The World Bank Alliance for Education Quality Project (P161029) REPORT NO.: RES29835 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF ALLIANCE FOR EDUCATION QUALITY PROJECT APPROVED ON APRIL 13, 2017 TO REPUBLIC OF NICARAGUA DECEMBER 20, 2022 EDUCATION GLOBAL PRACTICE LATIN AMERICA AND CARIBBEAN REGION Regional Vice President: Carlos Felipe Jaramillo Country Director: Michel Kerf Regional Director: Luis Benveniste Practice Manager/Manager: Emanuela Di Gropello Task Team Leader(s): Marcelo Becerra, Katia Herrera Sosa The World Bank Alliance for Education Quality Project (P161029) ABBREVIATIONS AND ACRONYMS ACE Alliance for Education Quality Project (Proyecto Alianza para la Calidad Educativa) AF Additional Financing COVID-19 Coronavirus Disease 2019 EPI Pedagogical Learning Exchanges (Encuentros Pedagógicos de Interaprendizaje) GoN Government of Nicaragua GPE Global Partnership for Education GRM Grievance Redress Mechanism IDA InterOVIDnational Development Association MINED Ministry of Education (Ministerio de Educación) PBC Performance-Based Conditions PDO Project Development Objective PNAP Teacher Mentoring Program (Programa Nacional de Acompañamiento Pedagógico para Docentes) SEIDI Integrated Early Childhood Development Monitoring and Evaluation System (Sistema de Evaluación Integral de Desarrollo Infanti) SIGIE School Infrastructure Planning System (Componente de Sistemas de Gestión de Infraestructura Escolar) TEPCE Evaluation, Programming and Educational Training Workshops (Talleres de Evaluación, Programación y Capacitación Educativa) TMP Teacher Mentoring Program (Programa Nacional de Acompañamiento Pedagógico para Docentes) WASH Water, Sanitation, and Hygiene The World Bank Alliance for Education Quality Project (P161029) BASIC DATA Product Information Project ID Financing Instrument P161029 Investment Project Financing Original EA Category Current EA Category Partial Assessment (B) Partial Assessment (B) Approval Date Current Closing Date 13-Apr-2017 31-Dec-2022 Organizations Borrower Responsible Agency Republic of Nicaragua Project Development Objective (PDO) Original PDO The objective of the Project is to improve (a) teacher practices for participating teachers in preschool, primary and secondary education nationwide, and (b) physical learning conditions in targeted schools. OPS_TABLE_PDO_CURRENTPDO Summary Status of Financing (US$, Millions) Net Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed IDA-60150 13-Apr-2017 02-May-2017 17-Jul-2017 31-Dec-2022 55.00 54.50 .50 TF-B5528 10-Apr-2021 15-Apr-2021 19-Apr-2021 31-Dec-2022 7.18 7.18 0 Policy Waiver(s) Does this restructuring trigger the need for any policy waiver(s)? No The World Bank Alliance for Education Quality Project (P161029) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING 1. This Restructuring Paper seeks the approval of the Country Director for a proposed Level II restructuring of the Nicaragua Alliance for Quality Education Project – ACE- (P161029), financed through IDA Credit 6015-NI (original financing) and GPE TFB5528-NI (Additional Financing). The proposed restructuring responds to the request from the Ministry of Finance and Public Credit dated October 23, 2022, to extend the closing date of the IDA Credit 6015-NI and TFB5228by four months, from December 30, 2022 to April 30, 2023, to ensure the full execution of the planned activities and achievement of the Project’s intended objectives. The Global Partnership for Education (GPE) approved the extension on December 16, 2022, after receiving the endorsement from the Local Education Group in Nicaragua. The World Bank Alliance for Education Quality Project (P161029) 2. The Project was approved by the World Bank’s Board of Executive Directors on April 17, 2020 and became effective on July 17, 2017 (IDA-60150). An Additional Financing (AF) in the amount of US$7.175 million from the GPE was approved on March 29, 2021 (TFB5528). The Project’s Development Objective is to improve (a) teacher practices for participating teachers in preschool, primary and secondary education nationwide, and (b) physical learning conditions in targeted schools. A. Project Status 3. Project Development Objectives (PDO). The Project Development Objective (PDO) has been achieved. . Two of the three PDO-level indicators have been significantly surpassed (PDOI 1 and PDOI2) and the progress towards the achievement of the Development Objective and Implementation Progress has been rated Satisfactory since June 2021 in the Implementation Status and Results Report. A detailed description of the progress achieved is presented below: i. PDOI1. Number of participating primary and secondary education teachers with improved teaching practices. Surpassed.. The original target of 2,735 teachers has been surpassed, with 4,601 teachers improving their pedagogical practices (168 percent achievement of target). This objective was achieved through a series of three accompaniment visits per year from 2019 through 2021 and according to detailed criteria to demonstrate improved teaching practices. The number of teachers with Improved pedagogical practices was confirmed as follows: (i) 1,264 teachers in 2019, (ii) 2,047 teachers in 2020, and (iii) 1,918 teachers in 2021. Out of the total of 4,601 teachers that demonstrated improved teaching practices, 3,257 were primary level teachers and 1,344 secondary school teachers. ii. PDOI2. Percentage of preschool teachers with desired teaching practices.1 Surpassed. Similar to PDOI1, this objective was also achieved through a series of mentoring support visits to preschool teachers and community educators, mainly from 2019 to 2021 and using detailed criteria to demonstrate desired teaching practices. The original target (65 percent of the preschool with desirable teaching practices) has been surpassed: almost all preschool teachers (91.8 percent of all registered teachers) have acquired desired teaching practices (40 percent, or 26 percentage points, above the target). The number of teachers adopting desired teaching practices was confirmed as follows: (i) in 2019, a total of 1,668 teachers and community educators were supported, of which 1,289 (77.3 percent) showed improvement in their pedagogical practices; (ii) in 2020, 1,958 teachers and community educators were supported, of which 1,899 (97 percent) of which showed desirable practices; and (iii) in 2021, accompaniment visits were made to a total of 2,043 teachers, of which 2,017 were identified as having desirable teaching practices, corresponding to 98.7 percent of the total teachers corps at the preschool level. iii. PDOI3. Percentage of Project-supported schools meeting minimal physical quality standards. Fully achieved. Works to improve physical spaces in all 41 selected schools have been completed. 4. Intermediate Results Indicators (IRIs). The Project comprises 23 IRIs, 20 of which have already been achieved, with most surpassing original targets. The status of the remaining 3 IRI is as follows: (i) IRI 11 “Teacher training and teacher 1 Teaching practices in preschool will be captured by generating a score based on relevant portions of the instruments in the country’s preschool assessment system the Integrated Early Childhood Development Monitoring and Evaluation System (Sistema de Evaluación Integral de Desarrollo Infanti, SEIDI), which already includes a classroom observation tool. Throughout the Project, teachers will be observed three times: (a) pilot observation in mid-2016; (b) baseline observation in early 2019; and (c) follow-up observation in late 2020 (to be reported in 2021). The desired level of teaching practices will be established in the second half of 2017 after the development of the composition of the teaching practices score and its analysis using data from the pilot observation in mid-2016. Targets consider: (i) the number of preschool teachers nationwide; (ii) an end target of 30 percent of teachers improving their teaching practices as a result of the Project support. The sample of teachers used to measure this indicator will be representative at the national level and will be stratified according to relevant criteria The World Bank Alliance for Education Quality Project (P161029) mentoring programs whose design or implementation have been adjusted according to student and child development assessments, and teacher mentoring results” has not been achieved but is expected to be achieved before the proposed new closing date of April 30, 2023; and (ii) final targets for IRI 20 “Number of Project-supported schools with improvements to Water, Sanitation, and Hygiene systems to meet minimum conditions to enhance learning” and IRI 21 ”Number of preschool classrooms rehabilitated and equipped under the Project” would need to be adjusted downwards to account for the negative effect of external factors (transport global logistic crisis and war in Ukraine) that led to higher unit costs of works. These higher costs were associated with a significant price increase in fuel and raw materials that are required for construction processes and materials that need to be imported. As a result, only 60 works are now expected under IRI 20 (compared to the final target of 75), and only 23 preschool classrooms would be rehabilitated or equipped under IRI 21, instead of the originally envisioned 25. Due to the delays, works associated with both these IRI would are now expected to be completed in January 2023. 5. Performance-Based Conditions (PBCs). Seven out of the eight PBCs have been already achieved and disbursed (PBCs 1, 2, 3, 4, 5, 6 and 7, for a combined total of US$5.5 million). Activities related to the certification of in-service training for preschool teachers (PBC 8, US$0.5 million) are expected to be completed by the end of December 2022, and the corresponding disbursement request is expected in January 2023. 6. Component 1: Improving Teacher Practices for Participating Teachers in Preschool, Primary and Secondary Education Nationwide (U$S 24.0 million). The status of the key activities under this Component is as follows: i. Training for preschool teachers and community educators was completed and all certificates delivered. This activity was scaled up through the AF, and all scaled up activities finished in September 2022, with 8,330 teachers trained. ii. Training for in-service primary teachers was completed (about 23,936 teachers trained nationwide) and trainees have received their certificates. iii. The teacher mentoring program was completed in February 2022, after the implementation of the “Recovery Plan” implemented by the Ministry of Education (Ministerio de Educación, MINED) to overcome the negative impact of the COVID-19 pandemic. iv. Materials for Preschool, Primary and Secondary (1st cycle) have already been distributed. The provision of didactic material for preschools is still ongoing. From the beginning of Project implementation, the necessary steps were taken to guarantee the implementation of this purchasing process. However, the process was declared invalid on 3 occasions (October 2019, November 2020, and early 2022), mainly due to the high amounts presented in the bids by suppliers. The bids exceeded by 38 percent, 47 percent, and up to 582 percent the base budget set for this purchase, in addition to other technical reasons. To find a solution to guarantee the delivery of these teaching materials, a technical and budgetary review was carried out. As a result, a proposal to reduce the quantities of items of the Didactic Materials to encourage the receipt of potential offers, without affecting the proposed objective of providing these materials to strengthen the Model of Initial Education for Child Development (MEIDI) was agreed. After this review, the process was re-launched for the fourth time and was successfully awarded, with the contract signed on August 3, 2022. Due to the impact of the international crisis on the logistics of goods and services, however, and considering that the goods purchased need to be imported, the supplier requested a 90- day extension for the final delivery of the goods, aiming to finish distribution by January 30, 2023. v. The results of UNESCO’s 2019 Regional Comparative and Explanatory Study (Estudio Regional Comparativo y Explicativo, ERCE) became available in the first quarter of 2022. Using these results, MINED prepared relevant pedagogical guidelines and documents for the teacher trainings held in August 2022. Socialization workshops took place in October 2022. In addition, MINED concluded the design of an evaluation of the country’s Intercultural Indigenous Education system. vi. The cross-sectional descriptive study (originally conceived as the Project’s impact evaluation, but later modified as descriptive study) has been completed. The objective of the study was to identify the services and goods The World Bank Alliance for Education Quality Project (P161029) provided within the framework of the ACE project, as well as the effects of each of the services (independent or joint), through a difference in means. The pilot was completed in March 2022 and the final report was finalized in October 2022. Findings would be useful for MINED for policy design purposes. 7. Component 2: Improving the Physical Learning Conditions in Targeted Schools (US$27.2 million). The status of the key activities envisaged under this Component is as follows: i. The update of infrastructure regulations has been completed. ii. Works for the 41 Educational Centers (8 in territories of indigenous and Afro-descendant populations) have been completed, fully achieving the target of 41 interventions. iii. A total of 28 schools have had improvements to Water, Sanitation, and Hygiene (WASH) systems to meet minimum conditions to enhance learning. Works in the pending 32 schools are expected to be completed by end-January 2023. iv. A total of 6 preschool classrooms have been rehabilitated and equipped to date. Works in the pending 14 schools are expected to be completed by end-January 2023. v. The 41 ACE schools, the 28 WASH schools, and the 9 preschools completed so far have been incorporated into the country’s “Beautiful, Clean and Safe Schools Program.” vi. The Bank and the Geo-Enabling Initiative for Monitoring and Supervision (GEMS) teams continue supporting MINED in the use of virtual tools to supervise and monitor the execution of works. 8. Component 3: Supporting Project Management and Monitoring (US$3.8 million). MINED’s Procurement and Finance Departments have been strengthened with trained and experienced staff. The contract for the automation of the first phase of the School Infrastructure Planning System (Componente de Sistemas de Gestión de la Infraestructura Escolar, SIGIE) has been finalized and is being used, having strengthened and made more efficient the decision-making process. Safeguards 9. Indigenous and Afro-Descendant Peoples Plan: of the 12 activities included in the Plan, 9 have been completed, 2 are permanent and will continue until the end of the Project (#8: institutional coordination strengthening and #10: Monitoring), and 1 (#12 Promote the adaptation of learning assessment processes within the framework of bilingual intercultural education) made significant progress and endedin November 2022 with the presentation of the results of the learning assessment carried out in June 2022. This activity represents a new best practice that will be continued by MINED after Project closing. Other progress to highlight is the completion of the registration process in the information system of the records of students belonging to Indigenous Peoples and Afro-descendant groups, which culminated in September 2022 with a presentation of the results by the Institute of Statistics. Overall, 214,883 student records were updated and due to the work carried out under the Project, it is now known that 79,941 are students from Indigenous and Afro- descendant Peoples. 10. Grievance Redress Mechanisms (GRM) for Components 1 and 2. The GRMs are continuously being socialized with members of the communities where the civil works take place, no complaints were registered since the last Implementation Status and Results Report (for the period June 9-October 11, 2022), and there are no complaints needing to be addressed. 11. Environmental Management: regarding the works in schools and preschools, MINED, after carrying out field verifications, provides follow-up reports on the environmental and social requirements in the online GEMS Platform and presents consolidated narrative reports at the end of the works. The documentation is reviewed by the Bank, who The World Bank Alliance for Education Quality Project (P161029) reviewed and approved submitted reports and provided feedback as required. In general, the reports of the field verifications show compliance with the measures agreed in the Environmental and Social Management Plans for the issues identified and MINED provides the appropriate remedial actions and recommendations. In early September 2022, the Bank observed areas for improvement related to construction and community safety (including fencing off work areas and work sites). The Bank and MINED agreed on immediate actions that were carried accordingly, as well as new and increased preventive actions. 12. Financial Audits. The 2021 financial audit report was delivered to the Bank on June 30, 2022. The Audit Report was considered acceptable in accordance with the financial management policies of the Bank, also including the fulfillment of the external audit requirements stipulated in the TFB5528 Grant Agreement in a satisfactory manner for the audited period. B. Rationale for Extension 13. The extension is needed to ensure the full execution of the planned activities and further enhance the achievement of the Project’s intended objectives. The changing international context in early 2022 and the subsequent international logistics crisis led to increased prices for services and goods, which are posing challenges to the conclusion of key infrastructure activities included under IDA Credit and the AF grant that will further enhance the achievement of the PDO. An extension of the IDA Credit and AF grant by four months would thus be required to complete these activities, which are related to improving Water, Sanitation, and Hygiene (WASH) systems and rehabilitating and equipping preschool classrooms. In addition, the extension would allow sufficient time to finalize the distribution of didactic materials for preschool education. These activities are not only key to the Project’s objective of improving physical learning conditions in targeted schools but are also a critical component of quality schools’ strategies in the post-pandemic context. 14. The extension meets the requirements set forth in Bank's Policy and Directive for Investment Project Financing, namely: (i) the PDO remains achievable; (ii) the Bank and the Recipient agree on actions that will be undertaken to complete the Project on time within the proposed revised closing date; (iii) there are no overdue audits and there are no audit reports deemed unsatisfactory to the Bank; and (iv) the Project is not subject to suspension of disbursements. II. DESCRIPTION OF PROPOSED CHANGES 15. This restructuring would extend the Project’s closing date for both IDA Credit 6015-NI (original credit) and TFB5528-NI (Additional Financing) by four months, from December 31, 2022, to April 30, 2023. The additional four months would allow for the completion of the following activities, which are already underway but need additional time to be finalized. 16. Distribution of didactic material for Initial Education (IDA Credit). The extension would accommodate the 90- day extension requested by the supplier for the final delivery of the didactic material. Finalization of the distribution of all materials is now expected by January 30, 2023. These materials will contribute to significantly enhancing the learning of girls and boys by helping them develop critical skills such as memory, reasoning, perception, observation, attention, and concentration. The cost associated with this process is of US$1.4 million. 17. Completion of Civil Works: The World Bank Alliance for Education Quality Project (P161029) a. Improvement and equipment of Schools’ Water and Sanitation facilities (WASH) (IDA Credit): The execution schedules have been affected for various reasons, including delays in completing documents for contract signing by contractors and, mainly, adverse weather conditions. According to the updated schedules of the works contracts, the physical execution of the remaining 32 Educational Centers (out of a total of 60) is expected to end during January 2023. Hence, several of the contractors will have to request a time extension for completing works that go beyond the current closing date of December 31, 2022. Additional time will also need to be factored in for proper receipt of the works, deliveries of conformity, and the authorization of the last payment of the contracts following the completion of the works themselves. b. Construction of 23 reference classrooms for Early Childhood Education (TF): These works are scheduled to be completed before the end of December 2022. However, delays due to meteorological conditions associated with excess rainfall (e.g., the month of November is one of the two months with the highest annual rainfall records in the country) have altered the planned timelines. As a result, six reference classrooms will have to be completed during January 2023, and additional time built into the Project for receipt of the works, deliveries of conformity, and management of the last review for authorizing the last payment of the contracts. 18. Changes to Results Framework. The final targets for IRI 20 “Number of Project-supported schools with improvements to Water, Sanitation, and Hygiene systems to meet minimum conditions to enhance learning” and IRI 21 ”Number of preschool classrooms rehabilitated and equipped under the Project” will be adjusted downwards to account for the negative effect of external factors (transport global logistic crisis and war in Ukraine) that led to higher unit costs of works, and thus a reduction in the number of works that can be carried out. The final target for IRI 20 will be revised from 75 to 60, and from 25 to 23 for IRI 21. 19. Revision of Disbursement Estimates. Estimates will be revised to reflect the actual pace of implementation, which has been slower than expected at Appraisal, as well as the foreseen disbursements in the adjusted Project schedule and to reflect the proposed extension. Up to date, 99.2 percent (US$61.7 million) of total Project proceeds has been committed and also disbursed. The remaining US$0.5 million associated with PBC 8 is expected to be achieved by the end of December 2022, and the corresponding disbursement request to be processed during January 2023. III. SUMMARY OF CHANGES Changed Not Changed Results Framework ✔ Loan Closing Date(s) ✔ Disbursement Estimates ✔ Implementing Agency ✔ The World Bank Alliance for Education Quality Project (P161029) DDO Status ✔ Project's Development Objectives ✔ PBCs ✔ Components and Cost ✔ Cancellations Proposed ✔ Reallocation between Disbursement Categories ✔ Disbursements Arrangements ✔ Overall Risk Rating ✔ Safeguard Policies Triggered ✔ EA category ✔ Legal Covenants ✔ Institutional Arrangements ✔ Financial Management ✔ Procurement ✔ Implementation Schedule ✔ Other Change(s) ✔ Economic and Financial Analysis ✔ Technical Analysis ✔ Social Analysis ✔ Environmental Analysis ✔ IV. DETAILED CHANGE(S) OPS_DETAILEDCHANGES_LOANCLOSING_TABLE LOAN CLOSING DATE(S) Original Revised Proposed Proposed Deadline Ln/Cr/Tf Status Closing Closing(s) Closing for Withdrawal Applications IDA-60150 Effective 29-Apr-2022 31-Dec-2022 30-Apr-2023 30-Aug-2023 TF-B5528 Effective 31-Dec-2022 30-Apr-2023 30-Aug-2023 The World Bank Alliance for Education Quality Project (P161029) OPS_DETAILEDCHANGES_DISBURSEMENT_TABLE DISBURSEMENT ESTIMATES Change in Disbursement Estimates Yes Year Current Proposed 0000 0.00 0.00 2017 0.00 0.00 2018 15,000,000.00 6,016,408.69 2019 24,500,000.00 3,989,302.80 2020 12,100,000.00 10,587,628.08 2021 3,100,000.00 21,809,260.89 2022 300,000.00 18,772,399.54 2023 0.00 500,000.00 . The World Bank Alliance for Education Quality Project (P161029) . Results framework COUNTRY: Nicaragua Alliance for Education Quality Project Project Development Objectives(s) The objective of the Project is to improve (a) teacher practices for participating teachers in preschool, primary and secondary education nationwide, and (b) physical learning conditions in targeted schools. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 1. Number of participating primary and secondary education teachers with improved teaching practices PDOI1. Number of participating primary and secondary education teachers with 0.00 0.00 547.00 1,641.00 2,735.00 2,735.00 improved teaching practices. (Number) Sub-PDOI1a. Number of participating primary school 0.00 469.00 1,407.00 2,344.00 2,344.00 teachers with improved teaching practices (Number) Sub-PDOI1b. Number of participating secondary school teachers with 0.00 78.00 234.00 391.00 391.00 improved teaching practices. (Number) 2. Percentage of preschool teachers with desired teaching practices The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 PDOI2. Percentage of preschool teachers with 54.00 60.00 65.00 desired teaching practices. (Percentage) 3. Percentage of Project-supported schools meeting minimal physical quality standards. PDOI3. Percentage of Project- supported schools meeting 0.00 0.00 15.00 25.00 80.00 100.00 minimal physical quality standards. (Percentage) PDO Table SPACE Intermediate Results Indicators by Components RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Component 1. Improving Teacher Practices for Participating Teachers in Preschool, Primary and Secondary Education Nationwide IRI1. Number of in-service preschool teachers certified in 0.00 0.00 0.00 0.00 5,500.00 6,508.00 the Preschool Teacher Training Program (Number) Sub-IRI1a. Percentage of female in-service preschool teachers certified in the 0.00 1.00 95.00 Preschool Teacher Training Program (Percentage) (Number) The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 IRI2. Number of education personnel trained in teacher 0.00 500.00 500.00 mentoring. (Number) IRI3. Number of in-service basic education teachers who 0.00 0.00 0.00 1,250.00 2,500.00 3,750.00 received at least three mentoring visits. (Number) IRI4. Number of in-service primary school teachers with 0.00 0.00 0.00 156.00 375.00 438.00 gender-inclusive teaching practices. (Number) IRI5. Percentage of in-service basic education teachers trained in two 'Strategies for 0.00 0.00 0.00 0.00 80.00 80.00 improving teacher practices' EPI workshops. (Percentage) IRI6. Number of in-service primary school teachers 0.00 0.00 0.00 7,000.00 14,500.00 22,300.00 certified in the Teacher Training Program. (Number) IRI7. Number of mentoring visits carried out by pedagogical counselors as part 0.00 0.00 0.00 1,600.00 2,520.00 6,640.00 of the Primary Teacher Training Program. (Number) IRI8. Number of in-service preschool and primary school 0.00 0.00 0.00 0.00 20,000.00 20,000.00 teachers that received workbooks, planning charts The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 and fungible materials. (Number) IRI9. Number of in-service preschool and primary school teachers that received textbooks, teacher's guides 0.00 0.00 0.00 0.00 20,000.00 30,000.00 and other educational supplies (including equipment). (Number) IRI10. Learning outcome ERCE, National, and Early results in student or child Baseline for Preschool Childhood Development development assessment Yes (TERCE report) (eg. SEIDI baseline) ERCE Education (ERCE assessments carried out, analyzed and disseminated socialization) analyzed, and socialized nationwide. (Text) IRI11. Teacher training and teacher mentoring programs TMP and Teacher whose design or Report/ summary on Report/ summary on how Training Plan for Primary implementation have been TMP updated (using TMP updated (using how assessments and assessments and results Not started updated (using TERCE adjusted according to student TMP results) TMP results) results were taken into were taken into and National Learning and child development consideration consideration Evaluation) assessments, and teacher mentoring results. (Text) IRI12. Study to assess the Final Report completed effectiveness of the TMP for Not started -- Study Designed and satisfactory to the primary school teachers (Text) Bank IRI13. Number of teachers that provide qualitative feedback 0.00 125.00 375.00 625.00 625.00 on quality of classroom observation/mentoring during The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 the mentoring sessions. (Number) IRI 14. Number of mentoring visits carried out by education personnel as part of the In- 0.00 320.00 Service Training Program for Preschool Teachers (Number) IRI 15. Percentage of primary and secondary teachers belonging to indigenous and 0.00 5.00 5.00 Afro-descendant groups that receive mentoring (Percentage) IRI 16. Number of school principals trained under the 0.00 1,365.00 adjusted In-Service Training Program (Number) Sub-IRI 16a. Percentage of trained school principals under the adjusted In- 0.00 40.00 Service Training Program who are women (Number) Students benefiting from direct interventions to enhance 0.00 440,000.00 980,326.00 learning (CRI, Number) Students benefiting from direct interventions to 0.00 253,000.00 506,000.00 enhance learning - Female (CRI, Number) The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Component 2.Improving the Physical Learning Conditions in Targeted Schools IRI17. Percentage of targeted schools included in a National Program aimed at involving the 0.00 0.00 15.00 25.00 80.00 100.00 community in school maintenance. (Percentage) IRI18. Update of Standards and Design Criteria for School No No No No No Yes Facilities (Yes/No) IRI 19. Percentage of Project- supported schools located in 0.00 15.00 indigenous territories (Percentage) IRI 20. Number of Project- supported schools with improvements to Water, Sanitation, and Hygiene 0.00 60.00 systems to meet minimum conditions to enhance learning (Number) Rationale: Action: This indicator has been The final target is being revised from 75 to 60 to reflect the reduction in the number of works that can be carried out following the negative effect of external Revised factors that led to higher unit costs for works. IRI 21. Number of preschool classrooms rehabilitated and 0.00 15.00 23.00 equipped under the Project. (Number) The World Bank Alliance for Education Quality Project (P161029) RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 2 3 4 Rationale: Action: This indicator has been The final target is being revised from 25 to 23 to reflect the reduction in the number of works that can be carried out following the negative effect of external Revised factors that led to higher unit costs for works. Component 3. Supporting Project Management and Monitoring Workplan, Software Acceptance Requirements and Criteria Specification IRI22. Development and Definition of the Document (Documento Preparation of a Procurement of implementation of the first modules proposed for de Especificación de Conceptual and hardware and servers SIGIE implemented as a phase of the School Not started automatization, Requerimientos y Methodological and advances in the planning tool in the DGIE Infrastructure Planning System definition of scope and Criterios de Aceptación Framework of the DGIE automation of the SIGIE (SIGIE) (Text) requirements del Software, DERCAS), Analysis and Design Documents (Documentos de Análisis y Diseño, DAD) IRI 23. Percentage of communications received through the Grievance Redress 0.00 90.00 90.00 90.00 Mechanism (GRM) resolved according to the agreed procedure (Percentage) IO Table SPACE The World Bank Alliance for Education Quality Project (P161029) Performance-Based Conditions Matrix DLI IN01223595 ACTION PBC 1 Preschool teacher training plan designed, approved and operationally tested Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Output No Text 1,000,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline Preschool teacher training plan not yet designed Preschool teacher training plan designed, 2017 1,000,000.00 approved and operationally tested 2018 0.00 2019 0.00 2020 0.00 2021 0.00 DLI IN01223600 ACTION PBC 2 National classroom observation instrument developed and validated Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome No Text 1,000,000.00 100.00 Period Value Allocated Amount (USD) Formula National classroom observation instrument not Baseline yet developed or validated National classroom observation instrument 2017 1,000,000.00 developed and validated The World Bank Alliance for Education Quality Project (P161029) 2018 0.00 2019 0.00 2020 0.00 2021 0.00 DLI IN01223605 ACTION 8,500 in-service preschool teachers enrolled in the teacher training program developed under the plan referred to in PBC1 PBC 3 1, and the first face-to-face session of the program attended by said teachers Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Process Yes Text 1,000,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline Teacher training program not yet developed 2017 0.00 8,500 in-service preschool teachers enrolled in the teacher training program developed under 2018 the plan referred to in DLI (1), and the first face- 1,000,000.00 to-face session of the program attended by said teachers 2019 0.00 2020 0.00 2021 0.00 The World Bank Alliance for Education Quality Project (P161029) DLI IN01223609 ACTION PBC 4 TMP designed and approved by MINED Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome No Text 1,000,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline TMP not yet designed 2017 0.00 2018 TMP designed and approved by MINED 1,000,000.00 2019 0.00 2020 0.00 2021 0.00 DLI IN01223612 ACTION PBC 5 500 education personnel trained in teacher mentoring Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 1,500,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline Education personnel not yet trained 2017 0.00 2018 0.00 The World Bank Alliance for Education Quality Project (P161029) 500 education personnel trained in teacher 2019 1,500,000.00 mentoring 2020 0.00 2021 0.00 DLI IN01223614 ACTION PBC 6 1,250 teachers received at least three mentoring visits Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 500,000.00 100.00 Period Value Allocated Amount (USD) Formula Baseline No teachers receiving mentoring visits 2017 0.00 2018 0.00 1,250 teachers received at least three mentoring 2019 500,000.00 visits 2020 0.00 2021 0.00 The World Bank Alliance for Education Quality Project (P161029) DLI IN01223618 ACTION (a) 1,250 teachers who received 3 mentoring visits under PBC6, subsequently received an additional 3 visits; and (b) 1,250 PBC 7 teachers different from those covered under PBC6, received at least 3 visits Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No teachers receiving mentoring visits 2017 0.00 2018 0.00 2019 0.00 (a) 1,250 teachers who received three mentoring visits under DLI (6), subsequently received an 2020 additional three mentoring visits; and (b) 1,250 500,000.00 teachers different from those covered under DLI (6), received at least three mentoring visits 2021 0.00 DLI IN01223621 ACTION PBC 8 5,500 in-service preschool teachers certified Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No preschool teachers certified The World Bank Alliance for Education Quality Project (P161029) 2017 0.00 2018 0.00 2019 0.00 2020 0.00 2021 5,500 in-service preschool teachers certified 500,000.00 Verification Protocol Table: Performance-Based Conditions DLI_TBL_VERIFICATION PBC 1 Preschool teacher training plan designed, approved and operationally tested The Preschool Teacher Training Program has four modules over a three year period. As of December 2016, there were 11,442 preschool teachers nationwide (assigned to formal and community preschools). The requirements for obtaining the final certificate are: (i) 80% attendance rate in each of the four modules, over the three-year period; and (ii) passing grades (namely, scoring 70 out of 100 points) in at least three out of the four modules. Intermediate milestones for this indicator, Description which are PBCs, include: (i) the Preschool Teacher Training Plan (which includes the definition of the Program) being designed, approved and operationally tested by late 2017; and (ii) at least 8,500 teachers enrolling and attending the first face-to-face session by 2018 (75 percent of all preschool teachers). Official documents produced by MINED Data source/ Agency World Bank Verification Entity The PBC will be accomplished when MINED presents to the World Bank the approved Preschool teacher training plan (comprising the ‘Training of trainers’ plan and the ‘Training of preschool teachers’ plan), as well as evidence that it has been consulted/validated with the appropriate line directorates (the DGFD and Directorate of Preschool Education (Dirección de Procedure Educación Inicial)). The Preschool teacher training plan will be considered ‘approved’ by MINED after presenting (a) official approval document signed by MINED’s Dirección Superior and (b) evidence of having circulated the approved document internally with the The World Bank Alliance for Education Quality Project (P161029) appropriate line directorates (the DGFD and Directorate of Preschool Education (Dirección de Educación Inicial)) through the system InfoMINED. The Preschool teacher training plan will be considered ‘operationally tested’ by MINED after presenting the Plan’s implementation strategy. This strategy should include, at least: (a) number of preschool teachers assigned to each training facility, (b) evidence of availability and capacity of training facilities (including TEPCE and municipal-level centers) for delivering training sessions for the assigned number of teachers, (c) evidence of having scheduled and booked the Program’s face-to-face tutoring sessions in each facility including the corresponding amount of teachers assigned, (d) scheduling of the learning circles and TEPCE training sessions, and (e) preliminary schedule of all mentoring visits. DLI_TBL_VERIFICATION PBC 2 National classroom observation instrument developed and validated This indicator tracks the implementation and rollout of the new national TMP (Plan Nacional de Acompañamiento Pedagogico en el Aula, PNAP). Targets values are cumulative, and consider the number of teachers that received at least three mentoring visits per year (e.g. March, June and October). The development and validation of a national classroom observation instrument is a key intermediate milestone (PBC 2) to be met by late 2017. The mentoring process includes: (i) classroom observation (using the local classroom observation instrument at least twice per year); (ii) personalized feedback Description on teacher practices based on the observation; (iii) teacher self-assessments; (iv) establishment (by the teacher and the mentor) of an individual teacher development plan focused on strengthening identified critical teacher practices; and (v) scheduling a follow-up strategy for the teacher development plan, among others. A total of 3,750 basic education teachers will be mentored over the course of the Project, of which 2,500 will receive two years of mentoring (in two waves), and 1,250 teachers starting in 2021 will be mentored during one year. Official documents produced by MINED Data source/ Agency The World Bank Verification Entity The PBC will be accomplished when MINED presents to the World Bank the following documents: 1. Final national classroom observation instrument (by level of education: primary and secondary) 2. Validation and Preliminary Diagnostic Report Procedure 3. Minutes of a meeting among the appropriate line directories of MINED (for example, the DGFD, General Directorate of Primary Education, and General Directorate of Preschool Education) showing that the documents have been consulted and agreed with them. The World Bank Alliance for Education Quality Project (P161029) All documents should be agreed upon with the World Bank before approval DLI_TBL_VERIFICATION 8,500 in-service preschool teachers enrolled in the teacher training program developed under the plan referred to in PBC1 PBC 3 1, and the first face-to-face session of the program attended by said teachers The Preschool Teacher Training Program has four modules over a three year period. As of December 2016, there were 11,442 preschool teachers nationwide (assigned to formal and community preschools). The requirements for obtaining the final certificate are: (i) 80% attendance rate in each of the four modules, over the three-year period; and (ii) passing grades (namely, scoring 70 out of 100 points) in at least three out of the four modules. Intermediate milestones for this indicator, Description which are PBCs, include: (i) the Preschool Teacher Training Plan (which includes the definition of the Program) being designed, approved and operationally tested by late 2017; and (ii) at least 8,500 teachers enrolling and attending the first face-to-face session by 2018 (75 percent of all preschool teachers). Official documents produced by MINED; and Independent Verification Report (including supporting documents to allow Data source/ Agency spot checks by World Bank) Independent (Third-Party) Verifier Verification Entity This PBC will be accomplished after verifying the enrollment and attendance registries (for the first face-to-face session) of the Preschool teacher training program. The attendance registries shall be accompanied by the complete name, age, teacher ID number, preschool center/facility to which the teacher is actively assigned, and the municipality to which each teacher is mapped to. This PBCwill be verified by the presentation of the attendance registries and the Independent Verification Report (together with all materials needed to conduct spot checks in these). The Independent Verification Report will include the results of (a) in-site visits to the first face-to-face session (to be carried out during two consecutive days simultaneously in training Procedure facilities throughout the country), and (b) face-to-face or audio interviews to preschool teachers to validate their enrollment and attendance to the first face-to-face session. The Independent Verification Report will be carried out on a random sample of the enrolled teachers. The sample size will be large enough to be representative at the national level, although the final size of the sample will be determined later in consultation with the World Bank. An error of up to 5% is deemed acceptable to the World Bank. The selection of preschool teachers will be done according to the final Teacher Training Plan timeline and schedule presented by MINED. The World Bank Alliance for Education Quality Project (P161029) The GoN will be paid 25% of the total amount of the PBC for each set of 2,125 in-service preschool teachers who enrolled in the program and attended the first face-to-face session. For each disbursement request, this PBC could only be disbursed if at least 2,125 -service preschool teachers were enrolled in the program and attended the first face-to-face session. DLI_TBL_VERIFICATION PBC 4 TMP designed and approved by MINED This indicator tracks the number of educational personnel that will mentor basic education teachers as part of the national TMP to be launched in 2019. 'Education personnel' refers to the Pedagogical advisors (asesores pedagogicos) at the regional Description level and school principals. Official documents produced by MINED Data source/ Agency World Bank (technical PBC) Verification Entity The PBC will be accomplished when MINED presents the approved TMP document, as well as evidence that it has been consulted with the appropriate MINED line directorates (the DGFD, General Directorate of Primary Education, and General Directorate of Preschool Education). The TMP will be considered ‘approved by MINED’ after presenting (a) official approval document signed by MINED’s Procedure Dirección Superior and (b) evidence of having circulated the approved document internally with the appropriate line directorates (the DGFD, General Directorate of Primary Education, and General Directorate of Preschool Education) through the system InfoMINED. All documents should be agreed upon with the World Bank before approval. DLI_TBL_VERIFICATION PBC 5 500 education personnel trained in teacher mentoring This indicator tracks the number of educational personnel that will mentor basic education teachers as part of the national TMP to be launched in 2019. 'Education personnel' refers to the pedagogical advisors (asesores pedagogicos) at the regional Description level and school principals. MINED’s Official Mentor Training Report; mentor training system registries; and Independent Verification Report (including Data source/ Agency supporting documents to allow spot checks by World Bank) The World Bank Alliance for Education Quality Project (P161029) Independent (Third-Party) Verifier Verification Entity The PBC will be accomplished upon the presentation of MINED’s Official Mentor Training Report and the Independent Verification Report documenting achievement (together with all materials needed to conduct spot checks in these). The Independent Verification Report will be based on the Official Mentor Training Report. The Independent Verification Report will be produced by selecting a 10% random sample of the 500 personnel trained. The Independent Verifier will conduct face-to-face or audio interviews with the mentors to validate the attendance. An error of up to 5% is deemed Procedure acceptable to the World Bank. The selection of mentors will be done according to the timeline presented by MINED to the Independent Verifier. The GoN will be paid 20% of the total amount of the PBC for training each set of 100 education personnel. For each disbursement request, this PBC could only be disbursed if at least 100 education personnel were trained. DLI_TBL_VERIFICATION PBC 6 1,250 teachers received at least three mentoring visits This indicator tracks the number of educational personnel that will mentor basic education teachers as part of the national TMP to be launched in 2019. 'Education personnel' refers to the pedagogical advisors (asesores pedagogicos) at the regional Description level and school principals. MINED’s Official Teacher Mentoring Report; mentoring system registries; and Independent Verification Report (including Data source/ Agency supporting documents to allow spot checks by World Bank) Independent (Third-Party) Verifier Verification Entity The PBC will be accomplished when MINED presents the Official Teacher Mentoring Report covering the 1,250 teachers and the Independent Verification Report documenting achievement (together with all materials needed to conduct spot checks in these). Procedure The Independent Verification Report will be based on the Official Teacher Mentoring Report. The Independent Verification Report will be produced by selecting at least a 10% random sample of the 1,250 teachers that received at least three mentoring visits. The Independent Verifier will conduct face-to-face or audio interviews with the teachers to validate if the The World Bank Alliance for Education Quality Project (P161029) mentorship was received according to acceptable quality standards. An error of 3% is deemed acceptable to the World Bank. The selection of teachers will be done according to the schedule presented by MINED, and will be validated with the World Bank. The GoN will be paid 50% of the total amount of the PBC for each set of 625 teachers who received at least three mentoring visits. For each disbursement request, this PBC could only be disbursed if at least 625 teachers received at least three mentoring visits in the corresponding year. DLI_TBL_VERIFICATION (a) 1,250 teachers who received 3 mentoring visits under PBC6, subsequently received an additional 3 visits; and (b) 1,250 PBC 7 teachers different from those covered under PBC6, received at least 3 visits This indicator tracks the implementation and rollout of the new national TMP (Plan Nacional de Acompañamiento Pedagogico en el Aula, PNAP). Targets values are cumulative, and consider the number of teachers that received at least three mentoring visits per year (e.g. March, June and October). The development and validation of a national classroom observation instrument is a key intermediate milestone (PBC 2) to be met by late 2017. The mentoring process includes: (i) classroom observation (using the local classroom observation instrument at least twice per year); (ii) personalized feedback Description on teacher practices based on the observation; (iii) teacher self-assessments; (iv) establishment (by the teacher and the mentor) of an individual teacher development plan focused on strengthening identified critical teacher practices; and (v) scheduling a follow-up strategy for the teacher development plan, among others. A total 3,750 basic education teachers will be mentored over the course of the Project, of which 2,500 will receive two years of mentoring (in two waves), and 1,250 teachers starting in 2021 will be mentored during one year. MINED’s Official Teacher Mentoring Report; mentoring system registries; and Independent Verification Report (including Data source/ Agency supporting documents to allow spot checks by World Bank) Independent (Third-Party) Verifier Verification Entity The PBC will be accomplished when MINED presents the Official Teacher Mentoring Report for the corresponding 2,500 teachers and the Independent Verification Report documenting achievement (together with all materials needed to conduct Procedure spot checks in these). The Independent Verification Report will be based on the Official Teacher Mentoring Report. The Independent Verification Report will be produced by selecting at least a 10% random sample of the 2,500 teachers who received at least three The World Bank Alliance for Education Quality Project (P161029) mentoring visits in the corresponding year. The Independent Verifier will conduct face-to-face or audio interviews with the teachers to validate if the mentorship was received according to acceptable quality standards. An error of 3% is deemed acceptable to the World Bank. The selection of teachers will be done according to the schedule presented by MINED and will be validated with the World Bank. The GoN will be paid 50% of the total amount of the PBC for each set of 1,250 teachers who received at least three mentoring visits. For each disbursement request, this PBC could only be disbursed if at least 1,250 teachers received at least three mentoring visits in the corresponding year. DLI_TBL_VERIFICATION PBC 8 5,500 in-service preschool teachers certified The Preschool Teacher Training Program has four modules over a three year period. As of December 2016, there were 11,442 preschool teachers nationwide (assigned to formal and community preschools). The requirements for obtaining the final certificate are: (i) 80% attendance rate in each of the four modules, over the three-year period; and (ii) passing grades (namely, scoring 70 out of 100 points) in at least three out of the four modules. Intermediate milestones for this indicator, Description which are PBCs, include: (i) the Preschool Teacher Training Plan (which includes the definition of the Program) being designed, approved and operationally tested by late 2017; and (ii) at least 8,500 teachers enrolling and attending the first face-to-face session by 2018 (75 percent of all preschool teachers). MINED’s official certification documents (including certification registries, attendance registries, and grade registries); and Data source/ Agency Independent Verification Report (including supporting documents to allow spot checks by World Bank) Independent (Third-Party) Verifier Verification Entity The PBC will be accomplished when MINED presents the official certification documentation including the certification registries, attendance registries, and grade registries; and the Independent Verification Report documenting achievement of the PBC (together with all materials needed to conduct spot checks in these). Procedure The Independent Verification Report will be based on the official certification documentation. The Independent Verification Report will be produced by selecting a 15–20% random sample of the 5,500 in-service preschool teachers certified. The Independent Verifier will conduct face-to-face or audio interviews with the teachers to validate the certification was fairly attributed as per meeting requirements with acceptable standards. An error of 3% is deemed acceptable to the World Bank. The World Bank Alliance for Education Quality Project (P161029) The GoN will be paid 50% of the total amount of the PBC for each set of 2,750 in-service preschool teachers certified. For each disbursement request, this PBC could only be disbursed if at least 2,750 in-service preschool teachers were certified. The World Bank Alliance for Education Quality Project (P161029)