance-Based Conditions (PBCs) and Performance-Based Results (PBRs), all reference to DLIs and Disbursement-Linked Results (DLRs) have been replaced to align to the proposed amendment to the Grant Agreement. 6 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 6. Component 4. Capacity Building, Technical Assistance, Project Coordination and Monitoring and Evaluation. The component supports project management, while also building the MoE’s capacity to manage the education system and financing relevant technical assistance for the achievement of the PBCs. There are three activities under this component: I) capacity building in evidence-based decision making and system management provision. To date, the MoE has conducted a capacity needs assessment and developed a capacity enhancement plan, which has been reviewed by the World Bank team. It was agreed during the restructuring mission that the MoE will revise the plan to make it more streamlined, set more specific priorities and personalize the plan to reflect the Liberian context; ii) TA to the MoE and other implementing institutions for the achievement of project objectives and PBCs under Components 2 and 3. To date, the MoE hired seven of nine TA consultancies and has achieved two PBRs (PBRs 1.1 and 1.2) under Component 2, one PBR (PBR 2.1) under Subcomponent 3.1A, one PBR (PBR 4.1) under Subcomponent 3.1C, one PBR (PBR 5.1) under Subcomponent 3.2, and one PBR (PBR 6.1) under Subcomponent 3.3. Additionally, four PBRs (PBRs 2.2,2.3,4.2, and 4.3) are underway and are expected to be achieved before December 2022. The hiring process for the two TAs to support the textbooks management guidelines and adaptation of five subject textbooks and one TA to support the development of a teaching workforce management strategy are underway; and iii) project coordination and monitoring and evaluation. The progress below has been observed to date on the PDO-level indicators: a. PDO Indicator 1: Increase in GER at the Senior Secondary level (percentage). The 2023 target of increasing GER to 46 percent will not be met. Instead, the MoE has requested a reduction in the GER at the senior secondary level based on newly released data and recent trend analysis. The current baseline has been determined at 37.1 percent (2019), and a proposed end target of 38.5 percent. Similarly, for the female GER (percentage), the sub-PDO indicator 2, the end target of 44 percent will not be met. Instead, the MoE has requested a reduction in the female GER at the senior secondary level. The baseline remained at 37.1 percent (2019) with end target revised to 38.70 percent. b. PDO Indicator 2: Number of direct project beneficiaries. The end target of 148,000 direct project beneficiaries has been exceeded. There are at least 152,950 direct project beneficiaries to date. Similarly, for the female number of direct female project beneficiaries, the sub-PDO indicator 2, the end target of 66,208 female beneficiaries has been exceeded. A total of 66,647 female students have benefited from the project. c. PDO Indicator 3: Increase in public and community SSSs with a qualified teacher each in Math, Science and English (percentage). The MoE has requested a revision of the indicator based on the recent realization that the analysis that informed previous targets misinterpreted the Education Law of Liberia in reference to the qualification requirements for teachers at the senior secondary level in each of these subjects. Based on an appropriate interpretation of the Education Law, the MoE analyzed its current personnel registry and the impact of the project interventions and determined a baseline of 8 percent and an end target of 18 percent. d. PDO Indicator 4: The perception of private secondary school students about the adequacy of the conditions in their schools to avoid the spread of COVID-19 (percentage). The end target of 88 percent has been exceeded with 94 percent of private secondary school students having reported the adequacy of their schools to avoid the spread of COVID-19. 7. Component 5. Contingent Emergency Response Component (CERC). The component was activated on July 10, 2020 to finance the purchase and distribution of health and hygiene kits to ensure the safety of students, teachers, and school administrators of 3,400 private schools across the country as part of the COVID-19 Preparedness and Response Plan. The purchase and distribution of similar kits for over 2,800 public and community schools was funded by a Global Partnership for Education COVID-19 Response Grant implemented by UNICEF. The project has also financed a baseline and end-line survey to assess the perception of beneficiary students about the adequacy of the conditions of their schools to avoid the spread of COVID-19 to measure the respective project indicator. Implementation of the CERC has been completed, and the MoE shared a completion report for World Bank review and validation. The World Bank and MoE 7 The World Bank Improving Results in Secondary Education (IRISE) (P164932) teams discussed contract compliance issues observed from the report during the restructuring mission and the MoE has met with UNICEF and agreed on a plan to address these issues by the end of July 2022. 8. Procurement under the project. The project’s procurement performance rating is Moderately Satisfactory. The procurement plan is being implemented as agreed in STEP but with delays on some activities related to i) the construction of the three new SSS and expansion of 25 JSS expansion and ii) consultancy related to the development of textbooks adaptation, development of a teaching workforce management strategy and hiring of a project controls specialist. The International Procurement Specialist continues to support the Project to strengthen the MoE procurement capacity and the procurement capacity within the PDT. 9. Financial management (FM) under the project. The project’s FM rating is Moderately Satisfactory. The overall financial management arrangements under the project, including budgeting and planning, accounting, internal controls, and external audit continue to be adequate for the Bank. The audit report covering 2021 was received on time. A detailed analysis of FM arrangements, however, demonstrated delays in processing payments within the five working days at the PFMU, which is affecting funds flow, quality of internal audit reports, and annual budgeting amongst others. The Bank has requested the MoE to strengthen the FM capacity of the PDT, improve the budget planning processes, improve the quality of internal audit reports, and provide adequate narration of variances obtained during the quarterly IFR. 10. Safeguards under the project. The project safeguard rating is Satisfactory. The MoE has conducted E&S screening for all 28 sites to benefit from school construction and expansion and has finalized the associated reports. The MoE has also completed documentation related to the land transfer in the name of the MoE. The MoE agreed to do the public disclosure after obtaining the deeds. With regards to progress with the establishment of the project-level Grievance Redress Mechanism (GRM), the MoE has established a Hot Line Team that will be responsible for collecting any grievances related to the IRISE project and forwarding them to the PDT until the GRM becomes fully operational. In addition, the MoE has also established Grievance Redress Committees at each of the 156 SSS schools receiving school grants. These committees are also expected to forward any grievance related issues to the PDT. The MoE has also developed a Gender- based Violence Action Plan, which was recently cleared by the Bank. B. Rationale for Restructuring 11. The project is scheduled to close on November 30, 2023. Despite recent progress under several components, the Project will be unable to achieve the PDO in full, including the targets of the PDO levels indicators, and use the remaining funds by the Project closing date. The proposed restructuring would cancel activities which have not progressed, reallocate project funds to activities in which costs have increased, and simplify the project and make it more streamlined and better focused on the achievement of the PDO. It is expected that if the proposed changes are granted, the Project will be able to effectively implement all activities and achieve the PDO, including all of the indicators end of project targets. 12. A restructuring of the Project is therefore proposed which will include the cancellation of several activities, notably all activities under Subcomponents 2.3 and 3.1B focused on promoting community engagement to empower girls, schools and communities, and in-service teacher training, respectively. These activities have not launched since project effectiveness and therefore the amount allocated to these activities will be reallocated to Component 1 to address the higher cost of civil works. Implementation of the major project activities are also behind schedule. Components 2 and 3, which follow a performance-based financing (PBF) approach, are behind schedule. The GoL has requested the reallocation of US$3.29 million in project funds to Component 1 to pay for revised school construction and expansion designs. 8 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 13. The World Bank team has worked with the MoE to develop a detailed implementation schedule of activities for the remaining timeframe of the project. It will continue to closely monitor the implementation progress during the next four months and support the MoE’s efforts to improve access and quality of senior secondary school. By the end of August 2022, the World Bank team will assess the progress under each component where an eventual extension of the Project Closing Date may be considered. II. DESCRIPTION OF PROPOSED CHANGES This Restructuring Paper seeks management approval for a Level 2 restructuring of the IRISE Project as mentioned above. In summary, the proposed restructuring will: (i) convert the financing approach from performance-based financing (PBF) to standard investment project financing (IPF) for three subcomponents (2.1, 3.2 and 3.3); (ii) changes to subcomponent 2.2 to provide a conducive working environment for counselors and to make PBR 1.5 scalable; (iii) cancel subcomponents 2.3 and 3.1B as well as activity to develop a qualification upgrading strategy for SSS teachers; (iv) adjust PBC results under PBC 4; (v) adjust the result framework to reflect changes to two PDO-level indicators, a Sub-PDO indicator, and five intermediate results indicators to account for the cancelation of the related subcomponents and other minor adjustments; and (vi) reallocate funds between components and disbursement categories. 14. The proposed changes to be processed through this project restructuring are as follows: I. Conversion from Performance-Based Financing to Standard IPF Arrangements a. Sub-Component 2.1. Under a PBF approach, this Subcomponent addresses a large number of Liberian girls and young women dropping out between grades 9 and 10 through the provision of scholarships for girls and young women to transition to and complete SSS. Current design: this sub-component finances the development and implementation of a Girls’ Education Scholarship Program: (i) provision of Technical Assistance to support the development of the girls’ education scholarship guidelines and (ii) Implementation of the scholarship program through the provision of school fees for at least 2,700 female students to attend public and community senior high schools in four targeted counties (Bomi, Gbarpolu, Grand Bassa and Sinoe) and provision of stipends for the female students, which includes but is not limited to cell phones, uniform, sanitary pads, transportation fare, etc. Table 1. Current PBC with PBRs Related to the Girls’ Education Scholarship Program (SC 2.1) Year Total 2021/2022 2022/2023 2023/2024 PBC #1 – Increased PBR 1.3 – At PBR 1.4 – At least PBR 1.6 - At least girls’ access, retention, least 900 1,800 female 2,700 female and completion in female students students enrolled students enrolled in secondary education enrolled in in Grade 10 or 11 Grade 10, 11 or 12 Grade 10 in in selected in selected counties selected counties received received counties scholarships scholarships received scholarships Amount in SDR SDR 1,082,000 SDR 722,000 SDR 360,000 SDR 2,164,000 9 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Revised Design: Using the standard IPF modality, this sub-component will finance the implementation of the Girls’ Scholarship program through the provision of: (i) school fees for at least 2,400 female students to attend public and community senior high schools in additional three targeted counties: Bomi, Gbarpolu, Grand Bassa and Sinoe, Grand Cape Mount, Grand Kru and Rivercess and (ii) stipends for the female students, which include but are not limited to cell phones, uniform, sanitary pads, and transportation fare. The revised Project Implementation Manual (PIM) will include complete details on the implementation arrangements of the girls scholarship program under IPF modality arrangements. Importantly, the PDT will have to report separately on the number of stipends and the specific amounts paid per reporting period. Please see annex 1 for a detailed description. b. Sub-Component 3.2. Using a PBF modality, this Subcomponent aims to address the severe shortages of teaching and learning materials (TLM) in public and community SSS while promoting alignment/linkages between curriculum, textbooks and assessment systems. Current design: This Subcomponent finances: (i) the development of textbook management guidelines; (ii) the procurement and distribution of textbooks for grades 10, 11, and 12 in five subjects; and (iii) an e-book app and online platform. The associated PBC is presented in Table 2 below. Table 2. Current PBC with PBRs Related to Textbooks Year Total 2019/2020 2020/2021 2021/2022 2022/2023 PBC #5 - Increased PBR 5.2 – PBR 5.3 – PBR 5.4 - access to textbooks MoE’s Textbooks for For each of the five at the senior Proposed Grades 10, 11 and 12 subject textbooks secondary level Guidelines for in English, Math, approved in DLI 5.3 Textbook Physics, Chemistry across Grades 10, origination, and Biology 11, and 12, Provision, and identified, adopted procured and Management and approved by the distributed to at reviewed, MoE. least 90 percent of revised, and public and approved by community SSSs, MoE. reaching at least textbooks to student ratio of 1:5 (SDR 720,000) PBR 5.5 - (a) An e-book app and online textbook platform developed and (b)textbooks approved in DLI 5.3 made available as e-books through 10 The World Bank Improving Results in Secondary Education (IRISE) (P164932) the app and the online textbook platform (SDR 720,000) Amount in SDR SDR 727,000 SDR 1,440,000 SDR 1,440,000 SDR 3,607,000 Revised Design: Under a standard IPF approach, this sub-component will continue to finance (i) a revision of the MoE textbook management guidelines; (ii) adaptation of textbooks for grades 10, 11 and 12 in five subjects; and (iii) development of an e-book app and online platform. Please see annex 1 for a detailed description. c. Sub-Component 3.3. Under a PBF approach, this sub-component supports the development of senior secondary education students’ digital skills. Current design: this sub-component finances: (i) development of an ICT strategy to incorporate digital skills into secondary education; (ii) the purchase of 184 portable boxes/racks of laptops for senor secondary education schools; (iii) the implementation of 5- school-based computer laboratories; and (iv) evaluation of the implementation of both types of ICT solutions- portable boxes and school-based computer laboratories- which is expected to inform future programs. The associated PBC is presented in Table 3 below. Table 3. Current PBC with PBRs Related to Digital Skills Acquisition Total 2022/2023 2023/2024 PBC #6 - Improved PBC 6.2 – 184 portable PBC 6.3 - access to basic boxes/racks of laptops Evaluation of digital skills training and 5 school-based portable boxes for senior secondary computer labs and school-based students operational in senior computer labs secondary schools approaches for providing digital skills completed and results disseminated among relevant stakeholders Amount in SDR SDR 938,000 SDR 144,000 SDR 1,082,000 Revised Design: Under the standard IPF approach, this Subcomponent will finance: (i) the implementation of an ICT in Education strategy to incorporate digital skills into senior secondary education; (ii) the purchase of 156 portable boxes/racks of laptops for senior secondary education schools; and (iv) evaluation of students’ access to digital technology and digital skills acquisition. Given the limited implementation timeline, the school-based computer lab approach is canceled. Please see annex 1 for a detailed description. 11 The World Bank Improving Results in Secondary Education (IRISE) (P164932) II. Changes to Subcomponent 2.2: This Subcomponent is being changed to ensure female guidance counselors have a conducive working environment and make PBR 1.5 Scalable. Ensuring Conducive Working Conditions: This Subcomponent is being adjusted to ensure a conducive working environment for female guidance counselors who are deployed in Senior Secondary Schools. Specifically, this means certain logistical, space and equipment considerations need to be addressed and provided for the counselors. These considerations are: (i) the provision of a relocation allowance for those counselors to be assigned in schools outside their current place of residence; (ii) the creation of secluded office space with proper interior decorations in each school for the counselors to ensure adequate privacy and confidentiality in their work; (iii) the provision of office furniture and fixture, such as a set of desk and chair for the counselor, a chair for the student and a fan for the office; (iv) the provision of working equipment, to include a computer and printer that will ensure proper processing, storage, and reporting of information on students; and (v) the supply of assorted stationaries to support proper documentation and record-keeping system for the counselors. The associated PBC is presented in Table 4 below (its detailed description and associated verification protocol are described in the PBC section). Table 4. PBC with Current and Revised PBR Related to Female Guidance Counselors (SC 2.2) Design Year Total 2022/2023 PBC #1 – Increased girls’ Current PBR 1.5 – At least 150 (in addition access, retention, and to baseline) Female Guidance completion in secondary Counselors are hired, trained and education deployed to SSSs [Baseline: 12] Revised PBR 1.5 – At least 150 (in addition to baseline) Female Guidance Counselors are hired, trained, deployed to SSSs, and provided with conducive working conditions [Baseline: 12] Amount in SDR SDR 722,000 SDR 722,000 Scalability of PBR 1.5: Currently, PBCs are not scalable in the project. PBR 1.5, which currently reads as follows:  At least 150 (in addition to baseline) Female Guidance Counselors are hired, trained and deployed to SSSs. [Baseline: 12] (SDR 722,000) PBR 1.5 will be scalable in the following way (and accounting for the change to include the provision of conducive working conditions as described above): 1) A minimum of 70% of the agreed target (i.e., 150 Female Guidance Counsellors hired, trained, deployed to SSSs and provided with conducive working conditions) achieved will lead to 40% of the associated disbursement to be paid (i.e., US$0.40 million). 2) The next 10% of achievement (going from 70 to 80% of the agreed target) will lead to 10% of the associated disbursement. 12 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 3) The next 10% of achievement (going from 80 to 90% of the agreed target) will lead to 20% of the associated disbursement. 4) The final 10% of achievement (going from 90 to 100% of the agreed target) will lead to the last 30% of the associated disbursement. III. Cancelation of Subcomponents: Subcomponent 2.3 aimed at promoting community engagement to empower girls, schools and communities, and subcomponent 3.1B aimed at establishing an in-service teacher continuous professional development system. The activities in these subcomponents have not had any real progress or have not been launched since project effectiveness. Consequently, they are being cancelled. IV. Adjustments to PBRs: PBRs 4.2, 4.3 and 4.4 related to teacher replacements on the government payroll will be revised. The current associated PBC is presented in Table 5 below. Table 5. Current PBC with PBRs Related to the Teaching Workforce Year Total 2019/2020 2020/2021 2021/2022 2022/2023 PBC #4 - PBR 4.1 – CSA- PBR 4.2 – PBR 4.3 – PBR 4.4 - Improved MoE employee (a)CSA-MoE At least 80 percent At least 90 percent qualification payroll registry employee payroll of the number of of teachers profile of the received registry received secondary school (cumulative of teaching showing the showing no staff at teachers on the list percent in PBR 4.3) workforce list of all staff or above the described in PBR on the list and identifying Mandatory 4.2(b) replaced by described in PBR staff who are Retirement Age new recruits, who 4.2(b) replaced by at or above (b)List of teachers meet the new recruits who the Mandatory who were on the government meet the Retirement CSA-MoE payroll teacher government Age registry in PBR 4.1 qualification teacher ( SDR 742,000) and removed at requirements and qualification Mandatory at least 80 percent requirements Retirement Age of the total number (SDR 371,000) (SDR 742,000) of teachers on the same list also PBR 4.5 - replaced by new At least 90 teachers recruits, who meet who meet the the government government teacher teacher qualification qualification requirements requirements (SDR 742,000) deployed to completed sites (SDR 371,000) Amount in SDR SDR 742,000 SDR 742,000 SDR 742,000 SDR 742,000 SDR 2,968,000 The revised associated PBC is presented in Table 6 below. 13 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Table 6. Revised PBCs with PBRs Related to the Teaching Workforce (4.1, 4.2, 4.3, 4.4, 4.5) Year 2021/2022 2022/2023 2023/2024 Total PBC #4 - Improved PBR 4.1 – CSA-MoE PBR 4.3 – PBR 4.5 - qualification employee payroll registry At least 90 percent of the At least 81 of profile of the received showing the list of total number of teachers on the new teaching workforce all staff and identifying staff the list described in PBR 4.1 Secondary who are at or above the replaced by new recruits, school Mandatory Retirement Age who meet the government teachers (SDR 742,000) (Note this teacher qualification hired in PBR PBR has been met already) requirements. 4.4, are (SDR 742,000) deployed at PBR 4.2 – the schools CSA-MoE employee payroll PBR 4.4 - without a registry received showing At least 90 percent of the minimum of no staff from the list of number of secondary three employees identified in PBR school teachers on the list qualified 4.1 described in PBR 4.1 are teachers in (SDR 742,000) replaced by new recruits, the required who meet the government subjects teacher qualification (English, requirements. Math, Science). (SDR 371,000) (SDR 371,000) Amount in SDR SDR 1,484,000 SDR 1,113,000 SDR 371,000 SDR 2,968,000 V. Changes to Results Framework: The corresponding proposed changes to the results framework are shown in Tables 7 and 8. Table 7: Results Framework Proposed Revisions to PDO-Level Indicators PDO Indicator Change Baseline Target PDO Indicator #1: Increase Baseline and end target 37.0 38.50 in GER at the senior revised secondary level (percentage) Sub-PDO Indicator #1: Baseline and end target 37.0 38.70 Increase in the female GER revised at the senior secondary level (percentage) PDO Indicator #3: Increase Baseline and end target 8.00 18 in public and community revised SSSs with a qualified teacher each in Math, 14 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Science and English (percentage) Justification for changes to PDO Indicators: PDO Indicator 1 (GER) and Sub-PDO indicator 1 (female GER) are being changed because the review of recent Annual School Census data reveals that the enrollment rate baseline at the beginning of the project was slightly lower than originally thought since the data used for the official baseline was from 2015. Additionally, while the expected impact of the project activities continues to be strong, the endline is being downgraded to reflect a more realistic scenario since the underlying enrollment trend is not as strong and the COVID-19 pandemic has increased the pressures to drop out of school for many students. PDO Indicator 3 is being modified because the MoE recently realized that the analysis that informed the previous targets misinterpreted the Education Law of Liberia in reference to the minimum qualification requirement of a teacher at the senior secondary level. Instead of estimating the number of teachers with a bachelor’s degree in Education with emphasis in each of the subject areas, which is what the law defines as a qualified teacher, the previous baseline data rather focused on all teachers with a bachelor’s degree in their assigned subject areas at the SSS level. The newly proposed baseline and endline targets are informed by the appropriate definitions of a qualified teacher and by an analysis of the current personnel registry and the impact of the project interventions on this indicator. Table 8: Results Framework Proposed Revisions to Intermediate Indicators Intermediate Indicator Change Baseline Target Number of girls receiving The endline target is being No change 2,400 scholarships to attend revised to account for the public and community additional costs of senior secondary schools providing the stipends to girls and the fact that there is less time before the Project closes to reach potential beneficiaries. Percentage of public and Dropped as related Dropped Dropped community senior subcomponent is being secondary schools that cancelled have implemented an action plan for community engagement (percentage) Percentage of in-service Dropped as related Dropped Dropped teachers trained through subcomponent is being the feedback based CPD cancelled program (percentage) Number of VPIs trained in Dropped as related Dropped Dropped instructional leadership subcomponent is being (number) cancelled Community engagement Name changed to: No change No change and grievance redress “Grievance redress guidelines adopted and mechanism operational. grievance redress The part about mechanism operational “community engagement” (Text) has been removed as subcomponent 2.3, which 15 The World Bank Improving Results in Secondary Education (IRISE) (P164932) relates to community engagement is being cancelled under this restructuring. Private secondary End target is being revised No change 701 education schools with as 701 since this is the improved conditions to correct number of private avoid the spread of the secondary education COVID-19 (number) schools. VI. Reallocation of Funds and Changes in Disbursement Categories: The restructuring is reallocating funds across subcomponents and also aiming to have mainly two categories that continue to disburse, one for all Parts of the Project being disbursed under IPF arrangements (category 7), and the other one for all Parts of the Project being disbursed under PBC arrangements (category 8). a. Between components: funds will be allocated as indicated below: Table 9. Reallocation of Funds Between Subcomponents Component Change in Current Revised Allocation? Allocation Allocation (US$ mll) (US$ mll) 1 - Improving Access and Learning Environment at the Senior Yes 14.4 17.69 Secondary Level 1.1: Improving Access to Senior Secondary Schools Yes 8.05 10.96 1.2: Supporting School Expansion, Rehabilitation and Yes 6.35 6.73 Renovation Using a Community Empowerment Approach 2 - Increasing Opportunities for Girls to Transition to and No 5.0 5.0 Complete Senior Secondary Education 2.1: Scholarship for Girls in Counties with the Highest Female No 3.5 3.5 Dropout Rates at the Senior Secondary Level 2.2: Supporting Safer Learning Environments in Senior No 1.5 1.5 Secondary Schools 2.3: Promoting Community Engagement to Empower Girls, No 0 0 Schools and Communities 3 - Improving Quality and Relevance of Senior Secondary Yes 19.0 15.06 Education 3.1A: Modernizing Pre-service Teacher Training No 2.0 2.0 3.1B: Establishing an In-service Teacher Continuous Yes 5.0 0 Professional Development system 3.1C: Improving the Management and Quality of the Teaching No 4.0 4.0 Workforce 3.2: Providing Teaching and Learning Materials to Senior No 5.5 5.5 Secondary Schools 3.3: Providing Opportunities for Acquisition of Digital Skills and Yes 2.5 3.56 Competencies 16 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 4 - Capacity Building, Technical Assistance, Project Yes 7.1 7.93 Coordination, and Monitoring and Evaluation 5 - CERC Yes 1.5 1.32 Total 47.0 47.0 b. Between disbursement categories: funds will be allocated as indicated below. The percentages of expenditure to be financed will not change from what they are in the Project Financing Agreement. Reallocation of Funds Between Disbursement Categories Table 10. Reallocation of Funds Between Disbursement Categories Category Change in Current Revised Allocation? Allocation Allocation (SDR) (SDR) 1 – Goods, works, consulting services, non-consulting Yes 10,921,709 4,138,000 services, Training and Operating Costs under Parts 1 and 4 of the Project (excluding Part 1(c) of the Project) (Pro memoria as of July 15, 2022) 2 – Eligible Expenditure Programs under Parts 2 and 3 of the Yes 17,400,000 2,909,000 Project (Pro memoria as of August 15, 2022) 3 – School Grants under Part 1(c)(i) of the Project Yes 250,000 0 4 – School Grants under Part 1(c)(ii) of the Project Yes 4,350,000 745,000 5 – Emergency Expenditures under Part 5 of the Project Yes 1,061,000 1,001,000 6 – Refund of Preparation Advance Yes 17,291 18,000 7 – Goods, works, consulting services, non-consulting Yes 0 21,159,000 services, Training and Operating Costs under Parts 1 and 4, Part 2(a), Part 3(g) and Part 3(h) of the Project 8 – Eligible Expenditure Programs under Part 2(b) and Parts Yes 0 4,030,000 3(a) to 3(d), and Part 3(f) of the Project Total 34,000,000 34,000,000 17 The World Bank Improving Results in Secondary Education (IRISE) (P164932) III. SUMMARY OF CHANGES Changed Not Changed Results Framework ✔ PBCs ✔ Components and Cost ✔ Reallocation between Disbursement Categories ✔ Disbursements Arrangements ✔ Implementing Agency ✔ DDO Status ✔ Project's Development Objectives ✔ Loan Closing Date(s) ✔ Cancellations Proposed ✔ Disbursement Estimates ✔ Overall Risk Rating ✔ Safeguard Policies Triggered ✔ EA category ✔ Legal Covenants ✔ Institutional Arrangements ✔ Financial Management ✔ Procurement ✔ Implementation Schedule ✔ Other Change(s) ✔ Economic and Financial Analysis ✔ Technical Analysis ✔ Social Analysis ✔ Environmental Analysis ✔ IV. DETAILED CHANGE(S) 18 The World Bank Improving Results in Secondary Education (IRISE) (P164932) OPS_DETAILEDCHANGES_COMPONENTS_TABLE COMPONENTS Current Current Proposed Proposed Cost Action Component Name Component Name Cost (US$M) (US$M) Improving access and learning Improving access and learning environment at the senior 14.40 Revised environment at the senior 17.69 secondary level secondary level Increasing opportunities for Increasing opportunities for girls girls to transition to and to transition to and complete 5.00 No Change 5.00 complete senior secondary senior secondary education education Improving quality and Improving quality and relevance 19.00 Revised relevance of senior secondary 15.06 of senior secondary education education Capacity building, technical Capacity building, technical assistance, project assistance, project coordination, 7.10 Revised 7.93 coordination, and monitoring and monitoring and evaluation and evaluation Contingency Emergency Contingency Emergency 1.50 Revised 1.32 Response Component (CERC) Response Component (CERC) TOTAL 47.00 47.00 OPS_DETAILEDCHANGES_REALLOCATION _TABLE REALLOCATION BETWEEN DISBURSEMENT CATEGORIES Financing % Current Allocation Actuals + Committed Proposed Allocation (Type Total) Current Proposed IDA-D5030-001 | Currency: XDR iLap Category Sequence No: 1 Current Expenditure Category: GD,WS,CS,TR,OC PRT 1&4 EX 1C 10,921,709.00 4,109,211.12 4,138,000.00 100.00 100.00 iLap Category Sequence No: 2 Current Expenditure Category: ELIGBLE EXPENDITRES PRGMS PRT 2&3 17,400,000.00 1,461,029.63 2,909,000.00 100.00 100.00 iLap Category Sequence No: 3 Current Expenditure Category: SCHOOL GRANTS UDR PRT 1C I PRJCT 19 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 250,000.00 0.00 0.00 100.00 100.00 iLap Category Sequence No: 4 Current Expenditure Category: SCHOOL GRANTS UDR PRT 1C II PRJCT 4,350,000.00 698,490.44 745,000.00 100.00 100.00 iLap Category Sequence No: 5 Current Expenditure Category: EMERGNCY EXPENDTURES PRT 5 PROJT 1,061,000.00 1,000,559.60 1,001,000.00 100.00 100.00 iLap Category Sequence No: 6 Current Expenditure Category: REFUND OF PREPARATION ADVANCE 17,291.00 17,290.59 18,000.00 iLap Category Sequence No: 7 Current Expenditure Category: GD,WS,CS,TR,OC PRTS1, 2(a), 3(g), 3(h), & 4 0.00 0.00 21,159,000.00 100 Current Expenditure Category: ELIGBLE EXPENDITRES PRGMS PRTS 2(b), 3(a)- iLap Category Sequence No: 8 3(d), & 3(f) 0.00 0.00 4,030,000.00 100 Total 34,000,000.00 7,286,581.38 34,000,000.00 . 20 The World Bank Improving Results in Secondary Education (IRISE) (P164932) . Results framework COUNTRY: Liberia Improving Results in Secondary Education (IRISE) Project Development Objectives(s) The Project Development Objectives are to improve equitable access to, and quality of, secondary education, and provide a response to the COVID-19 pandemic. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 Improve equitable access to secondary education Increase in GER at the senior 37.00 38.10 38.50 secondary level (Percentage) Rationale: PDO Indicator 1 (GER) is being changed because the review of recent Annual School Census data reveals that the enrollment rate baseline at the Action: This indicator has been beginning of the project was slightly lower than originally thought since the data used for the official baseline was from 2015. Additionally, while the Revised expected impact of the project activities continues to be strong, the endline is being downgraded to reflect a more realistic scenario since the underlying enrollment trend is not as strong and the COVID-19 pandemic has increased the pressures to dropout of school for many students. Female GER (Percentage) 37.00 38.30 38.70 21 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 Rationale: Sub-PDO indicator 1 (female GER) is being changed because the review of recent Annual School Census data reveals that the enrollment rate baseline at Action: This indicator has been the beginning of the project was slightly lower than originally thought since the data used for the official baseline was from 2015. Additionally, while the Revised expected impact of the project activities continues to be strong, the endline is being downgraded to reflect a more realistic scenario since the underlying enrollment trend is not as strong and the COVID-19 pandemic has increased the pressures to dropout of school for many students. Number of direct project 0.00 2,857.00 15,512.00 51,195.00 146,800.00 beneficiaries (Number) Female - number of direct 0.00 1,343.00 7,207.00 21,346.00 66,208.00 project beneficiaries (Number) Improve quality of secondary education Increase in public and community SSSs with a qualified teacher each 8.00 12.00 16.00 18.00 in Math, Science and English (Percentage) Rationale: PDO Indicator 3 is being modified because the MoE recently realized that the analysis that informed the previous targets misinterpreted the Education Law of Liberia in reference to the minimum qualification requirement of a teacher at the senior secondary level. Instead of estimating the number of Action: This indicator has been teachers with a bachelor’s degree in Education with emphasis in each of the subject areas, which is what the law defines as a qualified teacher, the Revised previous baseline data rather focused on all teachers with a bachelor’s degree in their assigned subject areas at the SSS level. The newly proposed baseline and endline targets are informed by the appropriate definitions of a qualified teacher as well as by an analysis of the current personnel registry and the impact of the project interventions on this indicator. Provide a response to the COVID-19 pandemic Students' perception about the Baseline is 58.2% (calculated Baseline had not been 50% increase from the 50% increase from the 50% increase from the adequacy of the conditions of their during the implementation determined by December baseline (meaning 87.3%) baseline (meaning 87.3%) baseline (meaning 87.3%) 22 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 schools to avoid the spread of the support mission of April 31, 2020 COVID-19 (Text) 2021). PDO Table SPACE Intermediate Results Indicators by Components RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 Improving access and learning environment at the senior secondary level National school infrustructure strategy developed and adopted No Yes Yes Yes Yes (Yes/No) Number of new senior secondary 0.00 0.00 0.00 3.00 3.00 schools constructed (Number) Percentage of public and community senior secondary schools receiving the school 0.00 0.00 0.00 75.00 90.00 renovation and rehabilitation grant (Percentage) Percentage of districts offering senior secondary schooling 80.00 80.00 90.00 98.00 100.00 (Percentage) Increasing opportunities for girls to transition to and complete senior secondary education Percentage of public and 7.00 7.00 34.00 83.00 97.00 community senior secondary 23 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 schools offering female guidance counselor services (Percentage) Number of girls receiving scholarships to attend public and 0.00 1,500.00 2,200.00 2,400.00 community senior secondary schools (Number) Rationale: Action: This indicator has been The endline target is being revised to account for the additional costs of providing the stipends to girls and the fact that there is less time before the Revised Project closes to reach potential beneficiaries. Percentage of public and community senior secondary schools that have implemented an 0.00 30.00 60.00 80.00 90.00 action plan for community engagement (Percentage) Rationale: Action: This indicator has been Dropped as related subcomponent is being cancelled Marked for Deletion Improving quality and relevance of senior secondary education Revised pre-service teacher training program launched No No No No Yes (Yes/No) Number of faculty from teacher training institutions trained to 0.00 0.00 0.00 15.00 30.00 upgrade their qualification (Number) 24 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 Percentage of in-service teachers trained through the feedback- 0.00 0.00 0.00 25.00 95.00 based CPD program (Percentage) Rationale: Action: This indicator has been Dropped as related subcomponent is being cancelled Marked for Deletion Number of VPIs trained on 0.00 0.00 0.00 50.00 150.00 instructional leadership (Number) Rationale: Action: This indicator has been Dropped as related subcomponent is being cancelled Marked for Deletion Teaching workforce management strategy developed and adopted No No Yes Yes Yes (Yes/No) Textbook guidelines revised and No No Yes Yes Yes adopted (Yes/No) Percentage of public and community senior secondary schools with access to textbooks 0.00 0.00 0.00 0.00 90.00 identified, adapted under the project (disaggregated by subject) (Percentage) English (Percentage) 0.00 0.00 0.00 0.00 90.00 Math (Percentage) 0.00 0.00 0.00 0.00 90.00 Biology (Percentage) 0.00 0.00 0.00 0.00 90.00 25 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 Chemistry (Percentage) 0.00 0.00 0.00 0.00 90.00 Physics (Percentage) 0.00 0.00 0.00 0.00 90.00 Number of public and community senior secondary students with 0.00 0.00 0.00 24,570.00 29,400.00 access to digital technology (Number) Students with improved digital competencies as a result of the 0.00 0.00 0.00 75.00 90.00 project (Percentage) Female students with improved digital competencies as a result 0.00 0.00 0.00 75.00 90.00 of the project (Percentage) Students benefiting from direct interventions to enhance learning 0.00 2,857.00 15,198.00 43,414.00 138,781.00 (CRI, Number) Students benefiting from direct interventions to enhance 0.00 1,343.00 7,143.00 20,405.00 65,227.00 learning - Female (CRI, Number) Number of direct project 0.00 0.00 50.00 6,780.00 6,811.00 beneficiaries (teachers) (Number) MoE develops and adopts community engagement and 50 percent of grievances 70 percent of grievances 80 percent of grievances There is no operational grievance redress guidelines received in Year 2 of the received in Year 3 of the received in Year 3 of the Grievance redress mechanism community engagement and establishes grievance project addressed within the project addressed within the project addressed within the operational (Text) linked to a grievance redress redress mechanism; and timeframe specified in the timeframe specified in the timeframe specified in the mechanism each county establishes grievance redress guidelines grievance redress guidelines grievance redress guidelines community grievance 26 The World Bank Improving Results in Secondary Education (IRISE) (P164932) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 redress mechanism Rationale: Action: This indicator has been Change of name to reflect that the first part of the name (i.e. community engagement and grievance redress guidelines adopted and grievance redress Revised mechanism operational) no longer applies since the subcomponent focused on community engagement (SC 2.3) is being cancelled. Capacity building, technical assistance, project coordination, and monitoring and evaluation Need assessment study completed No Yes Yes Yes Yes (Yes/No) Program to address institutional No No Yes Yes Yes capacity gaps developed (Yes/No) MoE staff trained (Number) 0.00 0.00 0.00 154.00 154.00 Provide a response to the COVID-19 pandemic Private secondary education schools with improved conditions 0.00 701.00 to avoid the spread of the COVID- 19 (Number) Rationale: Action: This indicator has been End target is being revised as 701 since this is the correct number of private secondary education schools. The previous end target number included many Revised other schools that are not private secondary education schools. IO Table SPACE 27 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Performance-Based Conditions Matrix DLI IN01167101 ACTION PBC 1 Increased girls’ access, retention and completion in secondary education Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Percentage 5,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Details provided in DLI verification Year 0 0.00 0.00 protocol Year 1 20.00 1,000,000.00 Year 2 50.00 1,500,000.00 Year 3 90.00 2,000,000.00 Year 4 100.00 500,000.00 Action: This PBC has been Revised. See below. DLI IN01167052 ACTION PBC 1 Increased girls’ access, retention and completion in secondary education Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output Yes Percentage 1,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 28 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Details provided in DLI verification Year 0 0.00 protocol Year 1 0.00 Year 2 0.00 Year 3 0.00 Year 4 100.00 1,000,000.00 Rationale: The PBC is being changed because subcomponent 2.1 is being converted to work under IPF arrangements. Thus, all PBRs associated with SC 2.1. are being eliminated. Additionally, the remaining PBR (i.e., PBR 1.5) is being changed to ensure female guidance counselors have a conducive working environment and to make the PBR scalable. DLI IN01167110 ACTION PBC 2 Improved pre-service teacher training Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Process No Percentage 2,000,000.00 25.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Year 0 25.00 500,000.00 Details in DLI verification protocol Year 1 50.00 500,000.00 Year 2 75.00 500,000.00 29 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Year 3 75.00 0.00 Year 4 100.00 500,000.00 DLI IN01167115 ACTION PBC 3 Improved in-service teacher training Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output Yes Percentage 5,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Year 0 0.00 0.00 Detailed in DLI verification protocol Year 1 30.00 1,500,000.00 Year 2 60.00 1,500,000.00 Year 3 80.00 1,000,000.00 Year 4 100.00 1,000,000.00 Action: This PBC has been Marked for Deletion DLI IN01167121 ACTION PBC 4 Improved qualification profile of the teaching workforce Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Percentage 4,000,000.00 0.00 Period Value Allocated Amount (USD) Formula 30 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Baseline 0.00 Year 0 25.00 1,000,000.00 Details in verification protocol Year 1 50.00 1,000,000.00 Year 2 50.00 0.00 Year 3 75.00 1,000,000.00 Year 4 100.00 1,000,000.00 Action: This PBC has been Revised. See below. DLI IN01167231 ACTION PBC 4 Improved qualification profile of the teaching workforce Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Percentage 4,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Year 0 25.00 1,000,000.00 Details in verification protocol Year 1 50.00 1,000,000.00 Year 2 50.00 0.00 Year 3 75.00 1,000,000.00 Year 4 100.00 1,000,000.00 31 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Rationale: Brief language of the PBRs is being adjusted to make it clearer, and also PBR 4.5 is being changed to be more relevant to the PDO. DLI IN01167125 ACTION PBC 5 Increased access to textbooks at the senior secondary level Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output Yes Percentage 5,500,000.00 9.09 Period Value Allocated Amount (USD) Formula Baseline 0.00 Year 0 9.00 500,000.00 Details in DLI verification protocol Year 1 27.00 1,000,000.00 Year 2 27.00 0.00 Year 3 63.36 2,000,000.00 Year 4 100.00 2,000,000.00 Action: This PBC has been Marked for Deletion DLI IN01167128 ACTION PBC 6 Improved access to basic digital skills training for senior secondary students Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Process No Percentage 2,500,000.00 0.00 Period Value Allocated Amount (USD) Formula 32 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Baseline 0.00 Year 0 0.00 0.00 Year 1 0.00 0.00 Year 2 40.00 1,000,000.00 Year 3 92.00 1,300,000.00 Year 4 100.00 200,000.00 Action: This PBC has been Marked for Deletion Verification Protocol Table: Performance-Based Conditions DLI_TBL_VERIFICATION PBC 1 Increased girls’ access, retention and completion in secondary education Year 1: 1.1 - Achieved when the Girls’ Education Scholarship Program Guidelines including the selection criteria are developed and adopted by MoE, satisfactory to the World Bank (US$ 0.5 million). 1.2 - Achieved when the ToR for Female Guidance Counselors including roles and responsibilities as well as required qualifications are defined and adopted by MoE (US$0.5 million). Year 2: 1.3 - Achieved when at least 900 female students enrolled in Grade 10 in public and community senior secondary schools in Bomi, Gbarpolu, Grand Bassa and Sinoe (4 Selected Counties) who meet the selection criteria outlined in the Girls’ Education Scholarship Program Guidelines received the yearly scholarship amount for the 2020/21 Description academic year [Baseline: 0] (US$1.5 million). Year 3: Achieved when at least 1,800 female students enrolled in Grade 10 or Grade 11 in public and community senior secondary schools in Bomi, Gbarpolu, Grand Bassa and Sinoe (4 Selected Counties) who meet the selection criteria outlined in the Updated Girls’ Education Scholarship Program Guidelines received the yearly scholarship amount for the 2021/22 academic year. Girls’ Education Scholarship Program Guidelines will be updated based on a process evaluation of the program in the previous year [Baseline: 0] (US$1.0 million). 1.5 - Achieved when at least 150 Female Guidance Counselors (in addition to the existing female guidance counselors deployed in senior secondary schools in the Monrovia Consolidated School System) who meet the requirements outlined in the ToR are hired, trained and 33 The World Bank Improving Results in Secondary Education (IRISE) (P164932) deployed to public and community senior secondary schools [Baseline: 12] (US$1.0 million). Year 4 1.6 - Achieved when at least 2,700 female students enrolled in Grade 10, Grade 11 or Grade 12 in public and community senior secondary schools in Bomi, Gbarpolu, Grand Bassa and Sinoe (4 Selected Counties) who meet the selection criteria outlined in the previously Updated Girls’ Education Scholarship Program Guidelines received the yearly scholarship amount for the 2022/23 academic year [Baseline: 0](US$0.5 million). For 1.1 and 1.2: Project monitoring report For 1.3, 1.4, and 1.6: Project monitoring report and a survey of a representative Data source/ Agency sample of beneficiaries For 1.5: Annual School Census / School Quality Assessment report, CSA-approved annual payroll registry and project monitoring report Verification Entity For 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6: IVA 1.1 - The Division of Scholarships at the MoE submits the Girls’ Education Scholarship Program Guidelines to PDT who sends it to the IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 1.2 - The Bureau of Student Personnel Services at the MoE submits the ToR for female guidance counselors to PDT who submits them to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 1.3 - The Division of Scholarships at the MoE submits the list of scholarship recipients to the PDT who sends it to the IVA for verification. IVA undertakes a survey of a representative sample of beneficiaries to determine receipt of the scholarship Procedure money by the targeted beneficiaries and to ensure that all the criteria in the guidelines were met. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 1.4 - The Division of Scholarships at the MoE submits the list of scholarship recipients to the PDT who sends it to the IVA for verification. IVA undertakes a survey of a representative sample of beneficiaries to determine receipt of the scholarship money by the targeted beneficiaries and to ensure that all the criteria in the guidelines were met. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 34 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 1.5 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the current CSA-approved list of the hired, trained and deployed female guidance counselors who are on the teacher payroll to PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 1.6 - The Division of Scholarships at the MoE submits the list of scholarship recipients to the PDT who sends it to the IVA for verification. IVA undertakes a survey of a representative sample of beneficiaries to determine receipt of the scholarship money by the targeted beneficiaries and to ensure that all the criteria in the guidelines were met. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. DLI_TBL_VERIFICATION PBC 1 Increased girls’ access, retention and completion in secondary education Year 4: 1.5 - Achieved when at least 150 Female Guidance Counselors (in addition to the existing female guidance counselors deployed in senior secondary schools in the Monrovia Consolidated School System) who meet the requirements outlined in the ToR are hired, trained, deployed to public and community senior secondary schools, and provided with conducive working conditions. [Baseline: 12] (SDR 722,000) PBR 1.5 will be scalable in the following way: 1. A minimum of 70% of the agreed target (i.e., 105 of 150 Female Guidance Counsellors hired, trained, deployed to SSSs and provided with conducive working conditions) achieved will lead to 40% of the associated disbursement to Description be paid (i.e., SDR 289,000) 2. The next 10% of achievement (going from 70% to 80% of the agreed target) will lead to 10% of the associated disbursement 3. The next 10% of achievement (going from 80 to 90% of the agreed target) will lead to 20% of the associated disbursement 4. The final 10% of achievement (going from 90 to 100% of the agreed target) will lead to the last 30% of the associated disbursement. Annual School Census / School Quality Assessment report; CSA-approved annual payroll registry and project monitoring Data source/ Agency report 35 The World Bank Improving Results in Secondary Education (IRISE) (P164932) IVA Verification Entity 1.5 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the following: 1) the current CSA- approved list of the hired, trained and deployed female guidance counselors who are on the teacher payroll, and 2) a project monitoring report with information with full contact details, school assignment and specific location information for all female guidance counselors to the PDT who sends it to the IVA for verification. The IVA verifies with a desk review of documentation submitted, as well as with the implementation of field visits to school sites to conduct inspections and short interviews with the female guidance counselors to confirm they are being provided with conducive working conditions. The field visits will be carried out in a representative sample (i.e., random sample) of the school sites (where female guidance counselors are deployed). The conducive working conditions (defined in the MoE's female guidance counselors' operational plan) that must be verified are: i) the provision of a relocation allowance for those counselors to be assigned in schools Procedure outside their current place of residence; ii) the creation of secluded office space with proper interior decorations in each school for the counselors to ensure adequate privacy and confidentiality in their work; iii) the provision of office furniture and fixture, such as a set of desk and chair for the counselor, a chair for the student and a fan for the office; iv) the provision of working equipment, to include a computer and printer that will ensure proper processing, storage, and reporting of information on students; and v) the supply of assorted stationaries to support proper documentation and record-keeping system for the counselors. The IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. DLI_TBL_VERIFICATION PBC 2 Improved pre-service teacher training Year 0 2.1 - Achieved when the implementation plan to modernize Pre-service teacher training is developed by UL-TC, satisfactory to MoE and World Bank (US$0.5 million). Year 1 2.2 - Achieved when the Pre-service Bachelor’s degree curricula for English education, Math education and Science education (Physics, Chemistry and Biology) at UL-TC are reviewed and revised on the basis of the review and finalized. To be finalized the revised curricula have to be validated through a Description stakeholder workshop including (but not limited to) MoE representatives and faculty from teacher training institutions (US$0.5 million). Year 2 2.3 - Achieved when training materials for Pre-service Bachelor’s degree programs in English education, Math education and Science education (Physics, Chemistry and Biology) are developed by UL-TC based on the finalized curricula and validated in a stakeholder workshop involving stakeholders including (but not limited to) representatives from the MoE and faculty from teacher training institutions (US$0.5 million). Year 4 2.4 - Achieved when the 36 The World Bank Improving Results in Secondary Education (IRISE) (P164932) revised Pre-service Bachelor’s degree programs in English education, Math education and Science education (Physics, Chemistry and Biology) commence in UL-TC – being available to new entrants using the revised curricula, the new training materials, and taught by faculty who have been trained on the new program (US$0.5 million). Data source/ Agency For 2.1, 2.2, 2.3 and 2.4: Project monitoring report Verification Entity For 2.1, 2.2, 2.3, and 2.4: IVA 2.1 - UL-TC submits the implementation plan to modernize its Pre-service teacher training programs to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 2.2 - UL-TC submits the finalized Pre-service Bachelor’s degree curricula in English education, Math education and Science education (Physics, Chemistry and Biology) to the PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. Procedure 2.3 - UL-TC submits the validated training modules and materials to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 2.4 - UL-TC submits the registration and attendance record from the Pre-service Bachelor’s degree programs and implementation progress reports to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. DLI_TBL_VERIFICATION PBC 3 Improved in-service teacher training Year 1 3.1 - Achieved when the student LSHSCE/WASSCE test results by subject and by question from the last three years (2016-2018) are analyzed for at least 5 subjects (Math, English, Biology, Chemistry, and Physics), gaps in subject content Description mastering are identified and content gap analysis report drafted and finalized (US$1.5 million). Year 2 3.2 - Achieved when teacher training materials and modules are developed by MoE based on the content gap analysis report from Year 1 for at least 5 subjects (Math, English, Biology, Chemistry and Physics) and validated by stakeholders including a sample of senior 37 The World Bank Improving Results in Secondary Education (IRISE) (P164932) secondary school teachers selected by the MoE from schools in and outside Montserrado and representatives from teacher training institutions (US$1.5 million). Year 3 3.3 - Achieved when at least 25 percent of all public and community senior secondary school teachers who teach English, Math and Science (Physics, Chemistry or Biology) are trained using the training materials and modules developed in Year 2 and training program is piloted and evaluated by the Bureau of Teachers’ Education with support from the service provider [Baseline: 0] (US$1.0 million). Year 4 3.4 - Achieved when 95 percent of all public and community senior secondary school teachers (cumulative of percent in Year 3) who teach English, Math and Science (Physics, Chemistry or Biology) are trained. Training in Year 4 conducted using the updated training materials and modules on the latest available students’ WASSCE test results (US$0.5 million for 70 percent of teachers trained (cumulative of percent in Year 3) and additional US$0.1 million for each 5 percentage point increase in percent of teachers trained (capped at 95 percent)) [Baseline: Year 3 achievement] (US$1.0 million). For 3.1: Content gap analysis report and project monitoring report For 3.2: Project monitoring report For 3.3: Training Data source/ Agency evaluation report, project monitoring report For 3.4: Project monitoring report Verification Entity For 3.1, 3.2, 3.3 and 3.4: IVA 3.1 - The Bureau of Basic & Secondary Education at the MoE submits the content gap analysis report to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 3.2 - The Bureau of Teachers’ Education at the MoE submits the validated training materials and modules, as described in the achievement description of DLI 3.2, to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. Procedure 3.3 - The Bureau of Teachers’ Education at the MoE submits the list of teachers who received the training and the training evaluation report to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 3.4 - The Bureau of Teachers’ Education at the MoE submits the list of teachers who received the training as described in the achievement description of DLI 3.4, to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 38 The World Bank Improving Results in Secondary Education (IRISE) (P164932) DLI_TBL_VERIFICATION PBC 4 Improved qualification profile of the teaching workforce Year 0 4.1 - Achieved when CSA-MoE employee payroll registry received showing the list of all staff and identifying staff who have reached the Mandatory Retirement Age of 65 years (US$1.0 million). Year 1 4.2 - Achieved when (a) CSA-MoE employee payroll registry received showing no staff at or above the Mandatory Retirement Age of 65 years; and (b) list of teachers who were on the CSA-MoE employee payroll registry in DLI 4.1 and removed at Mandatory Retirement Age (age of 65 years) by Year 1, received (US$1.0 million). Year 3 4.3 - Achieved when At least 80 percent of the number of secondary school teachers on the list described in DLI 4.2(b) replaced by new recruits, who meet the Government Teacher Qualification Requirements and at least 80 percent of the total number of teachers on the same list also replaced by new Description recruits, who meet the Government Teacher Qualification Requirements to teach at the level for which they are recruited [Baseline: 0] (US$1.0 million). Year 4 4.4 - Achieved when at least 90 percent of all the number of teachers (cumulative of percent in DLI 4.3) on the list described in DLI 4.2(b) replaced by new recruits, who meet the Government Teacher Qualification Requirements to teach at the level for which they are recruited [Baseline: Year 3 achievement] (US$1.0 million). Achieved when at least 90 teachers who meet the Government Teacher Qualification Requirements deployed to completed sites. Completed sites refer to three new senior secondary schools and 25 expanded junior secondary schools financed by the project [Baseline: 0] (US$0.5m). For 4.1: CSA-MoE employee payroll registry For 4.2: CSA-MoE employee payroll registry and NASSCORP pension listing For Data source/ Agency 4.3, 4.4 and 4.5: CSA-MoE employee payroll registry, MoE personnel listing and Annual School Census/ School Quality Assessment report Verification Entity For 4.1, 4.2, 4.3, 4.4 and 4.5: IVA 4.1 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the CSA-approved employee registry and list of teachers who are 65 years of age or older and meet the mandatory retirement criteria to PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. Procedure 4.2 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the CSA-approved employee registry and the CSA-approved list of teachers who received the handshake package and have been removed from the teachers’ payroll registry for placement on NASSCORP pension list to PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the 39 The World Bank Improving Results in Secondary Education (IRISE) (P164932) World Bank to PFMU for disbursement. The handshake package is a one-time financial allotment staff are authorized to receive at retirement, the amount of which is determined by CSA policy and is related to years of service. 4.3 - The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee payroll registry and MoE personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 4.4 - The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee payroll registry and latest MoE Personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 4.5- The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee payroll registry and latest MoE Personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. DLI_TBL_VERIFICATION PBC 4 Improved qualification profile of the teaching workforce Year 0 4.1 - Achieved when CSA-MoE employee payroll registry received showing the list of all staff and identifying staff who are at or above the Mandatory Retirement Age. (SDR 742,000) (Note this PBR has been met already) Year 1 4.2 - Achieved when CSA-MoE employee payroll registry received showing no staff from the list of employees identified in PBR 4.1. (SDR 742,000) Year 3 4.3 - Achieved when at least 90 percent of the total number of teachers on the list described in PBR 4.1 replaced by Description new recruits, who meet the government teacher qualification requirements. (SDR 742,000) Year 4 4.4 - Achieved when at least 90 percent of the number of secondary school teachers on the list described in PBR 4.1 are replaced by new recruits, who meet the government teacher qualification requirements. (SDR 371,000) Year 5. Achieved when at least 81 of the new Secondary school teachers hired in PBR 4.4, are deployed at the schools without a minimum of three qualified teachers in the required subjects (English, Math, Science). (SDR 371,000) 40 The World Bank Improving Results in Secondary Education (IRISE) (P164932) For 4.1: CSA-MoE employee payroll registry For 4.2: CSA-MoE employee payroll registry and NASSCORP pension listing For Data source/ Agency 4.3, 4.4 and 4.5: CSA-MoE employee payroll registry, MoE personnel listing and Annual School Census/ School Quality Assessment report Verification Entity For 4.1, 4.2, 4.3, 4.4 and 4.5: IVA 4.1 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the CSA-approved employee registry and list of teachers who are 65 years of age or older and meet the mandatory retirement criteria to PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 4.2 - The Bureau of Fiscal Affairs & Human Resources Development at the MoE submits the CSA-approved employee registry and the CSA-approved list of teachers who received the handshake package and have been removed from the teachers’ payroll registry for placement on NASSCORP pension list to PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. The handshake package is a one-time financial allotment staff are authorized to receive at retirement, the amount of which is determined by CSA policy and is related to years of service. 4.3 - The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee Procedure payroll registry and MoE personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 4.4 - The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee payroll registry and latest MoE Personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 4.5- The Bureau of Fiscal Affairs & Human Resource Development at the MoE submits the latest CSA-approved employee payroll registry and latest MoE Personnel listing to the PDT who sends it to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 41 The World Bank Improving Results in Secondary Education (IRISE) (P164932) DLI_TBL_VERIFICATION PBC 5 Increased access to textbooks at the senior secondary level Year 0 5.1 - Achieved when a technical working group has been established with clearly defined ToR including roles and responsibilities. This group will guide and oversee the implementation of the provision of teaching and learning materials in senior secondary schools and will at a minimum consist of representatives from the Bureau of Basic and Secondary Education, WAEC-Liberia, Division of Procurement at the MoE and Center of Excellence for Curriculum Development and Textbook Research (US$0.5 million). Year 1 5.2 - Achieved when the MoE’s Proposed Guidelines for Textbook Origination, Provision and Management have been reviewed, revised and approved by the MoE. The revised Guidelines should include at a minimum each of the sections in the existing MoE Guidelines (US$1.0 million). Year 3 5.3 - Achieved when the textbooks covering the content of Grades 10-12 curriculum in English, Math, Physics, Chemistry and Biology are identified, Description adapted and approved by the MoE [Baseline: 0] (US$0.4 million for textbook(s) for each subject covering all three Grades 10, 11, and 12 (US$2.0 million)). Year 4 5.4 Achieved when each of the five subjects textbooks approved in DLI 5.3 across Grades 10, 11 and 12 are procured and distributed to at least 90 percent of public and community senior secondary schools, reaching at least textbook to student ratio of 1:5 by subject. The textbooks for Grades 10, 11, and 12 for a given subject can be combined and printed as a single textbook or separately. [Baseline: 0 percent and 1:16 textbook to student ratio respectively] (US$0.2 million for each subject textbook(s) for the three grades procured and distributed to at least 90 percent of public and community senior secondary schools reaching at least textbook to student ratio of 1:5 at the school (US$1.0 million)). 5.5 - Achieved when (a) an e-book app and online textbook platform developed; and (b) all textbooks approved in DLI 5.3 made available as e-books through the app and the online textbook platform (US$1.0 million). For 5.1: Project monitoring report For 5.2: Project monitoring report and revised Guidelines For 5.3: Project monitoring Data source/ Agency report and prototype copies of the newly approved textbooks For 5.4: Project monitoring report, Annual School Census / School Quality Assessment report For 5.5: Project monitoring report, website and app Verification Entity For 5.1, 5.2, 5.3, 5.4 and 5.5: IVA 5.1 - The MoE submits an official letter that confirms the establishment of the technical working group with the attached TOR and the member composition to PDT who submits to IVA for verification. IVA submits the verification report to both Procedure the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 42 The World Bank Improving Results in Secondary Education (IRISE) (P164932) 5.2 - The Center of Excellence for Curriculum Development and Textbook Research at the MoE submits the revised Proposed Guidelines for Textbook Origination, Provision and Management to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 5.3 - The Center of Excellence for Curriculum Development and Textbook Research at the MoE submits the prototype copies of the newly adapted and approved textbooks as described in the definition of DLI 5.3 to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 5.4 - The Division of Procurement at the MoE provides the list of all public and community senior secondary schools that have received the hard-copies of the newly adapted and approved textbooks under the Project to PDT who submits to IVA. IVA will verify receipt of the hard-copies of the textbooks by each school through a survey and compare the total number of books received by subject against the enrollments by grade for Grades 10-12 at each school. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 5.5 - The Center of Excellence for Curriculum Development and Textbook Research at the MoE submits the link to the live website and the app where the textbooks developed under DLI 5.3 have been uploaded and are accessible by the public to PDT who submits to IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. DLI_TBL_VERIFICATION PBC 6 Improved access to basic digital skills training for senior secondary students DLI 6.1 - achieved when a national strategy for ICT application in senior secondary education (“ICT strategy”) including an ICT curriculum, competency standards for students, qualification requirements for teachers and implementation modality, developed and approved by the MoE (US$1 million). Description DLI 6.2 - achieved when 184 portable boxes/racks of laptops and 5 school-based computer laboratories are operational in senior secondary education schools. The beneficiaries of the portable boxes/racks of laptops will be the existing 156 SSS, the existing 25 junior secondary schools that will be expanded to become SSS (under component 1), as well as the 3 new 43 The World Bank Improving Results in Secondary Education (IRISE) (P164932) schools to be constructed under component 1. The beneficiaries of the school-based laboratories will be selected according to some criteria to be defined by the MoE (US$1.3 million). DLI 6.3: achieved when an evaluation of the portable boxes and school-based computer laboratories approaches for providing digital skills is completed and its results are disseminated among relevant stakeholders (US$0.2 million). Data source/ Agency For 6.1, 6.2 and 6.3: Project monitoring report. Verification Entity For 6.1, 6.2 and 6.3: IVA 6.1 - The Division of Science, Technology, Engineering and Mathematics (STEM) at the MoE submits the ICT strategy as described in the definition of DLI#6.1 to PDT who sends it to the IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 6.2 - The Division of STEM at the MoE submits an implementation status report on the portable boxes/racks of laptops and school-based computer laboratories to the PDT, who sends it to the IVA for verification. IVA submits the verification report Procedure to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 6.3 - The Division of STEM at the MoE will submit the final evaluation and dissemination report to PDT who sends it to the IVA for verification. IVA submits the verification report to both the MoE and the World Bank. The MoE will then submit the verification report approved by the World Bank to PFMU for disbursement. 44 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Annex 1 – Revision from Performance-Based Financing Modality to Investment Project Financing Modality Affecting Subcomponents 2.1, 3.2 and 3.3 I. Subcomponent 2.1: Scholarships for girls in counties with the highest female dropout rates at the Senior Secondary level: The objective of this subcomponent is to help the government reduce the gender gap at the senior secondary level outside Montserrado county. Under performance-based financing (PBF), the subcomponent aims to address the challenges girls face in transitioning to and completing senior secondary education through the provision of scholarships for at least 2,400 girls and young women (through 3 cohorts) in four targeted counties with the highest female dropout rates based on 2016 census – Bomi, Gbarpolu, Grand Bassa and Sinoe. A. Status To date, the MoE is working on enrolling about1,500 female beneficiaries to enroll in the scholarship program for cohort 1. The recruitment process experienced some delays as a result of (i) resource constraints faced by the MoE to enroll the targeted number of girls in the program and (ii) targeting mechanism and arrangements for the remaining cohort of girls. On the targeting mechanism, the MoE requested an extension to an additional three counties to achieve the target number of female beneficiaries given the MoE could not recruit the target number in the four counties. According to the latest school census data (2019-2022), Grand Cape Mount, Grand Kru and Rivercess are the next three counties with high female dropout rates. The aim of the project was to enroll three cohorts of at least 2,700 female beneficiaries before the project closing date but given the delay only two cohorts of at least 2,400 female beneficiaries will benefit. The MoE and World Bank have agreed to (a) extend the targeted counties to the additional three counties with high female dropout rates; (b) no longer require students to meet the criteria of having sat for the 9th grade exam to be eligible for the girls scholarship program; and c) convert the subcomponent from performance-based financing modality to standard Investment Project Financing (IPF) modality to address the resource constraints and remedy further delays. B. Proposed Redesign This subcomponent will support the implementation of the MoE’s Girls Education Scholarship Program through an IPF modality. It will finance the following: (a) provision of school fees (including registration and PTA fees) directly to schools through mobile payments, (b) provision of stipends directly to female beneficiaries through mobile payments, and (c) purchase and provision of cell phones for all female beneficiaries. At least 2,400 scholarship beneficiaries will have the cost of uniforms, notebooks and 45 The World Bank Improving Results in Secondary Education (IRISE) (P164932) stationery, a phone for mobile payments, transportation, sanitary products and upkeep allowance paid in seven targeted counties. The scholarship program will enable two cohorts of female beneficiaries to transition to and /or complete SSS. Initially, the Government has developed a Girls Education Scholarship Program Guidelines and purchased cell phones for 552 female beneficiaries. The distribution of phones is ongoing. The MoE will then transfer stipends to the 552 female beneficiaries. During the academic year 2021-2022 the project will pay school fees and provide stipends through mobile money for close to 1,500 girls. On the cohorts, the below arrangements have been agreed to enable two cohorts of female beneficiaries to transition to and/or complete SSS before the project closing date. For the academic year 2021-2022 the project will pay fees and provide stipends through mobile money for grade 10 (approximately 800) and grade 11 (approximately 600) female beneficiaries. For the 2022-2023 academic year, the project will pay school fees and provide stipends through mobile money for at least 2,400 girls. Female beneficiaries from the 2021-2022 academic year will continue to benefit from the program per the scholarship guidelines. The MoE will recruit additional girls transitioning from grade 9 to grade 10. At least 2,400 female beneficiaries are expected to benefit from the scholarship program by the end of the project. Approximate Numbers by Cohort Cohort Duration Academic Year 2021-2022 Academic Year 2022- Number of students 2023 #1 2 years 800 grade 10 and 800 grade 11, and 600 grade 11 600 grade 12 #2 1 year ---------- 1000 grade 10, 11, or 12 Total 1,400 grades 10-11 2,400 grades 10,11-12 Implementation arrangements: The Bureau of Basic and Secondary Education in collaboration with the Division of Fiscal Affairs and the Division of Scholarships will be responsible for implementation. The Bureau of Basic and Secondary Education will have specific responsibilities for the awareness and recruitment of female beneficiaries on the scholarship program while the Division of Scholarships will enroll the female beneficiaries on the scholarship. This will include adding the list of female beneficiaries on the government scholarship database. The Division of Fiscal Affairs will be responsible for transferring of school registration fees in the amount of USD$25 each for all female beneficiaries on the scholarship once per academic year to the recipients’ schools. In addition, the Division of Fiscal Affairs on coordination with the Division of Scholarships will also transfer stipends twice per academic year to each female beneficiary in the amount of $USD3202. At the school level, the school 2 For academic year 2021-2022 there will be a one-time transfer of fees to schools and transfer of stipends to female beneficiaries given students 46 The World Bank Improving Results in Secondary Education (IRISE) (P164932) administrators, District Education Officers (DEOs) and County Education Officers (CEOs) will be responsible for the roll-out of the scholarship at the school level. This roll-out includes supporting the Bureau of Basic and Secondary Education with awareness creation and dissemination of the scholarship amount to female dropouts in the seven targeted counties to increase transition to senior secondary education. In addition, the school administrators will coordinate with female guidance counselors deployed in schools3 to foster a safer learning environment and ensure the academic progress of beneficiaries. The Bureau of Student Personnel services through the Division for Guidance and Psychosocial Counseling will develop an operational plan for the female guidance counselor program and will share the plan with education officers and school administrators for implementation. The revised PIM will include complete details on the implementation arrangements of the girls scholarship program under IPF modality. Importantly, the PDT will have to report separately on the number of stipends and the specific amounts paid per reporting period. Envisaged Procurement Activities: transfer of school fees and stipend payments via mobile money, and the procurement of goods such as cell phones for female beneficiaries. II. Subcomponent 3.2: Providing Teaching and Learning Materials to Senior Secondary Schools: This subcomponent aims to (a) promote alignment/linkages between curriculum, textbooks and assessment systems; and (b) address the severe shortage of teaching and learning materials in public and community schools at the SSS level. Through the PBF modality, the subcomponent finances (i) the revision of the MoE’s Guidelines for Textbook Origination Provision and Management, ii) the adaptation of textbooks for grades 10, 11, and 12 in five subjects, (ii) distribution of the five subject textbooks in at least 90 percent of public and community SSSs and (iii) the development of an e-book app and platform for the textbooks and learning materials. A. Status While preparatory work has taken place, the revision of the textbook guidelines and the development of the five subject textbooks for grades 10, 11 and 12 has not begun. The MoE has hired one textbook consultant who is leading the technical revision of the textbook management guidelines and provide operational support to the MoE’s Technical Working Group (TWG) during the adaptation of the textbooks for grades 10, 11 and 12. An e-book app and online platform for the textbooks and other learning materials will be developed later. The MoE and the World Bank have agreed to convert the subcomponent from PBF modality to traditional IPF modality and put in place measures to mitigate the risk of the project not meeting the deliverables before project closing. B. Proposed Redesign are in the second (and final) semester of the academic year. Each female beneficiary will receive US$320 that includes US$25 for registration fees, US$40 for textbooks and notebooks, US$150 for upkeep allowance, $25 for sanitary pad, US$30 for uniforms and US$50 for cell phone. During the academic year 2022-2023, female beneficiaries will receive US$270 each except for new recruits under cohort 2 who will receive 320 for the first semester to purchase their phones. 3 Subcomponent 2.2 supports the hiring and deployment of female guidance counselors in schools. These counselors are expected to help improve learning results for female students by fostering a safe learning environment. 47 The World Bank Improving Results in Secondary Education (IRISE) (P164932) This subcomponent will finance (i) the revision of the MoE’s Proposed Guidelines for Textbook Origination, Provision and Management, (ii) the adaptation of five subject textbooks for grades 10, 11 and 12, (iii) the development of an e-book app and platform for the five subject textbooks and learning materials and (iv) the distribution of textbooks to at least 90 percent of public and community SSSs using IPF Procurement Regulations. The consultant hired under the project will provide the technical assistance for the MoE to revise the Proposed Guidelines for Textbook Origination, Provision and Management as well as provide technical guidance to the TWG during the adaptation of textbooks process. The MoE will contract publishing firm(s) for the adaptation of the five subject textbooks for grades 10, 11 and 12 in English, Math, Physics, Chemistry and Biology and also for the e-book app and platform. The MoE will distribute the textbooks to at least 90 percent of public and community SSS before the beginning of the academic year 2023-2024 to ensure schools and students have access to these textbooks before the project closing date. The distribution and utilization of the textbooks will be in accordance with the MoE’s guidelines on textbooks Origination, Provision and Management. C. Implementation arrangements: implementation will be led by the TWG comprising of the Bureau of Basic and Secondary Education, WAEC Liberia, Center of Excellence for Curriculum Development and Textbook Research, Procurement Division. The Center of Excellence for Curriculum Development and Textbook Research will lead the TWG. The IT Unit will maintain the e-book application and the online platform. Envisaged Procurement Activities: the procurement activities under the subcomponent include the consultancy, non-consulting services (printing and distribution of textbooks), procurement of goods. III. Subcomponent 3.3: Providing Opportunities for Acquisition of Digital Skills and Competencies: This subcomponent aims to provide senior secondary students in targeted areas with the opportunity to acquire digital literacy skills, critical to succeed in the 21st century labor market. Through PBF modality, the subcomponent finances: (i) the development of a national ICT strategy for education (covering senior secondary education) including curriculum, competency framework, qualification requirements of teachers and implementation modality; (ii) the implementation of the strategy at the SSS level through the provision of portable boxes at SSSs and the establishment of five school based computer labs; and (iii) an evaluation of the portable boxes against the school based computer labs for the acquisition of digital skills. A. Status The MoE has developed a National ICT Strategy for application and integration of digital technologies in education. The strategy has not been validated by the World Bank given the additional missing requirements such as the development of the competency framework for students, the qualification requirements of teachers and the implementation modality. The MoE with support from a technical 48 The World Bank Improving Results in Secondary Education (IRISE) (P164932) consultant hired under the project to support the development of the strategy is revising the strategy to include the additional requirements. The MoE and the World Bank have also agreed to (a) reduce the number of portable boxes to be procured, (b) cancel the development of the five school-based computer lab given the limited timeframe of the project and functionality features of the smart-box to replace the school-based computer lab, and (c) convert the subcomponent from PBF modality to using IPF Procurement Regulations to address the resource constraints of purchasing the 156 portable boxes and equipment. B. Proposed Redesign This subcomponent will finance, using the IPF modality, the implementation of the National ICT in Education strategy for students at the SSS level through the i) provision of portable boxes at 156 SSSs, and ii) assessment of student access to digital technology and their digital competencies. The provision of portable boxes will include several activities: (a) assessment of 156 SSS for readiness; (b) renovation4 of and purchase of vaults for existing 156 SSS for safekeeping of the portable boxes; (c) training for MoE staff from IT, STEM and Curriculum divisions, selected school administrators and teachers, implementation of the ICT curriculum through the utilization of portable boxes; d) customization/digitization of ICT curriculum and content on the portable boxes; and e) installation of ICT infrastructure for use of the portable boxes5; and (f) delivery of portable boxes. With regards to assessing student access to digital technology and their digital competency level, the MoE will conduct an evaluation, which will be conducted in two phases: (i) regular assessment through the smart boxes and (ii) end of implementation evaluation. Implementation of the ICT curriculum will begin during the 2022-2023 academic year. By the end of the course, student’s digital competency will be assessed. C. Implementation arrangements: The TWG led by the Division of STEM Education and comprising of the Division of Secondary Education, the Center of Excellence for Curriculum Development and Textbook Research, and the IT Unit will be responsible for implementation of this subcomponent. The TWG in collaboration with the Procurement Division will support the provision of portable boxes. The TWG will further work along with the service provider to conduct training for MoE staff, school administrators and teachers who will implement the ICT curriculum. At the school level, the school administrators will be accountable for the implementation of the ICT curriculum using the portable boxes and as well as the safe keeping of equipment and supplies. Teachers will implement the ICT curriculum. 4 The existing 156 SSS have received renovation and rehabilitation grants under Subcomponent 1.2. These SSSs will be encouraged to use a portion of their grants to prepare their facilities to host the portable boxes. 5 This includes the installation of solar panels at all 156 SSS and internet connectivity at 156 SSS 49 The World Bank Improving Results in Secondary Education (IRISE) (P164932) D. Envisaged Procurement Activities: Procurement of goods with auxiliary services (smart boxes containing laptops and accessories), printers, solar panels and accessories for the provision of electricity, projector screens and/or smart televisions and training. IV. Institutional Arrangements for Procurement: In view of the revision of the specified sub-components from PBF to IPF, the procurement activities under the subcomponent will now be implemented using the World Bank’s Procurement Regulations for IPF Borrowers, which include the July 2016, November 2017 , August 2018, and November 2020 revisions; and will include non-consulting services, such as the transfer of school fees and stipend payments via mobile money, and the procurement of goods such as cell phones for female beneficiaries. The project will update the original Project Procurement Strategy for Development (PPSD) after carrying out a market analysis, and revising procurement strategies, procurement methods and reconsider envisaged procurement risks as well as mitigation measures for the procurement activities that are under the affected sub-components. A procurement plan for the activities (summarizing procurement activities, methods, timetables, estimated costs) will be prepared by the project, and be cleared by the World Bank. V. Institutional Arrangements for FM and Disbursement: The FM and disbursement arrangements remain the same for the project. Naturally, the subcomponents transitioning from PBC to IPF arrangements will now follow the FM and disbursement arrangements of Component 1, Component 4 and Component 5, which are already operating under IPF arrangements. Details on IPF arrangements can be found in the Project Implementation Manual. For the remaining PBCs in the Project, the following flow of funds diagram can be useful. Diagram 1 50 The World Bank Improving Results in Secondary Education (IRISE) (P164932) Finally, with regards to the Disbursement and Financial information Letter, there is no need to revise it. The designated accounts, one for IPF-based disbursements and one for PBC-based disbursements, will keep their existing links and be extended to the new category numbers. 51