54379 Status: Submitted to SECPO BORR 10.00 10.00 IBRD 40.00 40.00 Total 50.00 N 7a. Project Development Objectives/Ou.tcomes OriginaVCurrent Project Development Objectives/Outcomes The Project will contribute to increase equitable rural access from pre-school to upper secondary education, promote higher retention of children and youths in the school system, and improve the quality and relevance of education for rural communities and their school populations. The Project seeks to support the consolidation of the rural education policy developed and implemented by the government during Phase I of the Rural Education Project (2001-2006). Phase I extended coverage of education services to vulnerable population groups, particularly in the remote areas. Phase II will improve rural education quality (at all levels: pre-school, primary and secondary); develop education equity mechanisms for vulnerable population groups (including ethnic groups); and institutionalize rural education delivery capacity in Departmental and municipal Education Secretariats of Colombia. 7b. Revised Project Development Objectives/Ou.tcomes [if applicable] The objective ofthe Project is to increase rural population#s access to quality education from pre-school to upper secondary level, promote higher retention of children and youths in the school system and improve education programs relevant to rural communities and their school populations. 11 Document of The World Bank Report No: 54379-CO RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF THE COLOMBIA RURAL EDUCATION PROJECT (APL PHASE II) LOAN Approved on April 17, 2008 TO THE REPUBLIC OF COLOMBIA July 6, 2010 ABBREVIATIONS AND ACRONYMS APL Adaptable Program Loan ETC Entidad Territorial Certificado Certified Territorial Entity ICFES Instituto Colombiano para la Evaluación de la Educación Colombian Institute for Education Evaluation M&E Monitoring and Evaluation MEN Ministerio de Educación Nacional National Education Ministry PAD Project Appraisal Document PDO Project Development Objective SIMAT Sistema de Información de Matrícula Enrollment Information System SINEB Sistema de Información Nacional de Educación Básica National Information System for Basic Education SISPER Sistema de Seguimiento del proyecto Monitoring System for the Project Regional Vice President: Pamela Cox Country Director: Gloria Grandolini Sector Manager / Director: Chingboon Lee/ Keith Hansen Task Team Leader: Raja Bentaouet Kattan 2 COLOMBIA COLOMBIA RURAL EDUCATION PROJECT (APL PHASE II) P082908 CONTENTS Page A. SUMMARY ................................................................................................................ 4 B. PROJECT STATUS.................................................................................................... 4 C. PROPOSED CHANGES ............................................................................................ 5 ANNEX: RESULTS FRAMEWORK AND MONITORING ......................................... 10 3 COLOMBIA RURAL EDUCATION PROJECT (APL PHASE II) RESTRUCTURING PAPER A. SUMMARY 1. The proposed Level One Restructuring consists in aligning the objectives and indicators of the Colombia Rural Education Project, Phase II, (the Project) to better reflect Project activities and ensure measurability. In particular, the proposed changes include replacing the Project Development Objective (PDO) in the PAD with the PDO used in the Loan Agreement, and modifying the outcome and output indicators and targets of the Project to better reflect actual Project content. B. PROJECT STATUS 2. The Bank's US$40 million loan for the Colombia Rural Education Project (APL2) was approved by the Board on April 17, 2008 and became effective on July 28, 2008. The Project seeks to build on Phase I of the Rural Education Project (2001-2006) by further improving rural education quality (at all levels: pre-school, primary and secondary), developing mechanisms that promote equity for vulnerable population groups (including ethnic groups), and institutionalizing rural education delivery capacity in Departmental and Municipal Education Secretariats. The main intended beneficiaries are rural and poor populations. The Project consists of three components: (i) Improving Departmental Secretariat of Education and Municipal Management Capacity to Support Improvements in Rural Education Quality; (ii) Strengthening Rural Education Management at the School Level for Better and More Equitable Results in Access, Completion, and Quality of Learning; and (iii) Strengthening the Ministry of Education for Project Coordination, Monitoring, and Evaluation. 3. Overall, implementation is progressing well, albeit slower than originally envisaged in part due to the delays in initial execution. As of June 30, 2010, US$4 million (10.0% of the loan) had been disbursed and approximately US$9 million (22.5% of the loan) committed. To date, the Ministry of Education (MEN) has signed agreements with 16 participating territorial entities and nine of them have already made financial contributions to the Project, which is the Ministry's requirement for participation. All 16 entities have viable and approved rural education plans. Additionally, execution of subprojects is well underway. In particular, several of the flexible education delivery modalities are being reviewed and improved (including accelerated learning, Escuela Nueva, Posprimaria, Telesecundaria, among others). This year approximately 12,000 teachers are being trained in the use of Information and Communication Technologies. 4. Despite some delays in the financial management process between MEN and the Trust Agent contracted to administer the financial resources (Sociedad Fiduciaria de Desarrollo Agropecuario), the results of the FM Supervision carried out on April 12 4 2010, and the review of the Interim Financial Report suggest that overall Financial Management of the Project is satisfactory. C. PROPOSED CHANGES 5. The proposed Restructuring consists of changes to the PDO, indicators and targets as described in the Colombia Rural Education Project (APL2) PAD. While Project activities remain relevant and unchanged, implementation experience has revealed a need to adjust result indicators and targets to better reflect Project content. This is also an opportunity to harmonize Project indicators with indicators used by the MEN, thus simplifying monitoring mechanisms. In addition, PAD description of the Project's objectives is slightly different from the one used in the Loan Agreement, which better fits actual Project implementation. The proposed changes were developed in close collaboration with the MEN. 6. Project Development Objectives: The original PDO stated in the PAD is as follows: "The Project will contribute to increase access to education in rural areas from pre-school to upper secondary education in an equitable manner, promote higher retention of children and youths in the school system, and improve the quality and relevance of education for rural communities and their school populations". The proposed Restructuring would replace this PDO with the PDO as stated in the Loan Agreement for this Project, namely: "The objective of the Project is to increase rural population's access to quality education from pre-school to upper secondary level, promote higher retention of children and youths in the school system and improve education programs relevant to rural communities and their school populations". No change is proposed to the activities financed, or to the Project's implementing arrangements. 5 7. Project Results Framework: Implementation experience has revealed the need to adjust the Project's results framework as presented in the PAD, either because changes in these indicators cannot be attributed to Project activities, or because indicators are impossible or very costly to monitor. 8. In addition, , baseline data at the time of Project preparation that would be used to measure progress towards results indicators turned out to be erroneous and is being revised. Targets therefore need to be adjusted to ensure their comparability with the new baseline. 9. The following table summarizes the proposed changes in the Project's result framework. It is important to note that this includes changes to both indicators and targets, which in some cases have been adjusted downwards substantially in view of the revisions to the Project's baseline data. Project outcome indicators and targets Original Revised Improve outcomes in Math and Language The number of students in the lowest level (according to SABER test results) for of achievement in Math and Language on Grades 5 and 9 in rural public schools in the 2012 SABER tests will decrease by 5 participating territorial entities. This percentage points for 5th and 9th grade general improvement will be measured in (Math) and by 4 percentage points for 5th comparison with the national average for grade and 9th grade (Language). rural schools. [Baseline: 2009 SABER results] Increase in enrollment rates, from 44.8 Gross coverage rates in rural areas will percent to 55 percent for preschool and increase by 2 percentage points for the from 28 percent to 35 percent in preschool, and upper secondary; and at secondary school. least by 4 percentage points in lower secondary levels for participating territorial entities. [Baseline: 2009 SINEB/SIMAT data] Improved completion rates: minimum of 5 Improvement in completion rates for percentage points for primary level, 13 participating territorial entities. Primary points for secondary level, and 7 points level: 5 percentage points, lower for upper secondary level among public secondary level: 4 percentage points, rural schools in participating territorial upper secondary: 3 percentage points entities. [Baseline: 2008 SINEB/SIMAT data] Decrease in rural-urban disparities in Indicator Dropped ­ not attributable to completion rates among public schools in Project activities participating territorial entities. Increase in financial resources designated Indicator Dropped ­ not attributable to towards rural education in the Project activities participating territorial entities. 6 Intermediate outcome/ output indicators and targets Original Revised Component 1: Improving Departmental Secretariat of Education and Municipal Management Capacity for Rural Education Quality 75 percent of the Education Secretariat Indicator Dropped ­ no data collection Staff participating in the Project report mechanism to measure this indicator that they are satisfied with the support they are receiving from the MEN. 80 percent of the Departments 35 Certified Territorial Entities have participating in the Project present signed an agreement (convenio), have integrated projects which will include developed a program of activities, and models tailored to serve indigenous include specific actions tailored to ethnic populations, raizal and Afro-Colombians. populations in their Rural Education Plan. [Baseline: 0] Component 2: Strengthening Rural Education Management at the School Level for Better and More Equitable Results in Access, Completion, and Quality of Learning. Reduce student dropout rates from 7.5 to Indicator to be Dropped ­ difficulties in 6.0 percent in public basic (primary and measurement lower secondary) and upper education in the participating territorial entities. 75 percent of rural schools in the Indicator to be Dropped ­ difficulties in participating territorial entities implement measurement a competency-based curriculum. 75 percent of rural schools with 2,416 educational establishments offer predominantly indigenous and Afro- flexible curriculum and ethnic education Colombian student populations in the services participating territorial entities implement [Baseline: 0] flexible curricula models adjusted to the cultural context and expectations. 75 percent of schools in the participating 91,133 (cumulative) students benefit from territorial entities have achieved at least flexible curriculum and ethnic education 75 percent of the objectives of projects services in participating territorial entities. that were designed to strengthen peace [Baseline: 0] and social cohesion among the student population. 75 percent of schools in the participating 25 percent of rural education territorial entities have achieved at least establishments participating in the Project 75 percent of the objectives of projects apply strategies to develop at least one of that were designed to develop pedagogical the following aspects: 1) Basic productive subprojects. competencies, 2) Relevance, 3) Management strengthening [Baseline: 0] 7 Within the participating territorial entities, Indicator to be Dropped ­ not attributable 75 percent of rural schools with to Project activities predominantly indigenous and Afro- Colombian students operate flexible curriculum models, adjusted to the cultural context and expectations. 75 percent of schools in the participating Indicator to be Dropped ­ no territorial entities have reached at least 75 measurement mechanism percent of the objectives designed by the Project to strengthen peace and social cohesion. 80 percent of rural school principals and Indicator to be Dropped ­ difficulties in coordinators in the participating territorial measurement and no existing base line. entities are reported by their staff [in a confidential survey] to use modern management skills most of the time. 75 percent of the Teacher Training 48 Teacher Training Colleges in the Colleges supported by the Project have participating territorial entities received achieved the highest level of technical assistance from MEN to accreditation. improve pedagogical practices for rural areas. [Baseline: 0] 80 percent of the teachers graduating from Indicator to be Dropped ­ difficulties in the improved Teacher Training Colleges measurement and no existing base line. obtain results 10 percent higher than graduates from the regular Colleges on the evaluations of in-class pedagogical practices. These tests will be conducted at the beginning (baseline) and the end of the Project. Component 3: Strengthening Ministry of Education for Project Coordination and Monitoring and Evaluation A proposal to improve quality of 9 improvement studies to promote quality education for the rural areas adopted by education for the rural area, within the the government following public Project's framework consultation with key stakeholders, and [Baseline: 0] objectives with measurable performance indicators, and specifies an action plan for implementing New indicator: 26 ethnic groups have formulated ethnic education models designed for relevant services, within the Project's framework. [Baseline: 0] 8 80 percent of Secretariats of Education 35 participating certified territorial entities participating in the Project have have software installed, and use it for monitoring and evaluation software management, to produce reports, and to installed, are producing standard reports, disseminate information on Project and meeting their obligations to publish implementation in their area. information about their municipalities and [Baseline: 0] school performance. The Ministry of Education has The Ministry of Education has implemented the impact evaluation, implemented the impact evaluation, published the results, and released a set of published the results, and released a set of proposed policy actions based on the proposed policy actions based on the results of the evaluation. results of the evaluation. [Baseline: Since the Project is by ETC demand and changes continuously, the information will be gathered from SISPER, and MEN's system at the time of evaluation] 9 ANNEX: Results Framework and Monitoring COLOMBIA: COLOMBIA RURAL EDUCATION PROJECT (APL PHASE II) Project Development Objective (PDO): The Project will contribute to increased access to education in rural areas from pre-school to upper secondary education in an equitable manner, promote higher retention of children and youths in the school system, and improve the quality and relevance of education for rural communities and their school populations. Revised Project Development Objective: The objective of the Project is to increase the rural population's access to quality education from pre-school to upper secondary level, promote higher retention of children and youths in the school system and improve the relevance of education programs for rural communities and their school populations. Cumulative Target Values** Core PDO Level Results Data Source/ Responsibility for Unit of Measure Baseline Frequency Indicators* YR 1 YR 2 YR 3 YR 4 YR5 Methodology Data Collection Indicator One: The number of Percentage of SABER 5th grade Math: 5 Once (at SABER test MEN-ICFES students in the lowest level of students in 2009 test percentage points decrease project end) achievement in Math and lowest level results Language on the SABER 2012 of 9th grade Math: 5 tests will decrease. achievement percentage points decrease 5th grade Language: 4 percentage points decrease 9th grade Language: 4 percentage points decrease Indicator Two: Gross Gross 2009 Transition level: 2 points Once (at SIMAT MEN, Department and coverage rates in rural areas coverage data increase in coverage project end) Municipal Secretariats will increase for the transition, rates, Intermediate level: 2 points of Education intermediate levels, and percentage increase in coverage secondary level for ETC participants. Secondary ETC participants: 2 points increase in coverage Indicator Three: Improvement Completion 2008 Basic primary level: 5 Once (at SINEB, MEN, Department and in completion rates for rates, data percentage points, Basic project end) SIMAT Municipal Secretariats participating territorial entities. percentage secondary level: 4 of Education percentage points, Intermediate level: 3 percentage points INTERMEDIATE RESULTS C Cumulative Target Values** o Data Source/ Responsibility for PDO Level Results Indicators* Unit of Measure Baseline Frequency r Methodology Data Collection YR 1 YR 2 YR 3 YR 4 YR 5 Totals e Component 1: Improving Departmental Secretariat of Education and Municipal Management Capacity for Rural Education Quality. Intermediate Result indicator Number of 0 12 7 13 3 0 35 Annual Sistema de MEN, Department and One: 35 Certified Territorial territorial Seguimiento Municipal Secretariats Entities have an agreement, entities del Proyecto of Education program of activities, and (SISPER) include attention to ethnic Report populations in their Rural Education Plan Component Two: Strengthening Rural Education Management at the School Level for Better and More Equitable Results in Access, Completion, and Quality of Learning. Intermediate Result indicator Number of 0 - 805 1,020 483 108 2,416 Once SISPER MEN, Department and One: 2,416 educational educational Report Municipal Secretariats establishments offer flexible establishments of Education curriculum and ethnic education services, according to the Project framework Intermediate Result indicator Number of 0 - 30,378 38,479 18,226 4,050 91,133 Once SISPER MEN, Department and Two: 91,133 (cumulative) students Report Municipal Secretariats students benefit from flexible of Education curriculum and ethnic education services from certified territorial entities participating in the Project 11 C Cumulative Target Values** PDO Level Results o Unit of Data Source/ Responsibility for Baseline Frequency Indicators* r Measure YR 1 YR 2 YR 3 YR 4 YR 5 Totals Methodology Data Collection e Intermediate Result indicator Percent of 0 - - 10% 15% 25% 25 % Annual SISPER MEN, Department and Three: 25 percent of rural rural education Report, Municipal Secretariats education establishments within establishments SINEB of Education the Project framework apply strategies to develop at least one of the following aspects: 1) Basic competencies, 2) Relevance, 3) Management strengthening Intermediate Result indicator Number of 0 - - 42 - 48 48 Annual SISPER MEN, Department and Four: 48 Teacher Training teacher training report, SINEB Municipal Secretariats Schools in the participating schools of Education, Teacher Territorial Entities have been Training Schools assisted to improve pedagogical practices for rural areas. Component 3: Strengthening Ministry of Education for Project Coordination and Monitoring and Evaluation. Intermediate Result indicator Number of 0 3 3 1 1 1 9 Annual SISPER MEN One: 9 improvement studies to studies report, studies promote quality education for the rural area, within the Project framework Intermediate Result indicator Number of 0 7 6 8 5 0 26 Annual SISPER MEN, Department and Two: 26 ethnic groups have ethnic groups Report Municipal Secretariats ethnic education formulated or of Education models designed for relevant services within the Project framework. Intermediate Result indicator Number of 0 12 19 32 35 35 35 Annual SISPER MEN, Department and Three: 35 participating ETCs ETCs Report Municipal Secretariats have software installed, and in of Education use for management, produce reports, and publicize information regarding the progress of the Project in their area. *Please indicate whether the indicator is a Core Sector Indicator (see further http://coreindicators) **Target values should be entered for the years data will be available, not necessarily annually 12