The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Expanding Opportunities for Learning (P166059) MIDDLE EAST AND NORTH AFRICA | Djibouti | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2020 | Seq No: 7 | ARCHIVED on 25-Dec-2022 | ISR53550 | Implementing Agencies: Ministry of Education and Vocational Training, Republic of Djibouti Key Dates Key Project Dates Bank Approval Date: 30-Sep-2019 Effectiveness Date: 14-Feb-2020 Planned Mid Term Review Date: 06-Oct-2022 Actual Mid-Term Review Date: 06-Oct-2022 Original Closing Date: 15-Dec-2024 Revised Closing Date: 15-Dec-2024 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The project development objective is to increase equitable access to basic education, improve teaching practices, and strengthen MENFOP's management capacity. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1: Establishing foundations for quality preschool education:(Cost $3.00 M) Component 2: Expanding access to and improving retention in primary and lower secondary education:(Cost $14.75 M) Component 3: Building capacity to support teaching and learning:(Cost $10.05 M) Component 4: Strengthening MENFOP's management capacity and data systems:(Cost $2.55 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Moderate Moderate Implementation Status and Key Decisions The Project to Expand Education Opportunities for Learning (PRODA) is on track to achieve its development objectives and project implementation is progressing well across all components, with a particular focus on activities aiming at improving the quality of the education system. A mid-term review was conducted in October 2022 to assess achievements, explore actions to speed up progress and propose adjustments to adapt the project design to the Djibouti education system, following the pandemic. Key findings are project start-up slipped especially in the areas of quality improvement due to the disruptions of the pandemic. Pace of project delivery subsequently picked up reflecting timely leadership from the Ministry of National Education and Professional Development (MENFOP) and growing familiarity with the results-based approach.  Headway is being made in laying the foundations of Djibouti’s nascent policy environment for pre-school, including the adoption of quality standards for pre-schools, and improving the quality of learning through a complementary package of policy reforms covering the revision of the curriculum, a competency 12/25/2022 Page 1 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) framework for professional development (teachers, pedagogical advisors, school principals), strengthening of the inspection service and building capacity in learning assessment. To date the project has achieved six Performance Based Results (PBRs) and is on track to achieve a further four by April 2023. Two key follow up actions were identified in the mid-term review: (i) develop a roadmap to accelerate project delivery by original closing date of December 2024; and (ii) undertake a project restructuring to revise select indicators and targets to the dynamic context in Djibouti, reflecting the COVID-related delays to achieving planned results. In addition the development object to increase the enrolment of out-of-school children by 35,000 by the end of the project will be kept under close review.  The Bank team, the Ministry, the Global Partnership for Education (GPE) and development partners will continue to work collaboratively to sustain momentum for implementation of PRODA. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial Moderate Moderate Macroeconomic Substantial Substantial Substantial Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program High Substantial Substantial Institutional Capacity for Implementation and Substantial Substantial Substantial Sustainability Fiduciary Substantial Substantial Moderate Environment and Social Moderate Moderate Moderate Stakeholders Moderate Moderate Moderate Other Moderate Moderate Moderate Overall Substantial Moderate Moderate Results PDO Indicators by Objectives / Outcomes Increased equitable access to basic education IN01206080 ►PDO #1: Additional primary school-level OOSC enrolled, disaggregated by gender and vulnerable populations (girls, refugees, rural students, and special needs students) (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 3,284.00 6,600.00 35,000.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP has implemented a second wave of verification of newly enrolled, formerly out-of-school Comments: children (OOSC) with the IVAAVI. A unique student identification has been introduced and implemented by MENFOP. This unique identifier number for each student will allow MENFOP to track the student's 12/25/2022 Page 2 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) enrolment and retention in education. MENFOP is implementing the EMIS system, which includes descriptors for gender, grade level, geographic location (urban/rural), and status (refugee) across three components. The first component is students, which is already completed, followed by teachers, which is underway, and finally the infrastructure component, Together these will allow MENFOP to have a comprehensive EMIS system . This will also allow MENFOP to track whether a child has completed a full cycle of education.  IN01206213 ►PDO #2: Gender parity index in lower secondary enrollment (disaggregated by urban/rural) - Gender Results Indicator (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.82 0.83 0.85 0.90 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP reports an increase in the parity index of 0.02 from the baseline.  The IVA verification of the parity index is underway to review the percentage increase for the year 2021-2022. This will be reported Comments: in the next ISR. Strengthened MENFOP's management capacity IN01206212 ►PDO #4: Learning assessments are revised and administered (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Revised OTIs (years 2 and 5) and at least one Value No No Yes national learning assessment are administered Date 09-May-2019 03-Feb-2022 06-Oct-2022 30-Jun-2024 These activities slipped due to COVID-19 and are now underway.  The Year 2 evaluation framework was developed and approved.   Revision of Year 5 evaluation framework is progressing.  An Early Grade Comments: Reading Assessment (EGRA) was administered in school year 2020-21 with USAID support. A national assessment of literacy and numeracy was administered in April/May 2022 and will report in early 2023. Improved teaching practices IN01206211 ►PDO #3: Percentage of basic education teachers demonstrating improved skills, disaggregated by primary and preschool (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 75% of all public primary school and 30% of public Value 0.00 0.00 0.00 preschool teachers demonstrate improved classroom practices. Date 20-Dec-2022 13-Sep-2022 06-Oct-2022 15-Dec-2024 it is too early to report on this indicator. The development of the new competency framework, tools and Comments: baseline slipped due to the COVID-19 pandemic and is now underway. The new competency framework for teachers, pedagogical advisors and school principals was developed and approved in 2022. 12/25/2022 Page 3 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Classroom observation tools are under development based on the competency framework and pre- service and continuous professional development programs. The tools and classroom observation tools are being developed by the Training and Inspection Departments and include adapting the World Bank's TEACH/COACH tools to the Djibouti context through an additional grant and technical assistance secured from the Bank in 2022. These will define rubrics to help measure performance against specific skills using a standardized approach. These tools will form the basis for Inspectors and/or pedagogical advisors to provide continuous coaching and follow up in schools, including regular observation of teacher classroom practices. A baseline of teachers' skills against the new competency framework approved in 2022 is being conducted and will report in 2023, with a first assessment of improvement in teacher skills planned for school year 2023-2024 against a random sample of trained primary and pre-school teachers. Overall Comments PDO Intermediate Results Indicators by Components Establishing foundations for quality preschool education IN01206216 ►Preschool quality standards approved (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target At least 30 percent of public and private preschools meeting Value No No Yes quality standards (as measured by quality audit) Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 Djibouti's first quality standards for pre-schools were developed and approved by MENFOP in 2022. These standards cover three quality dimensions: the physical environment, management and pedagogy. They will apply to public and private pre-schools, A quality assurance mechanism to monitor compliance against the approved standards is under development and will be tested and rolled Comments: out in 2023. The percentage of public and private preschools conforming to the quality standards will be measured through a quality audit. IN01206219 ►Number of preschool teachers trained on the new curriculum (CRI) (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No No 65.00 60.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 With the support of an international consultancy firm, MENFOP has developed a new competency Comments: framework for pre-school teachers with accompanying teaching modules and guides with a focus on learning-by-play. Pre-school teachers are being trained based on the revised curricula and competency 12/25/2022 Page 4 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) framework and benefit from regular follow up and coaching by the pre-school inspector and/or pedagogical counselors. 65 pre-school teachers received training on the pre-school curriculum (MTR figure), comprising different modules. IN01206222 ►Additional public preschool classrooms built or rehabilitated (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 36.00 36.00 41.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 Classrooms built or rehabilitated: MENFOP is on track to build or rehabilitate 41 public preschool classrooms. Whenever possible, the preschools are connected to primary schools. MENFOP also Comments: provides equipment for preschool classrooms. Future construction and rehabilitation will be required to comply with the newly developed quality standards. Expanding access to and improving retention in primary and lower secondary education IN01206214 ►Percentage of rural primary and lower secondary schools that have adequate facilities (water point, latrines, electrical or solar power source) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 47.00 52.00 60.00 90.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP is on track rehabilitate public primary and lower secondary rural schools so that by project end, 90 percent of rural schools have water points, sanitation, solar or electric power sources. Comments: 30 latrines have been built and 60 latrines have been rehabilitated. IN01206221 ►Number of school canteens operationalized (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 43 canteens in primary Value 0.00 18.00 20.00 and 20 canteens in lower secondary Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 As of Year 3 of project implementation, MENFOP has built and/or rehabilitated 20 canteens that respect the approved standards in public primary and lower secondary schools. These canteens are operational. Comments: IN01206224 ►Sub-regional plans to promote enrollment and reduce dropout are approved (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Sub-regional plans to Adapted interventions Value No strategy No strategy promote school in all five regions are enrollment and reduce implemented 12/25/2022 Page 5 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) dropouts are submitted for approval Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP has developed and finalized a set of plans for each of the 5 regions in consultation with local communities. These plans aim to promote enrollment and reduce dropouts, especially for vulnerable populations including girls, refugees, rural students and special needs students. MENFOP will start Comments: piloting the implementation of plans in 1 region in 2023. After evaluating the results of the pilot, MENFOP will scale up and adapt interventions that work in all five regions. IN01206226 ►Decrease in grade 5 repetition rate (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 24.40 24.40 6.00 14.40 Date 15-May-2019 13-Sep-2021 06-Oct-2022 15-Dec-2024 The repetition rates decreased substantially to 6% in school year 2020-21. This rate surpasses the target for the end of the project and has been verified by the IVA. It reflects policy changes by MENFOP to Comments: reduce repetition. The indicator will continue to be reported on annually by MENFOP. Building capacity to support teaching and learning IN01206217 ►Assessment levels in math and at least one language are officially approved in primary and lower secondary education (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Assessment levels for Primary and lower the first cycle of secondary assessment primary education in Value No No levels in math and at math and at least one least one language are language is officially officially approved. approved. Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP has developed and approved assessment levels for the first cycle of primary school and Comments: revision of assessment levels for the second cycle is underway. IN01206220 ►Administration of a digital evaluation of digital literacy skills (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Development of an action plan based on Value No No No the results of the evaluation. Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 This indicator has slipped due to COVID-19. MENFOP is reviewing what will be the most appropriate digital literacy evaluation framework for primary school. This evaluation will get underway in Comments: 2023 and inform an action plan to strengthen primary students’ digital literacy skills. IN01206223 12/25/2022 Page 6 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) ►Administration of a revised Brevet (9th year national assessment) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Yes; administration of Value No No No a revised Brevet Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 The Brevet exam will be revised and administered in Year 5.to align with the progressive roll out of the Comments: new revised curriculum. IN01206225 ►Percentage of primary schools that receive detailed reports on results of learning assessments and guidelines for their use to improve teaching and learning (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 100.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 The percentage of primary schools that receive detailed reports on results of learning assessments in math and languages, and guidelines for their use to improve teaching and learning. The national assessment of literacy and numeracy was administered in April/May 2022 and will report in Comments: early 2023. The project is recruiting technical assistance in communications to support dissemination of results to schools and guidance on using the results to improve teaching and learning. IN01206227 ►Improved learning outcomes for year 2 students (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target To be determined when baseline is Baseline figure not yet Baseline figure not yet Baseline figure not yet Value calculated, once established established established assessment is carried out Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 The revised year 2 OTI examinations and the national assessment for grade 2 have been administered. These will provide students with information on the learning level met. MENFOP is in the process of establishing the minimum acceptable threshold for learning and will establish a based Comments: of percentage of year 2 students reaching these in early 2023. This will set the baseline against which the project will measure whether an increase in the percentage of year 2 students reaching this minimum acceptable threshold learning level has been met in the last year of the project.. IN01206228 ►Percentage of primary and lower secondary school management committees that use participatory processes to assess and improve school performance. (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 80.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 Comments: There is progress against this indicator. All primary and lower secondary schools have a school management committee that meets on a regular basis. These management committees consult with school leadership on a range of issues including enrolment and retention of students, priority needs in the school (such as maintenance etc) and issues around student learning including changes in teaching, the curriculum and formative assessment and exams. The committees are responsible for consulting with 12/25/2022 Page 7 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) parents and bringing key issues to the attention of the school leadership. At each quarterly meeting of the management committee, there is a participatory discussion around the learning situation and consultation on how this can be improved. During the COVID pandemic, the Ministry of Education and Professional Development (MENFOP) recognized the rising important of parental engagement and took steps to involve parents more closely in school management and student learning. Parents were regularly consulted on ways to prevent the spread of COVID, support their children’s learning through different distance learning platforms (booklets, radio, TV and digital platforms) during school closure, and promote the return to school and student enrolment and retention. The pandemic disrupted and delayed a number of project activities related to quality improvement reforms including the learning assessments which form the basis for developing actions plans. The first national learning assessment for grade 2 in literacy and numeracy was administered in April/May 2022 and is due to report in early 2023. MENFOP is currently preparing to communicate the results on learning outcomes which will form the basis for developing action plans on learning. These are expected to be developed by May 2023, the end of the school year, to be assessed and up-dated by the end of the next school year in May 2024. In addition, the revised curriculum is being rolled out incrementally with more regular formative assessment. At the end of each unit (approximately every 6 weeks) the learning results of each student are shared with parents. The network of school management committees provides an interactive structure for consulting on the curriculum. Representatives of the network are consulted on the revised curriculum during select meetings with the MENFOP technical team and parental consultations were organized to discuss the launch and aim of the curriculum revision process. The individual results for each student are shared in paper form with parents at the end of the teaching module. At school level, principals organise parent/teachers sessions on a voluntary basis to allow parents to gain direct feedback on their child’s performance and how parents can support their child’s learning. Citizen’s views are also being consulted on other relevant issued. In November 2021, a first protocol on anti-violence in schools was approved. MENFOP subsequently conducted a first survey of school-based violence with teachers and parents in 20 pilot schools to inform the school level response to operationalizing the new protocol. This indicator and target will be reviewed and adjusted as part of the restructuring following the MTR. This indicator and target will be reviewed and adapted as part of the project restructuring following the MTR. IN01206229 ►Competency frameworks officially approved (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target At least 3 competency frameworks for At least 3 competency teachers, school Value No No frameworks officially leaders, pedagogical approved by MENFOP advisors officially approved by MENFOP. Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 With support from an international consultancy firm, MENFOP developed competency framework for teachers, school leaders, and pedagogical advisors. This framework was officially approved in a ministerial memo in April 2022. The framework is now informing the development of continuous Comments: professional development modules and classroom observation tools, with TA support from a TEACH/COACH grant from WB. IN01206230 ►Teachers Trained (CRI) (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 2,000.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 12/25/2022 Page 8 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) This initiative has slipped due to COVID. An international consultancy firm supported MENFOP in the development of competency framework and teacher training materials. By the MTR, 600 hundred Comments: teachers had received training. This training consisted of different modules, including on the revised curriculum, subject areas including maths, French and English, skills in assessment of learning outcomes. IN01206231 ►Reinforcing the use of ICT for learning (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Percentage of year 4 Value No No No students who used an ICT tool for learning Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 This activity has slipped due to COVID-19. During the COVID pandemic and based on a diagnostic conducted in the first year on the use of ICT for learning, MENFOP prioritized distance learning and a number of training of trainers on ICT for learning as well as training for the developers of software and pedagogical resources were conducted. Comments: This indicator will be reviewed and adapted as follow up to the MTR. This will include monitoring the number of trained trainers on ICT and developers of content. At the end of the project, the percentage of students who have used an ICT tool for learning will be monitored.. . IN01206232 ►Percentage of PAs and inspectors conducting classroom observations using an updated tool (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 100.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 Percentage of PAs and inspectors who use an updated observation tool (COT) when conducting their classroom observation. The Training and Inspection departments are in the process of developing tools for classroom observation. These tools will adapt the World Bank's TEACH/COACH tools and adjust them to the Comments: Djibouti context with technical support provided by an accompanying World Bank grant. The tools will be finalized in 2023 and the indicator will be reported on in 2023. IN01206233 ►Percentage of school directors who participate in professional community of practice (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 80.00 Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 School directors will create professional communities of practice to exchange good practice, observe, and give feedback to improve school quality. The different observation tools are under development and it is Comments: too early to report against this indicators. The indicator is expected to be reported on in Year 4. IN01206234 ►Competency Framework for Inspectors approved (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes 12/25/2022 Page 9 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Date 15-Feb-2021 13-Sep-2022 06-Oct-2022 15-Dec-2024 This is a new activity under the Additional Financing. The competency framework for inspectors is under Comments: development. IN01206235 ►Percentage of inspectors and Pedagogical Advisors evaluated (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 80.00 Date 15-Feb-2021 13-Sep-2022 06-Oct-2022 15-Dec-2024 This is a new activity under the Additional Financing and will be reported against in 2023 following the Comments: approval of the competency framework for inspectors. IN01206236 ►The grade level of classes in primary and lower secondary education with a revised curriculum (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Revised curriculum Value Grade 2 Grade 2 Grade 2 rolled out to Grades 1- 9 Date 15-Feb-2021 13-Sep-2022 06-Oct-2022 15-Dec-2024 The revision of the curriculum is advancing incrementally with an 2 additional grades per year. Comments: IN01206237 ►Number of exam copies produced by the Department of Exams (DEC) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 400.00 Date 15-Feb-2021 13-Sep-2022 06-Oct-2022 15-Dec-2024 This is a new activity under the Additional Financing and will get underway in 2023.. Comments: IN01206238 ►Percentage of trainers trained in the analysis of practical teaching methods (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 100.00 Date 15-Feb-2021 13-Sep-2022 06-Oct-2022 15-Dec-2024 This is a new activity under the Additional Financing and will get underway in 2023. Comments: IN01206239 ►Number of teachers trained in the use of distance learning methods (disaggregated by sex, level of education, geographic zone) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 1,000.00 12/25/2022 Page 10 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Date 15-Feb-2021 13-Sep-2022 13-Sep-2022 15-Dec-2024 This is a new activity under the Additional Financing. Training in distance learning is ongoing and will be Comments: monitored in 2023. IN01206240 ►Percentage of school management committees trained and capable of supporting parents to support their children's learning by remote methods (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 80.00 Date 15-Feb-2021 13-Sep-2022 13-Sep-2022 15-Dec-2024 This is a new activity under the Additional Financing and will get underway in 2023. Comments: Strengthening MENFOP's management capacity and data systems IN01206215 ►Improved methods for data collection (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 70% of public and 50% of private primary Value No No No schools transmit their data via the application on time. Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP is developing a digital application to improve data quality for private and public primary schools Comments: and ensure the timely publication of the statistical yearbook. This indicator is expected to change in 2023 IN01206218 ►Modernization of the EMIS (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Student information Value No No No system is developed Date 15-May-2019 13-Sep-2022 06-Oct-2022 15-Dec-2024 MENFOP has performed a diagnosis on the existing data platforms (EMIS, Human Resource Management). MENFOP has developed a new EMIS system which is being rolled out in phases. The first phase is for Comments: students and was rolled out nationally in September for school year 2022-23. It includes a unique identifier number for each student which will allow MENFOP to record the enrolment and retention of students in real time. Performance-Based Conditions IN01206241 12/25/2022 Page 11 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) ►PBC 1 Preschool quality standards approved (Text, Intermediate Outcome, 1,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value No No No -- Date -- 13-Sep-2022 06-Oct-2022 -- IN01206242 ►PBC 2 Number of preschool teachers trained on the new curriculum (CRI) (Text, Outcome, 500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value No No 125.00 -- Date -- 13-Sep-2022 06-Oct-2022 -- IN01206243 ►PBC 3 PDO #1: Additional primary school-level OOSC enrolled, disaggregated by gender and vulnerable populations (girls, refugees, rural students, and special needs students) (Number, Output, 9,950,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value 0.00 3,284.00 6,600.00 -- Date -- 13-Sep-2022 06-Oct-2022 -- IN01206244 ►PBC 4 PDO #2: Gender parity index in lower secondary enrollment (disaggregated by urban/rural) - Gender Results Indicator (Number, Outcome, 2,300,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value 0.82 0.83 0.85 -- Date -- 13-Sep-2022 06-Oct-2022 -- IN01206245 ►PBC 5 PDO #4: Learning assessments are revised and administered (Text, Outcome, 2,750,000.00, 5.45%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value No No No -- 12/25/2022 Page 12 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Date -- 13-Sep-2022 06-Oct-2022 -- IN01206246 ►PBC 6 Teachers Trained (CRI) (Number, Output, 1,500,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 5: 23/24 Value 0.00 0.00 0.00 -- Date -- 13-Sep-2022 06-Oct-2022 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P166059 IDA-64490 Effective USD 10.00 10.00 0.00 1.61 8.12 17% P166059 IDA-D4850 Effective USD 5.00 5.00 0.00 5.21 0.00 100% P166059 TF-B1108 Effective USD 9.25 9.25 0.00 4.58 4.67 50% P166059 TF-B6054 Effective USD 2.30 2.30 0.00 0.64 1.66 28% P166059 TF-B6756 Effective USD 1.18 1.18 0.00 0.36 0.82 30% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P166059 IDA-64490 Effective 30-Sep-2019 18-Oct-2019 14-Feb-2020 15-Dec-2024 15-Dec-2024 P166059 IDA-D4850 Effective 30-Sep-2019 18-Oct-2019 14-Feb-2020 15-Dec-2024 15-Dec-2024 P166059 TF-B1108 Effective 18-Oct-2019 18-Oct-2019 14-Feb-2020 15-Dec-2024 15-Dec-2024 P166059 TF-B6054 Effective 12-Aug-2021 18-Sep-2021 21-Oct-2021 15-Dec-2024 15-Dec-2024 P166059 TF-B6756 Effective 12-Aug-2021 18-Sep-2021 21-Oct-2021 30-Jun-2024 30-Jun-2024 Cumulative Disbursements 12/25/2022 Page 13 of 14 The World Bank Implementation Status & Results Report Expanding Opportunities for Learning (P166059) Restructuring History There has been no restructuring to date. Related Project(s) P175464-Expanding Opportunities for Learning Additional Financing (GPE) 12/25/2022 Page 14 of 14