Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Ghana Partnership for Education (P129381) AFRICA | Ghana | Education Global Practice | Recipient Executed Activities | Specific Investment Loan | FY 2013 | Seq No: 7 | ARCHIVED on 22-Jun-2016 | ISR24095 | Implementing Agencies: Ministry of Education Key Dates Key Project Dates Bank Approval Date:10-Oct-2012 Effectiveness Date:15-Feb-2013 Planned Mid Term Review Date:19-Jan-2015 Actual Mid-Term Review Date:23-Feb-2015 Original Closing Date:31-Oct-2015 Revised Closing Date:31-Aug-2016 Project Development Objectives Project Development Objective (from Project Appraisal Document) The PDO of the Ghana Partnership for Education Grant is to improve the planning, monitoring and delivery of basic education services in deprived districts of the Recipient's Territory. Has the Project Development Objective been changed since Board Approval of the Project Objective? No PHRPDODEL Components Name Sub-Grants to Deprived Districts to support key education objectives:(Cost $44.86 M) School Sub-Grants:(Cost $24.06 M) Project Management and Institutional Strengthening:(Cost $6.58 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO  Satisfactory  Satisfactory Overall Implementation Progress (IP)  Satisfactory  Satisfactory Overall Risk Rating  Substantial  Moderate 6/22/2016 Page 1 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Implementation Status and Key Decisions Project status is based on the most recent GPEG joint implementation support mission in February 2016 and the comoprehensive implementation performance report received in March 2016. The project continues to be rated Satisfactory for both progress made towards achievement of the Project Development Objective (PDO) and Implementation Progress (IP). Project implementation is nearly complete, disbursements are now 100%, project indicator targets have been mostly met or have been exceeded, and interventions are leveraging support from other Development Partners (DFID Girls Participatory Approach to Student Scholarship (Girls PASS) scholarships, USAID district grants and Early Grade Reading Assesment, UNICEF mobile report cards, etc.). Beneficiary districts (now 75 because of newly created districts) have received three annual rounds of district grant allocations and are currently implementing the approved 2015 Annual Programs of Work (APW) amd 2016 supplementary budget APW. Progress towards achievement of the PDO is evidenced in: improvements in district disbursements against their APWs, implementation of school report cards; increased levels of proficiency in English and Math among grade 3 students in deprived districts, and significant increases in local level monitoring of schools and districts. The increase in enrollment further demonstrates improvements in the school environment and effective efforts to encourage pupils to stay in school, notably the Girls PASS that has provided scholarships to 55,000 girls (for junior high school) in all 75 districts. A total of 6,635 teachers trainees from the 75 beneficiary districts are supported under the Untrained Teachers Diploma in Basic Education (UTDBE) program. A Lesson Observation study (conducted in 2014 and 2015) has found significant improvements in lesson planning, teaching methodology and classroom organization and management. The UTDBE participants still meet challenges in the use of TLMs (and their availability) and content knowledge, but as of the endline survey demonstrate comparable performance with their traditional Diploma of Basic Education (DBE) colleagues. In addition, the following have been observed at the school and district level: (i) increases in regular visits by circuit supervisors to schools (100% of schools visited at least twice during the past year); (ii) consistent delivery of Inservice training (INSET) to teachers (almost 50% of schools are conducting all recommended INSET core courses); and (iii) improvements in student and teacher attendance (validated by the review of School Report Cards). While there have been some delays in collecting and validating data at the district and school level, the GPEG has strengthened the participation of stakeholders in planning and management. Enrollment has increased and intensified monitoring and evaluation (M&E) have improved both teacher and pupil attendance. Teaching and learning materials are being provided to basic schools and In-service Teacher Training (INSET) in key areas are also being provided to teachers. It is encouraging to note that across all education access level indicators, the change in performance in GPEG districts between 2012/13 and 2014/15 was higher than the change in national averages. GPEG districts improvements in gross enrollment, net enrollment rates are substantially higher in the deprived districts than the national average. Over the past three years during GPEG implementation, the primary Net Enrollment Rate (NER) in deprived districts has risen from 81.1% to 93.5%. The transition rate to Junior High School (JHS) has increased from 83.5% to 91.7% in deprived districts as well. While the completion rate average is lower in deprived districts against the national average, over the past three years, the deprived district completion rate has substantially improved- JHS increased from 59.9% to 63.7%. Pupil trained teacher ratios also demonstrate a positive decrease across KG, primary and JHS in deprived districts, attributable to government policies for reallocation of teachers, and enrollment of untrained teachers in the UTDBE (both GPEG supported and national). This is especially compelling in the case of KG trained teachers where the percentage increase is from 34% to 47%. For primary, the trained teachers increased nominally from 50% to 56%. The GPEG leaves behind a tested decentralized system established and implemented at the district and school levels in deprived districts. Almost all districts have disbursed over 90% of their district grants against their annual programs of work. School Report cards have been generated and posted publicly in most beneficiary schools. Lesson Observation studies indicate that Untrained Teacher Diploma in Basic Education (UTDBE) trainees have improved their classroom teaching and INSET has been rolled out in strategic areas such as literacy, math and KG. An impact evaluation of the UTDBE indicates that the program is more cost effective than the traditional diploma route and helps ensure local teachers are hired to teach and stay longer in more deprived areas. Schools have received reliable and timely grants (twice a year) made possible by the introduction of a base grant which does not discriminate against smaller schools and allows time for enrollment to settle before capitation is sent. Schools and their SMCs are developing School Performance Improvement Plans (SPIPs), using these plans to make expenditures from their school grants and improving their financial management and accounting capacities. DFID funded scholarships for girls to attend JHS have been rolled out across all GPEG districts with 55,000 girls benefitting. Reporting templates have been revised over the project period and are now showing improved uptake by districts and regions. Systems have been strengthened for more regular school supervision and audits are conducted annually. In addition, the GPEG has supported impact evaluation and assessments of project activities that would help provide more evidence for policy decision making. The GPEG has been a valuable platform for development partner collaboration and coordination to encourage alignment with government strategy. Some development partners are committed to expanding the district grants to non-GPE districts (USAID), will continue to fund girls’ scholarships to all GPE districts (DFID- Girls PASS); and will introduce more efficient mobile monitoring tools to help track local level activities (UNICEF-USAID). While there have been many achievements, there is still room for improving the timely allocation and implementation of school and district grants, strengthening School Management Committees, improving school supervision, providing more timely collated reports on school and district activities and improving the support for UTDBE trainees who are upgrading their credentials. Some of the systems may need continued strengthening, such as the role of the Regional Offices and the active participation of SMCs in school improvement. SMCs in some basic schools are still not functional. 6/22/2016 Page 2 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) 6/22/2016 Page 3 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating 6/22/2016 Page 4 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Political and Governance  --  Moderate  Moderate Macroeconomic  --  Substantial  Substantial Sector Strategies and Policies  --  Moderate  Moderate Technical Design of Project or Program  --  Substantial  Substantial Institutional Capacity for Implementation and Sustainability  --  Substantial  Substantial Fiduciary  --  Moderate  Moderate Environment and Social  --  Low  Low Stakeholders  --  Moderate  Moderate Other  --  --  -- Overall  --  Substantial  Moderate Results Project Development Objective Indicators PHINDPDOTBL  Deprived districts disbursing 75% or more of their district education grants as planned in their APW (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 89.00 97.00 80.00 Date 29-May-2012 27-Feb-2015 01-Feb-2016 31-Oct-2015 PHINDPDOTBL  Public basic schools in deprived districts with up-to-date School Report Cards (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 93.00 98.00 75.00 Date 29-May-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDPDOTBL  P3 students achieving proficiency in English and Math (NEA results for deprived districts) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 12.40 16.00 16.00 15.00 Date 31-Dec-2011 25-Feb-2014 25-Feb-2014 31-Oct-2015 6/22/2016 Page 5 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Comments The administration of the next round of NEA is scheduled for June/July and report is expected by August, 2016. Therefore end target would be reported in September. PHINDPDOTBL  P3 students achieving proficiency in Math (Percentage, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 9.00 -- 13.00 15.00 Date 31-Dec-2011 -- 25-Feb-2014 31-Oct-2015 PHINDPDOTBL  Teachers trained in deprived districts who obtain satisfactory rating or higher in the SBI/CBI Lesson Observation Sheet for (a) lesson planning (b) teaching methodology (c) classroom org/management (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 69.00 86.00 86.00 50.00 Date 30-Sep-2014 12-Aug-2015 12-Aug-2015 31-Oct-2015 Comments Final observation and report will be provided by end of June 2016 with latest data on teacher performance. PHINDPDOTBL  Direct project beneficiaries (Number, Core) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1924538.00 1928650.00 1700000.00 Date 29-May-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDPDOTBL  Female beneficiaries (Percentage, Core Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 47.00 47.00 40.00 6/22/2016 Page 6 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Overall Comments Intermediate Results Indicators PHINDIRITBL  Head teachers and Circuit supervisors in deprived districts trained under the project in the use of School Report Cards (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 6315.00 6776.00 6930.00 Date 11-Jun-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Regional and District education officers trained under the project (e.g., FM, data collection and analysis, etc.) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1130.00 2156.00 500.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Teachers trained under the project (disaggregated by UTDBE and INSET) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 58529.00 22189.00 35000.00 Date 30-Sep-2012 27-Feb-2015 01-Feb-2016 31-Oct-2015 Comments 6,563 trained under UTDBE, the rest have received INSET. 6/22/2016 Page 7 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) PHINDIRITBL  DEDs collating School Report Cards from at least 70% of schools within the district (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 92.00 100.00 70.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Basic Schools in Deprived Districts participating in all INSET core courses supported under the project (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 53.00 95.00 65.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Schools that have received and displayed most recent School Report Card on their notice board (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 88.00 93.00 75.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Schools visited by Circuit Supervisors at least two times in a year (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 100.00 100.00 100.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 6/22/2016 Page 8 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) PHINDIRITBL  REDs submitting annual M&E reports to GES HQ & PBME by incorporating data from all districts in region (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 100.00 100.00 100.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 PHINDIRITBL  Schools in deprived districts with completed SPIPs approved by SMCs using the revised template (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 98.00 100.00 75.00 Date 30-Sep-2012 31-Aug-2015 01-Feb-2016 31-Oct-2015 Overall Comments Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed Disbursed P129381 TF-13140 Effective USD 75.50 75.50 0.00 75.50 0.00 100% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P129381 TF-13140 Effective 22-Nov-2012 22-Nov-2012 15-Feb-2013 31-Oct-2015 31-Aug-2016 Cumulative Disbursements 6/22/2016 Page 9 of 10 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Restructuring History Level 2 Approved on 14-May-2013 ,Level 2 Approved on 25-Aug-2015 Related Project(s) There are no related projects. 6/22/2016 Page 10 of 10 Public Disclosure Copy