The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Central African Republic Emergency Basic Education Support Project (P164295) WESTERN AND CENTRAL AFRICA | Central African Republic | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2018 | Seq No: 9 | ARCHIVED on 23-Dec-2022 | ISR53656 | Implementing Agencies: Ministry of Economy, Planning and Cooperation, Ministry of Primary and Secondary Education (MPSE) Key Dates Key Project Dates Bank Approval Date: 06-Jun-2018 Effectiveness Date: 09-Oct-2018 Planned Mid Term Review Date: -- Actual Mid-Term Review Date: 15-Apr-2022 Original Closing Date: 30-Jun-2023 Revised Closing Date: 30-Jun-2023 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objective of the project is to improve access to quality basic education and strengthen capacity in education sector management. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Increasing access through school infrastructure development:(Cost $15.65 M) Enhancing teaching effectiveness and support alternative education programs:(Cost $4.20 M) Capacity building to strengthen service delivery:(Cost $5.15 M) Contingency Emergency Response Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Overview: All activities of all the project components have been carried out or are in progress. The construction and rehabilitation activities of the remaining 622 classrooms have been slowed due to the rainy season which has caused the deterioration of roads, making the transport of materials as well as access to construction sites difficult. The global economic crisis also has had an impact on this construction due to inflation in the cost of certain materials. To date, 22 training modules have been developed and, 9,274 teachers and 2,139 school principals were trained as well as 316 pedagogical supervisors. Alternative education activities – Alternative Learning Program (ALP) and remediation programs - have been carried out successfully and targets have been exceeded. 12/23/2022 Page 1 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Progress by component: Component 1: Increase access through school infrastructure development This component aims to increase access to quality basic education through the construction and rehabilitation of 1,051 classrooms, latrines, water points, and the provision of school furniture in schools. As of November 30, 2022: - 455 classrooms have been built or rehabilitated out of the 1,050 planned to date and 595 additional classrooms are under construction. - 75 blocks of latrines out of the 410 targeted were built or rehabilitated. Construction of the remaining latrines is ongoing, and all 335 latrines are expected to be built before project closure. - 9,850 tables-benches for students and 547 desks and chairs for teachers have already been delivered to date, out of a target of 21,042. The rest of the furniture should be delivered before June 30, 2023. Based on the roadmap agreed during this mission, the rest of the construction work for the classrooms will be delivered by May 30, 2023. Component 2. Enhancing teaching effectiveness and support alternative education programs Sub-component 2.1: Enhancing teaching effectiveness. This subcomponent supports: (a) in-service training of primary school teachers to improve content knowledge and pedagogical competence in literacy and numeracy, including teacher pedagogical support via training of school principals and pedagogical advisors; (b) the harmonization of preservice and in-service training curricula; and (c) the construction of a teacher training institute. The number of teachers trained has been exceeded due to the inclusion of all community teachers. As of September 30, 2022, a total of 9,724 primary school teachers, 2,139 school principals and 316 pedagogical supervisors from the eight school inspectorates have received training. The harmonization of the initial and continuous training curriculum for primary school teachers is being finalized and, to date, the teacher's professional skills reference framework and the draft design of the harmonized in-service and pre-service primary education teachers’ training curriculum for t are available The finalization of the architectural studies of the teachers training college (national training institute - NTI) is underway by a firm and the recruitment of the company in charge of the construction is planned for December 2022. It is likely that with an extension of the project, works will be finalized. Sub-component 2.2: Support alternative education. This sub-component supports alternative education through the implementation of (a) an alternative learning program (ALP) experiment for 5,000 children and out-of-school young people aged 9 to 15 in Bangui and in three prefectures; and (b) a remediation program for children attending school in 300 primary schools (identified under component 1). The accelerated learning program (ALP) also achieved its goal. In total, 5,549 children aged 9 to 15 benefited from the ALP including 2,985 girls in Bangui and in the prefectures of Ouaka, Mambéré-Kadéi, and Ouham-Péndé, Regarding the remediation program, in addition to the policy note on the remedial approach, technical documents, training modules and tools developed, a total of 73,758 students (including 36,044 girls) at risk of dropping out of school benefited from the program. . Component 3. Capacity building to strengthen service delivery This component aims to strengthen coordination between the different levels of service delivery units from the national to the subnational levels through (a) capacity building of key units of service delivery including capacity building in sector management, support school grants to strengthen school management and strengthen sector knowledge; (b) project implementation; and (c) response to contingencies. Subcomponent 3.1.a: Capacity building in sector management. This sub-component supports: (i) capacity building of Ministry of National Education (MNE), academic inspectorates (AI) and Regional Pedagogical Centers (RPCs) departments involved in the implementation of EBESP activities; and (ii) the supply of office furniture and equipment essential for the implementation of EBESP by MNE, AI and RPCs executives. After the training of 38 MNE executives on strategic workforce planning and the creation of a database, a capacity building session for 40 material and finance managers from the same ministry is planned for December 2022, to enable them to properly manage the budget allocated to the MNE. Sub-component 3.1.b: Support School Grants to strengthen school management, Early Childhood Development and teaching support. 300 decentralized school-based management committees (SMCs) have been set up and trained in 300 targeted primary schools; and all have developed their School Improvement Plans (SIPs). To date, each SIP has received 60% of the grant and the SMCs are in the process of implementing income generating activities (IGAs) to continue to contribute to the smooth functioning of the schools. To contribute to the development of early childhood education, 78 “associations des meres educatrices” (AME) have been set up and have developed action plans which are financed under the project in the amount of one million CFA francs in order in particular to enable them to undertake income-generating activities to help them to increase their autonomy and implement ECD activities. The mission noticed during the field visits that most of these AMEs have already identified children aged 3 to 5, as well as monitors and temporary structures for the start-up of ECD activities. 12/23/2022 Page 2 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Subcomponent 3.1.c: Strengthen sector knowledge. This subcomponent supports the development of the Education Management Information System (EMIS) and the implementation of the 2019 CONFEMEN Education Sector Analysis Program (PASEC). The MNE was unable to carry out data collection for the 2019-2020 school year due to COVID-19, which resulted in school closures and the destruction of school infrastructure during the security crisis from December 2020 to March 2021. The status of key activities are as follows: The publication process of the 2020 - 2022 statistical yearbook has been delayed due to the low quality of the first data collected; additional data collection is underway to enable UNESCO, which technically assists the general directorate of statistic studies and planning (DGESP in French) to finalize the data processing and produce a draft report by December 30, 2022. The publication of the PASEC report is delayed due to the quality of data which affects the psychometric analysis. However, it is hoped that the report will be available by December 30, 2022. Subcomponent 3.2: Project implementation. To date, the education project coordination unit (PCU) has been strengthened and staffed with qualified staff to ensure efficient management of the two education projects – Emergency Basic Education Support Project (EBESP) and Education Sector Plan Support Project (ESPSP). Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance High Substantial Substantial Macroeconomic High High High Sector Strategies and Policies Substantial Substantial Substantial Technical Design of Project or Program Moderate Moderate Moderate Institutional Capacity for Implementation and High Substantial Substantial Sustainability Fiduciary High High High Environment and Social Substantial Substantial Substantial Stakeholders High High High Other -- -- -- Overall High Substantial Substantial Results PDO Indicators by Objectives / Outcomes Inrease access to basic education IN01209534 ►Increase primary completion rate (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 12/23/2022 Page 3 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Value 50.00 67.00 67.00 55.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 IN01209538 Increase primary completion rate- female (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 40.00 46.00 46.00 45.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 IN01209539 ►Increase gross enrollment ratio at lower secondary (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 23.00 31.00 31.00 28.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 In CAR, the 2021 - 2022 school year only began on October 18, 2021. Comments: IN01209541 Increase gross enrollment ratio at lower secondary- female (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 18.00 18.00 18.00 23.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 Enhance teaching effectiveness IN01209536 ►Number of teachers completing training (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 9,724.00 9,724.00 5,800.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 To date, all primary school teachers and principals have received at least one training related to Comments: classroom management, pedagogical management, alternative education program, remediation, etc. IN01209537 ►Teachers recruited or trained (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 9,724.00 9,724.00 5,800.00 Date 01-Jun-2018 06-May-2022 15-Dec-2022 30-Jun-2023 IN01209540 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) 12/23/2022 Page 4 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,459.00 1,459.00 1,000.00 Capacity building to strengthen school-based management IN01209535 ►Number of schools with established school-based management committee(SBMC) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 242.00 300.00 300.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 To date, all 300 SMCs are in place and have received funding to implement a School Improvement Plan Comments: (SIP) in their schools to address specific needs related to improving access or quality of education. Overall Comments PDO Due to the fact that the statistical yearbook 2020 - 2022 is still not available, the PDO main indicators could not be updated. But with the publication of a first draft of the statistical yearbook scheduled for November 15, this data will be updated. Intermediate Results Indicators by Components Component 1: Increasing access through school infrastructure development IN01209542 ►Number of classrooms extended and rehabilitated in primary schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 197.00 282.00 800.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 With the end of the rainy season and the lull in terms of security, rehabilitation and school construction Comments: activities has resumed and be completed by May 30, 2023 IN01209545 ►Number of classrooms extended and rehabilitated in secondary schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 117.00 146.00 250.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 With the end of the rainy season and the lull in terms of security, rehabilitation and school construction Comments: activities has resumed and be completed by May 30, 2023 12/23/2022 Page 5 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Component 2: Enhancing teaching effectiveness and support alternative education programs IN01209543 ►Development of in-services and pre-services training modular program (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 The harmonized modular pre- and in-service training program should be available by December 30, 2022 to be implemented or in service teachers training by June 2023 and in teachers training colleges for the Comments: preservice teachers training, in October 2023. IN01209546 ►Construction of a National Training Institution (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 The architectural studies are almost completed and will be followed by the recruitment of the firm in Comments: charge of construction work by December 2022. IN01209547 ►Number of principals benefiting from training (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2,139.00 2,139.00 1,500.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 As of today, 2,139 school principals received training and training material is being distributed in schools Comments: (5000 textbooks and teaching guides were distributed in schools.). IN01209549 ►Number students benefiting from aletrnative learning program (ALP) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,275.00 5,549.00 5,000.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 Target exceeded. Comments: IN01209550 Number of female students benefiting from allternative learning program (ALP) (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 603.00 2,985.00 2,000.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 12/23/2022 Page 6 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) IN01209551 Number of students benefiting from remedial education. (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 6,252.00 73,758.00 50,000.00 IN01209552 Number of female students benefiting from remedial education (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 3,122.00 36,044.00 20,000.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 Component 3: Capacity building to strengthen services delivery IN01209544 ►Number of EGMA/EGRA assessments (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2.00 2.00 2.00 Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 To date, this indicator has been reached and the indicator will be updated once the PASEC report is Comments: available. After several delays, the PASEC report is expected by December 30th, 2022. IN01209548 ►Assessment of indigenous population (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No Yes Yes Date 01-Jul-2018 06-May-2022 15-Dec-2022 30-Jun-2023 The first draft of the indigenous peoples action plan is available and awaiting approval by WBG Regional Comments: Safeguards Advisor.. Performance-Based Conditions Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P164295 IDA-D3290 Effective USD 25.00 25.00 0.00 14.70 8.85 62% Key Dates (by loan) 12/23/2022 Page 7 of 8 The World Bank Implementation Status & Results Report Central African Republic Emergency Basic Education Support Project (P164295) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P164295 IDA-D3290 Effective 06-Jun-2018 11-Jul-2018 09-Oct-2018 30-Jun-2023 30-Jun-2023 Cumulative Disbursements Restructuring History Level 2 Approved on 02-Dec-2020 Related Project(s) There are no related projects. 12/23/2022 Page 8 of 8