The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
AFRICA | Malawi | Education Global Practice |
IBRD/IDA | Investment Project Financing | FY 2019 | Seq No: 2 | ARCHIVED on 16-Nov-2019 | ISR39011 |
Implementing Agencies: Ministry of Education, Science and Technology, Ministry of Finance, Economic Planning and Development
Key Dates
Key Project Dates
Bank Approval Date: 13-Mar-2019 Effectiveness Date: 24-Oct-2019
Planned Mid Term Review Date: 15-Dec-2022 Actual Mid-Term Review Date:
Original Closing Date: 31-Dec-2025 Revised Closing Date: 31-Dec-2025
pdoTable
Project Development Objectives
Project Development Objective (from Project Appraisal Document)
The Project Development Objective (PDO) is to improve quality of science and mathematics instruction in Community Day Secondary Schools
(CDSSs) and increase access to secondary education in selected remote areas.
Has the Project Development Objective been changed since Board Approval of the Project Objective?
No
Components Table
Name
Component 1. Improving the quality of science and mathematics instruction:(Cost $28.01 M)
Component 2.Enhancing equitable access to secondary education:(Cost $51.45 M)
Component 3.Project Coordination, Learning, Monitoring & Evaluation:(Cost $10.54 M)
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
The EQUALS Project was approved by the Board on March 14, 2019, signed on July 25, 2019 following the approval of the EQUALS Bill by the
Malawi parliament; and declared effective from October 24, 2019.
Overall, Government has met the three effectiveness conditions to the satisfaction of the task team. The EQUALS Project Implementation
Committee (EPIC) was formally established with clear terms of reference acceptable to the World Bank; the core Project Support Team (PST) is in
place comprising a project manager, two procurement specialists (one for civil works and one for general procurement), monitoring and evaluation
specialist and an environmental and social safeguards specialist. The positions of director and deputy director of the key implementation
departments of the education ministry have all been substantively filled. The directorates are: secondary and distance education; teacher education
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
and development; education planning; as well as the monitoring and evaluation unit. The detailed and costed Annual Workplan with a detailed
timetable and sequenced activities is in place. This is also complemented by a project implementation/operation manual.
The continous post-elections demonstrations continue to affect timely completion of planned activities. Access to the 2018/19 administrative Annual
School Census (ASC) from the education ministry is expected by November 15, 2019. Once accessed, the data will be validated by the task team to
enable update of the EMIS based indicator values. The baseline sample survey for the rest of the indicators is ongoing and results expected by
December 15, 2019.
Risks
Systematic Operations Risk-rating Tool
Risk Category Rating at Approval Previous Rating Current Rating
Political and Governance Substantial Substantial Substantial
Macroeconomic Substantial Substantial Substantial
Sector Strategies and Policies Moderate Substantial Substantial
Technical Design of Project or Program Substantial Substantial Substantial
Institutional Capacity for Implementation and
Sustainability High High High
Fiduciary Substantial Substantial Substantial
Environment and Social Substantial Moderate Moderate
Stakeholders Moderate Moderate Moderate
Other -- -- --
Overall Substantial Substantial Substantial
Results
PDO Indicators by Objectives / Outcomes
Improve the quality of mathematics and science instruction
IN00757869
►Percent of CDSS meeting selected minimum standards for quality science and mathematics instruction (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Baseline value will be Baseline value will be
The baseline will be 40 percent increase
Value furnished by December furnished by
furnished by June 2019 from baseline
2019 December 2019
Date 28-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Proportion of CDSSs meeting the minimum standards in selected four national education standards - 10,
11, 12 and 18. The selected standards have 3, 5, 4 and 5 observable criteria respectively. For the purpose
of the project 5 criteria (10.10, 11.12, 12.11, 18.9 and 18.12) have been selected for measurement. The
Comments:
criteria are aligned to good classroom practices and instructional coaching by school head or a senior
teacher in the school. A CDSS where the selected criteria are observed to be taking place will be
considered to have met the minimum standards for science and math instruction.
IN00757896
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
►Learning achievement in standardised assessment in science and math (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Baseline will be available
To be determined by
in 2021 when Malawi will Not yet due for Not yet due for
Value the values of the next
participate in the first measurement measurement
round of assessments
round of PISA
Date 29-Oct-2021 21-Jun-2019 21-Jun-2019 31-Dec-2025
Average student scores in Math and a selected science subject in Form 2. MANEB will subscribe to any
Comments:
available international assessments (preferably PISA).
Increase access to secondary education in selected remote districts
IN00757870
►Primary to secondary transition rate in remote schools from 13 selected districts (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 32.00 32.00 32.00 48.00
Date 30-Nov-2018 21-Jun-2019 21-Jun-2019 31-Dec-2025
The number of new students enrolled in Form 1 expressed as a percentage of the number of pupils
Comments: enrolled in the Standard 8 in the previous year in the 13 remotest districts. This represents a proxy
IN00757897
indicator as students may be selected into national secondary schools.
Female Students (Number, Custom Breakdown)
Baseline Actual (Previous) Actual (Current) End Target
Value 60,000.00 60,000.00 60,000.00 90,000.00
Date 30-Apr-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Intermediate Results Indicators by Components
C1. Improving quality of science and mathematics instruction
IN00757898
►Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Custom, DLI)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 0.00 90.00
Date 28-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Proportion of CDSSs with student textbook ratio of 1:1 Mathematics, Biology, Chemistry and Physics. The
Comments: ratio is measured on the total enrolment per subject divided by total number of student textbooks available
for the revised curriculum.
IN00757900
►Number of interactive Science and Mathematics modules available for use by students (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
100% of modules in
Value No No No
the selected science
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
subject for Form 4
developed and or
adopted
Date 21-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Animated materials that support learning. For example, in math interactive materials would show stepwise
solutions of mathematical problems. In sciences, the materials are expected to animate experiments.
Comments: These increase the chances of learning. MIE will establish the scope of development of modules. The
project will track the incremental development of the modules in mathematics and a selected science
subject for the entire secondary school cycle (F1-F4)
IN00757902
►% of CDSSs with students using interactive workbooks in math and science (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 0.00 75.00
Date 31-Dec-2018 21-Jun-2019 21-Jun-2019 31-Dec-2025
Percentage of schools with students (of at least 1 stream) of a specific grade for which material has been
Comments: developed and or adopted; found using the developed interactive materials during the DIAS school
monitoring exercise in the 43 school clusters.
IN00757904
►Percent of CDSS meeting prioritized leadership and management standards (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
50% increase from
baseline in the share
Baseline to be Baseline will be
Baseline will be furnished of CDSSs meet
Value established by June furnished by
by December 2019 prioritized leadership
2019 December 2019
and management
standards
Date 28-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Proportion of CDSSs meeting all the 5 minimum criteria set out in National Education Standard (NES) 18.
Comments:
The baseline will be established in the first project year.
IN00757906
►Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in science and
math (Text, Custom, DLI)
Baseline Actual (Previous) Actual (Current) End Target
Baseline will be
Baseline established by Baseline will be furnished 20 percentage point
Value furnished by
June 2019 by December 2019 increase from baseline
December 2019
Date 28-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Proportion of mathematics and sciences teachers in CDSSs meeting the three criteria of the minimum
Comments:
NES 9 as well as criterion 9.7.
IN00757908
►Foundational system for continuous assessment established for maths and biology (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
CA foundations
established for maths
and biology in Forms 3
and 4 integrating 2nd
Value No No No
round data. Report and
action plan prepared
on roll out to other
subjects.
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
Date 28-Jun-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Guidelines/procedures, tools and data management system including capacity readiness for conducting
Comments:
continuous assessment in mathematics and biology subjects
C2. Increasing access to secondary education
IN00757899
►Complementary streams for delivery of secondary education established (Text, Custom, DLI)
Baseline Actual (Previous) Actual (Current) End Target
7,500 additional
students admitted to
complementary stream
Value No No No
of secondary
education in the 13
remote districts
Date 31-Dec-2018 21-Jun-2019 21-Jun-2019 31-Dec-2025
This indicator refers to the development and endorsement of policies and strategies supporting lower cost
options of secondary education expansion. These include OSS, ODL, and Public-Private Partnerships
Comments:
(PPPs) including regulation and revised financing formula;and credible secondary expansion plan. As
from the third year, the indicator will track the number of students enrolled in the complementary streams
IN00757901
►% of CDSS in the 13 remote districts meeting teacher establishment in Science and Mathematics (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
50% of CDSSs meet
Baseline to be Baseline to be Science & Maths
Baseline established by
Value established by December established by teacher establishment
June 2019
2019 December 2019 requirements defined
in STDMS
Date 31-Dec-2019 21-Jun-2019 21-Jun-2019 31-Dec-2025
Proportion of CDSS that have been supplied with adequate science and mathematics teachers based on
Comments: the staffing norms defined in the teacher development, recruitment, deployment and management
strategy.
IN00757903
►% of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text, Custom,
DLI)
Baseline Actual (Previous) Actual (Current) End Target
90% of public
Baseline will be Baseline will be secondary schools
Baseline established by
Value established by December established by conform to the average
June 2019
2019 December 2019 class size of 45-55
students in Form 1.
Date 28-Jun-2019 28-Jun-2019 28-Jun-2019 31-Dec-2025
Proportion of secondary schools filling up their form 1 capacity in the range of 45-55 students per stream
as a result of the reformed and automated selection and placement system. Measured as (# Form 1
Comments:
Students / # of Form 1 Streams) for each public school in the 13 selected districts, and the proportion of
schools for which this ratio is greater than or equal to 50
IN00757905
►% of CDSSs in 13 remote districts with functional GBV redressal and adolescent hygiene support systems (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Baseline to be 90% of CDSSs in 43
Baseline established by Baseline to be available
Value available by December selected clusters have
June 2019 by December 2019
2019 functional GBV
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
redressal and
adolescent hygiene
support system
Date 28-Jun-2019 28-Jun-2019 28-Jun-2019 31-Dec-2025
Proportion of CDSSs that have operational GBV redressal and adolescent hygiene support system based
on NES 6 and provisions of the School Health Hygiene and Nutrition. The system will include but not
limited to annual student sensitization, annual MG sensitization, sensitization of the teacher code of
Comments: conduct, presence of male and female councilors in schools, gender clubs meeting at least once a
quarter, existence of anonymous complaints reporting, demonstrable evidence of accepting, investigating,
and addressing complaints; demonstrable evidence of provision of nutrition supplements to adolescents.
The MOEST will develop the compounded mechanism in the first year of the project.
IN00757907
►Progression rate for disadvantaged students benefiting from scholarships (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
85% of supported
Student not yet
Value 0.00 Student not yet enrolled students progress to
enrolled
the next grade/form
Date 29-Jun-2018 28-Jun-2019 28-Jun-2019 31-Dec-2025
Proportion of students benefiting from the reformed bursary program through EQUALS who are promoted
Comments: to successive grades in secondary education. Measured as number of bursary recipients who are
IN00757909
promoted / number of bursary recipients
% Female (Percentage, Custom Breakdown)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 0.00 80.00
Date 30-Apr-2019 28-Jun-2019 28-Jun-2019 31-Dec-2025
IN00757910
►Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Custom, DLI)
Baseline Actual (Previous) Actual (Current) End Target
75% of target schools
Value 0.00 0.00 0.00 are adequately
maintained
Date 31-Dec-2018 28-Jun-2019 28-Jun-2019 31-Dec-2025
CDSS where additional academic facilities have been provided by the project. The envisaged facilities
Comments:
include: classrooms, libraries, laboratories, electricity, water/sanitation etc
IN00757911
►Stakeholder satisfaction in delivery of secondary education in the 13 remote districts (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Baseline to be
Baseline established by Baseline to be furnished 20 percent increase
Value furnished by
June 2019 by December 2019 from baseline
December 2019
Date 28-Jun-2019 28-Jun-2019 28-Jun-2019 31-Dec-2025
Comments: Feedback from parents and students in the delivery of education in the project resourced areas
Disbursement Linked Indicators
IN00757912
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
►DLI 1 Percent of CDSSs with student textbook ratio of 1:1 for maths and science (Percentage, Intermediate Outcome,
15,500,000.00, 17.22%)
Baseline Actual (Previous) Actual (Current) FY25
Value 0.00 0.00 0.00 --
Date -- 21-Jun-2019 21-Jun-2019 --
IN00757913
►DLI 2 Percent of CDSS teachers in 43 targeted clusters with good professional, subject and curriculum knowledge in
science and math (Text, Intermediate Outcome, 12,510,000.00, 13.90%)
Baseline Actual (Previous) Actual (Current) FY25
Baseline established by Baseline will be furnished Baseline will be furnished
Value --
June 2019 by December 2019 by December 2019
Date -- 21-Jun-2019 21-Jun-2019 --
IN00757914
►DLI 3 Complementary streams for delivery of secondary education established (Text, Intermediate Outcome, 11,050,000.00,
12.28%)
Baseline Actual (Previous) Actual (Current) FY25
Value No No No --
Date -- 21-Jun-2019 21-Jun-2019 --
IN00757915
►DLI 4 % of public secondary schools conforming to class size range of 45-55 in Form 1 in the 13 selected districts (Text,
Intermediate Outcome, 10,900,000.00, 12.11%)
Baseline Actual (Previous) Actual (Current) FY25
Baseline will be Baseline will be
Baseline established by
Value established by December established by December --
June 2019
2019 2019
Date -- 28-Jun-2019 28-Jun-2019 --
IN00757916
►DLI 5 Number of schools expanded or upgraded based on agreed minimum infrastructure package (Text, Intermediate
Outcome, 29,496,000.00, 32.77%)
Baseline Actual (Previous) Actual (Current) FY25
Value 0.00 0.00 0.00 --
Date -- 28-Jun-2019 28-Jun-2019 --
Data on Financial Performance
Disbursements (by loan)
Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed
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The World Bank Implementation Status & Results Report
Equity with Quality and Learning at Secondary (EQUALS) (P164223)
P164223 IDA-63790 Effective USD 90.00 90.00 0.00 0.00 89.09 0%
Key Dates (by loan)
Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date
P164223 IDA-63790 Effective 13-Mar-2019 25-Jul-2019 24-Oct-2019 31-Dec-2025 31-Dec-2025
Cumulative Disbursements
Restructuring History
There has been no restructuring to date.
Related Project(s)
There are no related projects.
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