Foundational Learning Compact Umbrella Trust Fund Progress Report OCTOBER 2022–SEPTEMBER 2023 Strengthening Systems for Better Learning Outcomes FOUNDATIONAL LEARNING COMPACT UMBRELLA TRUST FUND Progress Report OCTOBER 2022–SEPTEMBER 2023 Strengthening Systems for Better Learning Outcomes © 2023 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings, interpre- tations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. 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Background art: JcJg Photography/Adobe Stock (image for Accelerator Program); shahrilkhmd/Adobe Stock (image for Learning Measure- ment and Data); JMarques/Adobe Stock (image for Teachers); Africa Studio/Adobe Stock (image for Education Technology); Alfons/ Adobe Stock (image for Education Policy Academy); New Africa/Adobe Stock (image for Bangladesh Secondary Education Program); あんみつ姫/Adobe Stock (image for Early Learning Partnership); Sensay/Adobe Stock (spotlight pages); Bits and Splits/Adobe Stock (chalkboard). Contents Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Forewordfrom the Global Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Program Manager’s Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi K e y F L C R e s u l t s : O c t o b e r 2 0 2 2 – S e p t e m b e r 2 0 2 3 . . . . . . . . . . xix Section 1: Trust Fund Overview and Highlights . . . . . . . . . . . . . 1 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 FLC Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 FLC Portfolio Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 F L C b y t h e N u m b e r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Section 2: Implementation Progress . . . . . . . . . . . . . . . . . . . . . 13 T H E A C C E L E R A T O R P R O G R A M . . . . . . . . . . . . . . . . . . . . . . 14 A c c e l e r a t o r P r o g r a m i n B r a z i l ’ s C e a r á S t a t e . . . . . . . . . . . . . . . 28 L E A R N I N G M E A S U R E M E N T A N D   D A T A . . . . . . . . . . . . . . . . 30 COVID-19 Learning Losses and Recovery Analysis . . . . . . . . . . . . . . . . . . . . . . . . . 32 Policy Linking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Assessments for Minimum Proficiency Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Cross-National Learning Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 National Learning Assessment Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Global Education Policy Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 T h e G E P D i n M a d a g a s c a r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 T E A C H E R S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Global Coach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Coach Mozambique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Teach-Coach SUNSET grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 T e a c h - C o a c h S U N S E T G r a n t i n T a n z a n i a . . . . . . . . . . . . . . . . . . . . . . 65 iii E D U C A T I O N T E C H N O L O G Y . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6 EdTech Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 EdTech Policy Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 E D U C A T I O N P O L I C Y A C A D E M Y . . . . . . . . . . . . . . . . . . . . . . 7 4 B A N G L A D E S H S E C O N D A R Y E D U C A T I O N P R O G R A M . . . . . . . 7 6 E A R L Y L E A R N I N G P A R T N E R S H I P . . . . . . . . . . . . . . . . . . . . . 8 4 E a r l y Ye a r s F e l l o w s h i p i n E t h i o p i a . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Section 3: Risks and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . 97 Risks and Challenges for the FLC Umbrella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Risks and Challenges at the Activity Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Section 4: Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Accelerator Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Learning Measurement and Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Education Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Education Policy Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Bangladesh Secondary Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Early Learning Partnership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Section 5: Trust Fund Financials . . . . . . . . . . . . . . . . . . . . . . . . 117 Annexes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 A: Ongoing FLC- and ELP-Funded Activities or Projects . . . . . . . . . . . . . . . . . . . . . . . 122 B: Progress on Key Milestones of FLC Anchor Activities . . . . . . . . . . . . . . . . . . . . . . . 134 C: FLC Results Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 D: UNICEF-Accelerator Transfer Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 iv FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Acknowledgments T his progress report was prepared by We would like to express our gratitude to Kanae Watanabe, Mabel Martínez, our donors—the Bernard Van Leer Founda- Priyal Gala, Kelly Davies, and Raiden tion; the Bill & Melinda Gates Foundation; Dillard, under the guidance of Halil Dundar Echidna Giving; FCDO; the Hewlett Foun- (Practice Manager, Global Engagement and dation; the Hilton Foundation; the LEGO Knowledge). The team received inputs from Foundation; the Ministry for Foreign Affairs Michela Chiara Alderuccio, T.M. Asaduz- of Finland; Philanthropy Advisors; Porticus; zaman, Diego Luna Bazaldua, Adrien Rockefeller Philanthropy; and the govern- Ciret, Marie-Hélène Cloutier, Amanda ments of Australia, Canada, Germany, the Devercelli, Elaine Ding, Molly Jamieson Eber- United Kingdom, and the United States—for hardt, Koen Martijn Geven, Laura Gregory, their support and contribution to the FLC. Saamira Halabi, Robert Hawkins, Ella Victoria Without them, the activities in this report Humphry, Gang I. Kim, Changha Lee, Sergio would not have been possible. Venegas Marin, Surayya Masood, Minna Mattero, Ana Teresa del Toro Mijares, Prachi This progress report examines the progress Patel, Halsey Rogers, Shwetlena Sabarwal, made by the activities under the Foun- Jayshree Thakrar, and Yi Ning Wong. The dational Learning Compact Multi-Donor team also received much-appreciated assis- Umbrella Trust Fund from October 31, 2022, tance from a number of World Bank country to September 30, 2023. task team leaders and others too numerous to list here. Nita Congress copyedited and designed the report. v Abbreviations ACER Australian Council for Educational IVR interactive voice response Research LAISE Learning Acceleration in Secondary AIM-ECD Anchor Items for Measurement— Education Early Childhood Development LDC Learning Data Compact AMPL Assessment for Minimum Proficiency LIRE Learning Improvement for Results in Levels Education AMPL-b Assessment for Minimum Proficiency LLECE Latin American Laboratory for Levels for Sustainable Development the Assessment of the Quality of Goal 4.1.1b Education ECD early childhood development MINEDH Ministry of Education and Human ECE early childhood education Development EdoBEST Edo Basic Education Sector MOE Ministry of Education Transformation PIRLS Progress in International Reading EdTech education technology Literacy Study ELP Early Learning Partnership PISA Program for International Student Assessment EMIS education and management information system RoC Reinventing our Classroom ERCE Regional Comparative and SABER Systems Approach for Better Explanatory Study Education Results FCDO UK Foreign, Commonwealth & SBTS School-Based Teacher Support Development Office SDG Sustainable Development Goal FCV fragility, conflict, and violence SRGBV school-related gender-based violence FLC Foundational Learning Compact SUNSET Scaling Up National Support for FLN foundational literacy and numeracy Effective Teaching FTS Foundational Teaching Skills TCPD teacher continuous professional development FY fiscal year TPD teacher professional development GEPD Global Education Policy Dashboard UIS UNESCO Institute for Statistics GPE Global Partnership for Education UNESCO United Nations Educational, IBRD International Bank for Scientific and Cultural Organization Reconstruction and Development UNICEF United Nations Children’s Fund ICT information and communication technology USAID United States Agency for International Development IDA International Development Association ZIP zona de influencia pedagógica IFC International Finance Corporation vi Foreword from the Global Director F or children everywhere, attaining foun- dational skills—especially for the world’s most vulnerable and marginalized youth—cannot wait. Foundational learning teaches basic literacy, numeracy, and trans- ferable competencies that will allow children to fulfill their potential and contribute to a country’s sustainable development, inclu- sive growth, gender equality, and peace and prosperity. Ensuring all children attain foun- dational skills is a game changer in reversing learning losses and ending learning poverty. Today we have a crisis in education where 70 percent of 10-year-old children from low- and As education systems emerged from pandemic closures, renewed middle-income countries are unable to read with commitments to education were declared at the highest political levels at comprehension (World Bank et al. 2022). This is the UN Secretary-General’s 2022 Transforming Education Summit. These also significant as a signal of the overall quality pledges are welcome, and what must now follow is action. We need to seize of the education system in these countries. this opportunity to build strong and resilient education systems. We cannot Without urgent action, learning poverty and lost do that without improving foundational learning outcomes for all children. schooling will become a life sentence for these To do that, we must leverage the Foundational Learning Compact as an children. As it stands, this generation of students important collaboration platform to support evidence-based interventions risks losing $21 trillion in future lifetime earn- that will help move the needle.” ings—or the equivalent of 17 percent of today’s global gross domestic product (GDP)—up from the $17 trillion estimated during the pandemic education by an average of 13.5  percent in 2022 (World Bank et al. 2022). (World Bank and UNESCO 2021). When we look at the numbers behind While most spending for education was domestic spending for education, one of recovered in higher-income countries, the stories we find is about a lack of under- in 2022, education budgets in low- and standing of the severity of the learning crisis. lower-middle-income countries continued to After the onset of the COVID-19 pandemic, decline, indicating a lack of government prior- 40 percent of low- and lower-middle-in- itization to combat the learning crisis (World come countries reduced their spending on Bank and UNESCO 2022). vii The severity of this learning crisis requires collaboration, enabling us to receive funding increased public awareness and immediate from our partners so that we can jointly political commitment to address the situa- deliver on our commitment to foundational tion and move past the “business-as-usual” learning and have a bigger and more targeted approach to education. These are difficult impact on improving learning outcomes. times, and our common goals, like the Sustain- able Development Goals, hang in the balance. Collectively, we have been working to high- The ability to recover and accelerate learning light the importance of foundational learning will take all of us working together. For our and align strategically to bring greater part, the World Bank has been stepping up to focus—but there is much, much more we deliver solutions and impact at scale. need to do that can only be accomplished if we work together, most importantly at the The Foundational Learning Compact (FLC) country level. complements and leverages the Bank’s IDA and IBRD funding of $25 billion in 95 coun- We have deepened our partnerships to reflect tries. It furthers global knowledge that the crisis in learning, but we now need to facilitates the improvement of learning mobilize greater funding to countries to outcomes at national scale. It provides tech- provide more support to more countries. nical assistance to improve the quality and reach of evidence-based interventions and Education is vital in shaping the trajectory of technically supports high-level policy dialogue individuals, families, communities, and soci- with countries to undertake important eties toward peace and prosperity and in reforms. Trust fund resources are essential in realizing all other development goals, from making this vision of foundational learning poverty alleviation to climate action. Less than for all children everywhere a reality. a year after World Bank shareholders asked us to evolve to take on a set of complex global Over the last several years, the World Bank challenges, we are making progress toward has been working in close coordination with becoming a better, bigger, and smarter World global education partners, including the Bank. As an institution, we are delivering on Bill & Melinda Gates Foundation, the UK the first phase of an evolution that will signifi- Foreign, Commonwealth & Development cantly scale up our impact and help achieve Office, UNESCO and the UNESCO Institute an ambitious new vision: ending poverty on a of Statistics, UNICEF, and the United States livable planet. We look forward to engaging Agency for International Development to with you on what this could look like in the join our voices, programming, and funding context of global education. The investment to promote foundational learning for all. we make today will be one for all our futures. Our children are counting on it. The World Bank is proud to be part of the founding of this Coalition for Founda- tional Learning since 2022, which has since been picked up as a Global Initiative by the High-Level Steering Committee for Educa- Luis Benveniste tion. The Foundational Learning Compact Global Director is the World Bank’s main platform for this Education Global Practice viii FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Program Manager’s Note S ince its inception in 2020, the Founda- tional Learning Compact (FLC) has been supporting countries to accelerate foun- dational learning and strengthen education systems for better learning outcomes. Although the World Bank is the largest external financer of education in the developing world with a portfolio of over $25 billion in 95 countries, partnerships are the key to achieving more targeted impact than we could on our own. The FLC leverages some $16.5 billion in Interna- tional Development Association/International Bank for Reconstruction and Development (IDA/IBRD) program funding, through the FLC Anchor Trust Fund and the associated ELP Trust The FLC is a platform for collaboration for donors and the World Bank Fund. It has a global footprint of support in 86 that enables us to jointly deliver on our commitment to accelerate learning countries. It also supports the development of for all children everywhere.” global public goods, such as innovative tools, evidence and data, and analytics, as well as the provision of technical assistance to imple- public goods and support to evidence-based ment evidence-based interventions to improve global initiatives. The ELP has also approved learning outcomes and systemic reforms. 72 catalytic grants for $15.5 million. The FLC was launched during the pandemic, Our activities are yielding exciting results, with which created unforeseen challenges. Although increased implementation, capacity building, many FLC activities were impeded by school research, innovation, dissemination, and policy and ministry closures, the past year has seen an dialogue. We are tracking results at the FLC acceleration in implementation, leading to the portfolio level to capture these results, as you results that you will read about in the coming requested at the last Partnership Council. In pages. To date, the FLC Anchor has awarded section 2, you will see that the FLC activities have 39 catalytic grants totaling around $21 million benefited more than 36.3 million students, 5.1 to provide tailored support to 29 countries million teachers and school leaders, and close (some are benefiting from support for multiple to 300 policy makers. The activities have also activities), as well as 3 regional grants for multi- influenced government policy in 65 countries country activities and 19 grants for global through evidence, data, and analytical work. ix In the last year, the countries in the Acceler- informed 23 policy design and interventions ator Program have developed learning targets for education systems. and Investment Cases, which are major mile- stones for improving learning outcomes. Among many workstreams, the ELP is also Some are formally adopting these targets into active in the fragility, conflict, and violence their national plans, resulting in greater stake- (FCV) space. It has provided seven grants for holder accountability and stronger likelihood $1.1 million, conducted workshops for FCV of achievement of the learning outcomes. settings on the early childhood development learning agenda, and recruited four Early The FLC has supported more countries with Years fellows in FCV locations. learning measurement and data. It has produced 57 country briefs using Progress These are just a few highlights, but I will let in International Reading and Literacy Study this year’s progress report speak for itself. 2021 data, and it has supported country-level The main point is that the FLC is catalyzing policy dialogue in these countries. The FLC the World Bank’s large IDA/IBRD program has also provided just-in-time support to to deliver impact. Our agenda is ambitious 14  countries to strengthen their national but must be tempered by the reality of our learning assessment systems. existing financing. More funding will enable us to continue to increase impact on learning To support teachers and improve teaching outcomes and more cross-cutting work on practices, the SUNSET grants have supported girls, climate, FCV, and inclusivity. 23 countries. They are benefiting 4.9 million teachers to improve their classroom inter- We hope this report will be an illuminating actions with students to support learning glimpse into FLC activities and see the poten- outcomes for 27.9 million students. tial for even more scale and impact in more countries in the future. I would like to thank The FLC has also increased its impact on you, our partners—the Bill & Melinda Gates gender. For example, 92,000 female Bangla- Foundation, FCDO, the Ministry of Foreign deshi students directly benefited from Affairs of Finland, and the LEGO Foun- evidence-based interventions to help them dation—for joining us in our mission to return to school, support mental health and accelerate learning. The learning crisis is one well-being, and remediate learning loss. of many competing global challenges in the current context. But compelling evidence and Technology and innovation research also play experience have shown that one of the stron- an important role in the FLC’s mission to help gest investments that can be made to reduce reverse learning losses. In the past year, the poverty and improve health, gender equality, EdTech Hub has produced 45 products and peace, and stability is education. services to support government policy makers. The Hub’s integrated approach involves both qualitative and quantitative research to support decision-making and innovative “sandboxes” that generate real-time evidence Kanae Watanabe to explore how to improve EdTech interven- Senior Partnership Coordinator and FLC tions or scale up successful EdTech pilots. And Program Manager inputs from the EdTech Policy Academy have Education Global Practice x FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Executive Summary A renewed focus on foundational development partners a platform for collab- learning is instrumental in global oration and a way to leverage the World efforts to regain lost learning and Bank’s vast portfolio and deep policy dialogue accelerate learning outcomes for all chil- to accelerate the achievement of learning dren. With a portfolio of about $25 billion outcomes. in 95 countries, the World Bank is the largest source of external financing for education The Foundational Learning Compact Progress in developing countries and has become a Report October 2022–September 2023 pres- strong advocate for foundational learning— ents the progress in FLC activities and provides which is evidenced by the many World Bank highlights from its associated trust fund, the lending operations that are focused on Early Learning Partnership (ELP). It picks up foundational learning with the objective of where the last FLC Progress Report (World reducing learning poverty. The World Bank’s Bank 2022) left off on October 1, 2022, and Foundational Learning Compact (FLC) offers goes through the end of September 2023. xi This includes the trust fund’s overview and Tanzania each have three or more ongoing highlights, including key portfolio indica- FLC activities. tors; implementation progress in achieving outcomes during the reporting period based To date, the FLC Anchor has awarded on the Results Framework, including updates 39 Bank-executed catalytic country grants on the components of the different activities, (totaling around $21.2 million) to 29 coun- collaboration with development partners, tries, as well as 3 grants for regional activities country progress, and outputs and resources and 19 grants for global activities (totaling developed; expected activities looking ahead $17.2 million). The FLC has provided funding for the rest of 2023 and 2024; FLC finan- to World Bank country programs, which has cials update; and annexes with updated data enabled the provision of technical assistance for FLC and ELP activities or projects funded, to governments to increase their capacity to as well as the updated Results Framework, improve foundational learning skills. Grants among others. have been provided on a rolling basis based on need and government ownership. The The FLC was designed to enhance global number of requests for support reflects the and country-level efforts to pursue systemic interest governments have in the targeted and sustained improvements in early child- and evidence-based support funded by the hood, primary, and secondary education FLC. Demand for support has far exceeded resulting in better learning outcomes for all. available funding. With respect to the Both the FLC Anchor Trust Fund (the center- previous reporting period, the FLC increased piece of the umbrella) and the associated disbursements by nearly 20 percent—which ELP Trust Fund support countries to imple- reflects the acceleration of implementation ment evidence-based interventions that can in the last year across all activities. contribute to the higher-level objectives of reducing learning poverty and increasing Since 2020, FLC activities have benefited learning-adjusted years of schooling. The FLC 36.3 million students, 5.1 million teachers Anchor focuses on primary and secondary and school leaders, and close to 300 policy education, while the ELP focuses on early makers in 86 countries. This impact has childhood development (ECD) for children been supported by FLC global public ages 0–5. goods—including 111 tools, reports, and analyses—and technical assistance. FLC Anchor activities are supporting 86 coun- tries around the world. The greatest number The FLC is a vehicle for collaboration with of the countries supported by the FLC— donors to jointly address the tremendous chal- approximately half—are in Africa, followed lenges in global education. The FLC Anchor by South Asia, the Middle East, and Latin Trust Fund donors are the Bill & Melinda America. The FLC aims to concentrate support Gates Foundation, the LEGO Foundation, where there is strong government ownership the Ministry for Foreign Affairs of Finland, and need. Reflecting this priority, Bangladesh, and the UK Foreign, Commonwealth & Devel- Central African Republic, Dijbouti, Ethiopia, opment Office (FCDO). The donors to the Ghana, Jordan, Kenya, Mexico, Mongolia, ELP associated trust fund are governments Mozambique, Nepal, Niger, Nigeria, Pakistan, of Australia, Canada, Germany, the United Romania, Rwanda, Senegal, Sierra Leone, and Kingdom, and the United States; the Bernard xii FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Van Leer Foundation, the Bill & Melinda Gates well as other stakeholders and are helping Foundation, Echidna Giving, the Hewlett identify policy findings as well as gap areas Foundation, the Hilton Foundation, the LEGO for further research. The following summa- Foundation, Philanthropy Advisors, Porticus, rizes the main results for FLC activities as of and Rockefeller Philanthropy. The FLC also September 2023, including for the ELP. works closely with other partners, specifically, the Global Partnership for Education (GPE), UNESCO, the UNESCO Institute for Statistics Accelerator Program (UIS), UNICEF, and the US government. This year, the Accelerator Program picked up With the support of these key actors in global pace and achieved several milestones across education, the FLC finances targeted inter- the participating governments. The program ventions. These interventions are aimed to has shaped the design of International Devel- accelerate foundational learning, increase opment Association (IDA)1 and International learning measurement and data, improve Bank for Reconstruction and Development teaching quality, and improve the use of (IBRD) operations, has influenced government effective education technology (EdTech)—all sector plans2 and the focus on founda- toward the objective of improving learning tional learning outcomes.3 In addition, the outcomes. FLC activities are yielding results program intensified efforts to provide due to post-COVID scale-up of implemen- timely, demand-driven technical assistance tation. Data and analysis from FLC-funded to improve the effectiveness of founda- activities have been used by governments as tional learning programs. Mozambique,  P rogram M anager ’ s N ote xiii Niger, Edo State (Nigeria), Rwanda, and Learning Sierra Leone have set learning targets; while Mozambique, Edo State, Pakistan, Rwanda, Measurement and Data and Sierra Leone have developed priori- Numerous FLC efforts are undertaken in tized plans to improve foundational learning the context of the commitments under the outcomes (Investment Cases). This has Learning Data Compact and the Global Coali- resulted in greater stakeholder accountability tion for Foundational Learning to increase the and a stronger likelihood of achievement of measurement of learning. Notably, the FLC learning outcomes. The program has focused has continued supporting the development on the following: of global and country reports on COVID-19 learning losses and recovery analysis; n Providing technical assistance at the supporting countries in implementing tools country level to address resource and such as the updated Policy Linking toolkit and implementation capacity gaps by identi- the Assessments for Minimum Proficiency fying experts to support country efforts Levels (AMPLs); providing technical support in Niger, Edo State, Rwanda, and Sierra and policy dialogue related to Cross-National Leone. and National Learning Assessments; and n Fostering cross-country learning by supporting implementation, dissemination, convening country or regional events research, and technical innovations related to bring the dialogue closer to their to the Global Education Policy Dashboard context—for example, the biannual (GEPD). Further detail is provided below: Symposiums on Foundational Learning organized by Rwanda, the Edo Education n COVID-19 learning losses and recovery Week organized by Edo State, the Foun- analysis. The FLC helped produce the dational Learning Exchange organized by global synthesis report Learning Recovery Sierra Leone, and the Accelerator Stra- to Acceleration: A Global Update on tegic Forum. Country Efforts to Improve Learning and Reduce Inequalities (World Bank 2023c) n Disseminating technical resources and to take stock of what countries have done tools through dissemination events such so far to recover and accelerate learning as the Foundational Learning Knowledge since reopening schools, and what we Café series and the development of a have learned from their experience. The one-stop-shop intranet page for World FLC also supported development of the Bank task team leaders working on foun- COVID learning loss report “Effects of dational learning. COVID-19 on student learning: assessing n Supporting countries in finalizing their learning losses using adaptive technology target-setting exercises and develop- in the Dominican Republic”; this report ment of Investment Cases. Currently, quantifies learning losses between 2020 FLC Accelerator grants support Kenya, and 2022 using data from a sample of Mozambique, Edo State, Niger, Pakistan, ninth grade students who benefited from and Rwanda. Other countries are bene- the use of adaptive learning software. fiting from indirect support, and more n Policy Linking. The World Bank supported countries are expected to be added over the dissemination of Policy Linking time. xiv FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 exercises in The Gambia and Ghana, as review for the upcoming cross-national well as implementation of the method- learning assessments, as well as continued ology in Pakistan and Rwanda. Rwanda, dialogue with international and regional with support from FLC funding from the learning agencies. With the release of Accelerator Program, is implementing a 57 country briefs under the Progress Policy Linking benchmarking study using in International Reading Literacy Study the results of the 2021 national assess- (PIRLS) 2021 data in May 2023, the World ments in grades 3 and 6; this will help Bank also provided global, regional, and inform progress on the 2023 national country-level technical support and assessment. Pakistan, with support dialogue on the results to national policy from both the World Bank and FCDO, makers to highlight the need to accelerate conducted a Policy Linking benchmarking foundational learning. exercise using the results of its 2021 n National Learning Assessment Systems. national large-scale assessment study; To support the strengthening of national this will be disseminated to policy makers. learning assessment systems, the World Additional capacity building was provided Bank provided just-in-time technical to the national assessment agencies in support to Bank country teams and Pakistan and Rwanda to improve their government counterparts in Argentina, capacity to perform benchmarking activ- the Central African Republic, Djibouti, the ities in the future. Arab Republic of Egypt, Haiti, Maldives, n AMPL-b.4 This year, the World Bank Malawi, Mali, Mexico, Nepal, Pakistan, disseminated the results of the AMPL-b Sierra Leone, Sudan, Tanzania, and implemented in Sierra Leone; it also Tunisia. The Bank also provided workshops supported the administration of the to share country team experiences in the AMPL-b assessment as a stand-alone implementation of learning assessments module, along with the GEPD, in three and assessment support, and on resources regions of Pakistan. The Bank continued and support services for learning assess- the dialogue with government counter- ments and existing learning data. parts to nurture demand for learning n Global Education Policy Dashboard. The data, including through AMPLs. The World Bank collected comprehensive, main outputs developed were “AMPL-b rigorous, and actionable primary data on in Sierra Leone: Stage 2 Item Analysis, 5 education systems (bringing the total Conditioning and Student Outcomes,” to 12): Islamabad Capital Territory (Paki- “Analysis for the Pilot of the AMPL stan), Jordan (second round), Gabon, instrument in Urdu,” and “Test and Item Chad, and Khyber Pakhtunkhwa (Paki- Analysis of AMPL-b 2023 Pakistan (Khyber stan). The Dashboard generated detailed Pakhtunkhwa) Pilot Data.” Discussion is data on education in contexts of fragility, ongoing in other countries such as Jordan conflict, and violence (FCV), such as Chad (where it is more advanced), Cabo Verde, and Niger; and it supported a second Colombia, and Haiti. implementation in Jordan in 2023. The n Cross-National Learning Assessments. Bank provided training opportunities to During the reporting period, the World participating countries such as Mada- Bank provided technical support and gascar to create capacity at the ministry  P rogram M anager ’ s N ote xv level to either collect (replicate the exer- policy brief that presents the results and cise) or use the data; Madagascar is using recommendations from Service Delivery insights from the GEPD surveys report Indicators initiatives and the GEPD; and to inform reforms that will be included the “Republic of Madagascar: Education in the revision of its Education Sector Service Delivery Indicators—Round II and Plan. The GEPD is currently in the field Global Education Policy Dashboard— in four education systems—the Central Round I” report, which gives strategic African Republic, Edo State (Nigeria), and policy and investment recommendations Balochistan and Sindh (Pakistan). Stake- to improve service delivery in Madagascar. holder validations and dissemination The World Bank also innovated by admin- events have been organized to ensure istering the AMPL-b as part of the GEPD the data were presented to a wide audi- to enable countries to report on Sustain- ence. GEPD data and insights are being able Development Goal 4.1.1. integrated into multiple high-value outputs, including public expenditure reviews (Ethiopia), revisions to educa- Teachers tion sector plans (Madagascar), GPE country compacts (Sierra Leone), country Global Coach. Over the past year, the Global partnership framework—World Bank Coach program has focused on developing country strategy (Madagascar), learning and publishing tools and resources, building poverty plans (Niger, Sierra Leone), and internal capacity to use the resources to project-related documents (Niger, Sierra support governments, and developing a global Leone), among others; the interactive report on teachers that uses findings from Shiny App that provides the data for behavioral science and psychology to propose the GEPD’s primary indicators that are a more effective approach for teacher policies. driving learning outcomes; a Madagascar Coach Mozambique. The Coach Mozam- bique program has focused on monitoring field implementation of the pilot, improving and designing new program materials, and supporting the pilot’s expansion to more schools. Teach-Coach Scaling Up National Support for Effective Teaching (SUNSET) grants. The SUNSET grants in 23 countries have focused on implementation and supporting cross-country learning opportunities for grantees. Overall, some of the analytical work of FLC activities is helping identify policy findings as well as gap areas for further research—for example, the rapid evidence review of Teach and Coach on how to support teachers and effective teaching in FCV contexts. xvi FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 initiative designed to provide World Bank and Education partner staff, and government counterparts, Technology with opportunities to deepen knowledge and skills for EdTech policy design and program EdTech Hub. The EdTech Hub is a global implementation. This year, two EdTech Policy research partnership sponsored by FCDO, Academies were offered, reaching 198 partic- the Bill & Melinda Gates Foundation, UNICEF, ipants from 26 countries. and the World Bank to empower the global education community by providing evidence and policy advice on the effective use of Education Policy digital technologies for developing coun- Academy tries. The main elements of the partnership between the EdTech Hub and the World Bank Building on the rich lessons from the EdTech are (1) the Hub’s provision of technical assis- Policy Academy, the World Bank is expanding tance to World Bank staff via the Helpdesk, (2) and developing more offerings under the the annual development of joint knowledge Education Policy Academy. The goal of the products, and (3) the World Bank’s strategic Education Policy Academy is to provide World guidance to the Hub through its participation Bank staff and clients with learning oppor- on the Hub’s Executive Committee and Stra- tunities to deepen knowledge and skills for tegic Advisory Board. The Helpdesk is currently education policy design, program imple- supporting 142 countries and regions. mentation, and policy dialogue in priority thematic areas. Education Policy Academy The EdTech Policy Academy. The EdTech Policy activities are partially supported by the FLC, Academy is a learning and capacity-building and this year they focused on three thematic  P rogram M anager ’ s N ote xvii areas: literacy policy, teachers, and inclusive It is doing so by identifying core areas to education. address COVID-related disruptions and learning losses and improve the overall n The Literacy Policy Academy introduced secondary system. This year, the program participants to the science of reading and focused on delivering eight activities on to policies that promote effective early evidence-based decision-making, research, grade reading at scale under six online and policy outreach. These activities bene- modules; it is currently being translated fited approximately 92,000 students through into different languages. learning targeted interventions; and deliv- ered training to 2,252 teachers, principals, n The Teachers Policy Academy built capacity and other pedagogical leaders. The program building around fundamentals of teacher includes activities specifically targeting girls policy and how to provide high-quality to help them return to school and support in-service teacher professional develop- mental health and well-being. The activities ment; it is currently piloting a synchronous have had direct implications for policy making course in Romania and Tunisia. and provide a roadmap for further research. Bangladesh Early Learning Secondary Education Partnership Program The ELP associated trust fund leverages World This program is helping to build back better Bank strengths—a global presence, access the country’s secondary education system to to policy makers, and technical analysis— protect and boost learning after COVID-19. to improve early learning opportunities and outcomes for children worldwide. The ELP supports World Bank teams in advocating for investments in ECD, designing effective poli- cies, and implementing impactful programs. It operates through three main workstreams: catalytic country grants, high-value analyt- ical work and special initiatives, and capacity building. The ELP provides funding for ECD services, conducts analytical work to measure early childhood outcomes, and supports initia- tives such as Read@Home and Quality Early Learning. It launched the Invest in Childcare program to expand access to quality childcare in low- and middle-income countries. The ELP also focuses on capacity building through initiatives like the Early Years Fellowship and the Education Policy Academy. xviii FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Key FLC Results: October 2022–September 2023 The FLC catalyzes$16.5 billion in World Bank funding through the FLC Anchor Trust Fund The FLC has benefited more than 36 million students The FLC has benefited more than 5 million teachers and school leaders 91+9 FLC activities have supported 86 out of 95 countries in the World Bank education portfolio 70+30 FLC activities have supported policy dialogue in 66 out of 95 countries The World Bank Group brings value to trust-funded partnerships. Its convening power, at both the international and country level, optimizes coordinated action on shared development priorities to achieve impact at scale. Partners benefit from the World Bank Group’s extensive technical expertise, country experience and supervision capacity, and its ability to monitor and report on results.” Akihiko Nishio, Vice President, Development Finance, World Bank SECTION 1 Trust Fund Overview and Highlights Context n Coordinate and align support to low- and middle-income countries to implement evidence-based solutions to improve Foundational learning has emerged as a pivotal foundational learning outcomes at scale. issue facing global education. Foundational n Support countries to monitor learning skills—literacy, numeracy, and socioemotional progress through high-quality, reliable, skills—are the essential building blocks for comparable learning data to help them developing all other learning, knowledge, improve learning programs, particularly and higher-order skills. Without these foun- in Sub-Saharan Africa.5 dational skills, children will not be able to fulfill their potential. As efforts intensify to n Support strategic advocacy and commu- regain lost learning and accelerate learning nications to call for implementation of the outcomes, the critical nature of founda- Commitment to Action (described below), tional learning has come into sharp focus, create an enabling environment for policy as shown in the report Learning Recovery to change, and help drive accountability for Acceleration: A Global Update on Country implementation. Efforts to Improve Learning and Reduce Inequalities (World Bank 2023c). The Commitment to Action on Foundational Learning was launched during the Trans- In 2022, several donors joined forces to forming Education Summit in 2022 convened create the Global Coalition for Foundational by the United Nations Secretary-General. Learning to amplify their impact and collec- Under this commitment, countries and stake- tively contribute to improving foundational holders have committed to ensure that all learning. The Coalition founders were the children—including the most marginalized— Bill & Melinda Gates Foundation, the UK develop foundational learning, and that Foreign, Commonwealth & Development learning poverty is reduced by half by 2030. Office (FCDO), UNESCO, UNICEF, the United As of September 30, 2023, nearly 30 coun- States Agency for International Development tries and 35 organizations had endorsed the (USAID), and the World Bank. The initiative commitment. has three objectives: Unfortunately, analysis of national commit- ments reveals that the urgency of foundational learning and of the learning crisis has been systematically underestimated and is in fact Today there is a new vision and mission for the absent from national education priorities World Bank . To create a world free of poverty—on a (World Bank 2023c). According to the World livable planet . But time is of the essence . This urgency Bank report, only 18 percent of countries motivated us to write a new playbook—a new had an explicit strategy, plan, or program mission . One that will drive impactful development for recovering and accelerating learning. A and lead to a better quality of life—access to clean decline in education budgets in low- and air, clean water, education, and decent health care .” lower-middle-income countries indicates a Ajay Banga, lack of government commitment to combat World Bank President October 2023 Annual Meetings Plenary the learning crisis. 2 On the positive side, some progress has provides a snapshot of the main FLC portfolio been made in promoting foundational skills indicators and key results. even without curricular reforms, which can be a challenging and lengthy process, often complicated by political entrenchment. Some Structure, governance, countries are implementing evidence-based and management interventions, supporting their teachers, and measuring learning, which are key drivers of The FLC is an umbrella trust fund created in learning. Global education stakeholders can August 2020 to finance education activities support governments to encourage country that strengthen global and country efforts responses to recover learning losses, focus on to make systemic and sustained improve- acceleration—and ultimately improve foun- ments at the early childhood, primary, and dational learning and reduce inequalities secondary education levels. The FLC enables (World Bank 2023c). donors to contribute resources to be used for evidence-based interventions that leverage The Foundational Learning Compact (FLC) World Bank financing and high-level policy is uniquely positioned as a vehicle through dialogue to together tackle the tremendous which the World Bank can work with its part- challenges that face global education. ners to deepen focus on foundational learning. Further, it can support countries in imple- FLC activities are aligned with the World Bank’s menting evidence-based interventions that priorities in education, particularly in founda- can contribute to reducing learning poverty tional learning. These priorities include a focus (see World Bank et al. 2022) and increasing on measurement, teachers, education tech- learning-adjusted years of schooling (see nology, and other evidence-based interventions Filmer et al. 2018). such as the Accelerator Program. The World Bank’s education portfolio of $25 billion for Foundational learning constitutes the bedrock 95 countries consists of financing through the of a child’s education. Ensuring foundational International Development Association (IDA)— learning for all contributes to sustainable the part of the World Bank that gives grants development, inclusive growth, gender and credits to the poorest countries— as well equality, national cohesion, and peace and as the International Bank for Reconstruction prosperity—and bolsters progress on all the and Development (IBRD)—the World Bank’s other Sustainable Development Goals (SDGs). original concessional lending facility. This FLC progress report covers the period The FLC Umbrella Trust Fund consists of an October 2022 through September 2023. It Anchor multidonor trust fund as its center- picks up where the last progress report ended. piece and an associated Early Learning Partnership (ELP) Trust Fund. All activities financed by this associated trust fund support FLC Overview the FLC’s development objectives. Figure 1.1 depicts the current program architecture. As did last year’s, this progress report focuses on This subsection provides information on the the FLC Anchor, but also includes a summary FLC’s structure, governance, management, of the ELP. objectives, pillars, themes, and activities; and S ection 1 :   T rust F und O verview and H ighlights 3 F I G U R E 1 . 1 Structure of the FLC Umbrella Trust Fund FLC Umbrella Trust Fund FLC Partnership Council FLC Umbrella Trust Fund Program Management Donors Bernard Van FOCUS: Primary education, Leer Foundation, Bill FLC Anchor secondary education, and Trust Fund & Melinda Gates education systems Foundation, Echidna Giving, Hewlett Foundation, Hilton Foundation, LEGO Donors ELP Foundation, Philanthropy associated FOCUS: Early childhood Advisors, Porticus, Bill & Melinda Gates trust fund Rockefeller Philanthropy Foundation, FCDO, Ministry and governments of for Foreign Affairs of Finland, Australia, Canada, LEGO Foundation Germany, UK, US The ELP was linked to the FLC in July 2022 Foreign Affairs of Finland. Donors to the ELP with a clear mandate on early childhood; the are the governments of Australia, Canada, FLC Anchor focuses on primary and secondary Germany, the United Kingdom, and the education. The ELP was originally estab- United States; the Bernard Van Leer Foun- lished in 2015 as a multidonor trust fund dation, the Bill & Melinda Gates Foundation, working with countries to promote increased Echidna Giving, the Hewlett Foundation, the investment in children’s early years through Hilton Foundation, the LEGO Foundation, research, policy planning, project design, and Philanthropy Advisors, Porticus, and Rocke- finance. The ELP provides resources and tech- feller Philanthropy. nical assistance to support early childhood development (ECD). Through its major global The FLC Partnership Council and the Program work program, Invest in Childcare, the ELP Management and Administration Team are at catalyzes a whole-of-World-Bank approach the core of FLC Umbrella governance, manage- to increase investments in quality childcare. ment, and administration. See figure 1.2 for more details, including information on the The current donors to the FLC Anchor include three Partnership Council meetings held the Bill & Melinda Gates Foundation, FCDO, annually since 2021. the LEGO Foundation, and the Ministry for 4 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 FIGURE 1.2 Governance of the FLC Umbrella Trust Fund HOW:  FLC Partnership Council    WHO WHY WHAT World Bank, donors, Meets annually to Annual Partnership Council meetings organized with the support of the other relevant discuss the strategic Program and Administration Management team stakeholders: All direction of the n Inaugural PC meeting (April 15, 2021): FLC was formally launched. donors contributing trust fund, update Partners discussed core principles that would guide the structure, to the FLC Anchor its members on the governance, operations, and communications of the FLC, as well as progress of activities, how to work together within the umbrella trust fund structure. and associated trust and discuss annual funds within the FLC n Second PC meeting (May 4, 2022): Core documents were finalized, work plans and Umbrella and Bank presented status of activities. Budget and work plan for the budgets FLC Anchor were endorsed by Anchor donors. n Third PC meeting (March 16–17, 2023): Provided update of activi- ties and work plans for the FLC for FY23–FY24. Donors asked for more focus on results and impact in future reporting. FLC Umbrella Trust Fund Program and Administration Management Team    WHO WHY WHAT Technical and Management, n Daily program management n Progress reporting administrative World planning, fundraising, and administration of FLC n Monitoring and evaluation Bank staff and reporting for the n Organization of annual Part- n Work planning and budgeting FLC program nership Council meetings n Communications and outreach Objectives, pillars, and childhood development, care, and cross-cutting themes preprimary education so that they are ready for primary education. The FLC is fully aligned with and contrib- n By 2030, ensure that all girls and boys utes to the achievement of SDG 4 on Quality can complete free, equitable, and Education and with the World Bank’s stra- quality primary and secondary education tegic education policy approach (World Bank leading to relevant and effective learning 2020a). SDG 4 ensures inclusive and equi- outcomes. table quality education and promotes lifelong learning opportunities for all. The FLC is The FLC was established to align partner- aligned to two targets under SDG 4: ships, financing, and technical support to contribute to the high-level objectives of n By 2030, ensure that all girls and boys decreasing learning poverty and increasing have access to good-quality, early learning-adjusted years of schooling. It is S ection 1 :   T rust F und O verview and H ighlights 5 organized around three pillars: measurement, evidence-based policies and systemic reforms, Keeping girls in school, by making and capacity building (see figure 1.3). While schools safer and better suited for girls, strategically focusing on these three pillars, is the smart thing to do to boost human the FLC also includes gender; climate; capital and advance economic develop- education technology (EdTech); inclusion; ment on the continent .” and fragility, conflict, and violence (FCV) Victoria Kwakwa, Vice President, as cross-cutting themes or areas of special Eastern and Southern Africa, emphasis. The FLC, with donor support, has World Bank been expanding its activities under these areas as well. area of gender include support to Rwanda n Gender. Ensuring that all girls and young in undertaking a study that looks at women receive an education is a strategic constraints or barriers to girls’ education priority of the World Bank. The prioritized and psychosocial support in Bangladesh. interventions for girls’ education include The FLC is interested in expanding work in removing barriers to schooling, promoting this critical area, providing governments safe and inclusive schools, improving the with targeted technical support in imple- quality of education. FLC efforts in the menting the above-listed interventions. n Climate. Poor countries are likely to be disproportionately affected by climate FIGURE 1.3 change and to bear significant costs The FLC pillars and cross-cutting themes during transitions to greener econo- mies, but education can be leveraged to combat the significant costs of climate change. The World Bank plans to use education to boost climate action, focusing on behavior change, resilient Measurement Evidence-based Capacity policies and building education infrastructure, and green inno- systemic vation. For example, the FLC’s Bangladesh reforms Secondary Education Program has initi- ated a study on harnessing secondary education for climate action. As a part Gender of this study, the team collected baseline Climate data that show that secondary students Education technology have low knowledge but high anxiety Inclusion about climate change, and that teachers Fragility, conflict, and violence are strongly supportive of mainstreaming climate education in their curricula. The World Bank is looking for partners to Leverage World Bank lending, policy expand activities in climate, in partic- dialogue, and operational knowledge ular to develop global public goods and evidence for solutions at the country level. 6 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 n Education Technology. The World Bank n FCV. The World Bank’s 2020–2025 Strategy supports the use of EdTech to improve for Fragility, Conflict, and Violence (World the quality and access of education for Bank 2020b) focuses on creating a safe all students, both inside and outside learning environment for children in FCV the classroom. It is committed to situations through four pillars: preventing helping countries adopt digital technol- violent conflict, remaining engaged during ogies to enhance teaching and learning crises, helping countries transition out of and make education accessible to all fragility, and mitigating the spillovers of learners. A notable EdTech activity in this FCV. Under the FLC Umbrella, the FCV in regard is the EdTech Policy Academy, a ECD catalytic funding round was launched capacity-building program designed to with 17 proposals submitted, requesting provide government officials, World Bank a total of $3.8 million. Additionally, the staff, and staff of partner organizations FLC is actively looking for a partner to with opportunities to deepen their knowl- co-create a What Works Hub for Educa- edge and skills. The year’s two EdTech tion in FCV settings and provide country Policy Academies were attended by a total grants for learning recovery and out-of- of 198 participants from 26 countries. school children. n Inclusion. The World Bank’s education policy approach prioritizes equity and Activities inclusion, recognizing that marginalized children and youth from poor and less The FLC Anchor includes a wide range of educated households suffer the most programs and activities. These are the Accel- significant learning losses. To answer this erator Program; learning measurement and need, the Bank is focusing on accessible, remote-learning technologies; dropout prevention; learning recovery; practical, effective, and inclusive pedagogy; founda- tional skills; and socioemotional support. The Teach Primary classroom observation tool incorporates behaviors measuring the extent to which teachers display bias or challenge stereotypes related to disability, and the extent to which they explain lesson content using multiple forms of representation. The Bank is in discussions for future funding to develop global public goods to engage and equip teachers and school staff to use inclusive teaching practices to ensure all learners can access education and for expanded implementation of the Inclusive Education Policy Academy. S ection 1 :   T rust F und O verview and H ighlights 7 data activities, comprising COVID-19 learning Bangladesh, Central African Republic, losses and recovery analysis, Policy Linking, Dijbouti, Ethiopia, Ghana, Jordan, Kenya, assessments for minimum proficiency levels Mexico, Mongolia, Mozambique, Nepal, (AMPLs), cross-national learning assessments, Niger, Nigeria, Pakistan, Romania, Rwanda, national learning assessment systems, and the Senegal, Sierra Leone, and Tanzania each Global Education Policy Dashboard (GEPD); have three or more FLC activities ongoing. support to teachers through Global Coach, Coach Mozambique, and Teach-Coach Scaling Up National Support for Effective Teaching (SUNSET) grants; education tech- FLC Portfolio nology, including the EdTech Hub and the Indicators EdTech Policy Academy; the Education Policy Academy; and the Bangladesh Secondary With acceleration of implementation in this Education Program. Figure 1.4 shows the past year, FLC activities have been yielding mapping of all the FLC activities by education results and increasing impact. This is discussed level, including those under the ELP associ- in further detail in section 2, and the display ated trust fund. These activities are discussed at the end of this section includes the main in section 2. portfolio indicators for FLC activities as of September 30, 2023. FLC Anchor activities are supporting 86 coun- tries around the world. As map 1.1 shows, the To date, the FLC Anchor has awarded 39 catalytic greatest number of countries supported by country grants (totaling around $21.2 million) the FLC—approximately half—are in Africa, to 29 countries, as well as 3 grants for regional followed by South Asia, the Middle East, and activities and 19 grants for global activities Latin America. The FLC aims to concentrate (totaling $17.2 million). The FLC has provided support where there is strong government funding to World Bank country programs, ownership and need. Reflecting this priority, which has enabled the provision of technical FIGURE 1.4 FLC activities EARLY CHILDHOOD PRIMARY EDUCATION SECONDARY EDUCATION (ELP) EDUCATION Teach-Coach SUNSET grants inclusive education literacy policy, teachers, Education Policy Academy: and Data Learning Measurement and Data Learning Measurement Global Coach Childcare Education Program Bangladesh Secondary EdTech Policy Academy ECE Fellow Accelera Coach Mozambique FCV grants EdTech Hub tor Prog ram 8 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 MAP 1.1 The FLC supports 86 out of 95 countries in the World Bank education portfolio IBRD 46842 | OCTOBER 2023 Middle East and North Africa: Algeria Teach-Coach SUNSET Grants; Djibouti Learning Measurement Data, Teach, Teach-Coach SUNSET Grants, and EdTech Hub; Arab Republic of Egypt Learning Measurement and Data; Jordan Learning Measurement and Data, GEPD, and EdTech Hub; Morocco Teach, Teach-Coach Sunset Grants, and EdTech Hub; Tunisia Learning Measurement and Data, Education Policy Academy; West Bank and Gaza EdTech Policy Academy; Republic of Yemen EdTech Hub Europe and Central Asia: Armenia Teach, Teach-Coach SUNSET Grants; Bulgaria Teach; Montserrat Teach; Romania Teach, Teach-Coach SUNSET Grants, EdTech Policy Academy; Tajikistan Teach; Ukraine EdTech Policy Academy; Uzbekistan Teach-Coach SUNSET Grants South Asia: Afghanistan Teach, EdTech Hub; Bangladesh Secondary Education Program, EdTech Hub, EdTech Policy Academy; Bhutan EdTech Hub; India Teach, Teach-Coach SUNSET Grants; Maldives Learning Measurement and Data; Nepal Learning Measurement and Data, Teach-Coach SUNSET Grants, EdTech Hub; Pakistan Accelerator, Learning Measurement and Data, GEPD, Teach, Teach-Coach SUNSET Grants Latin America and the Caribbean: Antigua and Barbuda Teach; Argentina Learning Measurement and Data; Brazil Teach, Teach-Coach SUNSET Grants; Colombia Teach; Dominica Teach; El Salvador Teach, Teach-Coach SUNSET Grants; Grenada Teach; Guyana Teach; Haiti Learning Measurement and Data, Teach; Honduras Teach, Teach-Coach SUNSET Grants; Mexico Learning Measurement and Data, Teach, Teach-Coach SUNSET Grants; Paraguay EdTech Policy Academy; Peru GEPD, Teach; St. Kitts and Nevis Teach; St. Lucia Teach; St. Vincent and the Grenadines Teach; Uruguay Teach West Africa: Burkina Faso EdTech Policy Academy; Cameroon Teach-Coach SUNSET Grants; Cabo Verde Teach-Coach SUNSET Grants; Central African Republic Learning Measurement and Data, GEPD, Teach, Teach-Coach SUNSET Grants, EdTech Hub; Chad GEPD, EdTech Policy Academy; Côte d’Ivoire Teach, Teach-Coach SUNSET Grants; Democratic Republic of Congo EdTech Policy Academy; Gabon GEPD; The Gambia Learning Measurement and Data, EdTech Policy Academy, Education Policy Academy; Ghana Learning Measurement and Data, Teach, EdTech Hub; Liberia EdTech Hub, EdTech Policy Academy; Mali Learning Measurement and Data, EdTech Policy Academy; Mauritania EdTech Policy Academy; Niger Accelerator, GEPD, Teach, EdTech Policy Academy; Nigeria Accelerator, GEPD, EdTech Policy Academy; Senegal Teach, EdTech Hub, EdTech Policy Academy; Sierra Leone Accelerator, Learning Measurement and Data, GEPD, Teach, EdTech Hub; Togo EdTech Policy Academy East Africa: Angola Teach; Burundi Teach-Coach SUNSET Grants; Eswatini Teach-Coach SUNSET Grants; Ethiopia GEPD, Teach, EdTech Hub, EdTech Policy Academy, Education Policy Academy; Kenya Accelerator, EdTech Hub, EdTech Policy Academy; Madagascar GEPD, Teach, EdTech Hub; Malawi Learning Measurement and Data, EdTech Hub, EdTech Policy Academy; Mauritius EdTech Policy Academy; Mozambique Accelerator, GEPD, Coach, Teach, EdTech Hub; Rwanda Accelerator, Learning Measurement and Data, GEPD, Teach, EdTech Policy Academy; São Tomé and Príncipe Teach; Seychelles EdTech Policy Academy; Somalia Teach-Coach SUNSET Grants; Sudan Learning Measurement and Data, EdTech Hub; Tanzania Learning Measurement and Data, Teach, Teach-Coach SUNSET Grants, EdTech Hub; Uganda Teach, EdTech Policy Academy; Zambia Education Policy Academy; Zanzibar EdTech Hub; Zimbabwe EdTech Hub, Education Policy Academy East Asia and Pacific: Cambodia EdTech Hub; China Teach; Indonesia Teach-Coach SUNSET Grants; Lao PDR Teach; Mongolia Teach, EdTech Hub, EdTech Policy Academy; Pacific Islands Teach-Coach SUNSET Grants; Philippines Teach, EdTech Hub; Tonga Teach; Tuvalu EdTech Hub; Vietnam EdTech Policy Academy Source: Designed by the World Bank FLC program management team, with the support of the World Bank cartography team, October 2023. S ection 1 :   T rust F und O verview and H ighlights 9 Evidence, data, and analytical work have By the numbers, one year without education informed country dialogue and have led to policy changes in approximately 66 coun- reduces a person’s future income by 10 percent tries. Data and analysis from FLC-funded annually .” activities such as the Accelerator, the GEPD, Ajay Banga, World Bank President Teach, Coach, the EdTech Hub, and the October 2023 Annual Meetings Plenary EdTech Policy Academy have been used by governments as well as other stakeholders. For instance, Madagascar is using insights from the GEPD report to inform reforms that will be included in the revision of its assistance to governments to increase their Education Sector Plan. In the Bangladesh capacity to deliver foundational learning. Secondary Education Program, eight activ- Grants have been provided on a rolling basis ities on evidence-based decision-making, based on need and government ownership. research, and policy outreach have had direct The number of requests for support reflects the implications for policy making and provide a interest governments have in the targeted and roadmap for further research. Some of the evidence-based support funded by the FLC. analytical work of FLC activities is helping identify policy findings, as well as gap areas Demand for support has far exceeded available for further research—for example, the rapid funding. With respect to the previous reporting evidence review of Teach and Coach on how period, the FLC increased disbursements by to support teachers and effective teaching in nearly 20 percent—which reflects the acceler- FCV contexts. ation of implementation in the last year across all activities. The increase in disbursement is To further support knowledge sharing between due to the intensive and targeted technical donors and World Bank experts, the FLC team assistance provided with FLC funding, which hosted two events during the reporting period has been critical at the country level for imple- as part of a series of technical discussions with mentation of specific interventions shown to FLC donors on cross-cutting themes. The first improve foundational learning outcomes. discussion, “Education in Fragile, Conflict & Violence-affected Settings,” with the Global Since 2020, FLC activities—including 111 Lead for Education in FCV, presented the tools, reports, and analyses—and technical World Bank’s work in this area, including assistance have benefited a wide variety of lessons learned. The second discussion, stakeholders. Specifically, around 60.4 million “Inclusive Education and the World Bank,” students, 5.1 million teachers and school featured presentations by the Global Lead leaders, and close to 300 policy makers in for Inclusive Education and members of the 86 countries. Some of the activities are being World Bank Education country teams in Nepal scaled up or expanded, and more countries and Rwanda. will be added as more funding becomes avail- able. 10 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 FLC by the Numbers Portfolio Indicators as of September 30, 2023 $16.5 billion in IDA/IBRD funding catalyzed through 86 countries of Bank portfolio the FLC Anchor Trust Fund supported Beneficiaries Total: 41.5 million 66 country policy $21.2 million for Students: 36.3 million dialogues Teachers and school 39 country grants leaders: 5.1 milliona 111 resources developed $17.2 million for 3 regional and 19 global grants Number of beneficiaries Number of countries Number of countries in Number of tools, supported through FLC supported in World Bank which policy dialogue has materials, and reports grants portfolio by FLC activities been informed by FLC work developed with FLC support Accelerator: 8.3 million students Accelerator: 7 countries Accelerator: 7 countries (all Accelerator: 7 outputs (Kenya: 2.5 million, Mozambique: Learning Measurement and Accelerator have leveraged policy Learning Measurement and 3.3 million, Niger: 346,764, Nigeria Data (excluding GEPD): Learning dialogue to inform technical Data (excluding GEPD): 8 [Edo State]: 293,022, Rwanda: assessment support in 20 countries assistance) materials + 57 PIRLS briefs 1.7 million, Sierra Leone: 209,381) GEPD: 16 country systems Learning Measurement and GEPD: 12 tools and materials EdTech Policy Academy: 350 Teach: 42 countriesb Data (w/o GEPD): 3 countries Teach-Coach: 4 tools teachers/school leaders, 262 policy Teach-Coach SUNSET grants: 23 GEPD: 11 countries makers EdTech Policy Academy: countries Teach-Coach: 42 countries 26 country project design Teach/Coach SUNSET grants: EdTech Hub: 26 countries EdTech Policy Academy: 26 presentations 27.9 million students, 4.9 million EdTech Policy Academy: 26 countries Education Policy Academy: 3 teachers, more than 20,000 countries principals, more than 54,000 Education Policy Academy: 6 tools Bangladesh: 1 country coaches, and more than 150,000 countries Bangladesh: 2 tools for pedagogical leaders Bangladesh: 1 country measuring social norms and Coach Mozambique: 476 school student mental health leaders, 1,010 teachers, and 45,450 students Bangladesh: 92,000 students Sources: Results Framework, project documents, and input from teams. a. Other activities for which it is difficult to quantify beneficiaries are not included. b. The FLC has supported Teach implementations and scale-up. Countries can successfully tackle the learning and skills crisis, and the World Bank can help them do that. With enough political commitment, skilled teachers, the right pedagogy and classroom environment, and adequate implementation capacity, countries can deliver much stronger foundational learning and skills outcomes regardless of income level.” L u i s B e n v e n i s t e, G l o b a l D i re c t o r, Education Global Practice, World Bank SECTION 2 Implementation Progress The Accelerator Program Activity Overview T he Accelerator Program was launched in late 2020 by the World Bank in part- nership with UNICEF, the Bill & Melinda and capacity strengthening through targeted technical assistance. These activities are complemented with commu- on foundational learning, is adapted from the Accelerator Program. The program has aligned development Gates Foundation, FCDO, UIS, and USAID nications, analytical services, and partner partners and has engaged governments at to improve learning outcomes at scale alignment consultations by UNICEF, as all levels. Development partner alignment through focused evidence-based interven- shown in figure 2.1 and further discussed has been taking place through regular tions.6 This initiative provides support to in annex D. meetings with partners to share knowl- countries that have demonstrated strong The program is well aligned with the Global edge and interventions proven to boost political and financial commitment to Coalition for Foundational Learning, and literacy, collaborate on Investment Cases, tackling learning poverty; a willingness to the Accelerator countries are among its speak with one voice vis-à-vis govern- measure and monitor learning outcomes; focus countries. The Accelerator Program’s ment officials, align operations in country and readiness to implement large-scale, stakeholder engagement element, which and build on each other’s successes, and evidence-based reforms to improve foun- is intended to bring stronger alignment conduct joint advocacy campaigns. The dational literacy and skills. among agencies and coordination in the program supports governments through An initial global cohort of 10 countries and dialogue with government, has served strong engagement during the learning subnational entities have been engaged as as an inspiration for the Coalition’s own target setting, development of the Invest- Accelerators in Africa, Latin America, and country-level engagement. And the Foun- ment Case, and technical assistance to South Asia: Brazil (state of Ceará), Ecuador, dational Learning Check-in, a tool used develop work plans to implement the Kenya, Morocco, Mozambique, Niger, by the Coalition at the country level to Investment Case. Nigeria (Edo State), Pakistan, Rwanda, and initiate coordination and joint reflection Sierra Leone. Each of these countries has a large-scale program to improve founda- tional learning financed by IDA/IBRD, the FIGURE 2.1 Global Partnership for Education (GPE), The World Bank’s and UNICEF’s collaboration under the Accelerator Program development partners, and/or government funds that are being leveraged for impact at scale. The current Accelerator grants provide direct technical and/or financial support to 6 of the 10 countries—Kenya, Mozambique, Niger, Nigeria, Pakistan, Target Building an Strengthening Setting Investment Case Implementation and Rwanda—with funding ranging from Setting foundational Developing a technical and Capacity learning targets and financial plan to implement $250,000 to $2.6 million; the other coun- monitoring outcomes key interventions to reach Building the government’s implementation capacity to the targets, and to align reach the set targets tries benefit from indirect support. The internal and external actors and funding intensive and targeted technical assistance provided with the funding is critical at the Communications and Advocacy Informing and engaging national stakeholders in support of the targets country level for implementation of specific interventions known to improve founda- Analytical and Advisory Services Supporting governments as they plan and implement tional learning outcomes. Partner Alignment and Accountability The Accelerator model contains three core Aligning development partners around the program elements: target setting, developing a Source: World Bank. foundational learning improvement plan (Investment Case), to achieve the targets, 15 Young student reading a book while attending class, Edo State. Photo: World Bank Progress and Outcomes To date, the Accelerator Program has been Case), which captures government influential in several ways: priorities, is guiding national and donor investments in foundational learning. In n The program has shaped the design of Pakistan, the Accelerator Program trig- IDA operations. For example, in Sierra gered a national focus on foundational Leone, additional financing to an existing learning and led to the establishment of IDA operation supported implementa- subnational foundational learning hubs. tion of the Sierra Leone Zero Learning n The program has influenced governments’ Poverty Plan (the Investment Case), which focus on foundational learning outcomes. includes a revision to existing teaching In Edo State, Nigeria, the first statewide and learning materials for foundational learning assessment was conducted in literacy. In Mozambique, a new human March 2023; and the state government capital investment is in the pipeline; this launched its Learning Agenda, which is informed by Mozambique’s Investment emphasizes the importance of learning Case. outcomes. n The program has influenced government n The program intensified efforts to sector plans. Rwanda’s National Foun- provide timely, demand-driven technical dational Learning Strategy (Investment assistance. This assistance is critical to 16 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 improving the effectiveness of founda- tional learning programs. The Accelerators have made significant prog- ress this year toward key results. Mozambique, Niger, Edo State, Rwanda, and Sierra Leone have set learning targets. Mozambique, Edo State, Pakistan, Rwanda, and Sierra Leone have developed prioritized plans to improve foundational learning (Investment Cases). The Accelerator Program has focused on providing technical assistance at the country level that National Foundational Learning Symposium in Rwanda. Photo: corresponds to specific country needs. For Adedotun Soyebi/World Bank example, in Kenya, technical assistance is aimed at complementing the country’s GPE learning to the country level. As such, Compact, which has incorporated some rele- different Accelerator countries are opting to vant Accelerator activities. Boxes 2.1 to 2.7 convene their own country or regional events present a summary of country implementa- to bring the dialogue closer to their context. tion progress in the Rwanda, Nigeria (Edo Examples include the biannual Symposiums State), Kenya, Mozambique, Niger, Sierra on Foundational Learning organized by Leone, and Pakistan Accelerators. Table B.1 Rwanda, the Edo Education Week organized in annex B presents the progress to date of by Edo State (Nigeria), and the Foundational key milestones of the Accelerator Program. Learning Exchange organized by Sierra Leone. The World Bank has supported these At the global level, Accelerator Program activ- convenings by identifying and inviting rele- ities focused on four objectives. These were vant speakers, promoting the events to other (1) fostering cross-country learning through Accelerators, and providing technical inputs different engagements, (2) disseminating to the program—including the use of data technical information and resources, (3) facil- and evidence on interventions that move the itating technical and operational support for needle for foundational learning. The World country teams, and (4) supporting countries Bank also convened official representatives of in finalizing their target setting exercises and three Accelerators (Mozambique, Edo State, development of Investment Cases, as detailed and Rwanda) for a panel discussion at the in the following subsections. Association for the Development of Educa- tion in Africa (ADEA) Triennale in October 2022. Fostering cross-country engagements CEA RÁ S T UDY TOUR S U PPO RT TO C O U N TRY AN D R E G I O N AL F O U N DATI O N AL The Accelerator Program facilitated a study L E AR N I N G EV EN TS tour to the Brazilian state of Ceará to foster peer learning among the Accelerator coun- Part of the success of the Accelerator lies in tries. Held in March 2023, complementary bringing the dialogue around foundational funding for the tour was provided by the S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 17 World Bank’s South-South Facility. Ceará has implementation of the Accelerator Program, emerged as a recent example of a successful and align on the program’s future direction. government-led education reform, having By the forum’s end, the country teams all surged from near the bottom in terms of had revised roadmaps for implementing the learning results to among the country’s program in their countries. highest in less than two decades despite being one of the poorer states in Brazil. The study tour included delegations representing Disseminating technical Ceará, Kenya, Mozambique, Nigeria (both information and federal and Edo State), and Sierra Leone. The resources tour allowed Accelerator counterparts to see in person and on the ground what it takes to D IS S EMINAT ION EVENT S improve learning outcomes. The Accelerator Program launched a Founda- tional Learning Knowledge Café series. This AC C EL ERATO R STRATEGIC virtual/in-person learning series aims to show- F O RU M case initiatives and programs that improve foundational learning outcomes. Topics The Accelerator Program Strategic Forum took covered included building government capa- place in Nairobi, November 2–4, 2022. This bility to deliver foundational learning, good first in-person gathering for the program practices and lessons learned to improve brought together key members of seven book procurement and delivery, and capacity country education teams, regional managers, building for structured pedagogy programs, leadership from the Bank’s Education among others. The objective is to highlight Global Practice, as well as technical experts and disseminate promising foundational involved in the program. The objectives of learning initiatives within the Bank’s Educa- the forum were to elevate technical capabil- tion Global Practice. ities on foundational learning, reflect on the Participants at Nairobi Accelerator Program Strategic Forum. Photo: Julie Belanger/World Bank 18 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 O N E -S TO P SHO P O N connected to various experts for ongoing F O U N DAT IO N AL L EARN IN G dialogues (e.g., expert for textbook review); among others. To make relevant resources easily accessible to country teams, the World Bank is devel- S UPPORT COUNT RY ACT IVIT IES oping a one-stop-shop intranet page. Aimed at World Bank task team leaders working on The global Accelerator Program offers contin- foundational learning, the page will include uous support to country teams to facilitate technical resources, sample terms of refer- procurement of relevant technical expertise. ence for key activities, expert consultant This has entailed working together to develop rosters, and other useful resources to facili- and review terms of reference for different tate progress on foundational learning at the types of technical support. Examples include country level. Kenya (strengthening of the School-Based Teacher Support initiative), Edo State (review Facilitating technical of lesson plans), and Rwanda (textbook and operational review). The global team provides supports by serving as reviewers in the selection process support for country and with quality assurance. teams I D E N T I F Y I NG EX P ERTS Supporting countries As countries seek technical expertise to fill on target setting and capacity gaps for foundational learning, the Investment Cases World Bank identifies and facilitates collab- oration with quality technical experts. For The World Bank has provided technical support example, the Niger team was connected to to all Sub-Saharan Africa Accelerators to set a specialized organization for its work on realistic, useful, and relevant foundational mother-tongue lesson plans; multiple teams learning targets. As of September 2023, (Edo State, Rwanda, and Sierra Leone) were Mozambique, Niger, Edo State, Rwanda, and connected with assessment and psychometric Sierra Leone have set learning targets. In the experts; and the Rwanda team has been case of Kenya, the government had already embedded learning targets in its education sector plans and/or in the results framework of the active program. The World Bank has also supported Mozam- bique, Edo State, Pakistan, Rwanda, and Sierra Leone in developing Investment Cases for foundational learning. While the case names have varied from country to country because they are embedded in the respective govern- ment’s own program, the plans or strategies all focus on effective interventions for foun- Governor of Edo State (center) with World Bank staff. dational learning specific to the country Photo: World Bank S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 19 context. In all five countries, the plans are for the development of the plans, provided government-owned, and dissemination has inputs to identify and prioritize interventions been broad across a variety of stakeholders. relevant to the country context, supported The World Bank provided technical guidance the costing, and was closely involved in providing feedback on drafts of the plans. Outputs and Resources “Could Mozambique Pakistan’s Investment Case. Outlines Pakistan’s be the next role strategy to improve foundational learning. model for improving education quality?” Sierra Leone’s Investment Case: “Zero Learning Blog post discusses the Poverty Plan.” Outlines Sierra Leone’s strategy to reforms and factors that made Ceará, Brazil, leapfrog improve foundational learning. in foundational learning, and how Mozambique has Edo State’s Investment Case: all the ingredients to be the next Ceará. Learning Agenda: Learning Mozambique’s Investment Case. Outlines To Read.” Outlines Edo State’s Mozambique’s strategy to improve foundational strategy to improve foundational learning. learning. It includes specific reading targets the government aims to Rwanda’s Investment Case: achieve over the next few years and a series of actions “National Foundational to achieve them. Learning Strategy.” Outlines Edo State’s Learning Assessment Report. Outlines a Rwanda’s strategy to improve census-based learning assessment for English and math foundational learning. implemented by the government in February 2023 with World Bank and Accelerator Program support. 20 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 BOX 2.1 Rwanda Accelerator Grant The Accelerator work in Rwanda leverages a sizable basic education portfolio ($477 million) that focuses on four pillars: policy, dialogue, and partner coordination; teaching and learning materials; measurement and diagnostics; and instructional practice. On policy, dialogue, and partner coordination, the Accelerator Program has supported Rwanda with the following: n Foundational Learning Strategy. The draft strategy has been reviewed and endorsed by development partners and all relevant stakeholders. In discussions on May 23, 2023, the Minister of State, as chair of the Foundational Learning Steering Committee, stated that the Ministry of Education in Rwanda was ready to present the strategy to the Cabinet for approval. In parallel, the World Bank has been supporting the government to cost the strategy. n Symposiums on Foundational Learning. The World Bank has organized four successful symposiums resulting in several key achievements, including a vision and plan for the review of teaching and learning materials, teacher training reform, and preprimary coordination. The most recent symposium took place July 6–7, 2023. On teaching and learning materials: n Textbooks. The World Bank collaborated with USAID to engage independent consultants to develop recommendations to revise the P1–P3 Kinyarwanda, English, and math textbooks in preparation for the upcoming textbook procurement (with $15 million in World Bank financing). Support included review and feedback on the English and math textbooks and teacher guides. The World Bank has also engaged a master designer to help improve the design of the books to make them more engaging and impactful. n Book procurement efficiency. Procurement specialists are supporting the development of technical specifications of textbooks and teacher guides. The ongoing support includes the development of a framework agreement for textbook procurement, taking into account the full textbook provision cycle. The World Bank is also supporting the development of a track-and-trace system—a software-based solution to track textbook delivery from the supplier to the school. On measurement and diagnostics: n Strengthening the national learning assessment and aligning with the Global Proficiency Framework. A Policy Linking exercise was supported by the Accelerator Program, and a draft report is being finalized. Learning Achieve- ment in Rwandan Schools (LARS) is an educational assessment that aims to study the state of learning in literacy and numeracy in selected grades in Rwanda’s primary schools. n Diagnostic of learning constraints and needs for girls. The Accelerator Program is supporting Rwanda’s first compre- hensive diagnostic of why girls, across ages and subjects, continue to underperform in learning outcomes. A firm has been contracted, and the study, which includes primary data collection, is ongoing; a draft report is expected in November 2023. On instructional practice: n Teacher training reform. A firm is being contracted to support the design of a practical model to train uncertified primary school teachers recently recruited by the government and piloting this model with 2,000 teachers, while developing the capacity of the Rwanda Basic Education Board, district education officers, school leaders, and inspectors. This critical activity will strengthen teacher professional development for basic education. S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 21 BOX 2.2 Edo State Accelerator Grant The Accelerator work in Edo State leverages a $75 million basic education World Bank project focused on four pillars: policy dialogue, measuring outcomes, data and evidence, and sustainable quality of instruction. On policy dialogue, the Accelerator Program has supported Edo State with the following: n Edo State Learning to Read. The Edo State Learning Agenda: Learning to Read has been developed; this is an abridged version of the Investment Case that was developed through the Accelerator Program. This strategy document outlines Edo State’s plans to improve foundational learning. It includes specific reading targets that the government aims to achieve over the next few years and a series of actions to achieve them. n Edo Education Week. The Accelerator Program technically and financially supported elements of Edo Education Week. The event focused on shifting attention from inputs and processes toward learning outcomes, and emphasized the need to sustain ongoing reforms. The government launched the Edo Learning Agenda during the event (pictured below), which was attended by approximately 700 people, including representatives from academia, teachers, government officials, parents, community and religious leaders, and students. The event also brought together stakeholders from other states in Nigeria, and discussions were held to expand reforms based on the science of reading. The event was covered by local news media outlets. On data and evidence: n Learning assessment. The Accelerator Program supported the development of the Edo State learning assessment. The first round was conducted in March 2023; it was census-based and included English and math for grades 3, 6, and 9. The Accelerator Program supported the activity, including developing items, training teachers to develop items, developing learning standards and frameworks in alignment with the national curriculum and the Global Proficiency Framework, organizing a pilot, and helping with implementation and communication. The preliminary report has been finalized, and the standard-setting exercise is under way. Capacity building to sustain the assessment system and develop local capacity was a key aspect of program support. n Basic Education Management Information System (BEMIS). The Accelerator Program supported the design of a comprehensive Basic Education Management Information System that includes data at the school, student, and teacher levels. The system consolidates information that is currently being collected but not systematized or utilized by the govern- ment, such as time spent on lesson delivery, and information from classroom observation. The Accelerator also provided capacity building to ensure the government will be able to manage the system, including support for the government team to participate in the EdTech Policy Academy focused on education management information systems. n Assessing the drivers of learning. Edo State has agreed to implement the Global Education Policy Dashboard, which will provide information on all levels of the education system; this is discussed further in the Learning Measurement and Data subsec- tion. The firm that will collect the data has been contracted, and data collection was expected to take place in October 2023. (continued) 22 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 BOX 2.2 Edo State Accelerator Grant (continued) On sustainable quality of instruction: n Science of reading. The Accelerator Program is supporting the technical analysis of learning materials for early grade reading, which will include recommendations and resources for improvement. The review will analyze and provide a technical assessment on the adequacy of the lesson plans in P1–P3 to achieve literacy goals. It will also enhance the government’s understanding of the science of reading, and provide support and capacity building to develop lesson plans and other teaching and learning materials aligned with the science of reading. n Teachers. The Accelerator Program has supported the development of an index of teaching quality (composed of eight indicators) with corresponding targets for subsequent years in alignment with the Teach tool. A technical expert has been engaged to support the government in understanding the challenges and opportunities to improve teaching and teachers recruitment, deployment, and training; supporting the development of a performance-based teacher management system; improving in-service training; and increasing the fidelity of implementation of the Edo Basic Education Sector Transforma- tion (EdoBEST) program across all schools by strengthening teacher capacity. n Sustainability. The Accelerator Program is supporting a deep and comprehensive analysis of the Nigerian education system, which will draw on data collected from national- and state-level actors and will particularly focus on the Edo State system. It will leverage the existing framework of the Research on Improving Systems of Education (RISE) program. The approach identifies the key actors in the education system, the relationships between them, the primary alignment(s) of the relationships, incoherences within the system, and priorities for reform. Other efforts related to sustainability that are under way or planned for the next months include technical support to develop (1) a sustainability plan for the EdoBEST program; (2) feedback loops to better monitor and evaluate progress, and build capacity on data and policy design and implementation related to foundational learning; (3) an education sector plan aligned with the learning agenda; and (4) a behavioral inter- vention to increase the durability of textbooks (1.5 million books were distributed in April 2023). All areas of support have a strong focus on building government capacity, rather than on supporting the government through external consultants. BOX 2.3 Kenya Accelerator Grant n The Accelerator work in Kenya leverages the World Bank–financed Kenya Primary Education Equity in Learning Program ($445 million) which is grounded in the government’s National Education Sector Stra- tegic Plan (NESSP II, 2022–26). NESSP II includes four pillars critical for addressing inequities in access to quality basic education: access and participation, equity and inclusiveness, quality and relevance, and governance and accountability. The Accelerator Program strengthens and complements ongoing reforms, specifically the School-Based Teacher Support (SBTS) initiative. n The SBTS is an initiative to assist teachers with improving content mastery and pedagogical skills in grades 1, 2, and 3. The World Bank is supporting re-examination of the SBTS initiative to further strengthen school-based teacher professional development, equipping teachers with integrated digital and pedagogical skills to ensure they leverage digital technologies for successful implementation of Kenya’s Competency Based Curriculum. The Accelerator Program is supporting research that will inform the SBTS reform. The Bank is also providing advisory services and leveraging that research to develop an application introducing research-based innovations for the SBTS. A firm was hired in April 2023, and work is ongoing. S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 23 BOX 2.4 Mozambique Accelerator Grant The Accelerator work in Mozam- bique will leverage the $300 million Mozambique Human Development Integrated Project which is expected to be effective by the first half of 2024. The program has two main pillars: (1) supporting the govern- ment in developing its Investment Case for recovering and acceler- ating foundational learning; and (2) strengthening government capacity to design, implement, and monitor effective programs to accelerate progress toward learning targets. The outcomes of the Acceler- ator Program in Mozambique are Students raise their hands in a classroom in Mozambique. Photo: World Bank (1)  greater alignment across the government (under the leadership of the Ministry of Education and Human Development—MINEDH) and key partners toward an evidence-based approach to reach the learning targets; (2) government teams are better prepared to plan and implement programs to improve foundational learning; and (3) partners support the outlined Investment Case to reach the government’s targets. To date, the World Bank has provided technical support and conducted policy dialogue for the design and implementation of the Aprender+ Program (literacy package with lesson plans, teacher training, and coaching focused on classroom practice, as well as the use of learning assessments to guide the teaching process); this is discussed further under the Teachers subsection; also see the discussion there on Coach Mozambique. In addition, the Bank has provided technical support and conducted policy dialogue in the design and implementation of the national learning assessment for the early grades of primary education, and implementation of the national teacher policy strategy. n As discussed in the main text, a Mozambican delegation traveled to Ceará in Brazil in March 2023 along with other Accelerator delegations. The Mozambican delegation included five MINEDH directors and five Accelerator Program focal points (planning, teacher training, primary education, learning assessment, and quality assurance) as well as the permanent secretary of the MINEDH. Key takeaways from the study tour were (1) the need for political commitment to achieve learning targets; (2) the importance of establishing a literacy package for schools, with clear lesson plans; and (3) the importance of the effective use of learning assessments to guide action to improve education quality. A summary of lessons learned from the Ceará mission and a blog post have been produced. n The program finalized the Investment Case, which outlines a clear, costed, and evidence-based strategy for meeting the learning targets. The document includes a learning target (aligned with the 2020–2029 Education Strategic Plan) and an updated diagnostic of foundational learning for understanding the current learning levels as well as classroom and systemic factors affecting learning; mapping of existing programs and policies; a results framework; and an analysis identifying gaps and additional financing needed. n The Mozambique president joined the Human Capital Summit held in Tanzania in July 2023. The Investment Case was used as the basis for the president’s presentation; in it, he reaffirmed the country’s commitment to improve the quality of education, demonstrating government ownership. n The program completed the first version of the Advocacy Strategy Planning, led by UNICEF. 24 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 BOX 2.5 Niger Accelerator Grant The work in Niger has been temporarily paused given the current political situation. Up until July 2023, the Accelerator Program had leveraged the ongoing work of the Learning Improvement for Results in Education (LIRE) project ($140 million) for greater impact, focusing on three pillars: policy dialogue, data and evidence, and strengthening teaching. n Policy dialogue. With the president keenly focused on education and safety, a priority for the government was constructing schools and boarding schools for girls. As part of the Accelerator Program, the World Bank continued to advocate for the prioritization of learning quality. As part of this dialogue, literacy interventions were scaled up and learning targets set, and issues of quality remain at the core of the education strategy. n Data and evidence. Part of the Accelerator work involved implementation of the Global Education Policy Dashboard to identify the most pressing issues at all levels of the education system; for more, see the discussion in the Learning Measurement and Data subsection. Implementation was finalized in November 2022 and yielded detailed information that can be leveraged to inform upcoming projects, technical assis- tance, and strategic documents such as education sector plans. Implementation of the GEPD also allowed for reporting of a baseline for a teaching quality indicator that is monitored through the LIRE project. To monitor the indicator over time, the government will work on developing its own classroom observation tool, leveraging GEPD instruments and Teach. n Strengthening teaching. A core element of the LIRE project is the introduction of structured lesson plans in mother tongue for the early grades as a way of improving teaching and learning. As part of the Acceler- ator work, this effort is being supported by contracting with a firm to support the team in developing early grade lesson plans in Hausa and Zarma that can then be scaled up through the project. When the work in Niger was temporarily paused, the country team was negotiating additional financing for the LIRE project that was approved in June 2023 for $240 million. Planned activities included construction of 4,250 new classrooms and three new boarding schools, and scaling up the Sahel Reading Initiative. S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 25 BOX 2.6 Sierra Leone Accelerator Grant The Accelerator work has leveraged around $106.6 million in additional financing for the Sierra Leone Free Education Project, which will accelerate the acquisition of foundational literacy for children in grades 1 and 2. This additional financing also has supported development of the Zero Learning Poverty Plan (Investment Case), which the government has widely disseminated. The plan has been used to inform the country’s priori- ties on foundational learning, which are now reflected in a new compact, an upcoming education sector plan, and other government investment plans. n The Accelerator Program has supported the establishment of learning targets and a plan to monitor learning over time based on good practices. This includes leveraging multiple efforts to collect learning data in the country (2021 Early Grade Reading Assessment/Early Grade Mathematics Assessment Study, 2022 AMPL-b, and 2023 P4 pilot national assessment). n Sierra Leone implemented the Global Education Policy Dashboard in 2022. The data have been validated and used to inform strategic documents such as those mentioned above. For more on this, see the Learning Measurement and Data subsection. n The World Bank is supporting the government to accelerate progress on foundational learning through a multiyear process that will cover all government-approved primary schools. The National Technical Team for Literacy (seen at work in the photo) was set up in April 2023 to develop a package of materials, training, and assessment, with guidance and support from international experts who are building capacity to ensure the effort’s sustainability. The process includes (1) revisiting the learning outcomes and scope and sequence of the syllabus for P1–P4 with regard to early grade reading/writing and oral language; (2) defining expected literacy outcomes at the end of each grade; (3) revising the weekly timetable to allow for sufficient time for reading/writing and oral language; (4) developing and distributing high-quality student books (which follow the principles of explicit pedagogy and the science of reading) and aligned student workbooks to be distributed in a one-to-one ratio; (5) devel- oping explicit and well-structured teacher guides with lesson plans; (6) developing and/or revising other complementary materials for oral language development in English; (7) designing and providing contin- uous, practice-focused teacher professional development for literacy in P1–P4; (8) supporting monitoring and evaluation of expected learning outcomes; and (9) supporting parental and community involvement in foundational learning. 26 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 BOX 2.7 Pakistan Accelerator Grant Following the COVID-19 pandemic and massive floods in 2022, Pakistan has started focusing on the imme- diate need to remedy learning losses, and on strengthening foundational learning outcomes among primary school children. n With Accelerator support, the government prepared an Investment Case to improve foun- dational reading, with inputs from all four provinces. A Technical Working Group on Foundational Reading has been formed to sustain the focus on the priority areas identified in the Investment Case. The World Bank is providing technical assistance to the provinces to develop and present work plans and budgets to support foundational literacy–focused initiatives. Once the provincial work plans have been presented and discussed, the World Bank will support the development of roadmaps and monitoring mechanisms to track delivery and progress of the foundational learning initiatives. n In parallel, the Ministry for Federal Education and Professional Training is carrying out National Aptitude Test 2023, a nationwide assessment covering grade 4 math, English, Urdu, and Sindhi. The results from this assessment will be used to calculate updated learning poverty levels. In the wake of the pandemic and the 2022 floods and their impact on learning continuity, the expec- tation is that learning poverty will increase from the last learning poverty level calculated at 75 percent to 77–79 percent. Pakistan will also participate in the International Association for the Evaluation of Educa- tional Achievement’s Literacy and Numeracy Assessment this year.  n The Global Education Policy Dashboard is being implemented in all provinces of Pakistan. This is discussed further in the Learning Measurement and Data subsection. n The Accelerator Program catalyzed action toward the Learning Conference: Building Founda- tions held on June 21–22, 2023. The event was a bold call to action for Foundational Learning and Early Childhood Education, which was attended by over 200 participants, 47 speakers and influencers, including 10 international experts and core development partners. An outcome has been the establishment of the Pakistan Foundational Learning Hub, an initiative of the Ministry of Federal Education and Professional Training, to drive systemic improvements in foundational learning. The Hub will work with all partners to enable quality learning opportunities for all by providing evidence-based strategies and support to policy makers across Pakistan to make tangible improvements in foundational learning. S ection 2 :   I mplementation P rogress – T he A ccelerator P rogram 27 Accelerator Program in Brazil’s Ceará State How Ceará became a leader in the education reform movement and why African countries are paying attention I n March 2023, education officials from data as a teaching tool and to guide Kenya, Mozambique, Nigeria, Sierra improvements, supporting teachers as a Leone, and the World Bank joined in central pillar for student learning, and a visit to Brazil’s Ceará State. The dele- implementing incentives to ensure all gates spent time in classrooms and stakeholders were focused on the same discussed with teachers, school leaders, goals. FLC SPOTLIGHT STORY and local authorities how Ceará had trans- formed its education system and learning During the trip, “We discovered that what outcomes despite limited resources. The is happening in the state of Ceará is not five-day trip, organized by the Accelerator because they have a lot of money, but that Program, inspired the African officials to they are utilizing well the little resources focus on tackling learning poverty as they they have,” said Nigeria’s deputy director implement ambitious education reform of basic education, Joy Ene Onoka. “When programs in their own countries and states. we go back, we [will] start to use the little that we have to [implement] the ideas In the municipality of Sobral, where the that we have gotten from this place.” state’s education reform began, literacy rates rose from 52 percent in 2015 to Mozambique’s permanent secretary of 92 percent in 2021—elevating learning MINEDH, Abel Fernandes, was struck by outcomes to some of the country’s the “autonomy that states, municipalities, highest levels. Municipal government and particularly schools have to adjust to leaders prioritized literacy by grade 2 as specific needs” in Ceará. He was impressed a universal goal. “Poverty is not an excuse by the organization and structure of the to fail in education,” said Sobral’s former schools, the teamwork between teachers mayor, José Clodoveu de Arruda Coelho and supporting staff, the training that Neto, who spearheaded the reforms takes place in school, and the role of starting in late 1990s. He continued, the municipalities. He also noted the use “Many reforms are not costly; it’s more of formative assessments, which allows about the commitment and focus given policy makers to take needed corrective to the learning results.” action. Mozambique is well positioned to accelerate improvements in foundational So how did Ceará manage its transforma- learning and be the next role model for tion? Key decisions included consolidating improving education quality (Loureiro, small schools into bigger centers, Nhampos, and El-Kogali 2023). enforcing merit-based recruitment of principals and teachers, determining that Sierra Leone’s then-chair of the Teaching every child in every school should read Service Commission, Conrad Sackey (now by the end of grade 2, using assessment Minister of Education), underscored the FLC SPOTLIGHT STORY Students in Sobral, Ceará, Brazil. Photo: World Bank importance of making regular and effec- For Eliyas Abdi Jillaow, director-general of tive use of assessment data to improve Kenya’s Ministry of Education, the impor- teaching practices and learning outcomes; tance of providing school-based teacher cultivating a well-prepared, motivated training resonated strongly, as well as teaching force through continuous ensuring that all students have their own professional development and incen- textbooks for reading, numeracy, and all tives; recruiting school leaders based on other subjects. merit; and reimagining education finance to provide incentives to local authorities Nigeria’s Edo State has implemented and other stakeholders. some policies similar to Ceará’s during its six years of reform, including continuous Kenya’s director of education, William teacher training and the introduction of Sugut Kiplagat, was inspired by the technology and evidence-based learning attention given Ceará’s school leaders materials into the classroom. Even so, to student absences from school, noting Eyitayo Salami, chairman of the Edo State that his country could implement Universal Basic Education Board, said she stronger follow-up on student atten- came away from the visit “with not just dance. He said the work of field officers learning but action points.” could be refocused to support Kenya’s teachers. He also noted the importance The former mayor of Sobral emphasized of strengthening special needs education that change is possible, saying, “It starts by including special caretakers in addi- with breaking down the myth that poor tion to assistant teachers, as well as sign people cannot learn, and with people like language interpreters where needed. you making changes. You can do that. That’s what we did.” Learning Measurement and Data Overview L earning measurement and lack of data continue to be a massive and persistent challenge, particularly in low-income Assessments for Minimum Proficiency Levels, Cross-National Learning Assess- ments, and National Learning Assessment the beginning and end of primary school (linked to SDG 4.1.1a and 4.1.1b which refer to the proportion of children and countries. Current learning data gaps are Systems. Pillar 2—measure the drivers of young people in grades 2 and 3 and at the significantly more prevalent in low-income learning—includes the Global Education end of primary school, respectively). countries. For example, 24 countries in Policy Dashboard. Pillar 3—measure what During 2023, the Coalition closely engaged Sub-Saharan Africa do not report schooling happens in the classroom—encompasses with countries to advocate for learning data and learning data (World Bank et al. Global Coach and Coach Mozambique, and and generate demand, created a narrative 2022). Without intentional effort to create Teach-Coach SUNSET Grants. for how countries can develop data, and demand and support countries to generate The World Bank works closely with part- developed a framework to help countries learning data, these gaps will remain. ners in the LDC effort to advocate for and envision their own roadmaps, including To address this problem, the World Bank coordinate around learning data and uses what assessments could be right for them. joined forces with UNESCO and UNICEF to policy dialogue and World Bank projects In the context of these commitments, the design the Learning Data Compact (LDC), to encourage the development and use FLC has continued supporting key learning launched in 2021 (World Bank 2021b). The of learning data with additional technical measurement and data activities. The FLC LDC is a global framework for measurement support from the FLC. has produced global reports on learning in education; one of its key commitments The Global Coalition for Foundational acceleration, supporting implementation is to close learning data gaps and ensure Learning has also seen the value in of the updated Policy Linking toolkit and that all countries—especially low- and learning measurement and has made it a the AMPLs; providing technical support and middle-income countries—have at least core pillar of its agenda.7 One of its key policy dialogue related to Cross-National two quality measures of learning in two commitments is to support the availability and National Learning Assessments; and grades in two subjects by 2030, so all coun- and use of internationally comparable supporting implementation, dissemination, tries can have relevant data with which to learning data—particularly in countries research, and technical innovations related make sound decisions to strengthen their where there are no learning data—and to to the GEPD. These activities, covered in national assessment systems and ultimately reduce fragmentation among agencies by this subsection, have taken place in coor- improve learning outcomes. Multiple rounds agreeing on common technical guidelines dination with other development partners of temporally comparable data are needed to support countries. such as UIS, the International Association to identify what is working to improve for the Evaluation of Educational Achieve- learning, determine and rectify gaps, and Sub-Saharan Africa is an area of focus ment (IEA), the Organisation for Economic respond to needs in order to accelerate the because nearly half of the countries Co-operation and Development (OECD), acquisition of learning. do not have comparable learning data. and the Australian Council for Educational The Coalition agencies have agreed on The LDC is organized around three main Research (ACER), among others. Table B.2 common technical guidelines to help coun- pillars. Pillar 1— measure learning prog- in annex B presents the progress to date tries report on Sustainable Development ress—encompasses COVID-19 learning of key milestones of the learning measure- Goal (SDG) 4, specifically on indicators losses and recovery analysis, Policy Linking, ment and data activities. measuring reading and math outcomes at 31 COVID-19 LEARNING LOSSES AND RECOVERY ANALYSIS A synthesis report takes stock of what coun- To a large extent, many of the policies and tries have done to date to recover and interventions needed to recover from the accelerate learning since reopening schools, pandemic setbacks and accelerate learning and what has been learned from their expe- are known. The main lesson is that polit- rience. Learning Recovery to Acceleration: A ical and financial commitment are vital for Global Update on Country Efforts to Improve improving learning outcomes. Learning and Reduce Inequalities (World Bank 2023c) follows the RAPID (Reach, Assess, A COVID learning loss report in the Dominican Prioritize, Increase, and Develop) Framework Republic has been finalized. Forty-five schools for Learning Recovery and Acceleration. This implemented the adaptive technology plat- framework was developed jointly with FCDO form for assessment in May 2022; preliminary and other donors in 2022 as a menu of policy results were made available the following actions based on past evidence and policies month. many countries were already implementing. Outputs and Resources: COVID-19 Learning Recovery to Effects of COVID-19 on Effects of COVID-19 on student learning: assessing learning losses using adaptive technology in the Dominican Republic* a Juan Barón,a José Mola,b Astrid Pineda,c Paola Polancoa World Bank, Washington, DC, USA Acceleration: A Global student learning: assessing b Universidad del Norte, Barranquilla, Colombia c Teachers College, Columbia University, New York, NY, USA Abstract This paper quantifies learning losses between 2020 and 2022 in the Dominican Republic, an upper-middle income country, using data from samples of 9th grade students who benefited from a computer adaptive learning (CAL) software in 2020 Update on Country Efforts to learning losses using adaptive and 2022. To the best of our knowledge, this is one of few studies to measure actual losses among secondary school students in a developing country, and the first one to use detailed data on students’ mastery of individual math topics to do so, thus covering a wider range of knowledge. 1. Introduction As a result of the COVID-19 pandemic, schools in the Dominican Republic (DR) were ordered to close in March of 2020. With school shutdowns, in-person classes were suspended for the remaining 2019-20 school year Improve Learning and Reduce technology in the Dominican and for most of the 2020-21 school year. During this period, the Ministry of Education of the Dominican Republic (MINERD) implemented a remote learning education strategy, which included the distribution of booklets targeting a prioritized curriculum for each grade, and the implementation of classes on TV and radio. A recent report found that the share of students who watched classes on TV fluctuated from 62 percent to 25 percent between November 2020 and April 2021 (World Bank, 2022). Moreover, students who watched these lessons did so for less than 12 percent of the duration of the lesson. These numbers suggest that efforts to provide remote instruction during school closures may not have been effective in minimizing learning disruptions throughout this period. In September 2021, 18 months after the first closure, schools in the DR resumed in-person instruction. Inequalities. Comprehensive Republic. Using data for 2,270 However, the lack of in-person instruction for most of two academic years is expected to have had negative consequences for the younger generations. Most studies measuring learning losses have been based on simulations (World Bank, 2021; Angrist et al., 2021; Kaffenberger, 2021). However, in the past two years, several studies have focused on measuring actual losses (e.g., Gajderowski et al., 2022; Lichand and Doria, 2022; Hevia et al., 2022; Engzell et al., 2022, Jakubowski et al., 2023). A recent meta-study summarizing 40 empirical studies finds evidence of learning loss for most countries analyzed, although for low-and-middle income countries, the evidence is mixed (Moscoviz and Evans, 2022), with two studies having null or positive findings (Uwezo, 2021; Crawfurd et al, 2021).1 report takes stock of what countries ninth graders, study quantifies In this report, we aim to quantify learning losses between 2020 and 2022 in the Dominican Republic, an upper-middle income country, using data from a sample of 9th grade students who benefited from a computer adaptive learning (CAL) software in 2020 and 2022. Among studies who have measured learning losses using data collected after school closures, most have focused on the primary level (Singh et al., 2022; Adeniran et al., 2022; Engzel et al., 2021; Moscoviz and Evans, 2022, Jakubowski et al., 2023). To the best of our knowledge, this is one of few studies to measure actual losses among secondary school students in a developing country, and the first one to use rich data on students’ mastery of individual math topics to do so, thus covering a wider range of knowledge.2 have done so far to recover and 2020–22 learning losses in math. Its * We also want to thank Monica Yanez-Pagans and Katia Herrera for their support and for making this work possible. 1 An earlier review found similar results (Donnelly and Patrinos, 2021). 2 Two other studies have measured learning losses among high school aged students in developing countries. In the first one, Lichand and Doria (2022) find that by the end of 2021, students in Rio de Janeiro were 55% behind what they would have learned under normal circumstances over accelerate learning since reopening schools, and what analysis of students’ mastery of individual math topics they have learned from their experience. offers a broad knowledge assessment and indicates no significant change in average math performance. 32 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 POLICY LINKING Policy Linking is a benchmarking methodology experts to help determine the content align- developed by USAID, UIS, and other develop- ment of learning assessments with the ment partners.8 It is used to link and compare learning standards described under the Global national large-scale student assessment results Proficiency Framework. This, in turn, allows to global or international student learning for alignment of student learning outcomes standards and outcome indicators, including in proficiency levels consistent with the SDG SDG 4.1.1 (a, b, and c) indicators. By linking 4.1.1 target and indicators. With the involve- national assessment results to global results, ment of local experts and assessment units/ this methodology allows countries to report departments in all steps of the Policy Linking on SDG 4.1.1 indicators and improve the methodology, the latter increases the like- comparability of results reported for them. lihood of stakeholders’ owning the results achieved and making use of these results to The Policy Linking methodology entails work- report on and inform policies and programs. shops that gather teachers and curriculum Progress and Outcomes During the implementation period, the World changes reflect lessons learned during the Bank supported the dissemination of Policy implementation on the ground and aim Linking exercises in The Gambia and Ghana, as to refine the benchmarking of the assess- well as implementation of the methodology in ment results and to produce more accurate Pakistan and Rwanda. After internal dissem- estimates of the share of students above ination of results in The Gambia and Ghana minimum proficiency in reading and math- were concluded and the activity had closed, ematics. Ghana’s government expressed interest in using the results to report progress on inter- national learning indicators. To scale up the initiative, the World Bank and other devel- opment partners supported implementation of Policy Linking in Rwanda. The Bank also provided technical assistance to Pakistan to implement the methodology (see box 2.8). The World Bank provided UIS and other devel- opment partners with technical inputs and suggestions for the recent changes made to the Policy Linking methodology. These S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 33 BOX 2.8 Implementation of Policy Linking in Rwanda and Pakistan Rwanda (2023). Rwanda, with support from FLC funding from the Accelerator Program and technical guidance from the Learning Assess- ment and Data team, is implementing a Policy Linking benchmarking study using the results of the 2021 national assessments in grades 3 and 6. Addi- tional capacity building was provided to the national assessment agency to improve its capacity to perform bench- marking activities in the future. The results of this activity will help to inform progress on the 2023 national Two members of Rwanda's national assessment agency attend a assessment. Policy Linking workshop in September 2023. Photo: World Bank Pakistan (2022). Pakistan, with support from both the World Bank and FCDO, conducted a Policy Linking benchmarking using the results of the country’s 2021 national large-scale assessment study. The Policy Linking results report has been finalized and is in the process of being disseminated to policy makers. Additional capacity building was provided to the national assessment agency to improve its capacity to perform bench- marking activities in the future. Further recommendations to enable comparability of results and report on learning progress over time have been included in the report as part of broader support to strengthen the national assessment system. Outputs and Resources: Policy Linking Pakistan—Policy Linking for the National Achievement Test: Training and Workshop Report. Provides details about implementation of the methodology, main conclusions, policy recommendations, and lessons learned from capacity-building training and Policy Linking workshops. 34 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 ASSESSMENTS FOR MINIMUM PROFICIENCY LEVELS The Assessments for Minimum Proficiency Levels are engaged from the very beginning in the are ground-breaking tools targeted at measuring consultation and discussion regarding AMPL the attainment of a single proficiency level for implementation. They have full ownership of each of the reading and mathematics domains the assessment process; test administration; at a given level of the education cycle.9 AMPL and data, outputs, and results. They also have tools allow the user to identify the proportion full access to all the materials and documen- of children and young learners at each level tation that will be used. of education (early primary, end of primary, or lower secondary) who are achieving at least AMPLs can be administered as a stand-alone the minimum proficiency level. This informa- assessment or integrated into a national tion allows countries to produce internationally learning assessment. This can be done either comparable learning outcomes data to report in whole booklet form or as a rotating booklet on the SDG 4.1.1 a, b, and c indicators. through national forms. The administration of AMPLs integrated in national learning AMPLs are designed to integrate the tools and assessments allows countries to preserve the methodologies in national assessment systems integrity of the national assessment while and processes, with country ownership as strengthening their own capacity to produce the guiding principle. Participating countries data that are comparable globally. Progress and Outcomes The World Bank disseminated the results of Senior Secondary Education (MBSSE) in a the AMPL-b implemented in Sierra Leone presentation in October 2022. The results were and supported administration of the AMPL-b disappointing for the ministry, in light of the assessment as a stand-alone module, as part several initiatives that were implemented over of GEPD implementation, in three regions recent years to improve learning outcomes. of Pakistan. The AMPL-b instrument was Concerns were expressed related to the validity designed to measure key aspects of reading of the tool; these were discussed during the comprehension and mathematics at the upper October meeting. The Ministry chose not to primary level, corresponding to SDG 4.1.1b. use the AMPL results to report on SDG 4.1.1b The AMPL-b data show that in reading immediately. However, it invested in designing and mathematics, respectively, 3.2 percent a stronger national learning assessment, which and 8.1 percent of Sierra Leonean grade 5 is to be piloted in November 2023. In this students (2.1 percent and 8.3 percent boys; context, the ministry has expressed an interest 2.4 percent and 4.8 percent girls) meet or in integrating AMPL-a, corresponding to SDG exceed the minimum proficiency level set for 4.1.1a, and -b into its upcoming national the end of primary education. These results learning assessment. were shared with the Ministry of Basic and S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 35 Arabic in March 2023. It will be implemented in a pilot as a stand-alone module as part of the GEPD in Jordan. The World Bank is currently in dialogue with the assessment unit of Jordan’s Ministry of Education on a few items in the Arabic translation. Once these issues are resolved, the government has indi- cated that it is interested in integrating the AMPL into its national learning assessment. The World Bank continued to promote oppor- tunities for AMPL usage through dialogue with government counterparts. In the discussions, The World Bank supported the translation the World Bank continues to grow demand and psychometric validation of the AMPL-b for learning data and to highlight opportuni- booklets into different languages. In Pakistan, ties for and the relevance of administering the after being piloted in the Islamabad Capital AMPLs as a stand-alone activity or integrated Territory in September 2022, the Urdu trans- into national learning assessments for later lation was used in the Khyber Pakhtunkhwa statistical linking purposes for reporting on province (March 2023); preliminary analysis the SDGs. In Pakistan and Sierra Leone, these of the data confirms the psychometric validity conversations have already resulted in imple- of this version. It will be implemented in all mentation. Discussion is ongoing in other provinces of Pakistan in the coming school countries such as Jordan (where it is more year. The AMPL-b was also translated into advanced), Cabo Verde, Colombia, and Haiti. Outputs and Resources: AMPLs AMPL-b in Analysis for Analysis for the Pilot of the AMPL instrument in Urdu Before the Urdu 'Main Study', there is plan to pilot the Urdu instruments with approximately 300 students. This document outlines the analysis for this pilot. The analysis Test and Item Sierra Leone: the Pilot of Analysis of answers three main questions: 1. To what extent do the items in the test function as desired from a psychometric perspective following translation into Urdu and administration in Pakistan? 2. To what extent is the targeting of the test acceptable or workable for reliable benchmarking against the established AMPL-b SDG 4.1.1 cut point? 3. To what extent is DIF present between the freely calibrated Urdu parameters and the MILO parameters (plus the new Sierra items)? AMPL_B in Sierra Leone: Stage 2 Stage 2 Item the AMPL AMPL-b 2023 Item Functioning Item Analysis, Conditioning and Free calibration of test items will be performed on Reading and Mathematics respectively. Items are flagged for review based on classical and Rasch item statistics for items. We will Student Outcomes. focus on whether the items malfunction in some ways or if they are too hard. Analysis, instrument in Pakistan Submitted to World Bank Group by ACER 7 October 2022 Conditioning Urdu. Outlines (Khyber V1.0 and Student the analysis for Pakhtunkhwa) Outcomes. the planned Pilot Data. Reports on proportion of students, pilot of the Urdu instruments with Focuses on response data from by gender, in grade 5 in Sierra approximately 300 students. the recent 2023 pilot study of the Leone meeting or exceeding the AMPL-b assessment in Pakistan minimum proficiency level set for and provides key recommendations. the end of primary level in reading and mathematics. Outlines the instrumentation, comments on the sample weighting approach, and details the psychometric results. 36 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 CROSS-NATIONAL LEARNING ASSESSMENTS Cross-national learning assessments refer to in order to increase the amount of learning regional and international assessments and data in low- and middle-income countries, can validate information that emerges from the World Bank continues to use broader national assessments to benchmark learning sectoral policy dialogue to motivate country outcomes in a comparative manner. Regional participation in these cross-national initiatives assessments involve countries in a geographic and to maximize the use of results to improve region, often with a common linguistic or policies and interventions. On the supply side, cultural background. Cross-national assess- the World Bank is in constant coordination ments that include countries from many with a variety of regional and international regions are referred to as international assessment programs. large-scale assessments. On the demand side, Progress and Outcomes The World Bank provided technical support the COVID-19 pandemic and ensuring for and review of upcoming cross-national sufficient comparability with data from learning assessments and continued the the previous regional assessment study dialogue with international and regional round. learning agencies. Coordination and provision n Technical review of contents and meth- of technical guidance to the Latin American odology recommendations to UNICEF for Laboratory for the Evaluation of the Quality of version 2.0 of the Foundational Learning Education (LLECE) and UNICEF ensures these Module. At UNICEF’s request, the World regional and international assessment initia- Bank provided technical support during tives are strongly aligned with the following the design phase of updating the Foun- principles of the LDC and of the Global Coali- dational Learning Module. The Bank tion for Foundational Learning: conducted a review of the new assessment and provided guidance on psychometrics n Technical review of context questionnaires and piloting considerations. for the next round of Latin America’s Regional Comparative and Explanatory With the release of the Progress in Interna- Study (ERCE) 2024.10 At the request of tional Reading Literacy Study (PIRLS) 2021 the LLECE in charge of UNESCO’s ERCE, data in May 2023, the World Bank provided the World Bank provided feedback and global, regional, and country-level analysis, technical review of the teacher context technical support, and dialogue on the results. questionnaires to be administered in the The PIRLS 2021 data are significant as the next round of the regional assessment. first internationally and temporally compa- The feedback included highlighting the rable learning data set since the COVID-19 need for questions to teachers linked to S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 37 n The World Bank produced a blog on the PIRLS 2021 data to increase under- standing and consumption of the data globally. n At the regional level, the PIRLS 2021 results were presented at a High-Level Regional Conference for the Middle East and North Africa—Learning to Read: A Path to Improving Arabic Literacy in MENA—to representatives of govern- ments, academia, development partners, and civil society. pandemic’s unprecedented school closures. n At the country level, the World Bank The data allow analysis of reading outcomes developed 57 individual briefs to support of 4th graders in 57 countries and territo- country capacity to analyze and interpret ries, including 45 countries for which data PIRLS results. are available from both before (2016) and during (2021) the pandemic. The following stem from the PIRLS 2021 study: Outputs and Resources: Cross-National Learning Assessments New literacy data PIRLS country briefs. Set of shines a spotlight on 57 country briefs (South Africa the learning crisis. sample shown here) summarize Blog post explains how main results from PIRLS 2021 new data from the for national policy makers. The PIRLS 2021 survey highlights low reading outcomes. briefs have been used in sectoral dialogues to highlight the need to PIRLS 2021 results in accelerate foundational learning. MENA: Why should we care? What are we learning? Presentation included an overview of the PIRLS 2021 results for the Middle East and North Africa region. Delivered in a closed session during the High-Level Regional Conference. 38 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 NATIONAL LEARNING ASSESSMENT SYSTEMS At the education system level, national learning assessment systems leads to evidence-based assessments are critical for monitoring the decision-making in education policy and prac- quality and equity of national systems.11 tice, supports sector planning, and can lead Building effective and sustainable learning to improved learning outcomes. Progress and Outcomes To strengthen national learning assessment n Haiti. Technical support to the govern- systems, the World Bank provided just-in-time ment on the use of learning assessment technical support as well as learning work- results to produce internationally compa- shops to the following 15 countries: rable indicators, and on translation and adaptation of assessments for the Haitian n Argentina. Review of existing and planned context. projects and analytical services on learning n Malawi. Support for preparation of assessment, and use of learning data to terms of reference and identification improve reading outcomes and dropout of consultants in support of a review prevention. of the national assessment system and n Central African Republic. Training support policy recommendations, in response to on the development and use of learning a request submitted to the Global Coali- data provided to Ministry of Education tion for Foundational Learning. staff working on assessment. n Maldives. Support for technical review of n Djibouti. Technical guidance to the govern- the learning assessment component of a ment on policy reform of its national new project during its preparation stage. assessment system with an emphasis n Mali. Support for preparation of terms of on formative assessment of founda- reference for consultants to support the tional learning in early primary grades. government in the implementation of its As a result, Djibouti decided to modify next national assessment study. its early grade assessment system, taking out the high-stakes exam in grade 2 and n Mexico. Training support and tech- instead including classroom assessments nical review of learning assessments for of French and math. primary and secondary education to the state of Guanajuato. Recommendations n Arab Republic of Egypt. Support on the for improvements of its state-level assess- technical review of learning assessment ment were adopted, and the state started frameworks, drafting of consultant terms using assessment and other data for early of reference, and guidance to the govern- detection of students at risk of dropping ment on learning assessment activities for out of the system. the next round of its national assessment. S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 39 n Nepal. Support for technical review of the representative Early Grade Mathematics learning assessment component of a new Assessment to inform student acquisition project during its preparation stage. of foundational numeracy skills. n Pakistan. Support for the technical review of The following workshops were organized: learning assessment frameworks, drafting of consultant terms of reference, review of n Learning event sharing country team expe- inputs and outputs of Policy Linking, and riences in the implementation of learning guidance to the government on learning assessments and assessment support from assessment activities for the next round of the Education Global Practice. This work- its national assessment and participation in shop was part of the Education Learning international assessment programs. Day for World Bank staff in the educa- n Sierra Leone. Support for the technical tion sector. Topics covered included the review of learning assessment frame- menu of learning assessment options, works, drafting of consultant terms of support services available in the global reference, and guidance on target setting unit for country teams managing World of foundational reading skills. Bank operations, and sharing of imple- mentation experiences in different regions n Sudan. Support for the technical review and contexts. of a learning assessment results report and recommendations to strengthen the n Workshop during the One Africa Education assessment system. Retreat. During a retreat for education staff working in World Bank operations n Tanzania. Support for technical review of across Sub-Saharan Africa, the global the learning assessment component of a unit organized a session on resources and new project during its preparation stage. support services for learning assessments n Tunisia. Support for the design, implemen- and existing learning data. tation, and analysis of result of a nationally Getting It Right by Measuring It Right! Experiences from operations on the implementation and use of learning assessments Education Learning Day 40 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 GLOBAL EDUCATION POLICY DASHBOARD The GEPD has been measuring, tracking, and political challenges or a lack of bureaucratic linking the progress of key drivers of learning capacity. To tackle the learning crisis and to outcomes since 2019. The Dashboard looks achieve and sustain learning gains at scale, at the practice (or service delivery), policy, countries need to know where they stand on and political levels, with specific atten- all these dimensions. tion to their impact on policy dialogue and decision-making. The Dashboard (1) high- The Dashboard collects new data in each lights gaps between what the evidence country using a school survey, a policy survey, suggests is effective in promoting learning and a survey of public officials. The World and what is in fact happening in each system; Bank has worked on filling data gaps, raising and (2) gives governments a means to track awareness on the learning crisis and its progress as they act to close those gaps. The drivers, and creating capacity at the ministry GEPD includes measures of student school level to strengthen the collection and use of readiness in first grade, literacy and numeracy data to inform policy. learning outcomes in grade 4, and classroom observations of teachers’ teaching behaviors Before the GEPD was created, countries and with the use of the Teach Primary tool.12 the World Bank implemented instruments that Although every country needs to identify each captured data on only a small portion priorities for investment and policy reforms of the education system, often at a high that are best suited to its own context, the cost. To improve the value-cost ratio, the Dashboard can provide a strong evidence World Bank streamlined well-tested instru- base to help governments prioritize reforms. ments—including Service Delivery Indicators, Teach, Anchor Items for Measurement— The Dashboard offers timely, cost-effective, Early Childhood Development (AIM-ECD), comprehensive, and contextualized current the Development World Management information on the specific areas in which System, Systems Approach for Better Educa- countries need to act to improve learning tion Results (SABER), and the Bureaucratic outcomes. According to the 2018 World survey—and merged them into three surveys Development Report (World Bank 2018), that could be implemented jointly, affordably struggling education systems lack one or (at under $200,000 per country), and quickly more of four key school-level ingredients (within three months). The school survey for learning: prepared learners, high-quality collects data on learning and service delivery teaching, learning-focused inputs, and the at the school level, the policy survey analyzes skilled management that pulls all these the policy environment, and the survey of elements together. These deficiencies are public officials sheds light on the bureaucratic typically signs of deeper systemic problems, capacity of the country. The resulting Dash- such as education policies that are not well board concisely highlights—throughout the designed or implemented to promote learning system—priority areas for possible govern- for all children and youth. These misalign- ment focus and serves as a tool for tracking ments, in turn, reflect problems caused by progress. S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 41 The Dashboard uses 39 indicators that can FIGURE 2.2 show progress relatively quickly (in one to Dashboard structure, tools, and indicators two years). Figure 2.2 captures the structure, indicators, and the tools used to measure Politics these indicators. They correlate to the four Policies main school-level service delivery factors, 1. School Survey Practices rs Le which are labeled in the figure as “Practices”: e ar a ch ne Te rs prepared learners, effective teaching, appro- 2. Policy Survey priate inputs and infrastructure, and capable Sc ho school management. Another set of indi- ol 3. Survey of Public m cators is a proxy for the policies that affect s ut an Officials np ag i em ol en each of these areas the (“Policies” circle in ho t Sc the figure). The final set of indicators captures the political context and bureaucratic capacity of the system (the outermost “Politics” circle). Source: World Bank . Better performance in these policy and political domains are needed for sustained systemwide improvements in learning. Progress and Outcomes With the rapid post-COVID scale-up, the GEPD (second round), Gabon, Chad, and is having high impact. Whereas in previous Khyber Pakhtunkhwa (Pakistan). years, the Dashboard efforts focused on final- n Provided training opportunities to partic- izing technical resources (reference guide, ipating countries, including Madagascar, implementation brief, technical guide), to create capacity at the ministry level to refining and piloting the GEPD surveys, either collect (replicate the exercise) or use launching the GEPD website,13 and begin- the data. ning implementation in countries, the focus this year has been mainly on implementation, n Leveraged GEPD data to produce reports dissemination and research, and technical and briefs and to provide technical inputs innovations. to inform multiple high-value outputs, including public expenditure reviews (Ethiopia), revisions to education sector IMP L EMEN TATI O N plans (Madagascar), Global Partnership for Education (GPE) country compacts Over the last reporting period, the World Bank (Sierra Leone), country partnership frame- performed the following activities related to works—World Bank country strategy implementation: (Madagascar), learning poverty plans (Niger, Sierra Leone), and project-related n Collected comprehensive, rigorous, and documents (Niger, Sierra Leone). actionable primary data on 5 education systems (bringing the total to 12): Islam- n Innovated by administering the AMPL-b as abad Capital Territory (Pakistan), Jordan part of the GEPD to enable countries to 42 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 report on SDG 4.1.1; this is also discussed D IS S EMINAT ION A ND RES EA RCH in the AMPL subsection presented earlier. Efforts are made to disseminate the collected n Generated detailed data on education in data to a significant number of stakeholders: FCV contexts (Chad, Niger). n Supported a second implementation in n In each country, stakeholder validation Jordan in 2023, allowing for comparison and dissemination events were planned of indicators over time. to ensure the data were presented to a wide audience. In countries where the GEPD was imple- n All the data collected are included on the mented, the World Bank engaged closely with GEPD website to increase accessibility. the local authorities to ensure strong polit- ical buy-in and to make sure the instruments n Multiple blogs and papers have been were well understood. With approval from published to disseminate the country the ministries, the Bank engaged with all findings. A cross-country analytical paper relevant stakeholders in each country to maxi- has also been drafted to summarize the mize the synergies between projects and the data collected. These are listed under the use of the data. Multiple departments (plan- Outputs and Resources at the end of this ning, evaluation, monitoring, curriculum) subsection. were thus involved in the activities. Part of n The anonymized microdata are now avail- the implementation also involved reaching able for research, and multiple papers out to local organizations to discuss the possi- leveraging all the data collected are bility of collaboration and to ensure the data planned or being produced. collected was used to inform, rather than duplicate, their activities. Throughout the Beyond the number reached, the dissemination process, the World Bank worked closely with efforts have also had impact. For instance, in government counterparts. This allowed the Madagascar, the World Bank worked with the GEPD to inform country dialogue efficiently Ministry of Education to organize a dissem- and for its data to be used to create indica- ination event, chaired by the minister, to tors for upcoming projects to show progress. present the results of the joint GEPD–Service Delivery Indicator surveys (elementary school The GEPD is operating in four education facility-level survey) carried out in 2016 and systems: the Central African Republic, Edo 2020/21. In addition to ministry representa- State (Nigeria), and Balochistan and Sindh tives, participants included representatives (Pakistan). Five more systems are in the pipe- from development partners, civil society, the line for this year: Bangladesh, Cameroon, private sector, and the media. The minister Guinea, Punjab (Pakistan), and South Sudan. emphasized the need to use GEPD data to Other countries have shown interest, and raise awareness. As a case in point, the event the World Bank is working with the rele- was well covered by the local media. As a vant teams to plan implementation and seek result, the ministry is working on establishing further funding. As the number of country a research group, in collaboration with local increases, cross-country comparisons become universities, to fully leverage the data. Teams more informative.​ at the ministry are also preparing for another round of data collection. The ministry is using S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 43 insights from the report to inform reforms which is a school-based survey, to implement that will be included in its revision of the both surveys jointly and reduce transaction Education Sector Plan. costs. At the same time, the World Bank has worked The World Bank has adapted field protocols on developing tools that can enhance the to incorporate new tools and accommodate usability of the data at the country level. country demands. This was done to ensure One such product is the development of that the data would be as relevant as possible Shiny apps for each country, which allow for country dialogue and ongoing World Bank users to explore the GEPD indicators for operations. For instance, the World Bank any given country, manipulate the data in purposefully sampled schools in Sierra Leone different ways to explore technical questions, that were part of a prior Early Grade Reading and leverage built-in features to look at the Assessment/Early Grade Mathematics Assess- relationship between different indicators.14 In ment exercise to allow comparative analysis. countries where there has been demand, the In Niger, sampled schools were targeted by World Bank has also worked on developing the World Bank–financed project to allow for more in-depth papers to outline the findings monitoring progress. Furthermore, the World of the GEPD for that country. This has been Bank collected systematic classroom observa- the case in Ethiopia and Madagascar. tions in two different grades (grades 2 and 4) in Sierra Leone to better inform teacher professional trainings that were scheduled to TEC HN IC AL IN N OVATIONS occur after data collection. In both countries, the Bank also collected highly policy-relevant Even though the three survey instruments data, in collaboration with the World Bank have been streamlined, the GEPD coordi- Education and Technology Readiness Index, nates with other projects to avoid duplicating on the use of technology in schools and class- efforts and to further reduce transaction costs. rooms. In Madagascar, for instance, the GEPD was partnered with the Service Delivery Indicators, 44 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 In Pakistan (Islamabad Capital Territory and countries where the GEPD has started activ- Khyber Pakhtunkhwa), the World Bank part- ities and/or has been implemented. Box 2.9 nered with UIS and ACER to implement the and box 2.10 present a summary of country AMPL-b student assessment alongside the implementation progress to date in Chad GEPD. This enables the country to report and the second round of implementation in against SDG 4.1.1b and to create a learning Jordan, respectively. Implementation prog- poverty estimate for the first time. ress in Gabon will be included in the next reporting cycle, as the team was awaiting Table B.3 in annex B presents the progress to data validation as of October 2023. date of key milestones of the GEPD. Table B.4 presents the progress to date made in all the Outputs and Resources: GEPD Interactive Shiny Better data for App with GEPD data. boosting student App enables users to learning. World Bank manipulate GEPD data blog post emphasizes for primary indicators the need to generate that are driving learning outcomes. data on students, schools, and systems to help governments prioritize investments in education, and Améliorer l’apprentissage à how new data from the GEPD in Ethiopia can help. Madagascar. Policy brief presents results and recommendations from What is driving the a joint survey of the Service Delivery learning crisis? Clues Indicators school-based survey and from the initial roll the GEPD. out of the GEPD. World Bank blog post explains how detailed GEPD data from multiple countries can Republic of Madagascar: help identify common obstacles to learning; the practices, Education Service Delivery REPUBLIC OF MADAGASCAR EDUCATION SERVICE DELIVERY INDICATORS - ROUND II and policies, and politics of learning at the system level; and Indicators—Round II and Global GLOBAL EDUCATION POLICY DASHBOARD – ROUND I emerging needs and opportunities for programs and for 2021 Education Policy Dashboard— tailoring global efforts to specific country needs. Round I. Reports on findings of GEPD data collection in 2021, GEPD findings. La Politique Tableau de bord Politiques Publiques including strategic policy and Illustration: Tojosoa Raherinirainy, 2021 1 mondial des Set of PowerPoint politiques de investment recommendations to improve service l’éducation presentations were delivery in Madagascar. Tchad Août2023 developed for Chad (pictured here), Ethiopia, Gabon, Jordan (2023), Madagascar, Pakistan (Islamabad Capital Territory and Khyber Pakhtunkhwa), Niger, and Sierra Leone. S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 45 BOX 2.9 Implementation of the GEPD in Chad To produce information on drivers of learning, the three key instruments of the Dashboard were deployed: the school survey (May 2023), the survey of public officials (July 2023), and the policy survey (ongoing). In addi- tion to the core set of modules, students in grade 2 were assessed using an expanded version of the grade 1 assessment, and a grade 2 classroom was observed using Teach. Once the data were processed, the GEPD identified the core bottlenecks in the education system as the following: n Learning in grade 4 is critically low, with no (0 percent) students being classified as proficient. n Scores related to teachers’ content knowledge and pedagogical skills, student attendance and readiness to learn, pedagogical leadership, as well as inputs and infrastructure, are all very low. n At the bureaucracy level, financing and a focus on learning as key objectives of the system are the most lacking. BOX 2.10 Implementation of the GEPD in Jordan The GEPD was first implemented in Jordan in 2019 and yielded useful insights that were used by the Ministry of Education to inform the Education Sector Plan and the COVID response. In 2023, the GEPD was implemented for a second time, making Jordan the first country to implement the Dashboard twice. The GEPD was conceived as a diagnostic tool to help policy makers identify priority actions and monitor progress. By re-implementing it four years later, the hope was to capture the progress that might have resulted from newly enacted policies, such as those on early childhood education, and to possibly assess the impact of COVID on learning. To ensure compatibility with the previous implementation, the World Bank mostly went back to the same schools to track the evolution at the school level. Based on a draft analysis of the data and comparison of the indicators between 2019 and 2023, the following was observed: n Despite some improvements since 2019, learning proficiency at the end of primary school remains low (around 5 percent). It is mainly driven by low proficiency in math. n Teachers’ content knowledge and pedagogical skills show the most room for improvement. n The de facto implementation of policies related to school management has improved since 2019, and bureaucratic capacity has not changed. Innovations were also introduced during this second implementation. For instance, schools from refugee camps (Zaatari) were added to the samples, and additional questions were included in the questionnaire to better capture refugee education. The World Bank also included a set of questions to understand how COVID-related school closures were lived by students, teachers, and directors. Finally, the Bank introduced an innovative set of questions aimed at understanding teachers’ and directors’ knowledge of climate change. 46 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 S ection 2 :   I mplementation P rogress – L earning M easurement and   D ata 47 The GEPD in Madagascar When it comes to effective education reform, good data make the difference T he Global Education Policy Dash- board offers client countries timely, cost-effective, comprehensive, and reduces the cost to parents, and focuses on the quality of teachers. contextualized information on learning As of March 2023, the World Bank port- outcomes. For most countries, much of folio in Madagascar stood at $4.2 billion the data collected by the Dashboard is and includes 26 national projects across FLC SPOTLIGHT STORY not available from any other source. various sectors and two regional opera- tions. Human development projects make For Madagascar, where the country’s up 25 percent (close to $1.1 billion) of the human capital is plagued by poor educa- portfolio, with trust funds like the FLC tion access and learning outcomes, the providing additional analytics and advi- Dashboard data have proved to be sory services to support evidence-based an effective tool for informing policy decision-making and stronger implemen- efforts around education reform. Here tation in the education sector through is how data gathered by the Dashboard initiatives such as the GEPD. are helping to aid the government-led reform process. Since the World Bank has begun to reen- gage in the education sector, significant Madagascar, despite possessing consid- educational gains have been achieved erable natural resources, has one of the in Madagascar, including an increase world’s highest poverty rates. Higher in sustainable national standards, and costs of education, driven by low state testing for teachers (World Bank 2023b). and partner investments, have been a key driver of school dropouts, leading GEPD data have helped Madagas- to lower levels of learning (World Bank car’s Ministry of Education prioritize 2023b). Additionally, COVID-19 worsened its investments on teacher professional an already grim learning context in the development. Dashboard data shed light country. on teachers’ lack of content knowledge and pedagogical skills—information that A newly drafted education law—largely has proven invaluable for the govern- inspired by Madagascar’s 2018–2023 ment, given that it had been providing Education Sector Plan supported by the continuous training to teachers through World Bank and partners—is providing the National Teacher Training Institute an opportunity for the government to (Institut National de Formation Péda- reverse education trends and support gogique) that was not delivering the needed reforms. The law makes preschool expected results. to secondary education mandatory, FLC SPOTLIGHT STORY Madagascar’s Dashboard results were publicly disseminated at a January 26, 2023, event chaired by the Minister of Education, Marie Michelle Sahondrarimalala. Photo: World Bank Using the GEPD data, the institute the GEPD within their own operations. revamped the curriculum to address Resources made available by the Bank the skills and competences identified as for this effort include instruments, trans- requiring the most improvement. The lation, programmed questionnaires, data were also used to revise the Educa- automatized codes, and vetted protocols. tion Sector Plan, with an emphasis on the need for more qualified teachers and a The Dashboard in Madagascar is an excel- well-structured monitoring system. lent example of how the GEPD data can be effectively used to inform policy reforms, Given the usefulness of the Dashboard, and how the government can use the ministry officials have decided to incor- GEPD methodology and instruments to porate a smaller, adapted version of sustain the effort over the long run. Teachers Overview T eachers are the most important in-school element influencing both the quantity and quality of student today teachers are not appropriately recruited, adequately trained, or supported to be successful in the classroom. Evidence appropriately recruit, select, prepare, train, support, and motivate teachers to develop professionally throughout their careers. learning. The shift from an underper- shows that many teachers do not have The World Bank has developed two initia- forming teacher to an exceptional one can access to high-quality professional devel- tives focused on supporting teachers result in a considerable increase in student opment opportunities that can help them and effective teaching: Teach and Coach. learning, equivalent to several years of improve what they do in the classroom. Teach is a classroom observation tool, and schooling. Outstanding teachers also Teacher training is often outdated, theo- Coach is an approach to in-service teacher wield a substantial influence on students’ retical, and not focused on the “how to” training. Both contribute to improving overall well-being, affecting not just their of teaching. It is therefore unsurprising that teacher classroom practices, ultimately educational accomplishments, but also unprepared and poorly trained teachers helping drive improvement in student their future social and vocational trajecto- struggle to teach students a complex curric- learning outcomes. ries long after their school days are over. ulum they may not have adequate mastery With significant learning losses due to the of themselves. The result is that students The FLC supports the development of pandemic, improving teaching quality has all over the world sit in classrooms day Global Coach and Coach Mozambique, become more important than ever. after day exposed to ineffective teaching which is the country pilot for Coach, as well that is not engaging and not helping them as the use and scale-up of both Coach and Despite the recognized importance of achieve their learning potential. This is the Teach to support improved teaching quality high-quality teaching, in many countries result of system-level policies that do not through the SUNSET country grants. 51 GLOBAL COACH The Global Coach program aims to help The Coach vision is that all classroom teachers countries design, implement, and evaluate have regular access to high-quality, effective, high-quality teacher professional development professional development opportunities that (TPD) programs and systems that align with support them in improving their classroom global evidence. Its goals are achieved through teaching practices and drive student learning. a three-pronged approach of (1) the develop- Specifically, the Global Coach program ment of technical resources and know-how, focuses on ensuring that teachers have (2) direct operational support for IDA/IBRD regular access to professional development projects seeking to improve systems at the opportunities that are tailored, practical, country level, and (3) a robust stakeholder ongoing, and focused. engagement and dissemination strategy. Progress and Outcomes Over the past year, the Global Coach program psychology to propose a more effective has focused on the following: approach for teacher policies n Development of a short report with case n Developing and publishing a collec- studies on integrating classroom observa- tion of tools and resources, designed tion and teacher coaching. as model resources that can be used to develop training materials for teachers Table B.5 in annex B presents the progress to and coaching date of key milestones of the Global Coach n Building the internal capacity of World program. Bank staff on the use of these tools and resources in the policy dialogue and design of World Bank projects with Publication of the governments Coach training packages for teachers n A global report on teachers that uses findings from behavioral science and and coaches During this reporting period, the World Bank Good teachers know that if you want kids to published a set of Coach tools and resources. learn the foundational minimum skills that they need These materials are designed as exemplary resources for use by countries, education for life, then they need to make sure the kids leaders, and program designers to develop persevere, are able to interact with others…be training programs for teachers and coaches. empathetic .” The programs are intended to assist teachers in J a i m e S a a v e d ra , f o r m e r G l o b a l D i re c t o r, Education Global Practice, comprehending, practicing, and mastering the World Bank complete set of Foundational Teaching Skills (FTS) (Pushparatnam et al. 2021) but can also 52 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 be broken down into specific subsets of skills, § Scripts for training videos that cover all or added to and tailored as needed. The mate- FTS components. rials provide a fundamental framework that § A training assessment to evaluate program designers and education leaders can participants’ grasp of the training modify, contextualize, and enhance to align content. with the specific needs of the country and project. The materials include the following: § A Coach FTS Contextualization Note, offering insights for teams to n Foundational Teaching Skills Teacher customize FTS training to meet their Training Package. This package provides specific requirements (e.g., sample comprehensive guidance for master agendas for two-day sessions). trainers who engage with teachers to strengthen their proficiency across the 11 n Foundational Teaching Skills Coach Training foundational skills, or a chosen subset. It Package. This package offers comprehen- consists of the following: sive guidance for master trainers working with coaches to enhance their expertise § A training manual, delivering detailed in the 11 foundational skills or a chosen instructions for a four-day inten- subset. The package comprises a training sive training program, that equips manual, a participant workbook, training participants to both articulate and video scripts, and a training assessment. independently apply FTS in a class- n Coach Companion Manual. This manual room setting. serves as a guide for coaches or school § A participant workbook, designed leaders as they conduct routine classroom to accompany the training with visits. It assists in identifying specific skills essential activities, reflections, and that teachers require support in, and in participant-engaging questions. offering targeted feedback, modeling, and practice for teachers. S ection 2 :   I mplementation P rogress – T eachers 53 Development of Coach This comprehensive training was structured training program to around both live sessions spanning 16 hours and self-paced asynchronous activities span- build internal capacity ning 20 hours. The training was conducted March 20–23, 2023, and included 17 partic- As the Coach program rolls out its tools and ipants from 13 countries. The design of the resources through the World Bank educa- training incorporated a blend of independent tion portfolio, the FLC is actively developing assignments and materials, complemented by more robust internal World Bank capacity to interactive live sessions fostering collaborative improve TPD. This Teachers Policy Academy discussions where participants could share (discussed in the Education Policy Academy experiences and insights for mutual learning. subsection) uses the Coach methodology to strengthen policy dialogue and collab- oration with government counterparts, Finalization of Global which includes designing, developing, and Teachers’ Report launching a specialized training program aimed at existing or prospective short-term The Global Teachers’ Report highlights the consultants to provide technical assistance to potential of using behavioral science and country teams. psychology to enhance the efficacy of poli- cies related to teachers and teaching. This This training focuses on the use of Coach report draws in part on insights from the tools and resources to improve TPD in local- development and application of the Coach ized contexts. It equips participants to tools and resources. The report delves into effectively support countries in designing, the intricate challenges linked to the wide- implementing, and evaluating high-quality spread implementation of teacher policies. It TPD programs and systems. Specifically, the contends that successful policies require an training aims to help participants understand understanding of how teachers perceive and the fundamental steps involved in crafting a experience them. Specifically, policy makers quality in-service TPD program attuned to the must go beyond what works in teacher specific needs of the local setting by lever- policy, and shift to a focus on how to support aging the Coach tools and resources—and, teachers in different contexts to adopt what when relevant, utilizing the Teach tools and works, while making sure it is implementable framework. The training places particular at scale and can be sustained over time. emphasis on designing and implementing a TPD framework that centers around tailored, Ultimately, teacher policy design and imple- focused, practical, and ongoing support to mentation must be grounded in a deep educators—including through an individual- understanding of how teachers experi- ized coaching approach, as well as in contexts ence these policies and what is required for where such individualized support is not yet systems to effectively scale and sustain these possible. The training presents key resources policies. The report presents an approach that from the Teach and Coach programs and builds on insights from behavioral science and demonstrates how these can be used to psychology to identify and address barriers support policy dialogue, early program to change at the individual level, and secure conceptualization, program design, and the conditions needed to drive and sustain program implementation at the country level. changes at the system level to impact 54 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 teaching and learning in the classroom. The implementing the Coach tools and resources. report was published in November 2023. This report will present a series of case studies of countries that have used the Coach tools and resources to integrate classroom obser- Documenting countries’ vation and teacher coaching as part of experiences using high-quality TPD. It will highlight the different Coach tools and ways the Coach tools can be used to respond resources to different country needs. The report will also present lessons learned from this work The World Bank is developing a short report to date. The first full draft of this report is documenting countries’ experiences in being finalized. COACH MOZAMBIQUE Coach Mozambique is a country pilot of the lesson plans; (2) initial training of all teachers, Coach program that adapts its tools and coaches, and monitors to develop a common resources to the specific country context. understanding of Coach; and (3) ongoing Mozambique’s Aprender+ program is a TPD in the form of high-quality instruc- structured pedagogy program that aims tional coaching that helps ensure teachers to improve reading outcomes for students consistently and correctly use the Aprender+ in grades 1 and 2. The program has three teaching materials in the classroom. main components: (1) the use of structured Coach Mozambique monitor training participants, July 2022. Photo: World Bank S ection 2 :   I mplementation P rogress – T eachers 55 The teacher training intervention follows the resources are being used by teachers effec- principles shown to be associated with effec- tively, using an adapted version of the Coach tive for TPD: that training be ongoing, tailored, tools and resources. School cluster—zona de focused, and practical. More specifically, the influência pedagógica (ZIP)15—coordinators pilot creates high-quality teacher guides for play the role of monitors and are trained Portuguese-language instruction that are to implement monthly visits at the school aligned to the curriculum. Teachers are trained level to support coaches and teachers, as in how to teach Portuguese-language lessons well as assess students’ literacy outcomes. using the structured lesson plans. Coaches In 2022, the Aprender+ model was tested are trained to support teachers regularly in 60 schools in the provinces of Niassa and by observing classes; providing individual- Manica; in 2023, Aprender+ was expanded ized feedback; and checking whether the to reach a total of 343 schools. Progress and Outcomes In the past year, the Coach Mozambique n Ninety-three percent of the teachers program has focused on field implemen- applied the competencies foreseen by tation of the pilot program, improving and the Aprender+ program. designing new program materials, and n Ninety-five percent of the pedagogical supporting the scaling of the program to advisers acted in accordance with the more schools. Table B.6 in annex B presents guidelines in the manual regarding their the progress to date of key milestones of the posture and attitudes during and after Coach Mozambique program. classroom observation Field implementation The results of the monitoring visits show that in Manica and Niassa teachers have greater challenges in applying the following: During September–October 2022, the World n Demonstration and practice (compe- Bank conducted an extensive review of tence 2) program implementation data. These data were furnished by program monitors—the n Checking for student comprehension ZIP coordinators—utilizing a KoboToolbox (competence 3) software platform. This effort provided key n Building relationships (competence 4). insights and enabled needed refinements prior to scaling up the program. Twenty moni- tors (80 percent of the cohort) carried out Refining Aprender+ for school visits to support 48 pedagogic advisers Scale-up and attended 85 classes in the target schools of the Aprender+ program—an average To improve the quality of the program and of two lessons per monitor over the two fidelity of implementation in advance of months. The following results were achieved: scale-up, focus group discussions were conducted. These discussions were held with 56 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Participants of Aprender+ program group discussions. Photo: World Bank three distinct groups in both Niassa and implementation, all grade 1 materials Manica in November 2022: teachers, peda- were updated and enhanced. Exten- gogical directors (coaches), and monitors to sive feedback was gathered to refine gauge their perspectives on program imple- the guides, training structure, delivery mentation at the school and ZIP levels. methods, and the accompanying Power- Point presentations tailored for trainers, The exercise elicited comprehensive feedback teachers, coaches, and monitors. from teachers, pedagogical advisers, and moni- n Developed grade 2 program materials. tors regarding program materials, training Building on the adjustments made to methodologies, and the overall program grade 1 materials, the Bank supported design. The feedback from teachers toward formulation of new program materials the structured lesson plans, including recog- for grade 2. This comprehensive package nition of their added value, was encouraging. encompasses a grade 2 Teacher Guide, Additionally, there was favorable reception of including a carefully sequenced compila- the training model, with participants under- tion of 150 structured early grade lesson scoring the efficacy of the immersive training plans in Portuguese. The materials were approach and its concentration on practical approved by the Ministry of Education skill development. Based on the feedback, the and Human Development (MINEDH), and following improvements were made: are now being used by the teachers who participated in the pilot for the grade 1 n Revised grade 1 program materials. lesson plans in 2022. The Bank supported a thorough review of the existing grade 1 program mate- n Developed posters to complement class- rials, which included the Teacher Guide, room materials. The World Bank supported Coach Guide, and Monitor Guide. Based the creation of educational posters to on insights derived from the first year of enhance the classroom materials and S ection 2 :   I mplementation P rogress – T eachers 57 help teachers in the effective use of lesson provided support during the program’s Year plans. A total of 10 posters were gener- 1 implementation The organization delivered ated for grades 1 and 2; these serve as the second round of trainings conducted in visual aids to enhance students’ compre- April and May 2023 in Niassa and Manica. hension of the instructional content. D E S IGNE D A PRE ND E R+ IMPAC T EVA LUAT ION Supported Year 2 expansion of An impact evaluation strategy has been Aprender+ devised for Aprender+. The protocol’s devel- P REPARED A YEAR 2 WORK PLA N opment, sample selection, and instrument W ITH M I N EDH formulation have been successfully completed and are now primed for a pilot. The protocol The World Bank has been working closely has been presented to the MINEDH for with the MINEDH to chart the strategy and consultation, and subsequent submission to roadmap for the scale-up and execution of the National Bioethics Committee for Health Aprender+ during the second year of imple- is imminent. This evaluation initiative will be mentation. This entails defining the scope of carried out concurrently with the second year the intervention, validating program mate- of program implementation and is focused rials, handpicking and conducting liaison with on gauging the program’s effect on teaching participating ZIPs and schools in Niassa and quality and student literacy outcomes. Manica, as well as devising a logistics blue- print for the training activities. S ELE CT ED A N IMPACT EVA LUAT ION FIRM The team conducts weekly meetings with MINEDH and Aprender+ focal points. Attendees The World Bank contracted with an impact are from crucial directorates at MINEDH, such as evaluation firm in mid-September 2023 the National Directorate for Teacher Training and to help with data collection for the impact the National Institute of Educational Develop- assessment. A respected research and advi- ment. These meetings ensure that the ministry sory entity known for its extensive experience is invested and reinforces the capacity-building in executing surveys for international orga- endeavors throughout the program. nizations within Mozambique was selected. The firm has begun survey programming and SU P P O RT F O R YEAR 2 enumerator training. The Bank also recruited IMP L EMEN TATI O N a field coordinator based in Mozambique to provide support for the impact evaluation The World Bank contracted a firm to offer activities. support of Aprender+ training for teachers, monitors, and coaches in the second year. A Mozambique-based nongovernmental orga- Training nization known for its substantial expertise in education—particularly in teacher training In April–May 2023, teachers, coaches, and and social services—was chosen. This firm also monitors were trained using a cascade model. 58 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 The purpose was to give continuity to Year 1 the lesson plans. Education officials at the program implementation in the district of local level were also trained to be able to Lichinga (in the province of Niassa) and to support the intervention during school super- expand the program in all districts of the vision visits. Training was actively attended by province of Manica. all participants, and positive feedback was received throughout the sessions. n In Lichinga, a total of 358 participants were trained: 147 grade 1 teachers, 130 In June 2023, field monitoring visits to gather grade 2 teachers, 63 coaches, and 18 insights from implementation were carried monitors, involving 48 primary schools out in both provinces (in one district in Niassa, distributed in 18 ZIPs. and two districts in Manica) in 33 schools. Teachers are using structured lesson plans n In Manica, a total of 1,154 participants and consider these plans useful, especially were trained: 735 grade 1 teachers, 19 for their alignment with students’ textbooks grade 2 teachers, 302 coaches, and 98 and the curriculum. Positive coaching prac- monitors, involving 304 primary schools tices were also observed. Monitors were and 98 ZIPs. preparing to conduct their first school visit to support coaches and teachers. Local educa- The training focused on demonstration and tion authorities were also well prepared to practice to allow teachers and school directors supervise the implementation. to practice, receive feedback, and feel comfort- able using effective techniques integrated in Teacher and students in a classroom in Mozambique. Photo: World Bank S ection 2 :   I mplementation P rogress – T eachers 59 TEACH-COACH SUNSET GRANTS Teach is the World Bank’s open-access class- activities adapted to the country context. room observation tool. It is available for the These grants can also leverage the larger IDA/ primary level (Teach Primary), as well as for IBRD projects in the country. SUNSET grants early childhood education (Teach ECE), and support countries to for the secondary level (Teach Secondary).16 The Teach tools help capture both the time n Collect data on teaching practices to spent on learning as well as the quality of understand strengths and weaknesses in general (not subject-specific) teaching prac- the time spent on learning and the quality tices. Teach was first launched in 2019 for the of general teaching practices; primary level to help assess and evaluate the n Enhance the quality of TPD (in-service) quality of teaching practices that nurture chil- programs along the four dimensions of dren’s cognitive and socioemotional skills and the Coach model (more tailored, practical, support learning for all children. FLC funding focused, and ongoing TPD17); and supports the scale-up and use of Teach in more countries to help policy makers track n Contribute to the global evidence base and improve teaching quality. and address current knowledge gaps related to the design and implementation The SUNSET country grants support coun- of TPD activities, or to the links between tries to implement tailored Coach and Teach teaching quality and learning outcomes. Progress and Outcomes The SUNSET grants program focused on learning, ultimately improving learning managing the country grants, including tech- outcomes. During June to December 2022, the nical support and providing cross-country World Bank disbursed Agile grants (for funding learning opportunities for grantees. Table B.7 amounts of $50,000 and under), in full, to 9 in annex B presents the progress to date of countries; and the first half of Scaled-up grants key milestones of the SUNSET grants. (for funding amounts between $50,001 and $500,000) to 13 countries, with the remaining Supporting use and half to be disbursed in June 2023 conditional scale-up of Coach and upon satisfactory progress against midline Teach through SUNSET targets. Grantees also completed results frame- works with baseline and endline targets. grants According to the latest progress update, During 2022, 23 countries were awarded 33.2 million beneficiaries will benefit from the Teach-Coach SUNSET grants totaling almost grants. These comprise 27.9 million students, $5.5 million. These grants are to support coun- 4.9 million teachers, more than 20,000 prin- tries’ focus on ensuring enhanced professional cipals, more than 54,000 coaches, and more support for teachers to deliver high-quality than 150,000 pedagogical leaders. 60 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 As the activities were being implemented over TABLE 2.1 the past six months, the World Bank focused All countries receiving SUNSET grants on providing technical assistance to the coun- Country Amount awarded ($) tries. Each country has an assigned focal point Pakistan 495,000 from the Bank, who provides the ongoing India 500,000 technical support. Table 2.1 summarizes the Romania 498,900 full list of countries receiving SUNSET grants. Djibouti 245,000 Box 2.11 presents a summary of country Somalia 353,235 implementation progress of SUNSET grants Tanzania 500,000 in three countries. Uzbekistan 356,000 Cameroon 499,800 Development of Mexico 290,600 cross-country learning Burundi 200,000 El Salvador and Honduras 499,200 activities in Latin Côte d’Ivoire 462,500 America and the Pacific Islands 150,000 Caribbean Morocco 50,000 Brazil 50,000 A regional teachers workshop took place Central African Republic 50,000 in Guanajuato, Mexico, May 23–25, 2023. It Eswatini 50,000 gathered technical delegations from eight Nepal 50,000 countries (Argentina, Brazil, Colombia, Indonesia 50,000 Ecuador, El Salvador, Honduras, Mexico, and Cabo Verde 50,000 Uruguay) and five subnational governments Armenia 50,000 (Bogota, Guanajuato, Nuevo Leon, Mato Algeria 43,000 Grosso, and Mendoza) to share evidence on Total 5,493,235 teacher training and the challenges associ- Source: World Bank. ated with learning recovery and acceleration. By sharing the latest evidence-based insights strategies and solutions they had developed on enhancing classroom instruction quality, during the sessions. the workshop offered government officials the chance to tackle intricate challenges in The workshop included four types of sessions: learning recovery and acceleration specific keynote presentations, “lightning” sessions to their own country. Notably, the workshop on teaching enhancement topics, collaborative fostered a deeper understanding of designing teamwork sessions, and a field visit. Atten- and implementing effective strategies that dance exceeded 60 participants. The carefully bolster classroom instruction quality, while chosen and engaged participants benefited considering teachers’ support and incorpo- from discussions and learning opportunities rating a systemic viewpoint. Throughout the with both peers and experts, centered around workshop, participating teams applied the refining classroom teaching practices, partic- knowledge they had acquired to address ularly in the context of learning recovery and contextual challenges. At the conclusion of acceleration. the workshop, participants presented the S ection 2 :   I mplementation P rogress – T eachers 61 BOX 2.11 Implementation of SUNSET grants in Mexico, Romania, and Uzbekistan Mexico. Employing Teach, the World Bank captured teaching practices in grades 4, 5, and 6 across 106 primary schools in the state of Guanajuato. Drawing insights from Teach, groundwork for a pilot TPD program known as Metodologia de Acompañamiento is under development. This program, rooted in the Coach methodology, focuses on enhancing school leaders’ capacities to promote improved teaching practices. It encompasses initial training and monthly modules for school leaders, blending online asynchronous sessions with in-person meetings. The Teach tool has been tailored to the Guanajuato context, with local enumerators trained, data collected from observed classrooms, and the Teach Guanajuato report published and presented to the state Ministry of Education. Romania. The Teach Primary tool is being adapted to produce a customized online Teach training, and a Coach TPD intervention is being piloted leveraging the insights from Teach. Achievements to date include the following: n The Teach materials have been adapted to the Romanian context, including designing an online/in-person hybrid course to certify observers on Teach-Romania. n In total, 438 experts selected from the national body of teaching career mentors were registered on the Teach-Romania platform to follow the asynchronous modules. Among those, 95 mentors attended a two-day synchronous module, organized February 20–24, 2023, and 94 obtained certification for Teach at the primary and/or ECE level. n A coaching intervention was piloted among 374 primary and ECE teachers from 71 schools. The intervention consisted of two group/cluster coaching sessions held by regional facilitators and personalized feedback on FTS. The regional facilitators have delivered 36 coaching sessions, helping teachers set improvement objectives and providing customized feedback based on the FTS Framework. n An impact evaluation on the coaching approach has commenced. At baseline, 1,053 teachers were observed, of which 632 have been observed at endline. Uzbekistan. The grant activities are designed to respond to TPD challenges facing the Ministry of Preschool Education and will be expanded and leveraged through the World Bank Promoting ECD Project, aimed at strengthening teaching practices and improve learning outcomes. Since receiving grant funds in July 2022, the following has been achieved: n The Teach ECE tool was adapted to survey preschools in Uzbekistan. n Ministry staff were trained on the benchmarks for quality early childhood care and education. n Teaching was assessed in beneficiary classrooms, with a particular focus on social and emotional learning and classroom culture. n Materials on child-centered learning and play-based pedagogy were developed and are available, along with a short introductory video, on a learning platform in English and Uzbek. Additional materials include an overview to the blended learning platform, how to use technology to support TPD, a guide on mento- ring and coaching, and a guide for implementation. A first cohort of 76 expert trainers was slated to be trained in August 2023 (to include testing the coaching/ mentorship modules). In September, more than 500 trainers from the regions were to be prepared for imple- mentation, and teacher training for 15,000 teachers will roll out between September and December of this year. 62 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 The workshop synthesized current and cutting-edge evidence on the pivotal role of teachers, encompassing insights into effective teacher training and development approaches. It addressed both design and implementation aspects, as well as pertinent subjects such as technology integration and formative evaluation. The approach drew on contem- porary global and regional studies, successful country cases, and the context of recent initiatives in learning assessment and recovery in Guanajuato, complemented by insightful school visits. Renowned experts, colleagues, and delegation members contributed to the presentations. Participant feedback indicates that the work- shop provided a valuable blend of expert presentations, hands-on sessions for crafting contextualized TPD plans, and ample time for in-depth discussions. The collaborative envi- Presentation during Guanajuato regional workshop. Photo: World ronment enabled by the workshop nurtured Bank connections among counterparts, and the participants expressed keen interest in main- taining this community of practice. Guanajuato regional workshop participants. Photo: World Bank S ection 2 :   I mplementation P rogress – T eachers 63 Outputs and Resources Coach Program Teach Primary, Second Foundational Teaching Edition. Revised tool Skills: Teacher Training incorporates new Package. Helps users behaviors measuring the plan a Foundational extent to which teachers Teaching Skills training with all the materials needed display bias or challenge stereotypes related to for each module; includes both trainer’s manual and disability, and the extent to which they explain lesson participant workbook. content using multiple forms of representation. How to Facilitate Putting teachers’ Effective 1-1 well-being and Coaching Sessions: empowerment Insights from a at the center of Teacher Training learning recovery School in Finland. Podcast episode utilizes findings and acceleration. Blog post summarizes celebration from a technical guidance note on the topic as a of World Teachers’ Day 2022, during which the starting point to discuss how education systems can Teachers Thematic Group at the World Bank brought support pedagogical leaders in training and coaching together policy makers, practitioners, and international teachers. education leaders to underscore the essential role of teachers in accelerating learning recovery efforts, Teacher-Directed and to discuss how to best support them with a vs. strong focus on their well-being, motivation, and Student-Centered empowerment. Instructional Approaches: New Five lessons to Insights. Podcast episode features a conversation support teachers in on these different instructional approaches with an strengthening their international education consultant/researcher/author. teaching. Blog post summarizes five lessons Coach Program—Foundational from first regional workshop focused on high-quality Teaching Skills—Coach Training teacher professional development to support Package. Field guide for coaches to student learning. Lessons focus on how to design use when observing and coaching and implement in-service professional development teachers. Provides step-by-step programs that support teachers in strengthening their guidance through the coaching classroom teaching. process, multiple copies of all coaching tools, and pages for recording coaching visits. 64 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Teach-Coach SUNSET Grant in Tanzania Scaling up the first nationwide teacher training system P rimary school teachers throughout Tanzania are receiving continuous professional training that is meant to be as effective as it is affordable.18 The key to this training’s success lies in its collabora- FLC SPOTLIGHT STORY tive and school-based approach. Teacher professional training can be transfor- mational in nature and used to lay the foundation for the future dissemination of new curricula or innovative pedagogy. The program, the National Framework A teacher in Zanaki Primary School in Dar es Salaam delivers a class. for Teacher Continuous Professional Photo: Sarah Farhat/World Bank Development (TCPD)—popularly known by its Swahili acronym MEWAKA— The following activities have been was introduced in 2020, not long after completed to date: the Tanzanian government found that 80 percent of its teachers had not n An evaluation of the TCPD in 26 pilot received any training for five years. localities n Training of mathematics tutors on The program supports the $500 million school-based TCPD World Bank–funded BOOST Primary Student Learning Program for Results, n Production of lesson plans and which aims to improve equitable access teaching videos on primary and lower to quality learning in preprimary and secondary mathematics education primary education. This is the first n Digitized training modules. national, school-level model to be orches- trated by the Tanzanian government. In addition, the TCPD program, through the Tanzania Institute for Education, carried A Teach-Coach SUNSET grant of $500,000 out the country’s first teaching skills compe- covers the development of digitized tition. In total, 99 teachers applied, and the teacher training modules, intense top 18 finalists were granted prizes. training for primary school math tutors (in partnership with the UNESCO Teacher Some 2,950 public primary schools had Education Center in Shanghai), capacity implemented TCPD by January 2023. This building for peer facilitators and school innovative and transformational program leaders, and monitoring and evaluation. is set to be scaled up and implemented in every school by the end of 2026. Education Technology Overview T he World Bank is committed to promoting the effective and effi- cient use of educational technology to identify technology-driven educational solutions backed by evidence. These solu- tions are tested on a smaller scale and then The EdTech Hub and the EdTech Policy Academy aim to encourage governments to adopt evidence-based policies related (EdTech) to support teachers and educa- expanded to reach a wider audience. The to EdTech. They also seek to enhance the tion systems enhance access to quality knowledge gained from these endeavors capability to implement EdTech interven- education for all students—both in tradi- is widely shared with policy makers, while tions effectively, ultimately leading to tional classrooms and beyond. The goal is providing support to build the capacity improved learning outcomes. to collaborate with various stakeholders needed to leverage this new knowledge. EDTECH HUB The EdTech Hub is a global research partner- ship that generates and facilitates access to the evidence needed to make decisions about effec- tive uses of technology in education.19 The Hub provides rigorous research and policy advice on the effective use of digital technologies in low- and middle-income countries. Established in 2019, the Hub is delivered by a consortium of organizations led by Results for Development (R4D), and including Brink, Jigsaw Education, Open Development & Education (OpenDevEd), and the University of Cambridge’s Faculty of Education. It is supported by FCDO, the Bill & real-time evidence to explore how to improve Melinda Gates Foundation, UNICEF, and the EdTech interventions or scale up successful World Bank, among others. pilots; and (3) just-in-time technical assistance support through its Helpdesk and long-term Through its integrated approach combining close collaboration with governments. research, innovation, and technical assistance, the Hub helps decision-makers in and outside The Hub emphasizes five focus areas: digital government to make clear, evidence-based personalized learning, technology and policy decisions to achieve maximum impact. teacher professional development, data and The aim is to improve learning outcomes data systems, participation in schooling and and address the obstacles to implementing learning, and girls’ education. All of these and using EdTech in ways that are effective, have the potential to directly affect the global impactful, cost-effective, context appro- learning crisis, align with the Hub’s expertise priate, and scalable. The three strands of and portfolio of work, and contribute to the its approach are (1) qualitative and quanti- research base in the Hub’s seven focus coun- tative research to support decision-making; tries: Bangladesh, Ghana, Kenya, Malawi, (2)  innovation “sandboxes” generating Pakistan, Sierra Leone, and Tanzania. 67 Progress and Outcomes The main elements of the partnership and just-in-time knowledge services in between the EdTech Hub and the World Bank response to questions that governments have are the Hub’s provision of technical assis- with regard to EdTech policy and program tance to World Bank staff via the Helpdesk, design and implementation. The Helpdesk the annual development of joint knowledge provides the following types of services singly products, and the World Bank’s provision of or in combination in response to requests: strategic guidance through its participation on the Hub’s Executive Committee and Stra- n Expert consultation tegic Advisory Board. n Program document review n Topic briefs The EdTech Hub’s Helpdesk supports 142 n Curated list of resources countries and regions. On behalf of coun- n Q&A documents. tries, FCDO, UNICEF, and the World Bank can request and receive short-term, discrete tech- Table B.8 in annex B presents the progress nical support. The Helpdesk provides relevant to date of key milestones of the EdTech Hub. Outputs and Resources EdTech Horizon Scan: Rapid scan How can I rapidly POSITION PAPER of online safety in education. upskill my large Position paper examines the issue teacher workforce? EdTech Horizon Scan Rapid scan of online safety in education Session 4: How can I rapidly upskill my large teacher workforce? of online safety in digital education: One of several November 2022 Date November 2022 Authors Haani Mazari Tom Kaye why it should be prioritized, how it presentations made DOI 10.53832/edtechhub.0136 @GlobalEdTechHub edtechhub.org 1 is currently being approached, and by the Hub during a day-long workshop focused its potential to become central to #EdTechHub @GlobalEdTechHub edtechhub.org Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/ on harnessing information and communications education design in low- and middle-income countries. technology (ICT) for better teaching and learning; aim was to promote learning, discussion, and problem Cost-Effectiveness and EdTech: solving among the participants. Considerations and case studies. HELPDESK RESPONSE 32 Selected case studies examine how Implementing Cost-Effectiveness and EdTech Considerations and case studies Date EdTech was used in cost-effective July 2021 Adaptive Learning (and less cost-effective) ways for Programs: Lessons Author Rachel Chuang Nicholas Burnett Elizabeth Robinson DOI 10.5281/zenodo.5213890 structured pedagogy and teacher from the EdTech Hub. coaching; low-tech messaging to #EdTechHub @GlobalEdTechHub edtechhub.org Creative Commons Attribution 4.0 International https://creativecommons.org/licenses/by/4.0/.’ Academic research support learners, parents, and caregivers; and self-led about the role of technology in education. learning with the potential for personalization and adaptation. Developing a national EdTech strategy. Developing a national EdTech strategy Resource aimed at December 2022 education policy and Caitlin Coflan, Natalie Wyss, Sangay Thinley, and Mark Roland @GlobalEdTechHub edtechhub.orgdecision-makers, including ministry officials and development partners; also relevant for government stakeholders that are involved in strategy development and implementation. 68 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 EDTECH POLICY ACADEMY The EdTech Policy Academy is a learning and Topics that have been covered by the EdTech capacity-building program providing users Policy Academy include the following: with opportunities to deepen their knowl- edge and skills in areas where EdTech can be n Blended learning systems catalytic to improving an education system.20 n Adaptive and personalized learning systems It is designed as a hands-on clinic to engage n Digital content project teams—generally government offi- n Teachers’ digital skills cials, World Bank staff, and staff of partner n Connectivity organizations (FCDO, EdTech Hub, UNICEF)— n Devices on a specific challenge or priority in the n Education management information country dialogue. The approach employed is systems (EMISs). to have the country teams select topics of interest for the governments they work with, All seven of these topics were featured in the and work on them over the course of two to Fall 2022 EdTech Policy Academy. Blended three weeks with the support of two World learning and digital skills were the two topics Bank instructors per country team. discussed in the Spring 2023 EdTech Policy Academy. Progress and Outcomes During the reporting period,two policy acade- topics, and Bank-financed projects that were mies were held—the Third and Fourth EdTech informed through the activity. Policy Academies—with a total of 198 partic- ipants from 26 countries.21 The Policy Academy approach adopted for this iteration involved project-based, issue-focused learning. Drawing from preidentified chal- The Third EdTech Policy lenges, participating countries engaged in Academy formulating tangible outcomes that would directly benefit the Bank-financed projects. The Third EdTech Policy Academy was offered While certain countries concentrated on between October and November 2022 with crafting initial concept notes, others focused the theme of “EdTech to Accelerate Learning.” There were 86 participants in this round from Bangladesh, The Gambia, Liberia, Mongolia, Nigeria, Paraguay, Romania, and the West Bank and Gaza. Among the participants there was a particularly high demand for adaptive and personalized learning systems, EMISs, and teachers’ digital skills. Table 2.2 provides a snapshot of participating countries, selected S ection 2 :   I mplementation P rogress – E ducation T echnology 69 TABLE 2.2 Participating countries/economies, EdTech topics, and Bank-financed projects in the Third Policy Academy Country/economy EdTech topic Project supported Project phase Bangladesh Blended learning Learning Acceleration in Secondary Education (LAISE) Preparation The Gambia EMIS The Gambia Human Capital Development Project Implementation Liberia Adaptive learning Improving Results in Education Project Implementation Mongolia Teacher digital skills Mongolia Education Quality Reform Project (EQRP) Ongoing Nigeria EMIS Edo Basic Education Sector Transformation (EdoBEST) Implementation Paraguay Adaptive learning Joining Efforts for Improving the Quality of Education in Preparation Paraguay Romania Adaptive learning RAS on Digital Skills Preparation West Bank and Adaptive learning Supporting and Education Reform Agenda for Improving Implementation Gaza Teaching Assessment and Career Pathways on delineating pivotal progress-tracking about course features, the forum component indicators. Some teams developed succinct showed the highest level of disagreement “elevator pitches” detailing the forthcoming (14 percent) due to its underutilization. projects that were being designed. Synchronous sessions were deemed feasible by 73 percent, with connectivity and work- At the end of the Policy Academy, the World load issues cited by the minority who found Bank conducted an exit survey to collect them challenging (see figure 2.3). The final information about participants’ knowledge project was regarded as highly useful by developed and experiences with various the majority (89 percent), even though features of the course. The survey captured 11 percent cited time constraints. participants’ enriched knowledge and expe- riences, aiding in the enhancement of the Policy Academy. Notably, participants Fourth EdTech Policy reported significant knowledge advancement Academy in EdTech, the chosen topic, and the five key EdTech principles (Hawkins et al. 2020). The Fourth EdTech Policy Academy, “EdTech The survey’s findings were instrumental in to Accelerate Learning-Strategies and Action informing improvements to course content Plans,” was focused on Africa and took place and delivery. A majority (76 percent) found in May 2023. There were 122 participants the course features to be of high quality, from 12 countries and one regional team. particularly valuing personalized instructor Each country group included staff from minis- guidance and direct interactions. The online tries of education, other national institutions, platform received a less favorable rating (only World Bank staff, and partner organizations. 34 percent rating it as excellent), possibly This Policy Academy featured two main due to limited usage. While most respon- topics: hybrid learning systems and digital dents (86 percent) agreed with statements skills. 70 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 FIGURE 2.3 Participant quality ratings on main features of Third Policy Academy The support and guidance you received from your instructors (n = 43) Country team meetings with instructors on Thursday (n = 45) Course readings: provided each week (n = 42) Presentations on Monday (n = 46) Online platform (n = 38) 0 20 40 60 80 100 Percent I don’t know Fair Good Very good Excellent for educators, and devices, among others. In its fourth iteration, the EdTech Policy Each instructor managed an average of two Academy introduced several novel approaches. countries, maintaining a participant-to-in- It marked the debut of a Policy Academy with structor ratio of six to one. The instructors a specific regional focus, Sub-Saharan Africa. were given prior training and shared resources It also offered a dual-language course catering throughout the program, enhancing the to both English- and French-speaking partici- learning experience for participants. pants from countries such as the Democratic Republic of Congo, Mali, Senegal, Togo, and At the end of the Policy Academy, the World the Sahel region. This inclusivity extended to Bank conducted an exit survey to collect providing content, learning materials, and information about participants’ knowledge activities in both languages, supported by and experiences. As shown in figure  2.4, professional interpreters for synchronous participants highlighted the value of reading sessions. Another innovation was the inclu- materials, which were rated as excellent by sion of a regional team from the Sahel, more than half (about 53 percent) of the consisting of members from Burkina Faso, respondents. Notably, the support and guid- Chad, Mali, Mauritania, and Niger. This team ance provided by instructors garnered high focused on devising strategies and an action praise, with 76 percent of participants rating plan to establish an open school, enhancing them as excellent or very good. Conversely, education accessibility for marginalized virtual synchronous Monday presentations, groups. platform activities, and breakout room discus- sions were less well received, although the The course expanded its instructor lineup latter still achieved an excellent rating from to 18 experts, with 13 instructing in English over 30 percent of participants. In evaluating and 5 in French. Instructors, primarily drawn engagement methods, strong agreement from the World Bank EdTech team along (60 percent) was observed regarding the posi- with experienced external consultants, have tive impact of instructor support. Additionally, specialized backgrounds in EMIS, digital skills content presented during Monday plenaries S ection 2 :   I mplementation P rogress – E ducation T echnology 71 FIGURE 2.4 Participant quality ratings on main features of Fourth Policy Academy Activities included in the online platform Support and guidance received from instructors Course readings provided each week Discussions during Thursday’s team meeting Breakout room discussion on the second Monday Virtual presentations on Monday 0 20 40 60 80 100 Percent I don’t know Fair Good Very good Excellent (55 percent), platform activities’ utility for final was well received, participants felt that the projects (53 percent), and WhatsApp groups allocated time for intercountry discussions (53 percent) were positively acknowledged. was insufficient. Third, a widespread desire Opportunities for enhancement were iden- for in-person interactions was expressed, tified, including achieving a more balanced which could foster increased collaboration representation between English and French opportunities among participating coun- (29 percent strongly agreed) and improving tries. Finally, improvements are sought in the the accessibility of suggested weekly mate- asynchronous course component related to rials (27 percent strongly agreed). the need for a better user experience on the online platform and allowing participants Four key takeaways emerged from the survey more time to review reading materials. feedback. First, there is a recommendation to restructure the Monday plenary sessions to Table B.9 in annex B presents the progress to enhance engagement and relevance. Second, date of key milestones of the EdTech Policy although the introduction of breakout rooms Academy. Outputs and Resources Fall 2022 EdTech Policy Academy Spring 2023 EdTech Policy Aide Memoire. Contains Academy Aide Memoire. information on the overall structure Contains information on the of the Third EdTech Policy Academy, overall structure of the Fourth followed by findings from the EdTech Policy Academy, followed exit survey. The report closes with by findings from the exit survey. the main takeaways for the next iteration, as well as The report closes with the main takeaways for the next conclusions and ideas for moving forward. iteration as well as conclusions and ideas for moving forward. 72 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 S ection 2 :   I mplementation P rogress – E ducation T echnology 73 Education Policy Academy Activity Overview B uilding on the lessons and value of the EdTech Policy Academy, the World Bank in 2023 started The academy’s goal in FY24 is to provide World Bank staff and clients with learning opportunities to deepen thematic areas. Education Policy Academy activities, which are partially supported by the FLC, will focus on to expand this capacity-building knowledge and skills for education additional thematic areas such as program to include other offerings policy design, program implementa- measurement of learning, literacy, under the Education Policy Academy. tion, and policy dialogue in priority teachers, and inclusive education. Progress and Outcomes The Literacy Policy Academy introduces partic- a comprehensive and detailed overview of ipants to the science of reading and to policies the main themes a task team leader or policy that promote effective early grade reading at maker needs for dialogue, program design, scale. The academy’s aim is to equip World or implementation of policies and programs Bank and partner teams and government to improve foundational literacy. The Literacy counterparts with the requisite knowledge Policy Academy is now only available in to design and implement effective early grade English, but client demands for delivery in reading projects. An additional module was Spanish, French, and Arabic are increasing. added this year to the five completed in June Translations into different languages are 2022. The six modules currently online are (1) ongoing. How Do Children Learn to Read?; (2) What Should Teachers Do in the Classroom to Best The Teachers Policy Academy currently consists Teach Children to Read?; (3) What Are the of two courses: Teachers 101: Fundamentals Best Ways to Ensure Effective, Affordable, of Teacher Policy, and Provide High-Quality and Efficient Textbooks and Learning Mate- In-Service Teacher Professional Development. rials for Every Child?; (4) How Can We Best Three others are in the pipeline for devel- Address Language of Instruction Issues in opment: (1) Make Teaching Attractive, (2) Early Grade Reading?; (5) What Can Be Done Improve Preservice Training, and (3) Promote at Home and in the Community to Promote Meritocratic Selection. The activity that is Literacy for Young People?; and (6) Who Has still in progress for this course is piloting the Moved the Needle on Reading at Scale and synchronous course in Romania and Tunisia How Did They Do It? The modules provide in FY24. 75 Bangladesh Secondary Education Program Activity Overview T he Bangladesh Secondary Education Program is unique for two reasons: it is the only stand-alone country grant in The initiative complements the Bangla- deshi government’s Secondary Education Development Program, a prominent and on their potential for substantial impact within a short time frame, and their emer- gence as priorities given the challenges the FLC—not under a global initiative— extensive platform for enhancing the posed by COVID-19. and it is focused on secondary education. secondary education system. The Bangladesh Secondary Education Designed in 2021, the program is currently The program focuses on four areas: Program is helping inform the design of the executed by the World Bank, FCDO, and protecting and boosting key skills; World Bank’s new $300 million program other partners with the goal of strength- enhancing teacher performance; protecting for results operation in secondary educa- ening the secondary education framework and promoting student retention, espe- tion, Learning Acceleration in Secondary and accelerating learning recovery in the cially for girls; and supporting evidence Education (LAISE). LAISE is expected to aftermath of the COVID-19 pandemic. and data. These areas were selected based become effective before the end of 2023. Progress and Outcomes This year, the Bangladesh Secondary Educa- feedback—specifically, formative assessments tion Program delivered eight evidence-based delivered through printed report cards—on decision-making, research, and policy outreach students’ foundational skills. Following the activities. These activities benefited approxi- administration of two sets of report cards mately 92,000 students through learning within a single academic year, students’ math targeted interventions; and delivered training scores improved by 0.21 standard deviation, to 2,252 teachers, principals, and other peda- which is a significant impact. The positive gogical leaders. Table B.10 in annex B presents impacts on learning outcomes were notably the progress to date of key milestones of the concentrated among low- achieving students Bangladesh Secondary Education Program. and on foundational skills. An examination of teachers’ instructional Protecting and strategies and their interactions with students boosting key skills was also conducted. The study used classroom observation tools developed specifically for PI L OT AN D EVAL UATE this intervention to record one-on-one inter- F O R M AT I VE ASSESSM EN T PR O G R A M actions between students and teachers in a classroom. This analysis was undertaken A comprehensive large-scale randomized to understand the mechanism of impact. experiment, concluded in December 2022, It yielded some of the first experimental was conducted across 468 schools in Bangla- evidence from a middle-income country on a desh, examining one teacher per school. The scalable diagnostic feedback mechanism built study’s primary focus was to investigate the into existing national assessment systems to effects of providing educators with diagnostic achieve learning gains. 77 (podcast format) providing math and English instruction for ninth-grade students. These prerecorded lessons were delivered through a toll-free IVR-based line. The intervention targeted students who were scheduled to take the high-stakes end-of-school exam- inations (the Secondary School Certificate examinations) in 2024 after completing the tenth grade. The Intervention was implemented between BASEL I N E AN D IN TE RVE NT ION January and June of 2023 for a duration of F O R STU DY O N L EV ERAGING six months (24 weeks). During the interven- IC T F O R ADDRESSI NG tion period, weekly lesson plans for both C OV I D- REL ATED L EARNING LOS S subjects (math and English) were shared with the students. Each participating student One of the core challenges in addressing had access to approximately 1,440 minutes learning loss lies in identifying measures of prerecorded IVR lessons throughout the that are both effective and scalable. Infor- intervention period. The recorded lessons also mation and communication technology addressed issues related to students’ educa- (ICT) solutions can be part of the answer. tional aspirations and hope. In Bangladesh, basic feature phones are far more prevalent than smartphones, presenting To implement and evaluate the interven- an opportunity to create a cost-effective inter- tion, the World Bank partnered with a vention that leverages the country’s existing well-established research nongovernmental ICT networks. This study sought to examine organization with expertise in executing the efficacy of a low-tech remedial education large-scale educational programs. The study intervention in a developing country context took place in two southwestern districts, to produce a rigorously validated, scalable Satkhira and Khulna, across 208 schools. solution to address learning losses among Baseline data were collected in October– secondary school students. November 2022. The intervention used interactive voice response (IVR), which is an automated phone Enhancing teacher technology system that enables incoming performance callers to access prerecorded instruction without speaking to an attendant (tutor). The EVID ENCE-BA S ED REFORMS F OR system also allowed callers to select lessons IN-PERS ON T E ACH ER T RA INING from a list of menu options using the phone keypad. Unlike television and radio programs, Reinventing our Classroom (RoC) was an inter- IVR lessons require only basic feature mobile vention designed to help improve teacher phones and may be accessed at any time, classroom management by shedding light on allowing students to study at their conve- the management challenges teachers face nience and pace. The intervention developed in the classroom. It was designed based on and recorded a series of audio lessons the insights gleaned from teacher mindset 78 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Testimonials for Reinventing our Classroom “Since introducing the RoC project, I’ve noticed an improvement in my students’ behavior, and I no longer have to raise my voice to keep them calm as I did before. Grouping the students according to the RoC instructions has resulted in increased helpfulness among the students, fostering a more supportive atmosphere in the classroom.” —Fatema Tuz Johra, Assistant Teacher, Danga High School “As part of the RoC activity, I invested time in designing different activities for each group. Although it initially added to my busy schedule, witnessing the positive impact it had on bringing students together to solve problems and boosting the performance of weaker students made it all worthwhile and rewarding. After the fourth week of implementation, I noticed that I have been able to successfully manage to fulfill my weekly lesson plans for my classroom consistently.” —Mojibur Rahman, Teacher, RoC participant teacher Monoranjan Sarkar from the Narsingdi Pilot Monohordi Pilot High School High School. Photo: Ali Islam Khan Alif/World Bank work carried out in Year 1 (December 2021– comparable data from two other South Asian September 2022). The RoC intervention countries, India and Nepal. To collect this was conducted from September 2022 to information, the World Bank conducted a September 2023 in the Narsingdi district, survey of nearly 1,000 teachers across three covering 500 teachers and 8,000 students countries—Bangladesh, India, and Nepal— across 127 schools. Sixth- and seventh-grade that had experienced some of the longest teachers received training on effective class- pandemic school closures in the world. The room management techniques, including by surveys took place from August to December empowering students. Baseline and endline 2022 and included questions on baseline data collection was carried out during the implementation (whether teachers were year. Early results suggest that the inter- conducting remedial classes at the time), vention reduced teacher absenteeism by teacher beliefs about learning recovery strat- 3.5 percentage points. It also improved egies (whether this remediation should be student-teacher relationships and student required), and behavioral intentions to spend cohesion. additional time in school on learning recovery. The data suggest global policy guidance on learning remediation to be implemented in I M PR OV I NG TEAC HER AN D HEAD practice by teachers and informs the poten- T E AC H E R MI N DSETS tial for further policy uptake. This study provided some of the first empirical The results have direct implications for policy evidence of teachers’ beliefs, behavioral inten- makers. They provide a roadmap for further tions, and actual implementation of learning research on the gap between policy guidance loss recovery strategies in Bangladesh. This and implementation in practice generally, and information was then benchmarked against S ection 2 :   I mplementation P rogress – B angladesh S econdary E ducation P rogram 79 for COVID-19 learning recovery strategies Examining the data further suggests that more specifically. The data suggest large gaps supportive beliefs are related to contextual between policy guidance and implementa- factors—such as having supportive peers and tion in practice, with around 50 percent of a manageable workload—and teaching behav- teachers not implementing frequent assess- iors—such as meeting more with students and ments or remedial classes. However, there planning lessons. These supportive beliefs also was high confidence in these strategies relate to student reports, instructional quality, and willingness by teachers to adopt them, and feelings of respect from teachers. Fixed ranging from 75 to 95 percent across three motivation beliefs relate most to having a major policy domains—frequent assess- high workload, but did not significantly relate ment, remedial classes, and even some of to many teaching behaviors. Teachers’ fixed the most controversial policies such as school motivation beliefs are correlated to students’ reopening. These results reveal substantial fixed intelligence beliefs, lower feelings of untapped potential to increase take-up of respect from teachers, and lower ratings of global best practices. The main barriers do instructional quality. not appear to be at the teacher level, but rather at the system level—such as a need for dedicated time in the school schedule Protecting mental to conduct remedial classes, and additional health and promoting support to enable implementation. student retention, especially for girls An exploratory study on teacher mindsets was also conducted. This study took place A D OLE S CENT MENTA L H E A LTH PILOT in December 2022 and was based on six focus group discussions and a survey of In Bangladesh, more than 30 percent of 200 eighth-grade math teachers across adolescents—and about 16 percent of adoles- 40 schools. The findings indicate two sets cent girls—suffered from mental health of teacher beliefs that may be particularly disorders such as depression and anxiety important in the context of eighth-grade disorders, respectively.22 In urban and semi- classrooms: urban schools, 36.6 percent of teenagers have depressive symptoms (Anjum et al. n Some teachers held a strong belief that 2019). Moreover, the COVID-19 pandemic their role was to be supportive, encour- exacerbated the incidence of mental health aging students’ learning and exploration disorders, particularly due to changes imposed in the classroom. on people’s lives such as severe restrictions on n While related to a growth mindset of movement, social isolation, school closure, intelligence, teachers focused on the job losses, fear of infection, and increased motivation and effort students displayed exposure to death and morbidity. in class and had a fixed or growth-oriented view. Some teachers believed that student The Adolescent Mental Health Pilot interven- motivation was fixed, and that there was tion provides free tele-counseling for students not much they as teachers could do to in grades 8 and 9 in four schools in Natore. change it. The program, offered through an interven- tion partner that provides mental health 80 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Section 2. Implementation and well-being Progress, services, is called Outcomes, Mon Khule andENCE-BA EVID Outputs S ED S T UD E NT School e, which translates to “Let’s go to OUT REACH TO PROMOT E school with a free/open mind.” The interven- RET ENT ION: EVA LUAT ION OF T H E GROWT H MIND S ET PROGRA M tion was implemented from October 2022 to December 2022 and has three treatment The Growth Mindset program was designed arms: awareness only, student ambassador to promote the belief that personal charac- program, and teacher ambassador program. teristics such as intellectual abilities can be As part of the pilot, data were collected from nurtured and developed. The intervention 481 students attending grades 8 or 9 govern- was completed in Year 1 (December 2021– ment or monthly pay order nongovernment September 2022). In Year 2 (September schools.23 Additionally, parental surveys and 2022–September 2023), the World Bank 33 in-depth interviews were conducted from published the results and engaged in strong November 23 to 25 with three stakeholder dissemination in Bangladesh and beyond. groups—students, guardians, and teachers. The results showed that the program led to increased study time for both boys and The pilot’s main takeaway is that adolescents girls. However, this translated into improved need mental health support, and the platform test scores only for boys—possibly because is well-designed and potentially scalable. The girls and boys engaged in different types of overall findings are summarized by Seager learning modalities during school closures, et al. (2022); for more on this publication, with boys relying more on media and girls see Outputs and Resources at the end of this on books. This requires further exploration. subsection. The program also showed that the framing of messages made a difference and affected boys and girls differently. In particular, gender-neutral outreach led to greater S ection 2 :   I mplementation P rogress – B angladesh S econdary E ducation P rogram 81 confidence, especially among girls. Adding capacity of educational institutions to adopt in gender-sensitive messages dampened the survivor-centered standard operating proce- impact, presumably because this reminded dures in response. LAISE’s SRGBV response girls of contextual constraints. On the other will entail psychosocial counseling services, hand, gender-sensitive outreach led to more functional sexual harassment prevention gender-equitable attitudes, especially among committees with adequate timely redressal, boys. Layering one type of message over the and referral pathways and linkages to multi- other could change overall impacts drastically. sectoral service providers (including mental health, legal, and rehabilitation providers). There is preliminary evidence that the inter- vention reduced boys’ employment in favor of H A RNES S ING S ECONDA RY school attendance and girls’ likelihood to be ED UCAT ION FOR CLIMAT E engaged or married, suggesting the potential ACT ION for lifelong impacts. Additional data collec- tion and analyses are being planned to assess Based on the latest global evidence,25 climate the longer-term impacts of the interventions change can contribute to student reten- on grade 10 completion and school-to-work tion—especially for secondary students. transitions in 2024/25. There is significant scope to better harness the secondary education system for climate The program findings were presented at a change mitigation and adaptation. In addi- high-level stakeholder dissemination event in tion, Bangladesh is vulnerable to climate risks March 2023. They have also been featured in that significantly hamper learning continuity. three journals (Review of Economic Analysis, Journal of Human Resources, and Bangla- To address these risks head on, the World Bank desh Development) and presented at multiple has initiated a study on harnessing secondary international academic conferences (including education for climate action. Baseline data the American Economic Association 2023 for the study were collected in Year 2 and and the Western Economic Association Inter- reveal that secondary students in Bangladesh national 2023 conferences). have low knowledge but high anxiety about climate change. At the same time, teachers The findings have led to the mainstreaming are strongly supportive of mainstreaming of school-related gender-based violence climate education in their curriculum. (SRGBV) prevention in the World Bank’s LAISE program. The Growth Mindset program report shows that 59 percent of adolescents Supporting evidence (63 percent of boys and 56 percent of girls) and data: LAISE believe that girls share the blame for sexual feasibility study harassment.24 In interviews, many adoles- cents mentioned that it is girls’ responsibility The LAISE program’s feasibility study was to avoid capturing boys’ attention. Such designed as a comprehensive analysis of all findings have led to a strong SRGBV preven- potential critical aspects of Bangladesh’s tion component in LAISE, which has robust secondary education sector to determine disbursement-linked indicators related to the likelihood of transformative success raising awareness on SRGBV and building the in the short, medium, and long term. The 82 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 study was conducted in the second half of The feasibility study showcased a market/ 2022, with findings shared in November demand analysis and demonstrated that there of that year. It reviewed the viability of is an ongoing need to adapt to changes in the proposed LAISE program from a value how students learn and the teaching-learning for money perspective, as the basis for an processes, while also being able to with- eventual cost-benefit analysis of program stand shocks. Prolonged school closures due outcomes and impacts over the long run. to COVID-19 resulted in significant learning Indicators to be assessed—student learning losses among secondary school students, and retention, teacher effectiveness, the highlighting the need to enhance system secondary education system, and others— readiness in the face of disasters, climate will be reflected in the LAISE program design. change, and pandemics. The direct and indi- These indicators are contextually in line with rect causes of this problem were described, the government’s education policy, secondary as well as the likely consequences if no inter- education roadmap, blended learning plan, vention is made in the public sector. The study 8th Five-Year Plan, the Ministry of Education’s findings were presented at a high-level stake- Sustainable Development Goal framework, holder dissemination event by the Bangladesh and other policy documents. The study Secretary of Education. focused on proposed interventions under the LAISE program toward ensuring quality education, which will increase the teachers’ teaching and students’ learning competency. Outputs and Resources Collapse and Recovery: How How the COVID-19 Pandemic Eroded Gender, Growth Mindset, and the COVID-19 Pandemic Eroded Covid-19: A Cluster Randomized Human Capital and What to Do about It Norbert Schady, Alaka Holla, Shwetlena Sabarwal, Joana Silva, and Andres Yi Chang Human Capital and What to Do Controlled Trial in Bangladesh. about It, Chapter 3. Describes the Explores the gendered impacts cost of COVID-19–related school of COVID-19–related school closures for children ages 6–14 and closures on continued learning identifies actionable strategies for and motivation among secondary learning recovery. Data from Bangladesh demonstrate school students in Bangladesh and presents short-term that, in some contexts, the months of learning lost impacts of a cluster randomized intervention that were much higher than the months of school closure offered students an innovative, virtually delivered because students also forgot skills they had already Growth Mindset curriculum. mastered. S ection 2 :   I mplementation P rogress – B angladesh S econdary E ducation P rogram 83 Early Learning Partnership Activity Overview T he Early Learning Partnership (ELP) associated trust fund leverages World Bank strengths—a global presence, access they need to make the case to invest in early childhood development (ECD), design effective policies, and deliver impactful the global level, ELP research and special initiatives work to fill knowledge gaps, build capacity, and generate public goods. to policy makers, and strong technical programs. At the country level, ELP grants ELP has three main streams of work: cata- analysis—to improve early learning oppor- provide teams with resources for early seed lytic country grants, high-value analytical tunities and outcomes for children around investments that can generate large finan- work and special initiatives, and capacity the world. The ELP is designed to support cial commitments through World Bank building. World Bank teams to get the information finance and government resources. At Progress and Outcomes Table 2.3 presents a summary progress and ECD in fragile contexts with 36 grants update for the catalytic grants, high-value totaling $7.1 million approved. In mid-2023, analytical work, and capacity-building the ELP held another funding round on efforts conducted under the ELP during this parenting and adversity, quality early learning, reporting period. and ECD measurement topics, and awarded $8.4 million to 36 grants. Table 2.4 summa- rizes the grants awarded. Catalytic financing to build the pipeline and Across these two funding rounds, a total improve the portfolio $41 million was requested for 143 proposals. quality The unprecedented number of requests from country teams reflects the continued increase The ELP hosts competitive funding rounds to in demand from countries for support on ECD support ECD services through project prepa- across a range of topics and regions. ration and supervision, pilots, evaluation, and upstream analytical work (up to $250,000 per grant). Since 2012, the ELP has provided High-value global $31.5 million in 195 grants that have lever- analytical work aged $3.7 billion in new and more impactful ECD finance. ELP funding rounds focus on ECD ME A S URE ME NT specific topics; each round has a learning Scaling Up Measurement in Early Childhood agenda to promote cross-country knowledge project supports countries in measuring early sharing and ensure that teams can access the childhood outcomes (primarily ages 4–6) and latest evidence, tailored technical assistance, the quality of early learning environments, and support to measure impact. while working toward the generation of globally comparable data. The World Bank The ELP has concluded two funding rounds has developed tools and materials to scale since the last FLC report. In late 2022, the ELP up ECD measurement: Anchor Items for concluded a round on childcare, Read@Home, 85 TABLE 2.3 Progress on catalytic grants, high-value analytical work, and capacity building under the ELP ELP activity Progress update Funding round 1 (2022) 36 grants totaling $7.1 million approved Funding round 2 (2023) 36 grants totaling $8.4 million approved Since July 2022, nine countries have implemented AIM-ECD measurement tools, and three countries implemented Teach ECE measurement tools in 2022 and 2023. Additional countries have confirmed the implementation of these measurement tools in FY24 with support from ECD measurement ELP thematic grants and Teach-Coach SUNSET grants. Two dissemination activities were conducted on ECD/ECE measurement work, one with other UN agencies and another at an international academic conference. Seventeen countries have been supported with technical assistance on book development and selection, parent engagement, and/or procurement; five workshops held with internal Read@Home and external partners; guidance on parent engagement (one package) and procurement (10 products) developed; a printing price calculator launched; and over 1,600 print-ready titles in 23 languages available on the Early Learning Resource Network. Seven grants awarded to teams supporting ECD interventions in fragile settings, a knowledge and learning agenda has begun (five workshops to date). A note on measuring ECD outcomes ECD in FCV in FCV settings drafted and ready to be submitted for peer review. Partnerships with the Joint Data Center on Forced Displacement are being explored. All major streams of work have been launched, including awarding 26 catalytic country grants (totaling $4.5 million), awarding 5 countries with recipient-executed funding (totaling $17.9 million) to scale up childcare investments, financing 8 impact evaluations ($2 million), financing work by Women, Business and the Law and the Living Standards Measurement Childcare Study teams to launch childcare modules and the production of a range of global public goods and diagnostic notes around diagnosing supply and demand of childcare, quality of childcare, and other key topics. In the first year, the team has committed $35 million and is likely to use the full $102 million within three years (instead of the initially planned five years) due to high demand from countries. Capacity building: Early Years Cohort 3 has completed its first year fellows Capacity building: Policy Cohort 1 has concluded; Cohort 2 will launch in October 2023 makers Measurement—Early Childhood Develop- with little system-level information on ECD or ment (AIM-ECD) and Teach Early Childhood ECE. Analytical work has also been focused Education (ECE). Since their launch in 2020, on disseminating measurement results and these tools have been used in more than 30 validation studies on these tools. countries in seven regions. Efforts are focused on their rollout in more countries through The Scaling Up Measurement in Early Child- household and national school surveys, and hood project was successfully finalized in as part of lending projects and thematic FY23, with all deliverables submitted and grants. Also, in coordination with UNICEF project objectives achieved. This project and World Health Organization teams, these delivered a set of measurement tools, with tools are now being rolled out in countries associated resources guiding implementation, 86 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 TABLE 2.4 Aims of thematic funding rounds and proposals received and approved Theme Aim Proposals received Proposals approved Support countries to design, implement, and 38, requesting a total of 26, totaling $4.5 million evaluate quality childcare operations and policy $8.9 million Childcare changes that increase women’s economic (2022) empowerment and improve child development, as well as have a broader positive impact on families, businesses, and economies ECD in fragile To make the case for greater investment in 17, requesting a total of 7, totaling $1.1 million and crisis ECD in FCV and forcibly displaced settings $3.8 million settings and, ultimately, to support the design and (2022) implementation of quality operations at scale Read@Home Expand opportunities for children to read at home 22, requesting a total of 7, totaling $1.5 million (2022) in the languages spoken at home $5.3 million Support ECD measurement activities that produce 28, requesting a total of 12, totaling $2.3 million ECD more, and better, data on ECD outcomes and $7.9 million measurement early learning environments to inform policies, (2023) programs, and interventions and strengthen ECD systems Provide funding to World Bank country teams for 32, requesting a total of 12, totaling $2.1 million Quality early operational and analytical activities to improve $9.0 million learning the quality of ECE services being delivered within (2023) government programs and World Bank–financed projects Support World Bank country teams to strengthen 34, requesting a total of 18, totaling $4.0 million Parenting and parenting interventions and empower parents $8.9 million caregiving and caregivers to improve the quality of their (2023) interactions with their children and better address the causes and consequences of adversity to measure relevant developmental domains engagement with policy makers interested in in early childhood and key quality features implementing measurement activities as part in ECE. of their ECD/ECE policies. Along with other efforts supported by the ELP, a new round of ECD and ECE measurement efforts will thematic grants on ECD measurement was continue and expand under projects that launched in FY23. In all, 28 grant applica- are now in preparation, with new thematic tions were received to support measurement areas on childcare quality measurement and initiatives covering seven world regions; 12 ECD measurement in contexts of fragility, country grants were awarded. Grantees will conflict, and violence (FCV). Analytical work be supported with additional technical assis- also has resulted in dissemination activities tance, a community of practice on ECD/ECE in research conferences, in dialogue with measurement, and implementation support other development organizations, and in in FY24. S ection 2 :   I mplementation P rogress – E arly L earning P artnership 87 READ@ HO M E be available to all Bank and other education projects. The Bank works with partners at The Read@Home initiative expands chil- the country and global levels, including the dren’s opportunities to read in the language Global Book Alliance, USAID, UNICEF, and spoken at home. To date, the World Bank has various nongovernmental organizations. provided assistance under Read@Home to 17 countries, including sourcing, selecting, and QUA LIT Y EA RLY LE A RNING: developing high-quality reading materials; NURT URING CH ILD RE N’S involving caregivers and communities; opti- POT E NT IA L mizing the book supply chain; and reducing the unit cost of books. The publication Quality Early Learning: Nurturing Children’s Potential (Bendini and From 2020 to 2022, 12 countries participated Devercelli 2022) was launched in May 2022. in the first wave of Read@Home programming. It brought together a diverse group of In December 2022, five additional countries experts to write about essential elements of were awarded ELP catalytic grants, and two quality learning in lower- and middle-income that had received funding in the first wave countries from both an academic and imple- received an additional grant. The Bank has mentation perspective. The publication aims developed a range of demand-driven public to equip policy makers and World Bank goods in connection with the Read@Home country teams with practical, evidence-based, initiative, including a global Read@Home and cost-efficient strategies for implementing manual, 10 guidance notes on book selection high-quality ECE on a larger scale. and procurement, and a parent engagement package that provides practical resources to INVE S T IN CH ILD CA RE support reading activities at home. This last includes flip books, pictures, video, audio, The World Bank launched Invest in Childcare and discussion guides so all caregivers can as a whole-of-Bank effort to expand access participate, regardless of literacy level. These to quality, affordable childcare in low- and products are further detailed under Outputs middle-income countries. Invest in Childcare is and Resources at the end of this subsection. designed to expand the size and improve the quality of investments in childcare, yielding In 2022, the World Bank launched the Early benefits for women’s economic empow- Learning Resource Network (ELRN). This is erment and child development, as well as an online platform that hosts textbooks, broader benefits for families, businesses, and teacher guides, and reading books along with economies. This work program is key to deliv- the procurement and parent engagement ering the IDA’s 20th replenishment (IDA20) resources for use in ECD and foundational policy commitment on childcare—which literacy and numeracy programs. These mate- is to support at least 15 IDA countries in rials are openly licensed and ready to print. expanding access to quality, affordable child- The ELRN also hosts a print cost calculator care, especially for low-income parents. It also to estimate the cost of printing these mobilizes dozens of teams at the global and resources.26 The World Bank is currently country levels from both the World Bank and developing a low-cost, open-source book the International Finance Corporation (IFC). distribution/track and trace system that will The first year of implementation has been 88 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 highly successful, with demand exceeding work. The work program is grouped into expectations: more than 60 requests have two streams of complementary funding been received from countries and World Bank that work together to drive quality invest- teams for financial and technical assistance, ments in childcare at the country level and the IDA20 policy commitment on child- and contribute to the global evidence care is on track to be exceeded. base and public goods: Bank-executed funding and recipient-executed funding. Invest in Childcare is designed to dramatically Recipient-executed funding flows directly to increase and improve investments in childcare. governments and requires matching funding It does so through catalytic country grants, to be provided (see figure 2.5), incentivizing research and upstream analytical work, oper- countries to invest public resources in child- ations, and policy dialogue. Financing and care and creating sustainable pathways to efforts have been central to strong achieve- scale access to quality, affordable childcare. ment thus far, with the target likely to be met and exceeded. Initial funding of $102 million has been secured. This funding has come from the At the country level, the initiative will provide governments of Australia, Canada, Germany, catalytic grants, technical assistance, and and the United States; the Bill & Melinda capacity-building opportunities to support Gates Foundation; the Hilton Foundation; countries to design and implement quality Echidna Giving; the Hewlett Foundation; projects that maximize benefits for women, and the LEGO Foundation. The IDA20 policy children, families, businesses, and economies commitment on childcare is 15 countries; 10 and to make the case for further investments.   countries have been reached so far and 5 more are in the pipeline for approval this year. At both the global and country levels , The IBRD pipeline is also strong with more analytical work, impact evaluations, data than eight countries with childcare activities collection efforts, and the development of in FY23 and FY24 so far. new tools and guidance will address knowl- edge gaps, build the evidence base, serve as Internal coordination, collaboration, and global public goods, and support country engagement around Invest in Childcare are FIGURE 2.5 Summary of Invest in Childcare activities and financing Œ Country and global work to make Catalytic grants to countries the case for childcare and develop $25 Global analytical work quality operations million (Bank-executed funding) Capacity building  Project funding to incentivize Match funding for project finance countries to invest scarce resources (IDA and IBRD) $1:$1 for IDA and +$80 and scale up implementation $1:$2 for IBRD countries up to million (recipient-executed funding) $10 million per country S ection 2 :   I mplementation P rogress – E arly L earning P artnership 89 strong and growing. The World Bank Staff § Sample instruments for situation Childcare Working Group has 35 members assessments ready for review by representing 21 units (including the IFC), members of the World Bank staff terms of reference, and regular meet- Childcare Working Group ings. A thematic brief on Addressing Care § Women, Business and the Law module to Accelerate Equality was prepared for on childcare scaled up to 150 countries the World Bank’s Gender Strategy Update. Partner/external interest continues to be high, § The Living Standards Measurement with the team participating in 12 external Study is developing a short childcare events, including civil society consultations module to integrate into household and supporting the Gender Strategy Update. surveys § Various guidance notes under prepa- All major strands of work are launched and ration for review by members of the progressing, including the following: World Bank staff Childcare Working Group n Catalytic country grants: $4.5 million awarded so far to 26 country grants § Eight impact evaluations financed with Development Impact Evaluation/Devel- n Recipient-executed grants: $17.9 million opment Economics/Gender Innovation recipient-executed grants awarded so far to Labs; impact evaluations are being five countries (out of $80 million available) prepared for all recipient-executed n Global analytical work (data collection, grants evaluations, and tools and guidance for teams): 90 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 n Capacity building: all 14 Early Years in fragile contexts has been developed. This fellows completed multisession childcare will be made publicly available in the coming training; the content is being converted months. to a self-paced publicly available course (in the ECE Policy Academy). Capacity building (internal and external) E C D I N F CV EA RLY YE A RS FE LLOWS The ECD in FCV work program aims to increase investment in ECD interventions in FCV The Early Years Fellowship selects young contexts. Holistic, programmatic ECD inter- professionals to work as short-term consul- ventions can potentially reduce the long-term tants for two years in their home countries impact of conflict and violence on develop- on cross-sectoral ECD work programs. ment and contribute to peacebuilding efforts. These young professionals have played an important role in bringing more ECD exper- In 2022, the ECD in FCV catalytic funding tise into the Bank’s work at the country level round was launched, with 17 proposals and increasing country-level, cross-human submitted requesting a total of $3.8 million. development collaboration on ECD. The Seven proposals were approved for funding, fellows are simultaneously enrolled in an totaling $1.1 million across sectors. A further extensive professional development program five grants received funding under Read@ (20 percent of their time). Three cohorts of Home and Childcare that are in FCV settings fellows have been supported since 2017. and/or reach displaced populations. In September 2022, the third cohort, with All grant teams supporting activities in FCV 15 new fellows working in 17 countries, was settings were invited to join the FCV in ECD successfully launched. An in-person orienta- learning agenda. Since January 2023, five tion held in October 2022 in Washington, DC, workshops have been offered to staff on provided an opportunity to meet with lead- topics relevant to their grant activities. These ership and understand how the World Bank workshops have been well attended and have works across health, nutrition, social protec- received positive feedback on content and tion, and education to deliver early childhood relevance. interventions; build relationships as a cohort; interact with ECD partners; and begin their Four Early Years fellows have been recruited professional development program. Fellows in FCV locations and have received training on have finalized the topics of their capstone supporting ECD operations in fragile contexts. group projects, and they will develop global As their capstone project, one group of public goods over the next eight months on fellows is working on a literature review of five major ECD themes: FCV, childcare, ECD the socioemotional effects of ECD programs measurement, parenting and adversity, and in refugee and forced displacement settings. quality early learning. Each thematic group receives guidance from an expert coach in To support the expansion of ECD measure- addition to professional development on ment work in FCV locations, a how-to note the writing, presentation, and dissemination on measuring child development outcomes process for their final products. S ection 2 :   I mplementation P rogress – E arly L earning P artnership 91 Participants at Engaging Policymakers in Early Childhood Program. Photo: World Bank P O L IC Y M AKERS and featured remarks by the World Bank’s Education Global Director. Since then, the The Education Policy Academy’s Engaging World Bank has finalized bespoke tech- Policymakers in Early Childhood Program is a nical assistance for each participant country comprehensive, multiyear initiative designed on identified topics such as supervision, to enhance the capabilities of policy makers. formative assessment, standards, workforce This program aims to facilitate South-South competencies, and classroom quality. The knowledge sharing and foster constructive Bank is continuing to engage the cohort in peer interactions—all with the ultimate goal postgraduation check-ins and is finalizing of encouraging increased and improved case studies with each country, documenting investments in ECE. The program commenced the value added of the program to strength- in early 2021, selecting a cohort of 12 coun- ening their early childhood system. tries from a pool of over 40 applications. The chosen countries are represented by a diverse The Bank worked to adapt the learning content group of 100 participants, communicating in tested with policy makers for the ECE Policy six distinct languages. Academy. So far, four modules have been launched: Building Effective Early Learning The first cohort completed the program Systems, Measuring Early Childhood Class- in November 2022. Their graduation was room Quality, Measuring ECD Outcomes, and attended by education ministers from Quality Early Learning Outputs and Resources. El  Salvador and Liberia, among others, 92 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Outputs and Resources Read@Home Parent Engagement Invest in Childcare. Materials. Provides a variety of Online brief providing practical resources to encourage and summary description— support parent engagement during and links to additional reading activities at home. Content resources—for the Invest in Childcare initiative. is available in different formats (e.g., flip books, pictures, video, audio, Quality Early Learning: Nurturing and discussion guides) so all caregivers can participate, Children’s Potential. Publication regardless of their own literacy levels. synthesizes evidence across disciplines and charts a course Procurement support guidance. forward for quality ECE. The authors Ten guidance documents provide the latest evidence on supporting Read@Home have been how young children learn most produced to date, including “Books effectively and how ECE programs for All: How to Ensure Every Child can foster children’s natural ability and motivation to Has the Texts They Need to Learn to learn. Available in English with summary briefs in five Read” (event resources) and “Read@Home Guide for additional languages. Writers, Illustrators, and Designers of Books for Young Readers.” ECE Policy Academy. Online access to four Print Cost Calculator. Policy Academy modules Online resource to designed to equip estimate the costs of World Bank staff with printing books (textbooks, frontier knowledge around ECE and with tools to teacher’s guides, and support countries in making more and better-quality books for reading practice) for foundational literacy investments in early childhood. programs serving schools, children, and their families. Four questions Early Years Fellows Profiles. to answer before Comprehensive profiles for the selecting an current cohort (Cohort 3) of 14 early childhood Early Years fellows, covering development measure. their previous work experience, To address the complex question of selecting an ECD education, and motivation for measurement tool, the World Bank has published a becoming an Early Years fellow. nontechnical guidance note—discussed in this blog post—that guides users through critical questions, Teach ECE. Online including defining the purpose of measurement, brief provides summary identifying the population of interest, mapping description—and links to relevant ECD domains or outcomes, and considering additional resources— logistical realities of data collection. for Teach ECE, a free classroom observation tool for use with children ages Engaging 3–6 to help countries monitor and improve teaching policymakers in quality following the Teach Primary framework. early childhood development: AIM-ECD. Online brief Promoting joint provides summary learning to improve quality. Blog post discusses the description—and links to World Bank’s launch of a multiyear effort to engage additional resources— with countries and strengthen policy-maker capacity for AIM-ECD, which is to promote South-South learning and generate designed to help countries in diverse settings assess and positive peer pressure to yield more and better ECE improve early childhood. investments at the country level. S ection 2 :   I mplementation P rogress – E arly L earning P artnership 93 Early Years Fellowship in Ethiopia Developing in-country champions to promote the early childhood agenda S ince launching in 2016, the ELP’s Early Years Fellowship program has been developing the next generation “My public health back- ground, along of in-country leadership needed to with my present scale up investments in the early years. involvement in Two cohorts have since graduated: 20 the education FLC SPOTLIGHT STORY young African professionals worked sector, has put from 2017 to 2019, and a global cohort me in a unique of 25 fellows supporting 36 countries position to stra- worked from 2020 to 2021. Both groups tegically advocate for multisectoral ECD have made substantial contributions to interventions across the continuum of the World Bank and to client countries’ care. engagement in early childhood work in terms of analytical work, operations, and “My name is Tina Asnake and I am 35 support to early years systems building. years old. Before joining the World Bank as an Early Years fellow, I worked as an Over 1,200 global applicants applied to ECD program coordinator and expert in join the third cohort in September 2022, newborn and child health at the Ethi- and only 14 were selected. These fellows opian Ministry of Health for six years. are teachers, researchers—in education During my career at the ministry, I cham- and early childhood—and health and pioned the early childhood agenda and child protection specialists. Together, this led the integration of ECD programs into group of World Bank Early Year fellows the national health system. will be working in 17 countries with Bank staff, policy makers, and partners “My work at the Bank includes the in country to advance the ECD agenda. General Education Quality Improve- Over a quarter of the current group has ment Program for Equity (GEQIP-E) previously served in their country govern- project, particularly supporting quality ments at the national level on policies, enhancement and assurance of early programs, and research to support young childhood education. I have contributed children and families. to the Inclusive Education Initiative, the COVID-19 Education Response Project, One of those individuals is Tina Asnake. the Addis Ababa ECD project, and the Here is her story. first National Health Exhibition through technical support for the ECD theme and as a speaker to advocate for ECD to regional and federal stakeholders. FLC SPOTLIGHT STORY Children in Sire District, Ethiopia. Photo: Natalia Cieslik/World Bank “One of my major achievements in this through them, and better support my fellowship adventure has been the rati- team. fication of the National Early Childhood Development and Education policy frame- “I was also instrumental in the launch work. I have contributed with technical of the policy framework, which brought inputs and by reviewing and translating together stakeholders from throughout the document. I worked relentlessly the country and served to build aware- with key stakeholders to get the policy ness around the ECD policy framework. endorsed, in part by establishing a series “I am passionate about using my skills of platforms for sectors and development to support key sectors in Ethiopia in partners to meet regularly. My reputation advancing the early years agenda and as an established actor in ECD in Ethiopia ensuring that all children can access made it easy for me to communicate with high-quality nurturing care.” my counterparts in key sectors, navigate Education is essential to finding the solutions and promoting innovation necessary to address the problems of our time.” L u i s B e n v e n i s t e, G l o b a l D i re c t o r, Education Global Practice, World Bank SECTION 3 Risks and Challenges T his section presents an overview of Goal (SDG) 4 to ensure inclusive and equi- the risks and challenges for the FLC table quality education and promote lifelong Umbrella, followed by the risks and learning opportunities for all. challenges at the activity level. Mitigation measures illustrate how the program or There is limited duplication with other trust activity has overcome these risks and chal- funds within the World Bank, except with lenges. respect to those regional trust funds that cover preprimary and basic education. The FLC is the main platform for donor collab- Risks and oration for early childhood, primary, and secondary education in the World Bank. Challenges for the FLC Umbrella Stakeholder risk Strategic risk Stakeholder risk is moderate. FLC roles and accountability are clearly defined according to The strategic risk for the FLC Umbrella corporate guidance in the Partnership Docu- is low. The FLC’s high-level objective of ment. However, the stakeholder risk is that all reducing learning poverty and increasing donors contribute to the existing FLC based learning-adjusted years of school is at the on preferred activities rather than via general core of the World Bank’s early childhood, contributions. This creates an inflexibility that primary, and secondary education activi- does not allow the World Bank to adjust to ties. The Bank’s strategic education policy country demand, implementation realities approach (World Bank 2020a) is anchored in such as slow disbursement, and external the FLC’s development objective of enhancing shocks such as changes in government. It global and country-level efforts to pursue also limits the scale of results to the amount systemic, sustained improvements to early of financing available for each activity based childhood, primary, and secondary education on specific donor contributions. This model systems in order to achieve learning for all. It also leads to a fragmentation of the Partner- is also aligned with Sustainable Development ship Council, with donors more likely to focus only on those activities they are funding. Mitigation involves trying to convince both Our hope is to refocus the World Bank to existing and potential donors to contribute confront challenges not just as a funding mechanism, generally to the FLC without preference. This but as a knowledge mechanism . That’s what shift is a challenge, because many donors governments are calling for—our knowledge . The have their own priorities and reporting needs. World Bank has long been celebrated for approaching In addition, with constrained development the thorniest problems to find solutions and change budgets, some donors are not able to provide lives .” further financing. Program management is Ajay Banga, President, thus continuously reaching out to other World Bank October 2023 Annual Meetings Plenary potential bilateral donors as well as to foun- dations to fundraise. 98 Another stakeholder risk is that donors may tend to become overly involved and directive in BOX 3.1 the management and technical aspects of the The Global Coalition for Foundational activities as their collaboration deepens. The Learning mitigation here is to put the contribution in During the Transforming Education Summit convened by the perspective with the scale of the challenge and UN Secretary-General in September 2022, the Global Coalition for the World Bank portfolio, which is becoming Foundational Learning was founded by FCDO, the Bill & Melinda increasingly challenging with some donors. Gates Foundation, USAID, UNESCO, UNICEF, and the World Bank. The Coalition successfully advocated for a renewed focus on foundational A not insignificant stakeholder-related risk is a learning, including through a call to action for foundational learning. The SDG4-Education 2030 High-Level Steering Committee growing trend for donors to move away from has named the Coalition as a global initiative on foundational financing themes, such as education, toward learning that will be monitored and tracked. In 2023, the Coalition financing country programs. Mitigation of this has continued to advocate for and track learning acceleration, in risk entails high-level advocacy of the need to addition to creating a space for joint dialogue around foundational address the world’s learning crisis, as well as learning and understanding of country-level gaps and how Coalition continuing to engage with donors not only agencies provide targeted support at the global level. at the global level but also at the country and regional levels. administrative agreement and the delays are COVID’s impact on donor economies—and outside the World Bank’s control. Mitigating the accompanying shrinkage in development this risk includes explaining the reasons for budgets—and the war in Ukraine’s diverting the implementation delay, emphasizing the funding away from education pose another need to follow the installments in the legal risk. The mitigation is to continue to engage agreement as much as possible to prevent with donor countries by stressing the urgency negative impacts on the management of the of the impact of COVID on education and trust fund, and how the Bank plans to accel- human capital and the lack of sufficient prog- erate implementation and disbursement. ress toward SDG 4 (see box 3.1). There will be some residual risk that cannot be fully mitigated. One more risk is that stakeholders’ high The more significant financial risk is that it will expectations of the World Bank and of the take time to improve learning poverty, which FLC sometimes may not be in proportion to is, in the wake of COVID, near 70 percent. The the actual amount of funding contributed. The needs in education are great and, relative to mitigation for this is to continue to stress to that need, the FLC will not receive enough donors that FLC results are limited by the contributions to measurably affect learning amount of funding. poverty or learning-adjusted years of school— which may take significant resources over Financial risk time to change. Additional funding is needed to continue to expand the impact of the FLC, Financial risk is also moderate. There are two which currently has very limited program- financial risks. The first is that the payment mable funding. More funding is needed to of installments may be delayed if a donor meet the demand for learning data; more is not satisfied with implementation—even funding is also needed to expand the Accel- if the installment is agreed upon in the erator cohort and to continue to support S ection 3 :   R isks and C hallenges 99 program effectively adapted to the demands of the moment, using the countries’ narrative of learning loss and the need to accelerate learning outcomes at scale—in a relatively short time—to make the case for the Acceler- ator Program. Despite setbacks, the program has now moved to a phase of providing targeted technical assistance to comple- ment larger World Bank–financed projects in each of the accelerators, and the pace of implementation has picked up. The experi- ence highlights the need for the program to remain flexible, as countries face myriad over- lapping crises. Target setting and publicizing poor learning outcomes continued to be a complex process given political sensitivities. Experience with teachers, education technology, and expand target setting has demonstrated that this is the Education Policy Academy offerings. more challenging than originally envisioned. There are sensitivities around publicizing existing data from national learning assess- Risks and ments and selecting indicators, even when technically appropriate. Despite this diffi- Challenges at the culty, with much intentional outreach and Activity Level consensus building—including in partnership with UNICEF—targets around foundational reading outcomes have been successfully Accelerator Program set in multiple countries. Effective communi- cation facilitated this process and has been Launching the Accelerator Program during the critical in ensuring that poor outcomes are COVID-19 pandemic affected timelines during perceived as an opportunity to develop a its first year of implementation. Initial activities narrative around the change that is possible, related to the setting of learning targets and the actions that are being taken to address the development of Investment Cases took them, and the relevance of this issue as a longer than anticipated given that ministries priority for the country. were closed and, when they first reopened, governments were focused on responding Identifying needed consultants in key areas to challenges resulting from school closures related to foundational learning has been a and reopenings. The World Bank tried to challenge in several countries. For example, use this time to engage in a dialogue with the World Bank has worked with a handful governments to explain the program and of reading experts around the globe. As the thus build ownership at the country level; program matures, reading experts will be this was not an easy task given the govern- needed simultaneously in multiple languages. ments’ focus on reopening. Nonetheless, the 100 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Finding these experts in difficult environ- POLICY LINKING ments, such as Niger, will be a particular challenge. The program is thus putting a The actual use of Policy Linking results for strong focus on strengthening the facilitation reporting on SDG 4.1.1 indicators takes time of technical assistance to countries. Several and engagement with policy makers, given efforts are under way, including developing political sensitivities. As of this writing, policy sample terms of reference, developing rosters makers have not yet used the results of the of consultants, and procuring on-demand two Policy Linking studies thus far prepared external technical support at the global level to report on SDG 4.1.1 indicators. In Ghana, that can be made available to country teams the Minister of Education appears interested at strategic times. in using the results to update international learning indicators, although no action has yet occurred. In The Gambia, additional Learning engagement with policy makers is needed Measurement and Data to motivate them to report on SDG 4.1.1 indicators, while balancing concerns over The lack of reliable assessment systems to potential political backlash if poor results are measure learning limits governments’ ability publicized. to monitor indicators of quality in education systems and to make meaningful changes; A S S E S S ME NT S FOR MINIMUM filling that gap is urgent. The commitment PROFICIENCY LE VELS to this work by donors of the Global Coalition for Foundational Learning and the Learning AMPLs add value in countries where learning Data Compact is unprecedented, and much poverty is high. The World Bank, in partnership progress has been made to determine what with UNESCO’s Institute for Statistics and the can be offered to support governments. The Australian Council for Educational Research, World Bank is preparing a work program has implemented the AMPL-b assessment in to deliver this support to countries condi- Sierra Leone and selected provinces of Paki- tional on funding. However, as was seen in stan. Although the tool has proven to be the target-setting exercise in the Accelerator extremely nimble and cost-effective, infor- Program, some governments are reluctant mation is needed on competencies below to measure learning because performance the SDG 4.1.1b threshold in countries where is likely to be poor, which touches on polit- learning poverty is high—especially among ical sensibilities. There is also inadequate Sub-Saharan countries. To address this need technical capacity in addition to funding and increase the value addition of the tool, challenges. The World Bank—through policy UIS has been working with ACER on the dialogue and financing that often includes development of an AMPL a+b. This assess- components on measurement—continues to ment will enable the measurement of student stress the importance of measuring learning competencies at the end of primary educa- in order to track improvement in learning tion using both SDG 4.1.1a and SDG 4.1.1b outcomes and as an indicator of the quality thresholds. of the education system as a whole. Translation, technical quality assurance, and validation of the AMPL booklets are S ection 3 :   R isks and C hallenges 101 time- consuming and technically demanding learning assessments allows countries to tasks. Although it is critical to preserve the report on their national standards as well psychometric properties of the original tool as on international standards. Several coun- as it is translated into other languages, the tries have expressed an interest in doing this. turnaround time for review and feedback has Methodological guidance for carrying out this been lengthy. Realistic timelines and adher- integration is essential. ence to these once they have been agreed upon will help ensure that multiple organiza- Only a limited number of organizations provide tions are able to support this work. technical assistance for AMPLs. As of now, ACER is the only organization able to provide Integrating AMPLs with existing national technical support to AMPL implementation learning assessments is effective in allowing and results analysis. Although ACER has deep countries to report on national as well as inter- expertise in the field of learning assessment national standards. While the analysis from and global monitoring of learning outcomes, stand-alone AMPLs can be useful feedback it is in high demand for other projects and for countries, national learning assessments activities. In recognition of this limitation, UIS are a better vehicle to track learning over has requested ACER to prepare clear guide- time. In most countries, however, the national lines for translation, as well as for integration learning assessments lack sufficient align- of AMPL in national learning assessments; ment to the Global Proficiency Framework these guidelines are not yet available. Their and therefore cannot be used to report on absence has already been a limiting factor on the share of students meeting internationally the World Bank’s ability to support countries comparable thresholds (the minimum profi- in AMPL implementation—a situation that will ciency levels). Integrating AMPLs in national continue until the guidelines are validated and 102 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 available. Guidelines and codes to delegate always have a focal point in the Ministry of analysis at the piloting and administration Education. This lack makes the work of the stages would also be useful. survey more difficult, as enumerators usually need ministerial authorization to proceed to the field. Furthermore, insecurity due to C R O S S -N ATI O N AL L EARN I N G terrorists’ attacks or climate shocks has made AS S E S S M EN T enumerators’ work more dangerous. A high degree of flexibility and adaptability is needed There is a lack of secured funding for partici- for the GEPD to continue to adjust to the pation in cross-national learning assessment developing reality in the field and to collect programs. Although the World Bank has data in areas that are accessible. successfully mobilized countries to express their interest to participate in the 2024 The GEPD will also need to find a way to scale Program for the Analysis of Education Systems up its approach quickly and in a sustainable (PASEC), several countries have not yet been manner. As more countries express interest able to secure funding. These countries are in the GEPD, the World Bank needs to find at risk of withdrawing their participation if a way to implement it more quickly, with funding is not available to cover the inter- limited staff and resources. This flexibility national fees. This eventuality would be a was envisioned from the beginning, when the serious setback to the Learning Development World Bank discussed the idea of creating, for Compact and to Pillar 2 of the Global Coali- instance, online classes that would explain in tion for Foundational Learning objectives in detail how to implement the GEPD in each Sub-Saharan Africa. In addition, the World country. To date, little progress has been Bank in Southeast Asia and Latin America made on this front given budget constraints. has inquired about funding allocations for The Bank intends to focus on this effort in country participation in the Southeast Asia the upcoming year to ensure the Dashboard’s Primary Learning Metrics (SEA-PLM) and the sustainability. Latin American Laboratory for the Evaluation of the Quality of Education (LLECE) programs The GEPD should ensure its highly valuable in 2024. Without financial resources, many data is used to its fullest potential. As the countries will miss a critical, time-sensitive GEPD rapidly expands, there is a risk that opportunity in 2023 and 2024 to close its data will be overlooked and not used. To existing learning data gaps. avert this situation, data production must be coupled with continued engagement G L O BA L E D U C ATIO N P O L I C Y and capacity-building activities that enable DA S H B OARD client countries to harness data and enact evidence-based policies. Capacity must While there are more GEPD surveys imple- continue to be built within client govern- mented in settings of fragility, conflict, and ments so that there is a clear understanding violence (FCV), where the political situation of the utility of these data and how to incor- is volatile and insecurity is on the rise, there porate this GEPD-produced information into are delays in implementation and technical discussions on policy reform, government challenges. Due to political upheaval in some sector strategies, and World Bank country countries, it has become more difficult to strategies. S ection 3 :   R isks and C hallenges 103 teachers’ professional development needs and how well Coach tools and resources support those efforts. Country teams also need additional support on issues related to the entirety of the teacher career trajectory, including initial teacher education, teacher career workforce planning, and teacher career pathways, all of which affect teachers’ practices and performance. A continuous challenge for Coach Mozam- bique is enhancing government ownership of the program and the active role of internal system actors. In preparing for its planned expansion under Aprender+, the World Bank recognizes the importance of the govern- ment’s ongoing and progressive ownership of the pilot program and strengthened commu- nications between the central government and provincial-level authorities. This owner- ship and communication will enable the government to implement the program and deliver training with minimal support down the line as the program expands—as well as monitor program implementation within its own annual work plan. To build sustainability, Global Coach, Coach the Bank trained provincial and district educa- Mozambique, and tion officers, and identified one focal point SUNSET Grants in each district to closely support program implementation in 2023. At the central level, the Bank is supporting a dialogue among key A challenge for both Global Coach and the ministry units to integrate monitoring of the SUNSET grants is scalability. The tools and intervention within the school district super- resources in the Coach program aimed at vision system. improving teachers’ professional devel- opment focus on a one-on-one coaching model—which can be difficult to scale up EdTech Policy and may not be efficient or locally relevant Academy in some contexts. Countries have adapted the Coach tools and resources in some cases, but Minimize time zone differences. There was an more effort is needed to guide and support ongoing challenge accommodating a large those countries for which this model may group of countries with various time zones. not currently be a scalable and sustainable For example, some teams did not get the solution. It will be important to continue to chance to interact with other teams, which monitor how countries are responding to 104 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 is a critical piece to the overall Policy Academy learning materials, the Bank aims to gather learning experience. Minimizing the regional and organize more hands-on resources for dispersion continues to be an area to work practical EdTech implementation, document on. One solution is regional implementation lessons learned, and analyze case studies with to minimize time differences. real-world instances. Additionally, participants expressed the need for increased multimedia Require minimum connectivity and explore resources to aid in instructions and demon- low-tech solutions. In regions like The Gambia, strations. where Internet access is limited and expen- sive, bandwidth-intensive synchronous Ensuring Bank task team leaders’ participa- activities like videoconferencing are imprac- tion as country champions makes for better tical. Instructors adapted by utilizing low-tech engagement. To streamline communication alternatives such as email resource sharing, and synchronize activities with ongoing Bank recorded presentations, and WhatsApp operations, task team leaders were designated discussions. Moving forward, the World as country champions to oversee and guide Bank will inform upcoming participants of country teams. In certain cases where task the necessity for stable connectivity for the team leaders were absent, others assumed Policy Academy and concurrently consider the the role of country champions, affecting feasibility of a low-tech version. overall participation, engagement, and team performance. Ensuring the complete atten- The platform design could improve and be tion and commitment of task team leaders to more user-friendly, and the content better the course is essential, if not strongly advised, organized. The course platform’s user expe- to guarantee a high-quality learning experi- rience and user interface have undergone ence for government participants. significant enhancements, led by an instruc- tional designer, who focused on simplifying user journeys and clarifying user expectations. Bangladesh However, there is still potential for growth, Secondary Education with only a third of users rating the platform Program as “excellent” in quality. To address this, the team plans to utilize learning analytics for Translating evidence into action requires better insights, introduce check-in-quizzes significant effort. Although the government for formative assessments, and develop brief has been very supportive and interested, self-paced micro-courses on high-demand truly internalizing the work and using it to topics, including short videos and guided inform program and policy design is neither reflection activities. easy nor straightforward. Entrenched ideas, vested interests, path dependence, and polit- Curating more practical content is a must. The ical economy constraints prevent full uptake. participants have shown positive reception The World Bank is mitigating this by working toward the weekly course readings, particu- closely with the government team designing larly the knowledge packs, with 45 percent the new secondary education programs to of attendees rating their quality as “excel- ensure that existing evidence is mainstreamed lent” and 49 percent strongly agreeing on in design and implementation choices. A their relevance to their work. To enhance the high-level conference with the leadership S ection 3 :   R isks and C hallenges 105 of the Ministry of Education, the World The World Bank is making concerted efforts Bank, and FCDO was held in March 2023 to improve this situation by implementing to disseminate the findings. This meeting early planning and maintaining effective generated much discussion and plans on communication with the donor. how to ensure the work makes a difference in policies and programs. Several successful Bangladesh pilots have been included as Early Learning explicit disbursement-linked indicators in Partnership the new World Bank Learning Acceleration in Secondary Education (LAISE) program, which A shrinking fiscal space at the country level is expected to become effective before the could crowd out domestic financing in early end of 2023. childhood development. The Engaging Poli- cymakers program is a way to mitigate this Without timely disbursement of donor constraint by creating a cohort of cham- tranches, teams cannot deliver. Overall, the pions in the sector. The Early Years Fellowship disbursement process has been relatively program is another effort to nurture the seamless. Nevertheless, the program’s activi- leaders of tomorrow that understand the ties are closely linked to the school calendar, importance of prioritizing early childhood which means that even a brief delay at an development. inopportune moment can cause disruptions. 106 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 SECTION 4 Looking Ahead T his section discusses key FLC activity language to the language of instruction, and program milestones planned for teachers’ use of literacy screening assess- the next 6–12 months. ments, and good practices for task team leaders advising governments on the recruitment of third-party implementers. Accelerator n At the country level, technical assistance Program will continue in Mozambique, Nigeria (Edo State), Pakistan, Rwanda, and Sierra Leone. Over the next year, the Accelerator Program Preparations are under way for the next phase will roll out a series of activities to wrap up of the program, incorporating important the first phase, take stock of lessons learned, lessons learned. Key features include the and prepare for the next phase. Specific activ- following: ities will include the following: n Expanding the cohort of countries. This will n At the global level, a Foundational be achieved by allocating smaller grants Learning Helpdesk will offer country for technical assistance in prioritized teams a range of support on pedagog- intervention areas, such as structured ical focus areas: curriculum and curricular pedagogy, and coaching. goals, teaching in the classroom, teaching and learning materials, assessment, and n Refining the country selection process system support (using the foundational to make it competitive. The application learning check-in tool). Helpdesk support process should take into account the activities would include reviewing concept type of technical assistance needed and notes, recommending/matching consul- what the program can support in a short tants, reviewing terms of reference, time frame, other programs being imple- sharing examples, and supporting client mented and/or in the pipeline, and the dialogue. The Foundational Learning level of commitment from country-level Knowledge Café series will continue to stakeholders, among other key aspects. showcase success stories and lessons n Streamlining the process to develop learned. A set of global public goods Investment Cases and targets. To the will be produced, including guidance on extent possible, a significant part of the good practice for bridging students’ first work entailed in developing Investment Cases and targets should take place during the application process (identi- fying learning data sources, assessing bottlenecks to learning, etc.) so technical assistance can start quickly. The program will also be flexible if target setting and Investment Case are not what is critically needed in the country context. n Strengthening the facilitation of technical assistance to countries. 108 Learning Measurement and Data Policy Linking The World Bank will support dissemina- tion of the Policy Linking done in Pakistan. Conditional on funding and interest of coun- tries, more policy-linking exercises could be supported. briefs. The World Bank is also preparing the next learning poverty country-level updates, AMPL which use newly released learning assess- ment data (mainly PIRLS). The World Bank will continue supporting the administration of AMPL-b in Pakistan and the The World Bank will continue to support dialogue with Jordan for integrating AMPL reducing the barriers for country participa- in its national learning assessment. Condi- tion in regional and international assessments. tional on funding and interest of countries, Conditional on funding and interest of coun- the World Bank could provide technical tries, the World Bank could provide grants to and financial support for implementation countries for participation in cross-national of the AMPL as a stand-alone module with learning assessment and use of data. the GEPD or integrated in national learning assessments, as in Jordan and Sierra Leone. This Bank support could include implementa- Strengthening National tion of AMPL-a, -b, or a+b. Adding the AMPL Assessment Systems to the GEPD will increase the cost. The World Bank will continue providing just-in-time technical support and organizing Cross-National workshops and events to strengthen the Learning Assessments accountability of education systems. Condi- tional on funding and interest of countries, The World Bank will continue to coordinate the World Bank could provide country grants with international and regional agencies to to strengthen national learning assessment promote more and better use of learning data. systems. For example, the World Bank is in discus- sions with the Organisation for Economic Co-operation and Development to produce Program for International Student Assessment (PISA) briefs similar to the Progress in Inter- national Reading Literacy Study (PIRLS) 2021 S ection 4 :   L ooking A head 109 Global Education Policy scale-up, the World Bank plans to develop Dashboard resources such as step-by-step field guides, task team leader guides, and low-cost online training resources. These Over the next 12 months or so beginning in tools will enable local implementation October 2023, the World Bank will focus on of the GEPD by country teams, part- the following. ners, or governments without necessarily requiring involvement from the World n Continue to expand coverage of the GEPD Bank or its global team. through additional implementations. As part of this effort, the World Bank will n Leverage the growing amount of GEPD finalize the four ongoing implementa- data to expand the analytical agenda of tions in Central African Republic, Edo education service delivery. Making use of State (Nigeria), Sindh (Pakistan), and all the data collected, the World Bank will Balochistan (Pakistan), and initiate imple- work on analytics. In particular, the Bank mentation in pipeline countries and is working on a series of research papers countries currently under discussion. and blogs to disseminate GEPD insights as well as exploit the richness of GEPD n Enable off-the-shelf use of GEPD instru- data for topics where evidence may be ments through the development of scarce. One such topic is the relation- practical resources and guides to facili- ship of teaching and learning, with an tate implementation. To help tackle the emphasis on play-based teaching behav- challenge discussed in section 3 regarding iors. Other potential topics include (1) 110 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 exploring beliefs, mindsets, and motiva- enhancing the efficacy of policies related tion across education actors (teachers, to teachers and teaching; it draws insights principals, and bureaucrats) and their from the development and application of relationship to service delivery; (2) the the Coach tools and resources thus far. landscape of the education bureaucracy n Development and publication of a report around the world and the significance of documenting countries’ experiences lever- bureaucratic factors in education service aging Coach tools and resources. This delivery; (3) the relationship between short report will present a series of case service delivery indicators (i.e., teaching studies of countries’ use of the Coach skills) and climate factors, leveraging tools and resources to design and imple- geocoordinates to bring in climate data ment high-quality teacher professional sources; (4) the role of students’ socioeco- development programs and systems. The nomic background in the classroom; and report will also present lessons learned (5) education service delivery in settings from this work to date. of fragility, conflict, and violence (FCV), leveraging GEPD data, GEPD geocoordi- nates, and distance to conflict leveraging Coach Mozambique the Armed Conflict Location & Event Data Project (ACLED) data sets; among others. The World Bank will provide ongoing tech- nical support. Most recently, it coordinated Teachers with Mozambique’s Ministry of Education and Human Development and the imple- menting firm to conduct monitoring visits in Global Coach September and October 2023 in Manica and Niassa to closely follow program implementa- n Continued technical support and guidance tion. The team will also continue to develop for countries to improve teaching practices the following tasks. using Teach and Coach. This support will be provided to World Bank country teams n Collect midline data for Aprender+. The engaged in projects focused on improving World Bank conducted an impact eval- teaching quality through teacher profes- uation in September and October 2023, sional development, including through which included data collection to measure (1) ongoing training on Teach and Coach the impact of the program on teaching tools and resources; (2) sessions and practices, teacher knowledge, and teacher workshops on the Teach and Coach work motivation (as measured in teacher programs, to orient country teams on the surveys); the workload of the zona de resources available and to disseminate the influência pedagógica (ZIP) coordinator, products developed; and (3) technical school principal, and Coach; and a round support to country projects. of qualitative data collection to inform and improve implementation, focusing on n Publication, launch, and dissemination of understanding program fidelity through the Global Teachers’ Report in fall 2023. implementation, teacher perceptions of This report underscores the potential of the program, professional development behavioral science and psychology in S ection 4 :   L ooking A head 111 activities in the control group, and poten- tial constraints to program impact. Education n Review program materials. This review Technology will be done based on Year 2 experience, before the ministry expands implementa- EdTech Hub tion, through the World Bank–financed MozLearning project. n Continue generating demand among World n Convene the final local advisory board Bank country teams for the EdTech Hub meeting. The World Bank will convene Helpdesk. The World Bank will suggest this meeting in February 2024 to discuss next steps for country support and appli- findings from Year 2 implementation and cations to the EdTech Hub’s Helpdesk. findings to date from the impact evalua- The EdTech Hub will work with country tion of Aprender+. teams that participated in the EdTech Policy Academy to support the “what” and “how” of EdTech approaches. Teach-Coach SUNSET Grants n Create joint products. The June 2023 World Bank–EdTech podcast, “Supporting EdTech Policies and Projects: n Ongoing grant management. The World a Conversation with the EdTech Hub,” is Bank will continue technical supervi- the most recent joint product completed. sion and management of the 23 SUNSET Planning is ongoing for three other joint grant-implementing projects focused on products for completion by March 2024. improving teaching quality and leveraging Coach tools and resources. n Development of cross-country learning activ- EdTech Policy Academy ities for additional regions. The World Bank will provide cross-country learning activi- n Next iterations of the EdTech Policy ties for additional regions among SUNSET Academy. The World Bank utilized the country grantees. It will also support knowl- summer of 2023 to define the method- edge generation and the codification of ology and develop more content for the lessons learned through country projects Fall 2023 EdTech Policy Academy, which implementing SUNSET grants; this will in is planned for October 2023. The Policy turn inform the development of new and Academy will be open for all countries revised technical products. in the Europe and Central Asia, South Asia, East Asia and Pacific, and Middle n Development and conduct of a series East and North Africa regions. The World of regional workshops and conferences. Bank team is currently debating whether These workshops will be focused on to open the Spanish-language course topics related to supporting teachers and for Latin America and the Caribbean in effective teaching to help build external winter 2024 or merge it with the rest of capacity at the country level on how to the regions in fall 2023. The Spring 2024 best use Teach and Coach tools to support EdTech Policy Academy will explore the improved education outcomes. 112 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 potential of hybrid LDC options, Pillar combining 1: Measuring Learning Progress in-person and virtual sessions. Bangladesh n Other-language pilots. The need to Secondary Education expand the course to various languages Regional Assessments was emphasized by non-English-speaking participants, along with the possibility of a Spanish-language pilot given the prev- Program alence of native Spanish-speaking EdTech n Continue disseminating evidence team members. generated under the grant with part- n Interactions and relationships with Policy ners to enhance outreach and leverage Academy alumni. The Bank will prepare evidence-based policy measures. Key find- a Policy Academy alumni distribution list ings have been reflected in the design and communicate on a regular basis to of the World Bank’s Learning Acceler- support a community of practice. ation in Secondary Education (LAISE) program. In the coming year, as the program comes into effect, the focus will Education be on supporting evidence-based imple- mentation. The team will also focus on Policy Academy IMPLEMENTATION PROGRESS FOR REGIONAL ASSESSMENTS disseminating findings of more recent work—notably, from the Reinventing Our ● n Literacy Policy Academy. Next steps Classroom endline, the formative assess- include (1) expanding the academy ment endline, and the teacher mindsets to include synchronous as well as the baseline. current asynchronous delivery modality, n Support disbursement-linked indica- and (2) increasing the number of clients ● tors. Next steps involve supporting the and partners that have the opportunity development of indicators related to to participate. preventing school-related gender-based n Teachers Policy Academy. Next steps include violence and mental health support in the (1) preparing for synchronous components LAISE program, building on data/evidence for five FOR OUTCOMES REGIONAL in-service ASSESSMENTS teacher professional development modules, including a facil- ● itator’s guide for each of the modules; (2) building a network of expert facilitators; and (3) applying the synchronous course in more country contexts. n Learning assessments for System Improve- ment Policy Academy. Next steps include the redesign of existing course content, consultations with country teams to identify training needs, and a systematic review of existing courses offered by other agencies to identify collaboration oppor- tunities and inform design. S ection 4 :   L ooking A head 113 generated by the Bangladesh program in using study evidence to pilot blended Years 1 and 2. learning in secondary schools. Provide technical assistance on supporting voca- n Support the Bangladesh Ministry of tion and technical education in secondary Education (MOE) in leveraging secondary schools, especially for dropout-prone education for climate action. This students. support will be provided through two linked studies that (1) establish the Early Learning impact of increased heat on learning outcomes in Bangladesh and (2) generate climate-positive knowledge, mindsets, and action among secondary students. Partnership A high-level event is planned that brings n Invest in Childcare. A second round of together key stakeholders on secondary Bank-executed grants (up to $250,000 education and climate to operationalize per grant) for childcare was launched with action based on the evidence generated. applications to be accepted until October n Support the MOE in achieving targets on 31, 2023. Just-in-time Bank-executed learning loss and dropout prevention. This grants (up to $25,000 per grant) will also will be done using disbursement-linked be introduced to support project prepara- results under the LAISE program, building tion or implementation with more limited on data and evidence generated by the application and reporting requirements. Bangladesh program in Years 1 and 2. The World Bank will be accepting appli- cations for these until December 30, n Support the MOE in making better deci- 2024. Recipient-executed match funding sions using impactful evidence and data, 114 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 is available for childcare activities within by piloting the Track and Trace system; World Bank operations on a one-to-one expanding the Parenting Engagement match basis for IDA and IDA–IBRD blend Package; documenting lessons learned countries, and on a one-to-two match through implementation; providing basis for IBRD countries (leveraging IDA, additional procurement guidance glob- IBRD, domestic, or other resources), up ally and to internal and external teams; to a maximum of $10 million ELP match and expanding the library of open source, funding per country. Applications will print-ready books for schools, children, continue to be accepted on a rolling basis and families. until December 30, 2024. n ECD measurement. Existing ECD measure- n The Engaging Policymakers in Early Child- ment activities will continue over the next hood Program (within the Education Policy 12 months and the development of new Academy). The first cohort has now activities on the measurement of childcare concluded, and preparations have begun quality will begin. Additional technical for a second cohort focused exclusively assessment and capacity-building activi- on childcare. Work has also begun on ties will be implemented to prepare the integrating modules on early childhood new cohort of the Early Years Fellowship education (ECE) into the Education Policy program on ECD measurement activities Academy platform, with new modules and to oversee the development ECD planned on childcare, early childhood measurement projects led by the fellows. development (ECD) in FCV contexts, and Learning activities are being planned and parenting and adversity. will be implemented to support a new cohort of ELP grantees that require tech- n Parenting. A new advisory services and nical assistance in ECD/ECE measurement analytics on parenting is expected to topics to support projects supported by begin later this calendar year; it aims to ELP grants. In coordination with UNICEF close some of the evidence gaps around and the World Health Organization, the implementation of the parenting inter- ELP will co-organize a regional confer- vention and curate existing evidence in a ence for policy makers and staff on ECD way that is accessible and easy to use for measurement in East Africa to promote policy makers interested in implementing policies and initiatives on monitoring parenting interventions at scale. An ECD measurement for 0- to 6-year-olds. evidence review is currently being under- We will finalize the guidance materials taken to inform the focus of the work. It for inclusion of the AIM-ECD tools as is expected that this activity will produce household survey modules in World Bank a number of papers focused on imple- surveys. Existing analytical work will be mentation challenges specific to particular submitted for publication in a research regions. book and a research journal. n Read@Home. Over the next year, the World Bank will continue to provide tech- nical assistance for book development, selection, and procurement, as well as parent and caregiver engagement. The Bank will also develop global public goods S ection 4 :   L ooking A head 115 Trust funds complement the core funding and activities of the World Bank Group, increase the scope and reach of its activities, and further its knowledge and learning agenda.” Akihiko Nishio, Vice President, Development Finance, World Bank SECTION 5 Trust Fund Financials A s of September 30, 2023, a total of balance—the result of grant allocations based $37.6 million in paid-in contributions on future planned donor contributions. This has been allocated to agreed-upon circumstance, along with accelerating child initiatives, with $25.2 million (59 percent) grant disbursement rates, indicates that having been disbursed. These disburse- donor contributions will be exhausted before ments represent a 19 percent increase over the FLC closes in 2025. Tables 5.1 and 5.2 the previous reporting period. Grant commit- provide more details on the status of contri- ments account for $13.9  million, which butions. is roughly $300,000 more than the fund TABLE 5.1 FLC Umbrella Trust Fund financial status as of September 30, 2023 ($) Development partner Amount ($) Funds committed by development partners 48,858,021 Bill & Melinda Gates Foundation 13,814,563 LEGO Foundation 10,000,000 Ministry for Foreign Affairs of Finland 6,208,694 UK Foreign, Commonwealth & Development Office 18,834,764 Funds received from development partners 37,615,569 Bill & Melinda Gates Foundation 10,924,469 LEGO Foundation 8,499,982 Ministry for Foreign Affairs of Finland 6,208,694 UK Foreign, Commonwealth & Development Office 11,982,424 Total disbursements 25,009,772 Total funds allocated 13,636,518 Total commitments 13,922,231 Source: World Bank Trust Fund Portal. 118 TABLE 5.2 ELP associated trust fund financial status as of September 30, 2023 Development partner Amount ($) Funds committed 132,475,996 Bernard van Leer Foundation 257,050 Bill & Melinda Gates Foundation 9,997,917 German Federal Ministry for Economic Cooperation and Development 21,253,200 Government of Australia 2,052,648 Government of Canada 7,751,341 Hewlett Foundation 2,000,000 Hilton Foundation 5,500,000 LEGO Foundation 32,600,000 Porticus 500,000 Rockefeller Philanthropy 3,000,000 UK Foreign, Commonwealth & Development Office 1,063,840 United States Agency for International Development 47,000,000 Funds received 56,696,805 Bernard van Leer Foundation 257,050 Bill & Melinda Gates Foundation 9,997,917 German Federal Ministry for Economic Cooperation and Development 21,253,200 Government of Australia 1,673,508 Government of Canada 7,751,341 Hewlett Foundation 2,000,000 Hilton Foundation 5,500,000 LEGO Foundation 5,199,948 Rockefeller Philanthropy 2,000,000 UK Foreign, Commonwealth & Development Office 1,063,840 United States Agency for International Development 0 Total disbursements 11,679,006 Total funds allocated 47,220,459 Total commitments 31,153,943 Source: World Bank Trust Fund Portal. S ection 5 :   T rust F und F inancials 119 First, interventions which balance school accountability with sufficient autonomy for innovation can significantly boost learning outcomes. Second, empowering teachers with the necessary resources is vital to ensure their teaching practices are focused on learning. Finally, systematic and regular measurement is critical. It not only allows for timely adjustments to learning approaches but also ensures that the ultimate objective, genuine learning in the classroom, is realized.” Anna Bjerde, Managing Director of Operations, World Bank Annexes ANNEX A Ongoing FLC- and ELP-Funded Activities or Projects TABLE A.1 Ongoing FLC-funded activities or projects Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Global Education Policy TF0C2831 Central 9/19/23 230,000 0 To improve access to and quality Dashboard African of preprimary and basic education Republic and strengthen education system management and resilience Education Policy Academy TF0C2464 Global 8/21/23 150,000 0 To provide World Bank staff and clients FY24 with learning opportunities to deepen knowledge and skills for education policy design, program implementation, and policy dialogue in priority thematic areas Assessments System for TF0C2395 Malawi 8/15/23 28,000 617 To carry out a functional review of current Foundational Learning assessments for foundational learning and the utilization of assessment data Bolstering Global TF0C2449 Global 8/15/23 2,200,000 117,078 To develop the teaching profession Support for the Teaching and workforce for improved student Profession and Workforce learning through the development and provision of global evidence-based tools and recommendations to support policy dialogue and operations Bangladesh: Global TF0C2436 Bangladesh 8/13/23 200,000 0 To improve the quality of and enhance Education Policy equitable access to education from Dashboard preprimary to grade 5 Global Education Policy TF0C2291 Global 8/1/23 765,500 26,236 To improve measurement of education Dashboard 2.0 service delivery, and offer countries much-needed, comprehensive, and timely information to strengthen the effectiveness of the decisions made to improve learning Accelerating Learning TF0C2146 Global 8/1/23 535,000 11,936 To increase the availability and effective Measurement for use of quality data on learning of children Action—Primary and youth generated through technically Education sound large-scale learning assessments to inform global, regional, and national systems, policies, and programs 122 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Teach/Coach SUNSET TF0C2167 Mexico 7/25/23 164,515 8,024 To support federal and state education Grants authorities in promoting that all students can regain their educational trajectories in the aftermath of the pandemic Foundational Learning TF0C2123 Pakistan 7/17/23 250,000 0 To provide actionable, sequenced, and Compact Implementation tailored policy reform options to the in Pakistan government of Pakistan, as well as advice on program design and implementation to improve education outcomes, specifically addressing learning poverty Leading the Path of TF0C1511 Burundi 5/15/23 100,000 95,076 To improve student learning and Learning for Burundi progression in early grades in Burundi and, in the event of an eligible crisis or emergency, provide immediate and effective response Coach Mozambique TF0C1442 Mozambique 5/4/23 1,069,924 167,370 To help Mozambique design, implement, and evaluate high-quality teacher professional development programs and systems that align with global evidence Strengthening TF0C0643 Tunisia 1/31/23 50,000 49,767 To support the design, implementation, Foundations in Learning and analysis of results of a nationally through Early Grade Math representative early grade mathematics Assessment assessment to inform student acquisition of foundational numeracy skills in Tunisia ARISE and Align: TF0B9868 Cameroon 10/24/22 250,000 42,393 To improve teaching quality in Cameroon Improving Teacher Professional Development in Cameroon Teach Nepal TF0B9593 Nepal 9/16/22 50,000 5,670 To improve teaching quality in Nepal LEGO Teach-Coach Global TF0B9526 Global 9/13/22 300,000 38,996 To accelerate student learning by Grant improving in-service professional development in low- and middle-income settings Early Childhood TF0B9151 Regional: 7/21/22 43,000 0 To collect data to inform decisions to Education Classroom Maghreb modify and scale up the ECE-level model, Observation and potentially expand the model of teacher training to higher levels of education (primary and beyond); to strengthen the notion of classroom observations in ECE, and the quality control exercised by the government Scaling Up Teachers’ TF0B9175 Tanzania 7/20/22 250,000 294,002 To support the rollout of strengthened, Continuous Professional continuous professional development Development activities in 26 local systems, enhancing the support teachers receive and improving their teaching practices A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 123 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective First Teacher Coach TF0B9066 Somalia 7/7/22 176,618 106,858 To identify coaching practices that Professional Development support teachers in improving the Program quality of their classroom instruction by piloting and evaluating Somalia’s first Teacher Coach professional development program, with a focus on female coaches Enhancing Professional TF0B9007 Regional: 7/6/22 75,000 127,476 To support measurement of teaching Support to ECE and Pacific Island practices and guidance for practical and Primary Education countries tailored TPD in Tuvalu and Kiribati Teachers in Pacific Island Countries Equip Teachers with TF0B9045 Romania 6/30/22 249,450 32,640 To support the Ministry of Education in Modern Tools and enhancing its capacity to address early Resources to Improve school leaving and prevent dropouts by Classroom Practices increasing learning quality at preschool and primary levels, contributing by piloting Teach and Coach tools, delivering training, and completing a randomized controlled trial Increase Efficiency of TF0B9036 Mexico 6/30/22 150,000 264,112 To improve teaching quality in Mexico Instruction: Impact Evaluation of a Pioneering Study on Teaching Practices Using Teach to Strengthen TF0B8936 Cabo Verde 6/30/22 50,000 147,324 Teach is expected to help improve teacher Teacher Professional pedagogical practices and focus greater Development in Cabo attention on evidence-based practices Verde that have been shown to lead to higher learning outcomes Gujarat Outcomes for TF0B9042 India 6/29/22 62,500 0 To enable the state of Gujarat to Accelerated Learning strengthen needs-based TPD informed by (GOAL) data from the Teach Primary tool Strengthening Coaching TF0B9016 Pakistan 6/29/22 247,500 30,212 To support the adaptation and and Adapting to Local contextualization of classroom Languages in Education observation and teacher mentoring tools (SCALE) in Punjab and in Khyber Pakhtunkhwa and Punjab to Khyber Pakhtunkhwa improve elementary education services India: Strengthening TF0B9044 India 6/29/22 37,500 1,819 To facilitate the rollout of the Teacher Education and Teach 2.0 ECE tool in Andhra Pradesh Professional Development and the downward extension of the (I-STEP) Teach 2.0-based practice of regular classroom observations that the state has already rolled out at the primary and secondary levels 124 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Teach-Coach SUNSET TF0B9043 India 6/28/22 150,000 22,174 To enable greater exposure to and Grants facilitate the contextualization, adaptation, and rollout of Teach ECE and Teach Primary tools across India’s education portfolio, including the development of training materials and digitized/video content; translation of the Teach tool into local languages; orientation/capacity-building workshops at decentralized federal levels; and development of a digital application to support rollout Teacher Professional TF0B9032 Brazil 6/28/22 50,000 41,897 To support states and municipalities to Development Materials enhance teacher training capacity at the and Activities to Support local level and by equipping teachers Local Governments in with the pedagogical tools necessary for North and Northeast learning recovery Brazil Scaling Up Improved TF0B9012 Djibouti 6/27/22 122,500 107,364 To support the ministry to tailor and Teaching Practices modernize TPD and teacher monitoring through the rollout of improved classroom observation and coaching at the preschool level and in basic education grades 1–9 Ensuring Effective Teacher TF0B9014 Regional: 6/27/22 250,000 156,052 Utilize Teach and Coach frameworks to Professional Development El Salvador, understand classroom practices linked to for Early Learning Honduras learning and develop structured materials to support regular coaching and feedback sessions on a national scale Teach-Coach SUNSET TF0B9013 Morocco 6/24/22 50,000 49,573 To support improved teaching practices Grant in primary and secondary education and strengthen management capacity and accountability along the education service delivery chain Indonesia Assessment on TF0B9006 Indonesia 6/24/22 50,000 33,495 To collect data on teaching practices Teaching Practices using the Teach instrument from a sample of 350 schools where learning assessments will be conducted by a separate survey funded by other resources Building Back Better TF0B8883 Bangladesh 6/21/22 1,221,666 2,331,342 To guide the secondary education Education Systems system on how to build back better for improved retention and learning after COVID-related disruptions and learning losses A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 125 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Central African Republic TF0B8976 Central 6/20/22 50,000 18,197 To improve teaching quality in the Central Teach Pilot African African Republic Republic Capacity Building in TF0B8969 Armenia 6/20/22 50,000 23,610 To improve the quality of preschool and Armenia through Teach general education using Teach and Coach and Coach to design training courses based on teachers’ needs Scaling Up National TF0B8937 Côte d’Ivoire 6/17/22 230,000 236,122 To scale up the tools, approaches, and Support for Effective activities developed to update Côte Teaching d’Ivoire’s early learning and in-service training strategies Strengthening Teaching TF0B8905 Eswatini 6/15/22 50,000 268,296 To assess quality of the ECCDE to develop Quality in Eswatini at a comprehensive package of interventions Early Childhood Care, to improve service quality Development, and Education (ECCDE) Level Strengthen Early TF0B8904 Uzbekistan 6/15/22 178,000 36,998 To collect and use data on teaching Childhood Education practices to improve pre- and in-service Teacher Practices to Boost TPD programs at scale; enhance the Social-Emotional Learning quality of pre- and in-service TPD with Outcomes in Early more tailored, practical, focused, and Learning Programs ongoing professional development; and contribute to the global evidence base Global Support— TF0B8523 Global 4/28/22 2,778,430 2,201,349 To support selected national and Accelerator Program subnational committed governments to improve foundational learning and reduce learning poverty through the implementation of coherent and evidence-based plans Understanding Learning TF0B8298 Global 3/25/22 663,320 315,427 To increase and strengthen the Losses and Drivers of measurement of learning and the drivers Learning for the Recovery of learning for informed decision-making and Acceleration of in order to improve teaching and student Learning learning outcomes, and help countries achieve their education goals Kenya: Accelerating the TF0B8275 Kenya 3/22/22 526,397 198,326 To accelerate learning outcomes in Kenya Fight Against Learning Poverty Pakistan Accelerator Case TF0B7898 Pakistan 1/27/22 200,000 198,513 To enhance coordination among key actors in implementing evidence-based approaches to foundational learning in order to catalyze learning poverty reductions and improve education sector resilience through better targeting to include vulnerable populations and those in disadvantaged areas 126 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Niger: Accelerate TF0B7767 Niger 1/11/22 686,397 606,374 To build and maintain political Learning Improvement for commitment, stakeholder alignment, and Results in Education mutual accountability for a common set of priority targets set by the government around learning poverty to ensure that the key evidence-based interventions of an effective foundational learning improvement program are clear, prioritized, and costed EdTech Policy Academy TF0B7288 Global 11/2/21 1,048,033 842,020 To provide World Bank education staff and client country counterparts with learning opportunities to deepen knowledge and skills for education policy design, program implementation, and policy dialogue in priority thematic areas Edo State: Accelerating TF0B7302 Nigeria 11/2/21 2,779,352 1,297,329 To improve the teaching and learning the Fight Against processes in basic education and expand Learning Poverty access to quality digital skills and entrepreneurship development programs for youth in Edo State Accelerating TF0B7310 Mozambique 11/1/21 776,397 509,404 To accelerate learning outcomes in Improvements in Learning Mozambique Accelerating the Fight TF0B7072 Rwanda 10/8/21 2,639,352 1,014,772 To accelerate learning outcomes in Against Learning Poverty Rwanda Coach Mozambique TF0B4347 Global 11/30/20 2,291,765 1,748,332 To accelerate student learning by Program improving in-service professional development in Mozambique Global Coach Program TF0B4350 Global 11/4/20 2,586,110 1,173,203 To accelerate student learning by improving in-service professional development in low- and middle-income settings Support to Expanding TF0B3355 Global 7/7/20 280,000 279,312 To expand the availability of tools to Learning Assessment ensure the global comparability of Comparability learning outcomes by piloting policy linking Education Policy TF0A9297 Global 12/12/18 3,807,356 3,807,261 To build and implement an Education Dashboard Policy Dashboard that will allow countries to monitor progress on policy efforts in three core dimensions of their education systems—service delivery, policies, and politics—that can drive improvements in education outcomes Source: World Bank Trust Fund Portal. Note: ECE = early childhood education; TPD = teacher professional development. A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 127 TABLE A.2 Ongoing ELP Trust-funded activities or projects Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Enhancing Design for TF0C0359 Bangladesh 12/22/23 315,500 28,533 To support the design of a Community-Managed community-based childcare support Childcare Support for model targeted to NEET youth to address NEET Youth care constraints and lay the foundations for evaluating impact on increasing access to skills and employment Supporting the TF0C2130 Uganda 7/20/23 77,500 0 To improve teaching and learning in Introduction of One early grade reading in target schools, Year of Quality, improve learning environments in target Government-Provided schools, and increase the coverage of Preprimary Education the Education Management Information System Health, Nutrition, and ECD TF0C2134 Côte d’Ivoire 7/17/23 100,000 0 To improve access and utilization of Program for Universal quality health, nutrition, and early Health Coverage years’ development services, particularly for women, children, and indigent populations Cultivating Evidence TF0C2076 Afghanistan 7/12/23 250,000 0 To analyze the current ECD country for Brighter Futures: landscape and develop, implement, and Advancing ECD and evaluate a small-scale fit-for-purpose Empowering Afghan phone-based intervention for parents of Parents through Resilient young children Mobile Intervention Care Economy TF0C2083 Indonesia 7/10/23 85,174 794 To support the government and development partners in addressing gender inequalities in Indonesia through dialogue, technical assistance, and evidence Technical Assistance for TF0C1986 Ethiopia 6/29/23 111,818 0 To improve internal efficiency, equitable Enhancing the Quality of access, and quality in general education National Early Childhood (O-Class to grade 12) Education Assessment Using MELQO Supporting First TF0C1971 Papua New 6/28/23 269,300 7,342 To support the design of the Child 1,000-Day Parents and Guinea Nutrition and Social Protection Project Caregivers and build the institutional capacity of key counterparts to implement the Fast-Track Initiative to Reduce Stunting Peri-Urban Integrated TF0C1651 Senegal 6/4/23 246,080 50,605 To improve the delivery of select services Child Growth, Care, that promote ECD in underserved areas of Nutrition, and the country Development (MindUp) 128 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Building the Foundation TF0C1553 Burundi 5/19/23 200,500 10,462 To improve student learning and for Quality ECE Systems progression in early grades and provide an immediate and effective response to an eligible crisis or emergency Supporting Childcare TF0C1470 Morocco 5/3/23 228,300 122,234 To support analytical work, cross-country Expansion exchange, and policy dialogue to explore opportunities to expand access to quality, affordable childcare Integrating Childcare into TF0C1392 Kenya 5/2/23 175,000 6,362 To increase employment and earnings and Youth Skills Efforts promote savings for selected vulnerable youth, at national scale Empowering Women TF0B8653 Somalia 3/7/23 2,000,000 230,769 To support childcare activities to enable through Education and women to participate in skills and Skills Project leadership training programs Promoting Access to TF0C0899 El Salvador 2/28/23 153,000 75,384 To improve ECCE teaching practices Affordable and Quality nationwide, upgrade physical learning Childcare environments of selected ECCE centers, and strengthen institutional capacity for education sector management Improving Access TF0C0748 Sierra Leone 2/20/23 245,000 41,637 To inform the design of a pilot of to Childcare and community-based childcare services Women’s Engagement to encourage participation of women in Income-Generating in income-generating activities, and Activities entrepreneurial and life skills trainings Enhancing Children’s Early TF0C0803 Serbia 2/14/23 245,420 9,794 To promote the literacy of vulnerable Language and Reading children by providing them with Development at Home age-appropriate books and guidance to parents about the importance of home learning Childcare Services to TF0C0678 Benin 2/6/23 150,000 15,413 To improve the efficiency and adaptivity Promote Women’s of the social protection system and to Empowerment increase the coverage of vulnerable and Improve Child households in the Productive Social Development Outcomes Safety Net Early Learning and Care TF0C0668 Azerbaijan 2/6/23 225,000 55,634 To reduce information and knowledge Support gaps about ECE demand and supply and provide critical evidence for informing policy making in the country ECD Home Support for the TF0C0389 Iraq 2/2/23 279,685 21,295 To enhance teaching practices of Arabic Most-Vulnerable Children and mathematics teachers and improve literacy and numeracy skills among the most-vulnerable primary students in lagging governorates A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 129 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Read@Home TF0C0596 Tajikistan 1/30/23 265,500 10,111 To increase the utilization of a basic package of health and preschool education services for 0- to 6-year-old children Strengthening Equitable TF0C0621 Cameroon 1/28/23 328,943 15,917 To improve equitable access to quality Access to Reading basic education, with a focus on selected disadvantaged areas Enhancing the Provision TF0C0607 Zambia 1/24/23 197,500 27,119 To improve equitable access to quality of Early Childhood learning conditions in ECE in targeted Services areas Quality Early Childhood TF0C0494 Kosovo 1/16/23 150,000 37,758 To improve equitable access to and Education quality of ECD services Skills for Creating a TF0C0474 India 1/13/23 250,000 56,975 To enhance institutional mechanisms for Childcare Workforce in skill development and increase access to India quality and market-relevant training for the workforce Childcare and TF0C0371 Liberia 1/9/23 228,000 70,462 To improve social and livelihood Empowerment of Women services for women and girls in targeted communities, foster positive social norms, and strengthen the government’s capacity to advance women’s and girls’ empowerment Eastern and Southern TF0C0388 Regional: 1/5/23 250,000 9,112 To enhance women’s economic Africa—Catalyzing Eastern and empowerment in the region through Knowledge and Southern generating new regional knowledge, Investment on Childcare Africa facilitating regional exchange, and catalyzing investments Enhancing Early Arabic TF0C0318 Regional: 1/5/23 250,000 122,916 To bring together regional and Learning Middle East international knowledge and experience and North to make the case for scaling and Africa integrating ECD services and financing and to inform policy making to achieve universal coverage in the region Improve Access to TF0C0264 Ethiopia 12/23/22 267,600 57,701 To improve internal efficiency, equitable Quality, Age-Appropriate access, and quality in general education Storybooks to Children in (O-Class to grade 12) Conflict-Affected Areas Expanding Access to TF0C0089 Cabo Verde 12/21/22 217,000 60,378 To improve access to basic services and Quality Childcare labor market–relevant training Inclusive Early Childhood TF0C0296 Burundi 12/16/22 190,000 41,587 To improve nutrition, and access to basic Development Initiative services and economic opportunities in the targeted areas 130 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Enabling Childcare TF0C0088 Uganda 12/15/22 200,000 105,299 To increase access to entrepreneurial Services for Women services that enable female entrepreneurs Entrepreneurs to grow their enterprises in targeted locations, including host and refugee communities Paving the Road for TF0C0270 Colombia 12/13/22 375,000 115,807 To provide technical assistance and an Improved and analytical inputs to the government in Gender-Transformative the redesign and reform of ECD, childcare, ECD System and malnutrition systems to improve coverage, quality, and inclusiveness Understanding the State TF0C0154 Pakistan 12/13/22 250,000 56,392 To improve availability, utilization, and of Child and Caregiver quality of primary healthcare services and Outcomes in Khyber elementary education services in selected Pakhtunkhwa districts of Khyber Pakhtunkhwa Sanar para Crecer: TF0C0245 Colombia 12/12/22 250,000 11,620,064 To provide technical assistance and Improving Quality of analytical inputs to the government in ECD and Promoting the redesign and reform of ECD, childcare, Socioemotional and malnutrition systems to improve Well-Being for Venezuelan coverage, quality, and inclusiveness Migrant Children Enhancing Quality of TF0C0213 Rwanda 12/7/22 150,000 72,682 To improve the delivery and quality of Childcare and ECD childcare in community and home-based Provision for the Poorest ECD centers Support to Enabling TF0C0155 South Sudan 12/7/22 206,500 157,234 To develop a curriculum and training Environment for Childcare package for childcare services and apply and Women’s Economic them in pilot locations nationally Empowerment Activities Early Childhood TF0C0211 Yemen, Rep. 12/6/22 146,000 38,548 To maintain access to basic education, Development improve conditions for learning, and strengthen education sector capacity in select districts of the country Empowering Women ECD TF0C0182 Congo, Rep. 12/1/22 202,650 82,016 To provide emergency income support Entrepreneurs to households affected by the COVID-19 crisis and increase access to productive safety nets for poor and vulnerable households and youth Home-Based Childcare TF0C0158 Lebanon 11/30/22 112,500 8,490 To contribute to the women’s economic empowerment agenda in the country by piloting a new model of childcare service provision: home-based care Community Childcare TF0C0090 Madagascar 11/21/22 170,000 40,444 To support improved livelihoods and for Women’s Productive increased resilience to shocks for Inclusion women in extremely poor households by facilitating the scale-up of community-based childcare provision for beneficiaries with young children A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 131 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Understanding Maternal TF0C0105 Regional: 11/21/22 211,700 81,297 To build internal staff capacity to support Employment and Inclusive Kenya, clients in implementing disability Childcare for Mothers of Tanzania, inclusion in operations, and to enhance Children with Disabilities Uganda the quality and level of disability data in the Bank for operations Improving Access and TF0C0091 Bangladesh 11/19/22 195,500 23,454 To provide consumption support to Quality of Child Daycare vulnerable households with pregnant Services women and mothers of children under 4 years of age and increase knowledge of nurturing care services that contribute to ECD Expanding Access to TF0C0080 São Tomé 11/18/22 237,233 84,329 To equip girls with life skills and improve Quality Storybooks and Príncipe student learning outcomes for all Expanding Access to ECD TF0C0021 Moldova 11/11/22 180,000 44,663 To support identification of incentives for Services Provision for the private sector to expand the access to Ukrainian Refugees and and quality of preschool education with the Local Population by an emphasis on disadvantaged students, Harnessing the Potential including Ukrainian refugees of the Private Sector Tailoring Childcare TF0C0020 Argentina 11/10/22 250,000 95,321 To support economic recovery and Options in Productive promote climate-smart practices among Alliances project beneficiaries in the country’s agri-food system, and respond effectively in case of an eligible crisis or emergency ECCE National Policy TF0B9931 Mexico 11/1/22 58,953 58,953 To support national and state-level Implementation education authorities in the implementation of the initial Education Policy and recovery from the learning losses caused by the COVID-19 pandemic Support for the Care TF0B9888 Indonesia 10/26/22 120,000 34,825 To increase access to high-quality and Economy reliable childcare services by working women and promote economic empowerment by facilitating women’s entry and retention in the labor market during childbearing years Promoting Family and TF0B8654 South Sudan 5/20/22 50,891 0 To strengthen institutional capacity and Community Engagement human capital formation through the in Early Learning development of a package for parents to support early learning and school readiness ECD Global Solutions TF0B7982 Global 3/22/22 900,000 880,822 To support World Bank staff and client Group Support from ELP countries to expand the size of ECD investments and improve the quality and impact of investments to ensure improved ECD outcomes 132 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Grant Amount Country/ Approval amount disbursed Activity/project Grant no. region date ($) ($) Objective Read@Home TF0B7983 Global 2/10/22 867,987 731,616 To deliver reading, learning, and play materials to hard-to-reach homes as quickly and efficiently as possible, along with support for parents and others to enhance children’s learning Engaging Policy Makers in TF0B5050 Global 2/3/21 835,000 771,741 To help build policy maker and World Early Childhood Education Bank staff engagement and technical capacity to yield more and better-quality investments in ECE in a select group of countries Improving Quality in Early TF0B4632 Honduras 11/30/20 267,787 194,658 To improve preschool management, Childhood Education teaching practices of preschool teachers and educators, and physical learning environments in preschools that serve children in targeted areas Innovative Playful TF0B3977 Uzbekistan 9/20/20 235,000 199,250 To finance the development of innovative, Learning Approaches playful learning approaches to improve children’s readiness for primary education Playful Parenting for TF0B3936 Myanmar 9/10/20 150,000 146,583 To support the expansion of cash Better Nurtured and transfers for improved maternal and child Eager-to-Learn Children nutrition in the vulnerable regions of Ayeyarwady and Shan Promoting Play Mahay TF0B3692 Madagascar 8/10/20 173,300 172,579 To integrate playful parenting Mikolo components into existing parenting interventions, building in opportunities for analytical work of both policy and scientific merit, and assessing the potential of these activities for feasibility at scale Early Years Fellows Grant TF0B2118 Global 2/12/20 2,200,000 2,076,974 To build the capacity of young professionals to support World Bank teams and client countries to scale up quality early years’ activities Source: World Bank Trust Fund Portal. Note: ECD = early childhood development; ECCE = early childhood care and education; ECE = early childhood education; NEET = not in education, employment, or training. A nne x A :   O ngoing F L C - and E L P - F unded A ctivities or P rojects 133 ANNEX B Progress on Key Milestones of FLC Anchor Activities TA B L E B. 1 Accelerator Program Nigeria Sierra Milestone Mozambique Niger (Edo State) Pakistan Rwanda Leonea Learning targets are developed by Completed Completed the government with support from Completed last reporting Completed Completed Completed last reporting the World Bank period period Learning target baselines are Completed Completed established by the government with Completed last reporting Completed Completed Completed last reporting support from the World Bank period period An Investment Case that outlines a strategy for meeting learning targets Completed Paused Completed Completed Completed Completed is developed The Investment Case is costed with a Completed Paused Completed Completed Completed Completed realistic budget Resource and capacity gaps for project implementation are identified Completed Completed Completed Completed Completed Completed among government and local implementors by the World Bank Technical assistance to address identified resource and In progress Paused In progress In progress In progress In progress implementation capacity gaps is provided by the World Bank A community of practice focused on sharing data and lessons from the accelerator experience and In progress Paused In progress In progress In progress In progress learning poverty reduction efforts is implemented and supported by the World Bank a. Sierra Leone did not receive a country grant because there were already sufficient resources; however, it is benefiting from being in the first cohort of Accelerator countries through the program’s global activities of the program. 134 TA B L E B. 2 Learning Measurement and Data Milestone Status Results Scale up of Policy Linking in additional national assessment Additional support for the implementation of the In progress programs, including technical assistance benchmarking methodology in Rwanda and Pakistan Implementation of AMPL-b to support global monitoring of AMPL-b has been translated into Urdu and Arabic and learning outcomes in selected countries In progress implemented in Sierra Leone and Pakistan, with potential scale-up to additional countries Development of global report on teaching and learning The report will outline landscape of teaching profession, (using Global Education Policy Dashboard data including explore relationship between teaching and student learning In progress analysis of PLAY) outcomes, and explore factors linked to teaching quality (e.g., types of teaching support, recruitment practices) Development of global report on learning losses due to the Report Learning Recovery to Acceleration: A Global Update on COVID-19 pandemic Completed Country Efforts to Improve Learning and Reduce Inequalities completed and released publicly Development of country report on learning losses due to Country report for the Dominican Republic (internal working Completed the COVID-19 pandemic draft) completed and shared with local policy maker Note: AMPL-b = Assessment for Minimum Proficiency Levels for Sustainable Development Goal 4.1.1b; PLAY = Playful Learning Across the Years. A nne x B :   P rogress on K ey M ilestones of F L C A nchor A ctivities 135 TA B L E B. 3 Global Education Policy Dashboard Milestone Status Results Develop a revised version of all instruments, indicators, and All instruments, training materials, and their translations other relevant documents to be used during the second Completed have been cleaned up, revised where needed, and round of data collection organized Revise the GEPD interface to integrate all feedback Listening labs and structured interviews were completed, received during listening labs In progress and report—including recommendations—is available; website adjustments to follow in the next reporting period Complete the first round of data collection in any The initial scope/plan to complete data collection in 13 remaining countries Completed countries has been met; the team is now focused on scaling up the initiative Develop a short note outlining evidence on use and This short note is being developed as preparation for influence through key stakeholder survey In progress the next phase of the GEPD, to identify areas where strengthening might be needed Complete the second round of application of data A second round of data collection was completed in Jordan; collection in the 8 new countries In progress in other countries, a repeat survey will be done if funding becomes available Develop a report outlining progress between the two Given the limited funding for repeat surveys, this activity rounds of data collection in Jordan is ongoing, but will focus only on the two rounds of data In progress collection in Jordan; this report/note will be delivered by the next reporting period Develop training materials Completed last reporting period Add at least one country beyond the original group to join The current number of completed, ongoing, and pipeline In progress the GEPD systems exceeds the 13 originally planned Develop data processing programs Completed Automate training (development of massive open online This activity is conditional on funding becoming available Pipeline course) Analyze micro-data for 3–5 countries in the first cohort, Draft completed; will be finalized and disseminated in the In progress and finalize a report on findings and disseminate it next reporting period Note: GEPD = Global Education Policy Dashboard. 136 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 TA B L E B. 4 Global Education Policy Dashboard: country progress Country/province Status Notes Bangladesh Pipeline Participation confirmed; survey firm being procured Cameroon Pipeline Country has expressed interest, implementation under discussion Central African Republic In progress Fieldwork is ongoing Chad In progress Fieldwork completed, awaiting validation. Gabon Fieldwork completed, awaiting data validation with government counterparts; In progress country team is cofinancing effort Guinea Country has expressed interest and will finance data collection with its own Pipeline resources Jordan [Round 2] In progress Fieldwork completed, awaiting validation Madagascar Very positive response, with ministry staff working jointly on report; combined Completed last implementation with service delivery indicators survey; currently working on reporting period dissemination phase Mozambique Data collected through survey of public officials and policy survey, to complement Completed recent service delivery indicators survey Niger Fieldwork is completed; Niger, an Accelerator, will use the GEPD for Learning In progress Improvement for Results in Education (LIRE) project monitoring and capacity building; awaiting data validation with government counterparts Nigeria—Edo State In progress Fieldwork is ongoing Pakistan—Balochistan In progress Fieldwork is ongoing; country team is cofinancing effort Pakistan—Islamabad Completed Fieldwork completed; country team is cofinancing effort Pakistan—Khyber Pakhtunkhwa Completed Fieldwork completed; country team is cofinancing effort Pakistan—Punjab Pipeline Firm hired; data collection to start when Sindh/Balochistan are completed Pakistan—Sindh In progress Fieldwork is ongoing; country team is cofinancing effort Sierra Leone Fieldwork and validation completed; data leveraged for various country-level Completed efforts South Sudan Country has expressed interest and will finance data collection with its own Pipeline resources Note: As presented in table 4 of the FLC Progress Report January 2021–September 2022, implementation of the Dashboard was already completed for Peru, Jordan, Ethiopia, Rwanda, and Madagascar. The latter has been included in this table, as the World Bank is currently working in the dissemination phase. A nne x B :   P rogress on K ey M ilestones of F L C A nchor A ctivities 137 TA B L E B. 5 Global Coach Program Milestone Status Draft training materials and guidance note for implementation developed Completed last reporting period Global Coach guidelines, training materials, and guidelines for implementation are finalized based on inputs Completed and adaptations from country applications International Technical Advisory Board established and consulted In progress Report that codifies know-how created In progress Webpage with all training resources developed In progress Global Coach program disseminated globally In progress TA B L E B. 6 Coach Mozambique Program Milestone Status Local advisory board established Completed last reporting period Coach fellow hired for two-year assignment Completed last reporting period Consultations on adaptation and application of Coach protocol in Mozambique conducted and a brief on Completed last reporting period key findings developed Training materials developed Completed last reporting period Training materials developed and number of ZIP coordinators/teachers traineda Completed Monitoring tool developed Completed Monitoring tool applied and integrated into the government data collection system In progress Process evaluation conducted in Year 1 to assess areas of strength and intervention areas that need Completed improvement Baseline data collected and cleaned, and a report written in Year 2 of the initiative In progress Endline data collected and cleaned, and a report written in Year 2 of the initiative Not started a. ZIPs (zona de influência pedagógica) are areas of pedagogical influence in Mozambique. ZIP coordinators function as school cluster leaders. TA B L E B. 7 SUNSET Grants Milestone Status Call for proposals launched Completed last reporting period Country grants selected and awarded Completed Grant implementation, monitoring, and reporting In progress Technical assistance provided to 8–10 country teams on designing sustained integration of Teach- and In progress Coach-related activities into country systems Technical resources developed to support the independent, sustained integration of Teach- and In progress Coach-related activities into country systems 138 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 TA B L E B. 8 EdTech Hub Milestone Status Results World Bank facilitation of consultation and technical advice provided by EdTech Hub In progress 45 Helpdesk requests Develop joint knowledge products In progress 9 products TA B L E B. 9 EdTech Policy Academy Milestone Status Launch and implement a World Bank Policy Academy for policy makers and World Bank and FCDO staff Completed last reporting period Conduct Policy Academy courses and certify at least 70 participants Completed last reporting period Develop curricula for 4 courses based on research evidence and knowledge packs based on World Bank–Hub Completed collaboration Create a community of practice that develops 5 collaborative products each year for use at the academy In progress Note: FCDO =  UK Foreign, Commonwealth & Development Office. TA B L E B. 1 0 Bangladesh Secondary Education Program Milestone Status Pilot and evaluate online teacher training Completed Pilot and evaluate platforms for teacher networks In progress Improve teacher and head teacher mindsets In progress Prepare a report that codifies the know-how created In progress Launch an intervention focused on improving students’ aspirations and sense of self Completed A nne x B :   P rogress on K ey M ilestones of F L C A nchor A ctivities 139 ANNEX C FLC Results Framework The FLC has developed a theory of change and indicators may be output-oriented rather than a Results Framework. They reflect the perspec- measuring outcomes, which is appropriate in tive of the umbrella, which is a high-level a young trust fund where activities may be in view and is meant to capture the breadth of the early stages of implementation. This does activities—as opposed to the details of each not reflect the ambition of the activities, but activity, which are tracked separately at the rather what can be captured appropriately in activity level, in activity-level results frame- the Results Framework. works. Also, as noted in the Partnership Document, both the theory of change and Also, the scale of the outcomes is directly the results framework are indicative, because linked to the availability of current funding the activities will develop and evolve during and the length of time for implementation. the course of FLC implementation as new As contributions and/or the implementa- funds come in and new donors join the FLC tion period increases and activities mature, and activities adjust to realities on the ground the ambition of the targets/results can be including external shocks. appropriately increased and more focused on outcomes. The Results Framework, presented starting on the next page, shows the key results from the The indicators and objectives are pegged various activities that contribute to pillar-level to the end of the activity and/or of the FLC objectives; these in turn contribute to the Umbrella itself, which at present will conclude FLC’s higher-level objective. The FLC Results in 2025. Given that many of the activities were Framework is consistent with the World rolled over from the predecessor Systems Bank Umbrella Trust Fund guidance and is Approach for Better Education Results different from the more granular activity-level (SABER) Umbrella Facility Trust Fund and that results frameworks, which will continue to other activities, although initiated after the be monitored in parallel. To make the Results rollover, predate the FLC Results Framework, Framework more manageable and coherent, the indicators are effectively retrofitted into a few key indicators have been chosen from this Results Framework. each of the activity results frameworks. Some 140 Trust Fund: Foundational Learning Compact (FLC). Development Objective: FLC will enhance global and country efforts to pursue systemic and sustained improvements to early childhood, primary, and secondary education systems in order to achieve learning for all Pillar 1: Measurement. Development objective: Measure and monitor learning outcomes and drivers of learning Pillar 1, Outcome 1: Greater focus by governments on accountability to achieve key foundational learning outcomes Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Number of 0 (2021) 3 5 5 (2023) Activity: Accelerator Program Foundational Accelerators Definition: New foundational learning learning targets targets that measure early grade literacy developed by and/or numeracy are established or Accelerators and existing learning targets in the Education adopted publicly by Sector Plan are revised and prioritized as government appropriate. Accelerators are governments participating in the Accelerator Program. Data source: Accelerator Program documents and/or technical notes Who will collect: World Bank Accelerator team Pillar 1, Outcome 2: Increased measurement of learning and drivers of learning Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Learning Number of 0 (2021) 1 3 (Sierra Leone; 4 (2023) Activity: LDC a assessment countries/ (Sierra Leone) Islamabad Definition: LDC criteria to be used implemented in systems Capital Territory in country selection based on a lack selected countries and Khyber of adequate assessment systems or Pakhtunkhwa, assessment data. Learning assessments Pakistan) include cross-national assessments such as the PASEC and AMPL-b and AMPL-a+b. Learning assessment data need to meet the criteria established under the LDC, aligned with UIS standards. Data source: LDC Who will collect: World Bank Learning Assessment team in coordination with UIS and UNICEF Indicator 2: Number of Baseline: 0 2 (The Gambia 4 (The Gambia, 2 (2023) Activity: Policy Linking Countries countries (2021) and Ghana) Ghana, Pakistan, Definition: Policy linking is a method implementing and Rwanda) developed by USAID, UIS, and other partners learning to link national student assessments to assessments that a common scale. This approach allows allow international countries to use their existing large-scale comparisons based learning assessments to report on global on SDG 4.1.1 student learning outcome indicators, including SDG Indicator 4.1.1 (a, b, and c). Date source: Policy linking assessments Who will collect: World Bank Learning Assessment team in coordination with UIS A nne x C :   F L C R esults F ramework 141 Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 3: Number of Baseline: 3 7 13 country/ 13 (2023) Activity: GEPD Global Education countries/ (2021) education systems Definition: Number of countries or Policy Dashboard systems (Peru, Rwanda, education systems in which data collection implemented in Jordan, Ethiopia, has been completed, in response to demand selected countries/ Madagascar, from and in coordination with government systems Mozambique, counterparts Islamabad, Khyber Data source: GEPD website (for data Pakhtunkhwa, approved for release by governments); Sierra Leone, Niger, World Bank team (for other cases) Gabon, Jordan [2], Chad) Who will collect: World Bank GEPD team Indicator 4: Number of Baseline: 30 35 44 40 (2024) Activity: Teach Implementation of countries/ (2021) Definition: Number of countries where Teach in selected systems Teach (primary or ECE) is implemented countries/systems Data source: World Bank Teach team Who will collect: World Bank Teach team Indicator 5: Number of Baseline: 22, 29, including 36, including 9 FCV 32, including Activity: ELP Implementation countries including 6 7 FCV settings settings 11 FCV settings Definition: Number of countries where of ECD outcome FCV settings (2027) ECD outcome measurement tools are measurement (2021) implemented, with financial or technical tools in countries, support from the ELP team. These tools may including in FCV include, but are not restricted to, AIM-ECD, settings MELQO, GSED, ECDI2030, CREDI. Note: This indicator does not include Teach ECE, which is covered under Indicator 1.2.4. Data source: ELP team Who will collect: ELP team 142 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Pillar 2: Evidence-based policies and systemic reforms. Development objective: Improve policies to deliver better learning outcomes Pillar 2, Outcome 1: Government implement evidence-based interventions to improve foundational learning Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Children/ Number of Baseline: 0 Global 36.3 million 21.1 million Activity: Bangladesh Secondary Education students benefiting students Coach, Coach Coach Global Program + Coach + Teach-Coach + directly from Mozambique, Mozambique: Coach, Coach Accelerator + ELP evidence-based Teach-Coach 45,450 Mozambique, Definition: Number of students in interventions to SUNSET Teach-Coach intervention area in Bangladesh + number SUNSET grants: improve learning grants: 0 SUNSET grants: of students in intervention area for Coach + 27.9 million (cumulative and + 10 million number of potential students in intervention disaggregated by + Bangladesh: + area in Accelerators gender and level of Bangladesh 74,000 Bangladesh: Evidence-based interventions will be education) (cumulative): + 1 million defined as being informed by Smart Buys 92,000 or other sources for evidence-based Accelerator: 0 + + interventions. Level of education will be + Accelerator: Accelerator: primary and secondary. ELP: Data 8.3 million 10.1 million Data source: Bangladesh Ministry of are captured [Note: For the § Nigeria (Edo Education; Coach, SUNSET grants, and in Indicator Accelerator State): 293,022 Accelerator Program documents 2.4.1.2 Program, the § Mozambique: indicator includes Who will collect: Bangladesh Secondary 3.3 million children/students Education Project team, Teach-Coach team, potentially and World Bank Accelerator team § Sierra Leone: 209,381 benefiting indirectly from § Rwanda: evidence-based 1.7 million interventions to § Niger: 346,764 improve learning.] § Kenya: 2.5 million § Nigeria (Edo State): 250,000 § Mozambique: 3.8 million § Sierra Leone: 651,222 § Rwanda: 2.5 million § Niger: 450,000 (2026) § Kenya: 2.5 million (2026) Indicator 2: Acceler- Number of Baseline: 0 0 6 (Sierra Leone, 5 (2027) Activity: Accelerator Program ators that implement Accelerators (2021) Rwanda, Pakistan, Definition: This could be in reducing interventions to Mozambique, learning poverty or increasing learning reduce learning Nigeria [Edo State], outcomes according to national targets as poverty or increase Kenya) defined by the government in relation to the learning outcomes Accelerator Program. [Note: The language Data source: Accelerator Program of this indicator has documents and/or events been slightly modi- fied to clarify that it Who will collect: World Bank Accelerator refers to the number team of Accelerator coun- tries.] A nne x C :   F L C R esults F ramework 143 Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Intermediate Number of Baseline: 0 2 5 (Rwanda, Sierra 4 (2023) Activity: Accelerator Program results, Indicator 1: prioritized (2021) Leone, Pakistan, Definition: An Investment Case is a costed Investment Cases and costed Mozambique, plan to reach the learning targets and to that outline Investment Nigeria [Edo State]) align internal and external actors’ programs costed plan to Cases and funding. It supports greater alignment meet foundational across governments and key partners learning targets toward an evidence-based approach to reach government targets to improve foundational learning outcomes. Data source: Accelerator Program documents and/or technical notes Who will collect: World Bank Accelerator team Pillar 2, Outcome 2: Greater adoption by government of evidence-based teacher policies and effective teacher professional development programs developed and implemented to contribute to improved teaching practices Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Teacher Number of Baseline: 0 2 44 10 Activity: Bangladesh Secondary Education policies or programs teacher-related (2021) Bangladesh: 2 Bangladesh Bangladesh Program, Global Coach, Coach Mozambique, changed or informed policies (program (cumulative): 4 Secondary Teach-Coach or policy around teacher [Note: In addition Education Definition: Teacher-related policy documents documents training and to Year 1, teacher Program: 5 (2027) that make reference to findings, recommenda- informed program training related tions, or direct citations of analytical work under + around to prevention of the Bangladesh Secondary Education Program. Global formative sexual harassment, Client survey that indicates that Global Coach, Coach, Coach assessment) teacher training Coach Mozambique, and/or Teach-Coach activ- Mozambique, + related to student ities influenced, informed or changed teacher Teach-Coach mental health.] policies. The focus is on teacher policies or Global SUNSET grants: 5 + programs that are evidence based and address Coach, Coach (2027) bottlenecks in the quality of learning. Mozambique, Global Teach-Coach Coach, Coach Data source: Bangladesh Ministry of Educa- SUNSET Mozambique, tion, Global Coach survey grants: 0 Teach-Coach Who will collect: World Bank Bangladesh SUNSET grants: 40 Secondary Education Project team, World Bank Coach team Intermediate results, Number Baseline: 0 0 1 1 (2024) Activity: Global Coach Indicator 1: Coach of teacher (2021) Definition: Package of training materials teacher training training developed for teachers and coaches, based program developed programs on Coach in a modular manner to be adaptable to different contexts and to be assessed to meet key quality criteria Data source: Coach team Who will collect: World Bank Coach team Intermediate results, Number Baseline: 0 3 5 (online teacher 2 (2024) Activity: Bangladesh Secondary Education Indicator 2: Scalable of pilots (2021) training, classroom Program teacher training implemented management, Definition: Piloting, evaluating, and scaling-up platforms and formative mechanisms for classroom monitoring and networks piloted assessments, academic supervision mindsets, student Data source: Bangladesh Ministry of Education mental health) Who will collect: World Bank Bangladesh Secondary Education Project team 144 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Pillar 2, Outcome 3: Greater adoption by government of evidence-based EdTech policies Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Number of Baseline: 0 16 23 15 (2027) Activity: EdTech Policy Academy and EdTech focused interventions (2021) EdTech Hub interventions or or policies Definition: Academy coursework policies designed or enables technical diagnostics of existing informed and planned initiatives by participants. Interventions or policies designed using input from EdTech Policy Academy or products or services from EdTech Hub. Data source: EdTech Policy Academy platform Who will collect: World Bank EdTech team Intermediate Number of Baseline: 0 179 791 (cumulative; 400 (2027) Activity: EdTech Policy Academy results, Indicator 1: participants (2021) 612 between Definition: Participants to include Ministry Participants Oct. 2022 and of Education technical teams, World Bank, completing EdTech September 2023) and FCDO staff Policy Academy Data source: EdTech Policy Academy course modules platform (cumulative) Who will collect: World Bank EdTech team Pillar 2, Outcome 4: Greater adoption and implementation by government of evidence-based early childhood and childcare policies Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Number of Baseline: 0 2 5 8, including 2 Activity: ELP Countries adopt/ countries (2021) in FCV settings Definition: Number of countries where integrate early (2027) policy makers develop or strengthen childhood learning initiatives focused on integrating and through play and/ strengthening ECE, childcare, and/or or childcare into the learning through play within their system formal education Data source: Case studies or gender/child protection system Who will collect: ELP team Intermediate results, Number of Baseline: 0 2 5 10, including 2 Activity: ELP Indicator 1: Change countries (2021) in FCV settings Definition: Countries that have had in national policy (2027) meaningful shifts in ECE and/or childcare commitments policies and/or the enabling environment to, and enabling that can be reasonably attributed to ELP environments for, funding. Changes to enabling environments early childhood could include inclusion of ECD or related development, playful topics within subsector or sector strategies, parenting, childcare, quality standards, regulations, quality and quality assurance system, curricula, practitioner play-based early frameworks, training curricula, financing learning, including in amounts and/or mechanisms, and FCV countries addressing demand-side barriers. Data source: Reporting by World Bank grant teams Who will collect: ELP team A nne x C :   F L C R esults F ramework 145 Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Intermediate Number of Baseline: 0 4.7 million 1.7 million 10 million (2027) Activity: ELP results, Indicator 2: children (2021) [Note: The Description: Number of children reached Increased access team is with early childhood services to quality early revisiting the Data source: Project reporting (the childhood services methodology eligibility criteria for recipient-executed and will revisit grants will specify these reporting this later.] requirements) Who will collect: ELP team Pillar 3: Capacity Building. Development objective: Improve the effectiveness of education systems Pillar 3, Outcome 1: Increase government implementation capacity to improve foundational learning skills Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Technical Number of Baseline: 0 5 6 10 (2027) Activity: Accelerator Program assistance delivered Accelerators (2021) Definition: Technical assistance to be to governments provided in the form of workshops, and stakeholders to meetings, notes, recruitment of experts, fill implementation and so on. This is the activity of the capacity gaps for program that is expected to help lead to Accelerators the outcomes (learning targets established, Investment Cases set, capacity gaps identified and addressed). Technical assistance to substantively fill implementation capacity-building gaps could include tailored activities such as early grade literacy/numeracy curriculum, teaching, teaching and learning materials, parental and community engagement, and language of instruction. Data source: Accelerator Program documents or technical notes Who will collect: World Bank Accelerator team Indicator 2: Increase Number of Baseline: 0 10 12 10 (2025) Activity: LDC, GEPD, Teach country capacity countries (2021) Policy Linking Policy Linking and Definition: Number of countries or systems for evidence-based and AMPL: 3 AMPL: 7 that use LDC, GEPD, Policy Linking, or Teach policy or program data to strengthen policy or programs or + + design and use indicators or tools from LDC, GEPD, monitoring based GEPD: 5 GEPD: 3 (Niger, Policy Linking, or Teach to monitor their on measurement + Sierra Leone, education system interventions Madagascar) COVID learning Data source: GEPD website, World Bank losses: 2 + LDC team Teach-Coach: not Who will collect: World Bank LCD, GEPD, available and Teach teams COVID learning losses: 2 146 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Pillar 3, Outcome 2: Increase government implementation capacity for in-service teacher professional development and teacher capacity to implement evidence-based teaching practices Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Number of Baseline: 30 1,944 5.1 million 200,000 Activity: Global Coach, Coach Teachers, principals, teachers, (2021) Global Coach Global Mozambique, Teach-Coach and Bangladesh coaches, classroom principals, Coach, Coach Mozambique: 1,486 Coach, Coach Secondary Education Program observation coaches, Mozambique, [Note: Teachers and Mozambique, Definition: Teachers, principals, coaches, monitors, and classroom Teach-Coach coaches trained.] Teach-Coach classroom observation monitors, and pedagogical leaders observation SUNSET grants: SUNSET grants: pedagogical leaders supported by + trained monitors, and 290 190,000 (2027) Global Coach, Coach Mozambique, and (disaggregated by pedagogical Teach-Coach + + Teach-Coach country grants; teachers gender) leaders SUNSET grants: trained as a result of direct interventions Bangladesh 4.9 million teachers Bangladesh: supported by Bangladesh Secondary Secondary and 150,000 10,000 (2027) Education Program Education pedagogical leaders Program: 1,654 [Note: Includes Data source: Global Coach, Teach-Coach, coaches and Coach Mozambique program principals directly documents and World Bank Bangladesh affected, although implementation status and results reports not necessarily Who will collect: World Bank Coach team trained.] and World Bank Bangladesh Secondary + Education Project team Bangladesh: 2,252 Indicator 2: Technical Number of Baseline: 30 52 52 [Note: Technical 45 (2027) Activity: Teach-Coach assistance to World World Bank (2021) assistance provided Definition: Technical assistance provided Bank country education to the countries is by Teach-Coach core global team to the programs on design country the same as 2022.] design and implementation of measurement and implementation programs and teacher professional development of Teach-Coach– activities in World Bank portfolio related activities Data source: Coach team, Teach-Coach provided grant monitoring Who will collect: World Bank Coach team Pillar 3, Outcome 3: Increase implementation capacity of EdTech interventions to improve learning outcomes Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Indicator 1: Use of Number of Baseline: 7 40 45 100 (2027) Activity: EdTech Hub EdTech Hub products responses (2021) Definition: Number of additional and services individuals, technical working-level joint (cumulative) queries responded to by EdTech Hub Helpdesk in support of World Bank–funded operational activities and country dialogues Data source: Helpdesk tracker Who will collect: World Bank EdTech Hub team A nne x C :   F L C R esults F ramework 147 Pillar 3, Outcome 4: Increase implementation capacity of evidence-based ECE interventions Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Pillar 3, Outcome Number of Baseline: 45 59 fellows 59 fellows 85 fellows Activity: ELP 4, Indicator 1: fellows or fellows 77 policy 77 policy makers 175 policy makers Definition: Number of fellows and number Fellows and policy policy makers 0 policy makers (2027) of policy makers who complete the early makers complete makers childhood professional development the early childhood (2021) program offered under the Early Years professional Fellowship and ECE policy maker program development Data source: Attendance reporting from program professional development program Who will collect: ELP team Cross-cutting themes Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Gender Indicator Number of Baseline: 0 37,000 4.3 million 5.2 million Activity: Accelerator Program and G1: Female children students (2021) Accelerator: Accelerator: Bangladesh Secondary Education Program and youth benefiting 5.1 million [Note: Definition: Number of female students in § Nigeria (Edo directly from The Accelerator intervention areas in Accelerators; number State): 146,500 evidence-based team is working of female students in intervention area in interventions to § Mozambique: with country Bangladesh improve learning 1.8 million teams to collect Data source: Accelerator Program (cumulative) § Sierra Leone: these data for documents and Bangladesh Ministry of 83,232 the remaining Education § Rwanda: 839,480 countries.] Who will collect: World Bank Accelerator § Niger: 172,529 § Nigeria team and World Bank Bangladesh (Edo State): Secondary Education Project team § Kenya: 1.2 million ~125,000 + § Mozambique: Bangladesh 2.0 million Secondary § Sierra Education Program: Leone: 325,611 88,709 § Rwanda: 1.3 million § Niger: 200,000 (2026) § Kenya: 1.2 million (2026) + Bangladesh Secondary Education Program: 60,000 (2027) 148 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Gender Indicator Number of Baseline: 0 14,000 15,738 20,000 (2027) Activity: Bangladesh Secondary Education G2: Evidence-based girls reached (2021) Program student outreach Definition: Evaluation and scale-up of conducted to novel approaches that target adolescent promote girls’ aspirations and sense of self with retention girl-focused interventions Data source: World Bank implementation status and results reports Who will collect: World Bank Bangladesh Secondary Education Project team Gender Indicator Units of Baseline: 0 0 Not available 2 million mothers Activity: ELP G3: Increased measure: (2021) [Note: The data will (2027) Definition: Number of mothers and access to quality Number of be available after 4 million children children reached by quality childcare childcare to support mothers November 2023.] (2027) services supported under World Bank women’s economic reached operations empowerment Number Data source: Project reporting (the of children eligibility criteria for recipient-executed reached grants will specify these reporting requirements) Who will collect: ELP team Inclusion Indicator I: Number of Baseline: 0 2 (EdTech 3 (EdTech Policy 3 (2027) Activity: FLC FLC activities FLC initiatives (2021) Policy Academy Academy, Teach, Definition: FLC activities address inclusion that are disability and Teach) GEPD) of children with disabilities inclusive Data source: FLC teams Who will collect: PMA team A nne x C :   F L C R esults F ramework 149 Status Unit of September Expected results Indicator measure Baseline 2022 September 2023 End target Note Knowledge and Number of Baseline: 0 6 22 10 (2025) Activity: All FLC activities learning Indicator knowledge (2021) Accelerator: 1 Accelerator: 4 Definition: Number of learning or K1: Knowledge or or learning (Kenya forum, knowledge-sharing events delivered to + learning events events Brazil study tour, 2 promote lessons learned and collaboration delivered LDC: not brown bag lunches) among donor partners, country available LDC: 3 (Education decision-makers, and/or World Bank staff + Learning Day, One Data source: PMA team EdTech Policy Africa retreat; Who will collect: PMA team Academy: not Middle East and available North Africa + high-level regional conference) Global Coach, Coach EdTech Policy Mozambique, Academy: 4 Teach-Coach Global SUNSET Coach, Coach grants: 5 Mozambique, Teach-Coach SUNSET grants (cumulative): 11 [Note: The list of activities included for Teach-Coach are World Teachers’ Day (September 2022), Teach ECE training (winter 2022), Teach Secondary inaugural training (winter 2022), Coach methodology training (winter 2022), Teachers’ team workshop in Guanajuato, Mexico (May 2023).] Knowledge and Number of Baseline: 0 14 63 8 (2025) Activity: All FLC activities learning Indicator knowledge or (2021) LDC: 57 PIRLS Definition: Number of knowledge or K2: Knowledge or results briefs country briefs results briefs on lessons learned and/ results briefs on or impact that have been disseminated, GEPD: 4 lessons learned including among the FLC donors or on the (Madagascar and/or impact FLC website, to promote knowledge sharing, report, Ethiopia disseminated learning, and collaboration among donor report, 2 blogs) partners, country decision-makers, and/or EdTech Policy World Bank staff Academy: 2 Data source: PMA team Who will collect: PMA team Note: AMPL-b = Assessment for Minimum Proficiency Levels for Sustainable Development Goal 4.1.1b; AMPL-a+b = AMPL for Sustainable Development Goal 4.1.1.a and 4.1.1b; ECE = early childhood education; ELP = Early Learning Partnership; FCDO =  UK Foreign, Commonwealth & Development Office; FCV = fragility, conflict, and violence; GEPD = Global Education Policy Dashboard; LDC = Learning Data Compact; PASEC = Program for the Analysis of Education Systems; PIRLS = Progress in International Reading Literacy Study; PMA = Program Management and Administration; SDG = Sustainable Development Goal; UIS = United Nations Educational, Scientific and Cultural Organization Institute for Statistics; UNICEF = United Nations Children’s Fund; USAID = United States Agency for International Development. 150 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 ANNEX D UNICEF-Accelerator Transfer Out This annex focuses on the three primary components, spearheaded by the World components of the FLC’s Accelerator Program Bank—namely target setting, Investment in which UNICEF holds the lead implementa- Case, and institutional capacity. UNICEF’s tion role, detailing progress achieved up to support is in harmony with the World Bank’s June 2023. assistance in addressing learning poverty across five Sub-Saharan African countries with low and lower-middle incomes: Mozam- Background bique, Niger, Nigeria (Edo State), Rwanda, and Sierra Leone. The Accelerator Program is a pivotal facet of UNICEF’s engagement in foundational The fundamental aim of the World Bank– literacy and numeracy (FLN) efforts. Positioned UNICEF alignment in the context of the FLC is as a fundamental element of the broader to harness their respective technical proficien- UNICEF Foundational Literacy Initiative, the cies and comprehensive engagement across Accelerator Program concentrates on aims governmental, private sector, civil society, to enhance the integration of foundational community, and parental spheres—all within learning across UNICEF’s global educational a unified agenda to mitigate learning poverty. initiatives. The primary objective is to furnish By coordinating their efforts at the country nations with technical guidance, assistance level to address specific national requirements in designing and expanding interventions, for both technical expertise and financial and access to resources and tools for use in backing, the World Bank and UNICEF stand enhancing the quality of their FLN initiatives. a higher chance of realizing their shared The program aligns with the broader strategy goals of fortifying educational systems and of reinforcing learning within UNICEF’s enhancing foundational learning outcomes programmatic endeavors. in the immediate future. This collabora- tive endeavor places a distinct emphasis on UNICEF leads three components of the Acceler- catering to the needs of the most margin- ator Program: advocacy and communications, alized children, including those who are analytic and advisory services, and partner economically disadvantaged, girls, children alignment and accountability. These are stra- with disabilities, linguistic minorities, and tegically devised to bolster target awareness, those situated in underserved and remote augment the accessibility and utilization of areas. empirical evidence, and ensure close synchro- nization and collaboration among partners in designated countries. They are tailored to complement the program’s other three 151 Implementation At the country level, UNICEF has provided progress various forms of analytical and advisory services to inform better foundational learning interventions. These services n Advocacy and communications. Tailored include, for example, an analysis on advocacy strategies on FLN have been education and management information developed for all five target countries systems and learning assessment, devel- through a series of participatory, multiday opment of a learning assessment plan workshops. The strategies provide focused on FLN, capacity development contextually sensitive roadmaps to advo- of teachers and government officials, cate for the right of children to basic and documentation of best practices and quality learning with three key elements: cost-effective initiatives. (1) long-term goals and shorter-term outcomes/interim results; (2) power n Partner alignment and accountability. In mapping to identify opportunities to influ- all five countries covered, UNICEF and the ence decision-makers; and (3) relevant World Bank are working closely to ensure advocacy tools, tactics, and approaches. improved coordination and alignment. To UNICEF country offices are implementing support this process, political economy these strategies, guided by the interim analysis of the key stakeholders involved results they have identified. in foundational learning is ongoing in three countries—Niger, Nigeria (Edo n Analytical and advisory services. The State), and Sierra Leone—with technical analytical and advisory services compo- assistance from UNICEF headquarters nent of the Accelerator Program is aligned and its implementing partner Delivery to the global public goods UNICEF is Associates. Mozambique and Rwanda producing as part of its global FLN initia- have made alternative arrangements to tive. Global public goods to help build gain analytical insights on stakeholder foundational learning skills for all children mapping and on the broader coordina- around the world have been developed tion mechanism called Local Education and housed online at the FLN Hub. The Group assessment. contents of the FLN Hub have been updated and are widely disseminated Table D.1 summarizes the main deliverables through webinars available through the expected from UNICEF by December 2023 FLN Academy.27 under the three key components as well as progress made as of June 2023. 152 FLC PROGRESS REPORT OCTOBER 2022–SEPTEMBER 2023 TA B L E D. 1 Summary of UNICEF Accelerator Program component progress Deliverable Status Advocacy and communications component, deliverable 1. Communication and advocacy plans in place Completed Advocacy and communications component, deliverable 2. Number of people who have been reached through the advocacy In progress strategy Advocacy and communications component, deliverable 3. Number of stakeholders providing cofinancing for implementation of In progress the advocacy plans Analytical and advisory services component, deliverable 4. Outputs such as capacity assessments, costing tools, equity analysis, In progress institutional analysis, and positive deviance research outputs like scorecards Partner alignment and accountability component, deliverable 5. Materials supporting Local Education Group (LEG) alignment and mutual accountability (e.g., data-informed LEG presentations, data synthesis for joint sector reviews, assessment of LEG In progress effectiveness documents) Partner alignment and accountability component, deliverable 6. New data brought to the LEGs and included in joint sector In progress reviews Partner alignment and accountability component, deliverable 7. Spotlight on partners who are actively supporting the learning In pipeline target and Investment Case A nne x D :   U N I C E F - A ccelerator T ransfer O ut 153 References Anjum, A., S. Hossain, T. Sikder, M.E. Uddin, Moonajilin, M.S., M.E. Rahman, and M.S. Islam. and D.A. 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Foundational Learning Compact Umbrella Trust Fund Progress Report: World Bank, UNESCO, UNICEF, FCDO, USAID, and January 2021–September 2022. Washington, Bill & Melinda Gates Foundation. 2022. The DC: World Bank. https://openknowledge. State of Global Learning Poverty: 2022 Update. worldbank.org/handle/10986/40398 https://www.unicef.org/media/122921/file/ StateofLearningPoverty2022.pdf R eferences 155 Notes 1. For example, in Sierra Leone, additional 8. For more information, see Policy Linking for financing to an existing IDA operation Measuring Global Learning Outcomes on supported implementation of the Sierra the USAID website and Policy Linking on the Leone Zero Learning Poverty Plan (the Invest- UNESCO website. ment Case), which includes a revision to the existing teaching and learning materials for 9. For more information on AMPLs, see MILO: foundational literacy. In Mozambique, a new Monitoring Impacts on Learning Outcomes human capital investment is in the pipeline on the UNESCO website. and is being informed by Mozambique’s Investment Case. 10. The ERCE is a large-scale assessment that tests primary students from all over Latin 2. For example, Rwanda’s National Founda- America in reading, mathematics, and tional Learning Strategy (Investment Case), science to measure learning achievement. which captures government priorities, is See Cofré (2019). guiding national and donor investments in foundational learning. In Pakistan, the Accel- 11. For more on designing national learning erator Program triggered a national focus assessments, see Designing a national on foundational learning and led to the learning assessment on the UNESCO establishment of subnational foundational website’s International Institute for Educa- learning hubs. tional Planning Portal. 3. For example, in Edo State, Nigeria, the 12. For more on the Teach Primary tool, see first statewide learning assessment was the description and resources on the World conducted in March 2023, and the state Bank’s online brief, Teach Primary: Helping government launched its Learning Agenda, Countries to Measure Effective Teaching which emphasizes the importance of learning Practices. Also see the discussion under outcomes. Teach-Coach SUNSET Grants in the Teachers subsection of this report. 4. The AMPL-b instrument measures key aspects of reading comprehension and math- 13. The GEPD website contains links to the ematics at the upper primary level consistent resources, surveys, and other information with Sustainable Development Goal 4.1.1b discussed here. indicator. 14. Interactive web-based Shiny apps are devel- 5. Nearly half of Sub-Saharan African coun- oped using open-source R software. tries do not have comparable learning data (World Bank 2023c). 15. ZIPs are areas of pedagogical influence in Mozambique. 6. For more information on the Accelerator Program, see World Bank (2021a). For more 16. For more information on and links to the information on the Accelerator Program’s Teach suite of tools, see the World Bank’s launch, see World Bank (2020c). online brief, Teach Primary: Helping Countries to Measure Effective Teaching 7. For more about the Global Coalition for Practices. Foundational Learning, see the webpage on the Global Partnership for Education 17. These principles can also apply to initial website. teacher education (preservice). 156 18. The information for this spotlight story is 23. Monthly pay order is the government’s share drawn from World Bank (2023a). in the payroll of nongovernment educational institutions. 19. For more information, see the EdTech Hub website. 24. The program report was generated as a confidential government document; it is not 20. For more information, see the EdTech Policy publicly accessible. Academy website. 25. See, for example, Will and Prothero (2022). 21. The first and second EdTech Policy Academies were discussed in the previous FLC Progress 26. The Read@Home cost calculator can be Report. See World Bank (2022). accessed on the Early Learning Resource Network website. 22. Adolescents are here defined as those between 13 and 18 years old. Data are from 27. The FLN Academy is accessed through the a recent cross-sectional study in Dhaka by FLN Hub website. Moonajilin, Rahman, and Islam (2020). A nne x D :   N otes 157 The World Bank’s Foundational Learning Compact Umbrella Trust Fund www.worldbank.org/flc CONTACT THE FLC We welcome all questions about this critical learning initiative. The FLC is open to country governments and donor agencies, as well as foundations and private sector donors. FLC-Secretariat@worldbank.org