The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) CAMEROON Education Reform Support Project (P160926) AFRICA WEST | Cameroon | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2018 | Seq No: 5 | ARCHIVED on 09-Jan-2021 | ISR44545 | Implementing Agencies: Ministry of Basic Education, Ministry of Economy and Planning Key Dates Key Project Dates Bank Approval Date: 01-May-2018 Effectiveness Date: 26-Jun-2019 Planned Mid Term Review Date: 07-Dec-2021 Actual Mid-Term Review Date: Original Closing Date: 29-Dec-2023 Revised Closing Date: 31-Dec-2026 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objective is to improve equitable access to quality basic education, with a focus on selected disadvantaged areas Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Improving Access, Quality and Education System Management:(Cost $171.00 M) Improving School Effectiveness through Performance-based Financing:(Cost $28.00 M) Institutional Strengthening and Project Management:(Cost $28.45 M) Contingent emergency response component (CERC) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Moderate Implementation Status and Key Decisions This ISR is based on the findings of the virtual implementation support mission carried out from December 7 to 11, 2020. An IDA Additional Financing (credit) in the amount of US$45 million was approved by the Bank’s Board of Executive Directors on November 24, 2020. This IDA credit will be complemented by a Global Partnership for Education (GPE) grant in the amount of US$52.45 million approved by the GPE Board on August 19, 2020. The AF will help to scale-up many of the parent project activities and extend the project’s implementation period up to 2026 (the parent project was restructured at the same time to extend its closing date to be aligned with that of the AF). The signing of the GPE Grant Agreement, the new IDA credit, and the amendment to the Credit Agreement of the original financing is expected during the first quarter of Fiscal Year 2021. 1/9/2021 Page 1 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Progress towards achievement of the Project Development Objective (PDO). The rating for progress towards achievement of the PDO remains Moderately Satisfactory. The Project is on track to meet its PDO – which is to improve equitable access to quality basic education, with a focus on selected disadvantaged areas. This rating is justified by the progress observed on the following PDO-level indicators:  Percentage of public primary schools with at least three state-paid teachers: Following the recruitment of 3,000 new teachers, the share of schools having at least three state-paid teachers increased from 43 percent to 67 percent (number pending external verification), which is more than the expected target number for this year (55 percent).  Percentage of students having essential textbooks: While this percentage is not yet known, the project has already purchased almost 3,000,000 textbooks, and their distribution to schools is expected to be completed in early January 2021. More progress has been made under this activity than was planned at appraisal. It will be possible to calculate the percentage by using the results of the external verification first, and then administrative data (statistical yearbooks), when available.  Pre-primary enrollment in Community Pre-school Centers (CPC) in rural areas: The strategy for CPC development is now available, and the Minister of Basic Education issued a regulation for creation and operation of CPCs in rural areas. Quality standards and training models have been developed, and sensitization campaigns carried out.  Completion of newly developed standardized national assessments for 4th and 6th grade in the 2020-2021 School Year: The operational plan for the Learning Assessment Unit (UAS) is available. The UAS was established through a formal government decree and MINEDUB has provided the UAS an office. The Unit plans to pilot the assessment for grades 4 and 6 (at the primary level). The pilot includes the development of a standard assessment methodology, instruments, and sample test completion. The learning assessment framework and methodology have already been developed and will is expected to be undertaken by March 2021.  Number of public primary schools receiving package of grant funding and school level interventions in refugee-affected areas: The comprehensive response plan to support refugees and host populations, which is part of the expected result for the DLI7, is pending final adjustment and validation. Support to schools’ activities are expected to start immediately after the validation of the plan, in early January. Overall Implementation Progress (IP): Project implementation continues to progress but requires attention. The IP rating is maintained at Moderately Satisfactory. Efforts are being undertaken by the Project Coordination and Management Unit (PCMU) and beneficiaries’ ministries to accelerate the pace of implementation which was delayed as a result of a 13-month lag between project approval and effectiveness which, in turn, delayed the timeline for achievement according to the results framework calendar. Implementation became even more challenging due to: i) the COVID pandemic and the needed adjustments; and ii) complexity of Ministerial level decision-making. Despite the challenging context, the PCMU remains committed to support reforms and achieve results, and significant progress has been observed under the project since the last ISR from June 2020. Including, among others:  All key staff are on board in the PCMU.  All the dated covenants have been met - except the recruitment of independent partner agencies in charge of management and monitoring and evaluation of Performance-based grants under Component 2. Contract signing is expected in March 2021.  The project team is now well established and working intensively. Satisfactory results were achieved with the distribution of the textbooks, the recruitment of the first batch of state-paid teachers, and preparatory activities for year 2 DLIs. The details on implementation progress per results area and per component are described below.  During this last virtual mission, a detailed action plan was agreed with the national team (and is included in the mission aide-memoire). Key expected actions in the coming months are (i) the submission of updated operational plans to the external evaluators and (ii) the launch of the PBF program. Project’s contribution to the COVID-19 Government response plan. in addition to the progress made under the project’s original activities, the results areas of the Project/AF have been adjusted to provide support during each of the three phases (relief, recovery and resilience) as follows:  Relief and response readiness phase, the project plans to support the adjustment of operational plans under preparation in the context of the project (see details below) to take into account the COVID-19 impact and integrate the available learning solutions; this adaptation has resulted in some delays in the finalization of operational plans.  Recovery phase, the PCMU plans to support the introduction of Interactive Audio Instruction solutions in the CPCs that will be supported by the AF. Moreover, under component 2, Water, Sanitation and Hygiene (WASH) items have been included in the positive list of authorized expenses/purchases for school grant expenditures.  Resilience phase, the project supports the preparation of the Education Sector Plan for the 2021-2030 period, which will include strategies to build the resilience of the education system to shocks. 1/9/2021 Page 2 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Detailed Status of Project Key Activities Component 1  Results Area (RA) 1: Improved distribution of teachers recruited by the Government in public primary schools (including refugee-affected local councils). The expected result for this RA for Year 1 is the validation of a comprehensive strategy for recruitment, deployment and retention of teachers. The draft teacher strategy and the related operational action plan were available since the last mission. However, these have been revised further given the Government’s decision to establish a competitive process to enter into the teaching profession. The revised validated documents - with the competitive dimension integrated - are expected by end-January 2021. With regards to teachers, the main reforms are as follows: (i) establishment of competitive-based recruitment, (ii) recruitment and deployment at the regional level including lagging regions, (iii) adoption of incentives and administrative measures to keep and attract teachers to hard-to-reach areas, (iv) establishment of a working group to improve teaching policies for private primary schools, reform of teacher training processes, and implementation of regular recruitment of primary school teachers by MINEDUB. The expected result for this RA in Year 2 is the recruitment of 3,000 teachers and an improved state-paid teacher distribution in primary schools. At the time of the mission, 3,000 state-paid teachers (among whom 1,800 women) had already been recruited. Based on tentative results from the human resources management department of the MINEDUB, about 67 percent of schools with at least 100 pupils have at least three state-paid teachers, exceeding the Year 2 target of 55 percent. The hiring process for Year 3 DLR has started.  Results Area 2: Increased capacities of teachers in the effective and efficient use of the new curriculum in pre-primary and primary schools. The expected result for this RA for Year 1 is the validation of a comprehensive training plan on the new curriculum. A draft training plan is available, and the finalized and validated version is expected by end-January 2021. For in-service teacher training, the main reforms introduced as part of the plan are as follows: (i) adoption of a local training mechanism through establishment of pools of trainers at the sub-division level, (ii) adoption of a hybrid teacher training method combining face-to-face and distance training, (iii) introduction of new modules on GBV including VAC, children’s rights, COVID-19, climate change, refugees’ rights, etc., (iv) introduction of classroom observation tools, coaching and tutoring for teachers’ continuous professional development, and (v) development of a digital resources platform for teachers. For Year 2, the expected result for this RA is the in-service training of at least 30 percent of teachers from the 10 regions of Cameroon. The training modules are finalized, and validation is pending.  Results Area 3: Increased availability of essential textbooks in public primary schools (including refugee-affected local councils). The expected results for this RA in Year 1 are an approved textbook operational plan and textbook policy. The textbook policy has been validated and the related decree is currently under examination by the President. A draft operational plan is available and being finalized following Bank’s comments. The finalized and validated version is expected by end-January 2021. For textbooks, the main reforms supported in this RA are as follows: (i) organization of the textbooks sector with a legal framework, (ii) provision of essential textbooks for all public primary schools, and other complementary textbooks for priority education areas, (iii) capacity strengthening of two key bodies in charge of the implementation textbooks policy namely the National Council for the Approval of Textbooks and Other Teaching Materials (Conseil national d’agréement des manuels scolaires et autres matériels didactiques - CNAMSD) and the Commission for the Implementation of the Textbook Policy (Commission de mise en œuvre de la politique du manuel scolaire). The expected result for this RA in Year 2 is the possession of critical textbooks by at least 50 percent of grade 1 children enrolled in public primary schools. The project already acquired about 3,000,000 textbooks, the distribution in public primary schools has started and is expected to be completed by January 2021.  Results Area 4: Increased access to pre-schools in rural areas through CPCs, in line with national minimum norms and standards. First year expected results for this RA are the validation of a comprehensive plan for community-preschool development, availability of modules for parental education, and completion of at least one mobilization through sensitization campaign and dialogue sessions. A draft of the comprehensive plan for CPCs development is available and received comments from the Bank. The finalized and validated version is expected by end-January 2021. The Minister of Basic Education issued a regulation for creation and operation of community preschools in rural areas. The training modules were developed. A communication plan is available and a preliminary list for the first batch of beneficiary pre-schools centers was shared with the mission. Sensitization campaigns are underway in Adamawa and East regions. The Year 2 expected result for this RA is the enrolment of at least 11,360 pupils in CPCs that fulfill the requirements per national minimum norms and standards.  Results Area 5: The establishment of a standardized student learning assessment system for primary and secondary education. The First year expected result for this RA is the validation of a comprehensive operational plan for the establishment of regular learning assessment unit. The last draft of the operational plan incorporated Bank comments and the validated document is expected by end January 2021. For the learning assessment, the main expected activities and reforms are the organization of a learning assessment exercise at the secondary education level and the establishment of a scientific committee in charge of validating the learning assessment processes and results. The Year 2 key expected result for this RA is activities the piloting of the learning assessment for grades 4 and 6 (at the primary level). The related learning assessment framework and methodology have been developed.  Results Area 6: A functional and operational integrated EMIS (Education Monitoring and Information System). The First year expected results for this RA are the validation of a national EMIS implementation strategy, the related operational plan, and formal establishment of an EMIS technical unit. An inter-ministerial EMIS sub-committee was set up by the Prime Minister. This sub-committee held its first session in August 2020 and managed to obtain and secure budget for data collection in each of the line ministries of the sector. A draft national EMIS implementation strategy and the related operational plan are available. The final version is expected by end- 1/9/2021 Page 3 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) January 2021. For the integrated EMIS, the main expected activities and reforms are as follows: (i) creation of an integrated framework for the management of education statistics bringing together the national institute of statistics and line ministries in charge of education and training, (ii) establishment of a sector-based on-line EMIS platform, (iii) decentralization of EMIS and digitalization of the data collection process, (iv) georeferencing of schools, and (iv) human resources capacity building plan.  Results Area 7: Improved learning environment and quality of education for children in host community schools hosting refugees. For the first year, a comprehensive response plan on refugees and host population was expected under this result area. A draft plan and a list of beneficiary schools are available and received comments from the Bank. A finalized version is expected by end-January 2021. The main expected reforms for this RA are as follows; (i) empowerment of schools hosting refugees through the provision of grants for beneficiary schools, (ii) establishment of a dynamic database of schools hosting refugees, and (iii) establishment of a coordinating mechanism for interventions as part of the refugee integrated approach. Component 2: Performance-based Financing (PBF) at the school level: This component aims to improve the quality of teaching, student retention, school governance, and girl participation. The effectiveness of this PBF (school grants) requires the establishment of a PBF unit, the development of a manual of PBF procedures and the recruitment of a Contracting and Verification Agency (CVA). MINEDUB signed an order which provided the institutional framework and the mission of the PBF unit and the manual of PBF procedures has been validated. The recruitment of the CVA has been delayed (due to procurement issues) and contract signing is expected in March 2021. It was agreed that funds will be transferred to schools complying with the entry criteria (availability of basic fiduciary tools at school level, availability of a school project and of a Bank account at school level, and establishment of a functional school council). Performance-based payments will be made as per the project’s operation manual once the CVA will have been hired to process the verification of the achievement of agreed performance indicators. Component 3: Institutional Strengthening and Project Management: The key Technical Assistance (TA) supported by this component include, among others: the recruitment of the PBF verification agency (see above section on Component 2), the recruitment of the team in charge of the PBF impact evaluation (expected to start in early 2021) and key TA to support DLI achievements. The project will use Geo-Enabling for Monitoring and Supervision (GEMS) methodology to strengthen its M&E System. Specifically, GEMS will be mobilized in the field (schools) to monitor progress toward key project results and to follow-up on status of key activities including textbook distribution, teacher deployment and the needs of schools hosting refugees. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance High High Substantial Macroeconomic Substantial Substantial Moderate Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Moderate Moderate Moderate Institutional Capacity for Implementation and Substantial Substantial Moderate Sustainability Fiduciary High Substantial Substantial Environment and Social Moderate Moderate Moderate Stakeholders Low Low Low Other Substantial Substantial Moderate Overall Substantial Substantial Moderate 1/9/2021 Page 4 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Results PDO Indicators by Objectives / Outcomes MAPPED PDO INDICATORS IN00925281 ►Public primary schools with at least 3 state paid teachers (only schools enrolling more than 100 pupils) (Nationwide) (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 43.00 0.00 67.00 95.00 Date 16-Oct-2017 31-Aug-2018 14-Dec-2020 31-Dec-2026 IN00925282 ►Students having essential textbooks (based on the new curriculum) at public primary level (Nationwide) (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target (a) At least 90% of students of Level 1 (SIL / Class 1 CP/Class 2), Level 2 (CE1 / Class 3 CE2/ Value 0.00 0.00 0.00 Class 4) and Level 3 (CM1 / Class 5 CM2/Class 6) have the package of three (3) essential textbooks Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925283 ►Pre-primary enrollment in Community Pre-school Centers in rural areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 8,360.00 0.00 0.00 38,360.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925284 Boys (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 4,180.00 0.00 0.00 19,180.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925285 Girls (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 4,180.00 0.00 0.00 19,180.00 1/9/2021 Page 5 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925286 ►Share of learners at the end of primary who reach the minimum proficiency level of reading (Percentage, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 24.00 24.00 24.00 35.00 Date 16-Oct-2018 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925287 ►Public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 400.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925288 Pupils enrolled in public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 200,000.00 IN00925289 Refugee pupils enrolled in public primary schools receiving package of grant funding and school level interventions in refugee-affected areas (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 24,000.00 IN00925290 ►Public primary schools receiving package of grant funding and school level interventions in displaced people-affected areas (Number, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 300.00 Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 Intermediate Results Indicators by Components Improving Access, Quality and Education System Management IN00925291 ►Teachers recruited or trained (Number, Corporate, PBC) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 3,000.00 123,000.00 1/9/2021 Page 6 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Date 10-Aug-2020 10-Aug-2020 14-Dec-2020 31-Dec-2026 IN00925293 Number of teachers recruited (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 3,000.00 18,000.00 Date 10-Aug-2020 10-Aug-2020 14-Dec-2020 31-Dec-2026 IN00925296 Teachers recruited or trained - Female (RMS requirement) (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 1,759.00 61,500.00 IN00925297 Number of teachers trained (Number, Corporate Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 123,000.00 Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 IN00925298 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 8,600,000.00 Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 IN00925299 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 4,300,000.00 IN00925300 Early Childhood Education (ECE) – Total (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 38,360.00 Date 22-Sep-2020 22-Sep-2020 22-Sep-2020 31-Dec-2026 IN00925301 Primary Education – Total (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 8,561,640.00 Date 22-Sep-2020 22-Sep-2020 22-Sep-2020 31-Dec-2026 IN00925302 1/9/2021 Page 7 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Early Childhood Education (ECE) – Female (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 19,180.00 Date 22-Sep-2020 22-Sep-2020 22-Sep-2020 31-Dec-2026 IN00925303 Primary Education – Female (Number, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 4,280,820.00 Date 22-Sep-2020 22-Sep-2020 22-Sep-2020 31-Dec-2026 IN00925304 ►Teacher trainers of MINESEC trained on the new curriculum (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 4,500.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 30-Jun-2023 IN00925305 ►Community pre-school centers in rural areas meeting quality standards (DLI4) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 1,000.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925306 ►Integrated Statistical Yearbook available at national level (Yes/No, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925307 ►Community Pre-schools Centers (CPCs) and public primary schools engaging communities in school-level management (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 6,400.00 Date 16-Aug-2018 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925308 ►Primary-level teachers receiving continuous coaching by relevant pedagogical supervision chain of MINEDUB (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target 1/9/2021 Page 8 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Value 0.00 0.00 0.00 2,500.00 Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 IN00925309 ►MINEDUB sub-divisional inspectors and MINEDUB head teachers who achieve reliability in classroom observation (as measured by the performance exam at the end of the training) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 85.00 Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 IN00925310 ►Large scale learning assessments completed at the primary and the secondary level (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 4.00 Date 13-Aug-2020 13-Aug-2020 13-Aug-2020 31-Dec-2026 Improving School Effectiveness through Performance-based Financing IN00925292 ►Number of schools included in the Performance-based Financing (PBF) school grants program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 20.00 0.00 0.00 5,000.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 IN00925295 ►Percentage of schools included in PBF program improving their performance (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 75.00 Date 16-Oct-2017 31-Aug-2018 31-Aug-2018 31-Dec-2026 Institutional Strengthening and Project Management IN00925294 ►Impact evaluation of Performance-based Financing available and disclosed (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 10-Aug-2020 10-Aug-2020 10-Aug-2020 31-Dec-2026 1/9/2021 Page 9 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Performance-Based Conditions IN00925311 ►PBC 1 Public primary schools with at least 3 state paid teachers (only schools enrolling more than 100 pupils) (Nationwide) (Percentage, Intermediate Outcome, 30,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 43.00 0.00 67.00 -- Date -- 31-Aug-2018 14-Dec-2020 -- IN00925312 ►PBC 2 Teachers recruited or trained (Number, Intermediate Outcome, 20,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 Value 0.00 0.00 3,000.00 -- Date -- 10-Aug-2020 14-Dec-2020 -- IN00925313 ►PBC 3 Increased availability of essential textbooks in public primary schools (Text, Intermediate Outcome, 32,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) At least 90 percent of students of Level 1 (SIL / Class 1 CP/Class 2), Level 2 (CE1 / Class 3 CE2/ Class 4) and Level 3 (CM1 / Class 5 CM2/Class 6) have the package of three (3) essential textbooks (b) Final Pupil / textbook ratio Pupil / textbook ratio Pupil / textbook ratio Value evaluation of unsatisfactory unsatisfactory unsatisfactory textbook provision under new textbook policy completed and publicly disclosed (c) Financing plan and budget for textbook procurement and distribution for subsequent year approved 1/9/2021 Page 10 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Date -- 10-Aug-2020 10-Aug-2020 -- IN00925314 ►PBC 4 Pre-primary enrollment in Community Pre-school Centers in rural areas (Text, Intermediate Outcome, 20,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) At least 38,360 (cumulative) pupils enrolled in CPCs according to approved norms in (a) National strategy for (a) National strategy for (a) National strategy for rural areas (b) preschool available (b) preschool available (b) preschool available (b) Budget approved for Value 8,360 pupils enrolled in 8,360 pupils enrolled in 8,360 pupils enrolled in CPC activities for community pre-school community pre-school community pre-school subsequent year (c) centers in rural areas centers in rural areas centers in rural areas Final evaluation of intervention on access to preschool in rural areas completed and publicly disclosed Date -- 31-Aug-2018 31-Aug-2018 -- IN00925315 ►PBC 5 Establishment of a standardized student learning assessment system for primary and secondary education and increased share of learners achieving minimum proficiency in reading (Text, Outcome, 21,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) Student learning (a) Student learning (a) Student learning assessment conducted assessment conducted by assessment conducted by by MINEDUB and MINEDUB and MINESEC MINEDUB and MINESEC MINESEC team team (a) Final evaluation team of learning (b) No permanent (b) No permanent learning assessment system (b) No permanent learning learning assessment assessment system completed, available assessment system system and publicly (c) No budget line, no disseminated (b) Value (c) No budget line, no (c) No budget line, no permanent dedicated staff, Budget for learning permanent dedicated staff, permanent dedicated and no working space for assessment and no working space for a staff, and no working a learning assessment activities for learning assessment unit space for a learning unit subsequent year for assessment unit MINEDUB and (d) Student assessment (d) Student assessment MINESEC approved conducted available for (d) Student assessment conducted for primary primary education only conducted for primary education education Date -- 10-Aug-2020 10-Aug-2020 -- 1/9/2021 Page 11 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) IN00925316 ►PBC 6 Integrated education management information system functional and operational (Text, Intermediate Outcome, 15,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) Integrated statistical yearbook of education and training sector available and publicly disseminated (b) EMIS (a) Data collection (a) Data collection system (a) Data collection system deconcentrated system exists, but is exists, but is fragmented, exists, but is fragmented, (MINEFOP) and fragmented, with limited with limited data with limited data availability operational in all ten data availability and availability and quality, and quality, and does not (10) regions (c) quality, and does not and does not produce or produce or analyze data in EMIS produce or analyze data analyze data in a timely a timely manner deconcentrated Value in a timely manner manner (MINESUP) and (b) EMIS diagnostic operational in all (b) EMIS diagnostic (b) EMIS diagnostic completed for basic and eight (8) State completed for basic and completed for basic and secondary levels and Universities (d) secondary levels and secondary levels and available and validated Budget for EMIS available and validated available and validated activities, for subsequent year for ministries in charge of education sector approved (e) Final evaluation of national EMIS completed and disseminated Date -- 10-Aug-2020 10-Aug-2020 -- IN00925317 ►PBC 7 Improved learning environment and quality of education for children in host-community schools with refugees (Text, Intermediate Outcome, 19,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) At least 400 schools (cumulative) (a) Schools concerned (a) Schools concerned (a) Schools concerned in targeted areas located in economically and located in economically located in economically have benefited from socially disadvantaged and socially and socially package of grant areas disadvantaged areas disadvantaged areas funding and school- level interventions (b) Refugee children mostly (b) Refugee children (b) Refugee children according to enrolled in school, but Value mostly enrolled in school, mostly enrolled in school, approved response absence of specific support but absence of specific but absence of specific strategy and plan (b) support support Budget for activities (c) Absence of specific approved for database and of response (c) Absence of specific (c) Absence of specific subsequent year (c) mechanism focusing on database and of database and of response Final evaluation of refugees response mechanism mechanism focusing on implementation of focusing on refugees refugees strategy completed and disseminated 1/9/2021 Page 12 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) Date -- 10-Aug-2020 10-Aug-2020 -- IN00925318 ►PBC 8 Improved learning environment and quality of education for children in host-community schools with internally displaced persons (“IDPs”) (Text, Intermediate Outcome, 14,000,000.00, 0.00%) Baseline Actual (Previous) Actual (Current) Year 7 (a) Schools concerned (a) Schools concerned (a) Schools concerned (a) At least 300 located in economically located in economically located in economically and schools (cumulative) and socially and socially socially disadvantaged in targeted areas disadvantaged areas disadvantaged areas areas have benefited from package of grant (b) IDP children mostly (b) IDP children mostly (b) IDP children mostly funding and school- enrolled in school, but enrolled in school, but Value enrolled in school, but level interventions absence of specific absence of specific absence of specific support according to support support approved response (c) Absence of specific strategy and plan (b) (c) Absence of specific (c) Absence of specific database and of response Budget for activities database and of database and of response mechanism approved for response mechanism mechanism subsequent year Date -- 10-Aug-2020 10-Aug-2020 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P160926 IDA-62160 Effective USD 100.00 100.00 0.00 5.78 91.92 5.9% Not P160926 IDA-67930 USD 45.00 45.00 0.00 0.00 46.15 0% Effective P160926 IDA-D2910 Effective USD 30.00 30.00 0.00 1.46 28.22 4.9% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P160926 IDA-62160 Effective 01-May-2018 09-Apr-2019 26-Jun-2019 29-Dec-2023 29-Dec-2023 Not P160926 IDA-67930 24-Nov-2020 -- -- 31-Dec-2026 31-Dec-2026 Effective P160926 IDA-D2910 Effective 01-May-2018 09-Apr-2019 26-Jun-2019 29-Dec-2023 29-Dec-2023 Cumulative Disbursements 1/9/2021 Page 13 of 14 The World Bank Implementation Status & Results Report CAMEROON Education Reform Support Project (P160926) PBC Disbursement Achievement Disbursed amount in Disbursement % PBC ID PBC Type Description Coc PBC Amount Status Coc for PBC Restructuring History There has been no restructuring to date. Related Project(s) P172885-Additional Financing for the Education Reform Support Project 1/9/2021 Page 14 of 14