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: 8 | ARCHIVED on 31-Aug-2016 | ISR24839 | 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  Moderate  Moderate 8/31/2016 Page 1 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Implementation Status and Key Decisions In accordance with the established OPCS guidelines, this final Implementation Status Report (ISR) evaluates the Project’s performance during the entire project implementation period across the three criteria of: (i) relevance of objectives/design and implementation; (ii) efficacy; and (iii) efficiency. The Project’s performance is assessed in relation to each of these three criteria. A more thorough and comprehensive analysis based on most up-to- date data will be presented in the Implementation Completion Report (ICR). Project Context: This project, funded by a Global Partnership for Education (GPE) grant, was prepared in collaboration with key development partners supporting education in Ghana (World Bank, UNICEF, DFID, USAID, JICA, NGOs). The World Bank is the supervising entity of the grant for US$75.5 million, implemented by the Ghana Education Service in 75 districts out of a total 216 districts in 8 out of 10 regions. Criteria for selection of districts were carefully applied to ensure that the most disadvantaged communities received grant funding. The Ghana Partnership for Education Project (GPEG) framework works through existing government systems and focuses on strategic priorities of districts and schools while strengthening education management systems. Much needed non – salary resources necessary for improving teaching and learning were channeled towards these deprived districts. The GPEG application was approved by the GPE Board on July 31, 2012 and the project package was approved by the World Bank Regional Vice President on October 11, 2012. The grant agreement was signed on November 22, 2012, declared effective on February 15, 2013. The project was restructured in August 2015 to: extend the closing date to August 31, 2016; conduct the impact evaluation analysis, and to introduce a reallocation across categories and an allocation of contingency resources. A minor restructuring was also undertaken previously on June 6, 2013 in order to include a works category under the District grants (the original financing agreement incorrectly left this category out for district grants). Relevance of Objectives, Design and Implementation Objective: The project development objective of the GPEG was to improve planning, monitoring and delivery of basic education services in deprived districts in Ghana. The objective was relevant given the context at project preparation where deprived areas in Ghana were lagging behind the rest of the country in terms of educational outcomes. The introduction of the single spine salary system significantly increased salary costs at that time, crowding out funding for non-salary resources to schools and districts. At the same time, the government was increasingly under pressure to continue initiatives to implement the decentralization policy. The sector issues at the time of appraisal revolved around inconsistent capitation grant financing, low learning outcomes, inequitable access to quality education and trained teachers, and weak accountability and management at school levels. The objective of the GPEG was to lay the foundation for decentralized decision-making to improve service delivery. The objective was also strongly aligned with the Government’s Education Sector Plan (ESP 2010-2020) which had a strong emphasis on expansion of educational opportunities to disadvantaged populations and goals around four pillars including promoting: (i) equitable access to and participation in quality education; (ii) bridging the gender gap in access to education; (iii) improving the quality of teaching and learning; and (iv) improving management of education service delivery. In addition, the GPEG was consistent with the World Bank’s Country Assistance Strategy (CAS) which proposed targeted programs for the poor, and improving basic education services through decentralized systems. The GPEG was well aligned with the goals of the GPE global strategy to improve resource allocations to impoverished areas, support girls’ education and strengthen learning and quality of basic education. Project preparation and appraisal were jointly conducted with the local education group (LEG) to ensure that the GPEG objectives were aligned with ongoing and new commitments of development partners. As an initial three-year grant, the objective aimed to focus on systems rather than learning outcomes given the limited project time period. In light of the above, the relevance of the objective is rated Substantial. Design: The design of the GPEG was informed by lessons learned from other operations in Ghana and the education sector including the Education For All-Fast Track Initiative Catalytic Fund Grants and Education Sector Development Project (EdSEP-IDA Cr. 38650) in Ghana. In addition the design was based on the ESP 2010-2020 and informed by a significant body of work including: the 2011 World Bank Ghana Education Report “Improving Equity, Efficiency and Accountability of Education Service Delivery”, Joint Review of Public Expenditure and Financial Management 2011, National Education Sector Annual Reviews, USAID Education Strategic Objective Assistance to Ghana, DFID Education strategic Plan, UNICEF Country Program Action Plan, JICA Support to Education Implementation and World Food Program School Feeding Plan. Some of the lessons included the importance of: timely disbursements of school and district grants, regular and better oversight by circuit supervisors and enabling district supervisors to have greater discretion at local levels on managing resources. Other lessons included the importance of: promoting more collaborative efforts among government and development partners to ensure more harmonized activities; ensuring a sound monitoring and evaluation system to capture information and provide feedback loop; and supporting in service training as an effective way to improve the quality of teaching and learning outcomes without interrupting classroom teaching. The Project’s results framework was well-defined and there were logical links from the PDO to the project components. The M&E framework for the project was robust and detailed data collection instruments were developed at appraisal and shared through the project implementation manual. The collection, analysis and dissemination of data follows a structured approach (data are collected at the school level and then consolidated at the district and regional levels and finally collated at the national level). The project design also adequately factored in the time required 8/31/2016 Page 2 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) to train an appropriate number of teachers and to deliver the school and district grants. Furthermore, the estimated costs at appraisal were sufficient to effectively fund and support key project–supported activities and interventions, and during implementation. In light of the above, the relevance of the design is rated Substantial. Implementation: The Ghana Education Service and the Ministry of Education played an active role in executing the project in a timely manner. Currently, the fiduciary assessment, the impact evaluation of the district and school grants and the procurement audits remain to be completed. As the project draws to a close, all Project targets have been achieved or exceeded. 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 in service training (INSET) to teachers (97% 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 and independently by the National Inspectorate Board). 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 have improved both teacher and pupil attendance. The relevance of project implementation is rated Substantial. Efficacy (Achievements of Project Development Objectives) The project benefitted from exchange rate gains and relatively timely implementation of activities by the implementing agency under all three components. In particular the savings and additional resources were applied to support grants to the districts through a supplemental allocation.The assessed project targets have been achieved and/or exceeded. The following progress was observed with regards to Sub-Grants to Deprived Districts to support key education objectives (component 1.1): The deprived districts received training in drafting their Annual Programs of Work and executing the budgets in line with their planning. Subsequently, the deprived districts executed 97% of their Annual Programs of Work in line with their planning (exceeding the 80% target in the results framework). DFID funded scholarships for girls to attend Junior High School (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. Though School Report Cards (SRCs) was a new intervention at the conception of the project, 93% of schools in deprived districts had an up-to-date school report card by the end of the project (exceeding the target of 75% set during appraisal). An impact evaluation to measure the extent to which the district grants were able to impact learning outcomes is currently underway and the report is expected by project closing. In terms of progress made towards Teacher Development and Skill Upgrading (component 1.2): 6,366 teachers were sponsored on the Untrained Teachers Diploma in Basic Education (UTDBE) (exceeding the 5,000 target). Over the lifetime of the project, 94,827 in-service teacher trainings (INSET) were provided (significantly exceeding the target of 30,000). However, the number of individual teachers trained may be slightly lower because the same teacher may have participated in multiple INSETs (for example, a teacher may have received early childhood education and gender sensitive training). At least 28,056 teachers received training in at least one of the core INSET subjects (Literacy, Math and Science). Of the non-core in-service training, 14,487 teachers were trained in early childhood education and gender – sensitive training. An impact assessment was conducted during the implementation of the project to assess the extent to which the distance training program had achieved its objective of upgrading the quality of teaching skills among untrained teachers in the deprived districts and the extent to which this has impacted on learning outcomes and the evaluation report was submitted in May 2016. The report provides a comprehensive qualitative and quantitative analysis of the trainee’s skills in the classroom as well as the impacts felt by school heads, communities, district officers and others. Using a Lesson Observation Survey (conducted in 2014 and 2015), the assessment found significant improvements in lesson planning, teaching methodology and classroom organization and management. INSET has been rolled out in strategic areas such as literacy, math and early childhood education. A Quality Assurance consultant also submitted annual reports to feed into improving the delivery of the UTDBE program. The following progress was observed with regards to School Sub-Grants (component 2): All basic education schools in the deprived districts received a base grant and a supplementary capitation grant per term during the duration of the project. 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 school management committees (SMCs) are developing School Performance Improvement Plans (SPIPs) to make expenditures from their school grants and improving their financial management and accounting capacities. The school expenditure reports indicate that 91% of the funds were spent in line with planning and 80% of the School Performance Improvement Plans (SPIPs) were signed by SMC chairmen (exceeding the target of 75%). The following progress was observed with regards to Project Management and Institutional Strengthening (component 3): 4,549 district staff of the Ghana Education Service received management capacity training, usually in the form of workshops on the preparation of the Annual District Education Operation Plans. Also, 13,382 head teachers and 1,662 Circuit Supervisors received training (well over the 6,930 target) in financial management, data collection and analysis. Moreover, approximately 6,000 head teachers received training on drafting School Report Cards (SRCs) and School 8/31/2016 Page 3 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Performance Improvement Plans (SPIPs). The GES provided annual progress reports on the performance of the project and coordinated all yearly inputs into the National Education Sector Annual Review. The reports have been comprehensive and include details on disbursement, an updated results framework reflecting progress made towards achieving the project development objectives and an analysis of the district level expenditure for the reporting period. The GPE Secretariat has noted that the GPEG exemplifies best practice in its project reporting, development partner coordination and annual joint sector review. This kind of reporting required significant attention to monitoring and evaluation, school and district internal audits, and quarterly hands on workshop/meetings with district directors. The project has 1.9 million beneficiaries (exceeding the target of 1.6 million) with approximately 48% of the beneficiaries being female (against a target of 40%). On the basis of the above, efficacy is rated Substantial. Efficiency The project’s outputs and outcomes have been achieved or exceeded by the Project closing date. The government has submitted programs of work (for all GPEG districts for the entire duration of the project) that provide details on every district level activity conducted during the project period using project funds, the initial budget allocated to said activity and the subsequent expenditure. The analysis of the district annual programs of work is currently being undertaken by the team and initially suggests that the districts carried out their activities as planned and expenditure for activities were in line with their budgeted amounts. The internal and external audits suggest that the district and the school funds were used for their intended purposes and in an efficient and cost-effective manner. Several independent reviews were conducted by consultants and local non-governmental organizations looking at grant expenditures and generally concur with the audit findings. The recently completed fiduciary review also confirms that spending according to the Annual Program of Work (APW) is an integral part of the GPEG/GPASS related activities. Where prices of goods and services changed after the APW had been approved, the district officers had to reduce quantities in order to meet total cost allocated for that activity. The forthcoming impact evaluation of both the district and the school grants as well as the procurement audit will provide further elaboration in the ICR. In line with the estimates made during appraisal, the teacher training (UTDBE program) was more cost effective relative to the conventional mode of pre-service teacher training. Conventional pre-service teacher training costs are 60% higher than the UTDBE program. The total cost of training one UTDBE trainee per year was US$3,441(as compared to the US$4,691 average cost of training a teacher under the conventional pre-service training). The impact assessment (which was carried out over a two year period from 2014 to 2016) of the program also found that the UTDBE helps ensure local teachers are hired to teach and stay longer in more deprived areas. Recent analytical work within the Ghanaian context provides strong evidence of the positive relationship between educational attainment and earnings. The economic justification for investing in basic education remains strong. A detailed economic analysis will be included in the ICR and will draw on findings from the impact evaluation on district grants, school grants and the UTDBE program. Based on the evidence from the district expenditure reports, the external and internal audits, the UTDBE impact evaluation report and the initial findings of the district and school grants impact evaluation, efficiency of the project is rated as Substantial. Overall Outcome Rating and Net Disbursements Overall Outcome Rating for the Project is Substantial Net Disbursements: The project is fully disbursed and the disbursement schedule closely followed the planned timeline at project approval. The project was restructured in August 2015 to allocate un-allocated resources, reallocate excess funds (exchange rate net gains) from category 1 and 3 to category 2 and extend the project closing date for 10 months to allow time for the impact evaluation to be completed. Outcomes: Project indicator targets have been 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 Assessment, UNICEF mobile school report cards, etc.). Beneficiary districts (now 75 because of newly created districts) have received three annual rounds of district grant allocations. 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 trainee teachers 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) 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 8/31/2016 Page 4 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) knowledge, but as of the endline survey demonstrate comparable performance with their traditional Diploma of Basic Education (DBE) colleagues. 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 and 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 kindergarten, 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 Kindergarten trained teachers where the percentage increase is from 34% to 47%. For primary education, the trained teachers increased nominally from 50% to 56%. Fiduciary and Safeguards Compliance Financial Management (FM). FM under the Project is rated Satisfactory. Annual audit reports were received on time, revealed no irregularities, and were of unqualified opinion. Interim unaudited financial reports were also submitted in a timely manner and in accordance with Bank procedures. In instances in which minor issues were identified, corrective actions were enacted by the Bank and the Government. The FM staff had relevant and adequate experience to carry out their fiduciary responsibilities. An internal auditor performed independent and objective internal audit activities including inspections and verification of the use of funds at the district and school levels. Procurement. Procurement under the Project was sound but the delay in collating the district level procurement plans was of some concern. Procurement of project-supported activities at HQ level were adequately implemented throughout the project period, monitoring at decentralized levels were conducted, but not comprehensively reported. Since the Mid-term review, the project was able to report on district level procurement and more recently has launched an in-depth procurement audit to assess procurement performance of the GPEG. Therefore, the rating for procurement is Satisfactory. The overall Safeguards Rating is Moderately Satisfactory The safeguards screening tool was subsequently introduced and implemented and the most recent field review indicated adherence to the applicable guidelines provided in the Safeguards instruments especially the mitigation measures in the checklist for construction and rehabilitation activities. However, the moderately satisfactory rating reflects the delay in implementing (which did not have a material impact on compliance with policy or achievement of development objectives and implementation progress) subproject environmental screening at the district level. This was rectified once training was fully rolled out to all districts. 8/31/2016 Page 5 of 12 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 Political and Governance  --  Moderate  Moderate Macroeconomic  --  Substantial  Substantial Sector Strategies and Policies  --  Moderate  Moderate Technical Design of Project or Program  --  Substantial  Substantial 8/31/2016 Page 6 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) Institutional Capacity for Implementation and Sustainability  --  Substantial  Substantial Fiduciary  --  Moderate  Moderate Environment and Social  --  Low  Low Stakeholders  --  Moderate  Moderate Other  --  --  -- Overall  --  Moderate  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 97.00 100.00 80.00 Date 29-May-2012 01-Feb-2016 12-Aug-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 98.00 98.00 75.00 Date 29-May-2012 01-Feb-2016 12-Aug-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 Comments National Education Assessment was conducted in June 2016 and results are expected to be available in September 2016. The results framework would be updated as soon as the data is available. 8/31/2016 Page 7 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) 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 76.00 50.00 Date 30-Sep-2014 12-Aug-2015 12-Aug-2016 31-Oct-2015 Comments While the results show 76% overall satisfactory rating or higher, there was a bigger number of teachers who scored in the good and excellent range as opposed to prior two surveys (baseline and midline). The figures decreased from the midline somewhat, but the UTDBE impact evaluation gives more detail into the findings from the survey and how the midline ratings may have been distorted. PHINDPDOTBL  Direct project beneficiaries (Number, Core) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1928650.00 1991030.00 1700000.00 Date 29-May-2012 01-Feb-2016 12-Aug-2016 31-Oct-2015 PHINDPDOTBL  Female beneficiaries (Percentage, Core Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 47.00 48.00 40.00 Overall Comments 8/31/2016 Page 8 of 12 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Ghana Partnership for Education (P129381) 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 6776.00 28224.00 6930.00 Date 11-Jun-2012 01-Feb-2016 12-Aug-2016 31-Oct-2015 Comments The numbers were collected on a yearly basis for the number of headteachers trained, circuit supervisors trained. The latest figure for this year was 7,087. Therefore, totaling the figures over the course of the project, the overall number trained on the use of SRCs was 28,224. 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 2156.00 4549.00 500.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-2016 31-Oct-2015 Comments For the 2015-2016 school year a total of 2,457 regional and district officers were trained. Adding up the numbers trained over the course of the project, the overall figure is 4,549. PHINDIRITBL  Teachers trained under the project (disaggregated by UTDBE and INSET) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 22189.00 94827.00 35000.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-2016 31-Oct-2015 Comments A total of 6,366 teachers were trained under the UTDBE. Core INSET totals were 28,056 and non-core INSET were 14,485. Combined with previous years training figures the total INSET figure is 94,827 for the life of the project. These figures will be reconfirmed during ICR preparation. 8/31/2016 Page 9 of 12 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 0.00 100.00 100.00 70.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-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 95.00 97.80 65.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-2016 31-Oct-2015 Comments This figure is a proxy derived from the total number of School Based INSETs/Cluster Based INSETs divided by the total project expected INSETS (number of schools multiplied by three per school). 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 93.00 93.00 75.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-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 01-Feb-2016 12-Aug-2016 31-Oct-2015 Comments The average number of circuit supervisor visits was actually 7.5 per year based on the school grant reports. 8/31/2016 Page 10 of 12 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 01-Feb-2016 12-Aug-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 0.00 100.00 100.00 75.00 Date 30-Sep-2012 01-Feb-2016 12-Aug-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 8/31/2016 Page 11 of 12 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. 8/31/2016 Page 12 of 12 Public Disclosure Copy