Document of The World Bank FOR OFFICIAL USE ONLY Report No: 20388 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF THE SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM JANURARY 31, 2008 TO THE ISLAMIC REPUBLIC OF AFGHANISTAN AUGUST 15, 2015 EDUCATION GLOBAL PRACTICE SOUTH ASIA REGION This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. ABBREVIATIONS AND ACRONYMS ACER Australian Council for Educational Research DED District Education Directorate EMIS Education Management Information System EQUIP II Second Education Quality Improvement Program ERL Emergency Recovery Loan GIS Geo-referencing Information System HRMIS Human Resource Management Information System ISD Infrastructure Service Department MoE Ministry of Education PED Provincial Education Directorate QEG Quality Enhancement Grant SIP School Improvement Plan SMD Social Mobilization Directorate SMS School Management Shuras TTC Teacher Training College Regional Vice President: Annette Dixon Country Director: Robert J. Saum Practice Manager: Keiko Miwa Co-Task Team Leader: Nathalie Lahire Co-Task Team Leader: Matiullah (Yama) Noori 2 AFGHANISTAN SECOND EDUCATION QUALITY IMPROVEMENT PROGRAM TABLE OF CONTENTS Page A. SUMMARY ........................................................................................................................... 5 B. PROJECT STATUS .............................................................................................................. 6 C. PROPOSED CHANGES ...................................................................................................... 7 ANNEX 1: RESULTS FRAMEWORK AND MONITORING .............................................. 13 3 DATA SHEET Afghanistan Afghanistan - Second Education Quality Improvement Program (P106259) SOUTH ASIA Education Report No: RES20388 Basic Information Emergency Recovery Project ID: P106259 Lending Instrument: Loan Regional Vice President: Annette Dixon Original EA Category: Partial Assessment (B) Country Director: Robert J. Saum Current EA Category: Partial Assessment (B) Senior Global Practice Claudia Maria Costin Original Approval Date: 31-Jan-2008 Director: Practice Keiko Miwa Current Closing Date: 15-Aug 2015 Manager/Manager: Nathalie Lahire Team Leader(s): Matiullah Noori Borrower: Islamic Republic of Afghanistan Responsible Ministry of Education Agency: Restructuring Type Form Type: Full Restructuring Paper Decision Authority: Regional Vice President Approval Restructuring Level 2 Explanation of Level 2 Level: Approval Authority: Financing ( as of 24-Jun-2015 ) Key Dates Approval Effectiveness Original Revised Project Ln/Cr/TF Status Signing Date Date Date Closing Date Closing Date P106259 IDA-H3540 Closed 31-Jan-2008 10-Mar-2008 20-Mar-2008 01-Sep-2012 01-Sep-2012 P106259 TF-91943 Closed 14-Aug-2008 14-Aug-2008 14-Aug-2008 31-Dec-2008 31-Mar-2009 P106259 TF-93962 Effective 14-Apr-2009 14-Apr-2009 14-Apr-2009 01-Sep-2012 15-Aug-2015 Disbursements (in Millions) % Cancelle Disburse Undisbur Project Ln/Cr/TF Status Currency Original Revised Disburse d d sed d P106259 IDA-H3540 Closed USD 30.00 29.24 0.76 28.86 0.00 99 4 P106259 TF-91943 Closed USD 0.12 0.12 0.01 0.12 0.00 100 P106259 TF-93962 Effective USD 408.00 408.00 0.00 299.33 108.67 73 Policy Waivers Does the project depart from the CAS/CPF in content or in other significant Yes [ ] No [ X ] respects? Does the project require any policy waiver(s)? Yes [ ] No [ X ] A. Summary of Proposed Changes The restructuring paper seeks the approval of the Regional Vice-President to a level II restructuring to introduce changes to Second Education Quality Improvement Project (EQUIP II) (P106259) and amend the project’s Grant Agreement accordingly. These proposed changes include: (a) extend the current Closing Date from August 15, 2015 to December 31, 2016 (cumulative extension of the Additional Financing Grant financed through Afghanistan Reconstruction Trust fund (ARTF) is 28.5 months), (b) revise the project key performance indicators to be more specific and to include most up to date data and information, and (c) make adjustments to project activities in order to reflect only those that can reasonably be completed by the new proposed Closing Date. The proposed restructuring was discussed with the Government during the last supervision mission in April 2015 and was requested by the Government of Afghanistan, in a letter dated August 2, 2015. Change in Implementing Agency Yes [ ] No [ X ] Change in Project's Development Objectives Yes [ ] No [ X ] Change in Results Framework Yes [ X ] No [ ] Change in Safeguard Policies Triggered Yes [ ] No [ X ] Change of EA category Yes [ ] No [ X ] Other Changes to Safeguards Yes [ ] No [ X ] Change in Legal Covenants Yes [ ] No [ X ] Change in Loan Closing Date(s) Yes [ X ] No [ ] Cancellations Proposed Yes [ ] No [ X ] Change to Financing Plan Yes [ ] No [ X ] Change in Disbursement Arrangements Yes [ ] No [ X ] Reallocation between Disbursement Categories Yes [ X ] No [ ] Change in Disbursement Estimates Yes [ X ] No [ ] Change to Components and Cost Yes [ X ] No [ ] Change in Institutional Arrangements Yes [ X ] No [ ] Change in Financial Management Yes [ ] No [ X ] Change in Procurement Yes [ ] No [ X ] Change in Implementation Schedule Yes [ X ] No [ ] Other Change(s) Yes [ ] No [ X ] Appraisal Summary Change in Economic and Financial Analysis Yes [ ] No [ X ] Appraisal Summary Change in Technical Analysis Yes [ ] No [ X ] 5 Appraisal Summary Change in Social Analysis Yes [ ] No [ X ] Appraisal Summary Change in Environmental Analysis Yes [ ] No [ X ] Appraisal Summary Change in Risk Assessment Yes [ ] No [ X ] B. Project Status EQUIP II has been supported by a SDR18.9 million IDA grant (US$30 million equivalent) in 2008 (closed in 2012), ARTF financing of US$158 million approved in 2009, and ARTF Additional Financing in the amount of US$250 million approved in 2012. As of July 31, 2015, the total disbursement under the ARTF have reached US$300 million (73 percent of grant proceeds). The project’s performance has been rated Moderately Satisfactory for outcomes and Moderately Unsatisfactory for Implementation Performance. The project has made considerable progress in (i) the number of teachers trained, (ii) provision of inputs to schools, (iii) completion of the first-ever learning assessment, and (iv) establishment of information systems including collecting first hand data from schools and provincial directorates. However, reporting on progress of civil works activities supported by the project has not been ideal. In fact only, 868 out of 1,820 schools under EQUIP I, II and AF, have been completed, 618 schools have incomplete items, 110 schools have been stopped and 224 are under construction. Table 1: Status of School Construction No Description Number of Schools 1 Total number of schools (EQUIP I, EQUIP II, AF) 1820 2 Fully complete schools 868 3 Schools where buildings are complete but have 618 incomplete items (to be funded by the GoA) 4 Schools where construction stopped due to insufficiency 110 of budget (to be funded by GoA) 5 Under construction 224 Additional time is therefore needed to complete the civil works. This is the second request for Closing Date extension The incomplete and stopped schools have already been paid for by the project but were not delivered. These comprise outstanding activities, including latrines, roofing, water facilities, and furniture that need to be completed under the project. Government has made a strong commitment to provide a payment plan to finance these schools under its own budget and complete them before the end of the revised closing date. Education Management Information System (EMIS) school data accuracy and validity have become an increasing area of concern in recent months and was widely published in the international media. EMIS data verification is currently being conducted and an independent firm is surveying 1,617 schools in 24 Provinces. Along with data verification, the firm will also perform an assessment of the overall quality of EMIS data. Spot checks and audits are being planned under the project extension. Project implementation has been challenged by procurement and contract management weakness. Under the proposed restructuring, the procurement team will be strengthened in the areas of contract management and quality assurance. The Procurement Directorate will take the responsibility of quality assurance and adherence to agreed procurement arrangements. The project team will also benefit from additional capacity building in procurement. The Acting Project Director and Director from the Finance Department in MoE will attend a two week’s procurement workshop on bank funded projects. Members from the Procurement Directorate, who have not attended the procurement workshop, will attend the procurement workshop 6 before the end of 2015. Also, the project will strengthen its contracts management team and ensure an effective contract management and monitoring system. The project will prepare a contract management manual by November 2015. The contract management team will attend a three day workshop by November 2015. The financial management of the project rests with the Finance and Administration unit of the Ministry of Education (MOE); however, they rely on the program units for documentation of expenditure. The project suffered from weak internal controls especially in provinces. The internal and external audit reports have highlighted serious control issues and misappropriation of funds in the recruitment processes of individual consultants, mismatch between financial and physical progress in 110 community contracts for school buildings and a set of incomplete schools which still lack certain items such as desks, chairs, boundary walls and etc (aide memoire from March ISM). The project management team has been struggling to address those issues. Liquidation of advances in the provinces has been very inefficient and cumbersome. The project has un cleared advances since 2013. The project needs to strengthen their financial management system through rigorous monitoring and supervision of activities. Follow up of audit recommendations and timely corrective action would also set the project on the right path. The government has promised strong commitment in channeling enough funding to complete all schools for which the project has paid before the closing date of the project. A proposed action plan for the remaining time of Project implementation was discussed with and provided by MOE (Annex II) and accepted by the Bank. C. Proposed Changes Development Objectives/Results Project Development Objectives Original PDO The project development objective is to increase equitable access to quality basic education especially for girls through school grants, teacher training and strengthened institutional capacity with support from communities and private providers. Current PDO The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls. Change in Project's Development Objectives Change in Results Framework Explanation: The results framework is being revised to more accurately reflect and measure the PDO. Some indicators are being dropped, one new indicator has been added, some indicators revised for clarity and targets of some indicators revised. Please see Annex 1 a and 1. Financing Change in Loan Closing Date(s) Explanation: The Ministry of Finance formally requested in a letter dated August 2, 2015, the extension of the Closing Date from August 15, 2015 to December 31, 2016. This request was made to ensure that the construction 7 of the remaining civil works will be completed by the project Closing Date. An appraisal of the revised implementation plan has been carried out. With the extension of the closing date, and Government’s commitment to finance the incomplete schools, all ongoing civil works would be able to be completed. Ln/Cr/T Original Closing Current Closing Proposed Closing Previous Closing Status F Date Date Date Date(s) IDA- Closed 01-Sep-2012 01-Sep-2012 01-Sep-2012 H3540 TF- Closed 31-Dec-2008 31-Mar-2009 31-Dec-2008 91943 TF- Effective 01-Sep-2012 15-Aug-2015 31-Dec-2016 01-Sep-2012 93962 Reallocations Explanation: The restructuring includes a change from two disbursement categories to one under the ARTF AF. The girl retention cash grant category is no longer required because this activity is being cancelled as it will be included in the next phase of the project, estimated to be approved in 2017. Current Category of Disbursement % (Type Ln/Cr/TF Currency Allocation Expenditure Total) Current Proposed Current Proposed TF-91943 USD Con Services & Trg 115,885.00 115,885.00 100.00 100.00 Total: 115,885.00 115,885.00 GD,WK,CS,SGrants,TR 406,500,000 408,000,000 TF-93962 USD 100.00 100.00 G,IOC .00 .00 GIRL RETENTION 1,500,000.0 0.00 100.00 0.00 CASH GRANTS 0 Designated Account 0.00 0.00 0.00 0.00 408,000,000 408,000,000 Total: .00 .00 GD, WK, CS, SCH 18,611,074. 18,611,074. IDA-H3540 XDR 100.00 100.00 GRANT, TR & IOC 17 17 Designated Account 0.00 0.00 0.00 0.00 18,611,074. 18,611,074. Total: 17 17 Disbursement Estimates Change in Disbursement Estimates Explanation: To account for the additional year under the revised closing date Fiscal Year Current (USD) Proposed (USD) 2008 5,000,000 5,000,000 8 2,626,000 2009 2,626,000 42,108,500 42,108,500 2010 54,193,300 54,193,300 2011 49,153,200 49,153,200 2012 35,657,000 35,657,000 2013 82,400,700 82,400,700 2014 57,051,800 57,051,800 2015 109,809,500 2016 80,000,000 29,809,500 2017 Total 438,000,000 438,000,000 Components Change to Components and Cost Explanation: The changes under the three components are described below: Part 1: School Grants (a) Quality Enhancement Grants (QEGs) will remain. The objective of this sub-component is to develop linkages between schools, communities, and local governments while supporting and empowering schools and communities as local education managers. School Management Shuras (SMS) in each school develop school improvement plans (SIP) in which the immediate and financeable needs of a school are identified. QEGs are then used to finance the SIPs. The QEGs to be financed during the extension period will be more targeted based on needs spelled out in the school improvement plan and will try to reach those schools that have not benefited at all from these schemes. New: Model School grants will be provided to 70 schools with the objective to establish creative learning environment by providing US$10,000 to support activities which would then have a demonstration effect on other schools. New: Evaluation of lessons from the QEGs and prepare a new strategy for the future. (b) Infrastructure Development School Grants will remain The objective of this sub-component is to rehabilitate and construct schools using community participation and community based decision making for small school and national competitive bidding for larger and more complex buildings. Under the extended project period, priority will be given to the completion of 600 incomplete schools 9 using government’s funding and the provision of missing items such as boundary walls, latrines, garbage collection points, electricity etc, which were not a part of the original bill of quantity for those schools where the physical progress is 70 percent or above. (c) New: The responsibility for mobilization and strengthening of School Shuras to manage their schools will be transferred to the Social Mobilization Directorate (SMD) (see implementation arrangements). New: Development of a strategy and completion of a needs assessment for the human resources required to deliver these services. Follow-on activities to be financed will be agreed upon after the review and approval of the strategy for social mobilization. Part 2: Teacher and Principal Training and Education The objective of this component is to create sustainable systems which will increase the level of professional knowledge and skills of educators throughout Afghanistan by providing training to teachers and principals. Additional financing of this component helped consolidate programs previously provided by USAID’s program, resulting in one package of teacher training services and allowing MOE to oversee implementation. The following activities will be added under this component: (a) Development of a Teacher Management Information System (TMIS) to manage teacher related data and help link professional development and career advancement of teachers. (b) Development of the Teacher Training College curriculum including the printing and distribution of the remaining subject specialty textbooks particularly in math and science; and develop the textbooks for the revised pedagogy courses based on the syllabi linked to the national teacher standards and competencies. (c) Development of a standardized assessment and evaluation system for the TTCs for individual specialties as well as for overall student learning outcomes. (d) Conducting a Study on teacher supply and demand projections. Part 3: Project Management and Monitoring and Evaluation The objective of this component is to build on and support the existing administrative structures in MOE as well as at the provincial and district levels, and establish and implement an M&E system for the project. The following activities will be added under this component: (a) Evaluation of training needs for capacity building and provision of training for qualified MOE staff in-house or abroad. (b) Development of a comprehensive Human Resource Management Information System (HRMIS) including a Business Process Mapping , design documents, software development and feasibility studies. Linkage with the payroll will also be explored. (c) Development of an Infrastructure Services Management Information System to manage the functions of the Infrastructure Service Department. (d) Development of a Web Based Geo-referencing Information System to function as an on-line education atlas of Afghanistan. The atlas will support informed decision making by presenting key education statistics and indicators on on-line maps. (e) Expansion of the Contract Management Database include information up to the school level. The project will finance the expansion of this system as well as data entry. 10 (f) Establishment and expansion of an Education Management Information System and Monitoring and Evaluation: Third party monitoring of the EMIS data as well as spot checks and audits to enhance monitoring and ensure greater reliability and verification of data. (g) Text Books delivery. Under EQUIP, 3.7 million middle school textbooks have been procured and are scheduled to arrive in Kabul in September 2015. Recruitment of a third party firm to undertake the monitoring and distribution of textbooks. (h) A comprehensive study of education service delivery at the sub-national level. A Service Delivery Survey focusing on teacher absenteeism and classroom observations to serve as benchmark for comparison with other countries. (i) Establishment of a gender unit and a working policy to address gender related issues. (j) Development of a Learning Assessment. The Learning Assessment Team in collaboration with ACER (The Australian Council for Educational Research) successfully completed Grade 6 learning assessment in 2014. The following activities related to Learning Assessment are proposed during the extension period: (i) Main Survey of Grade 3 in collaboration with ACER, analysis and preparation of the final report of the Learning Assessment of Grade 3 (December 2015- February 2016). (ii) Organization of a national workshop for presentation of the final report of the Learning Assessment of Grade 3 to the Stakeholders and staff from the MoE in February 2016. (iii) Development and printing of test items for Grade 9, its pilot and field trial March- April 2016. (iv) Main Survey of the Learning Assessment of Grade 9 (May- June, 2016). (v). Data analysis and preparation of the final report of the learning assessment of Grade 9 (July – September, 2016). (vi) Presentation of the final results to Stakeholders and staff from the MoE in October, 2016. (vii) Printing of the Final Report of Grade 9 (November- December, 2016). The following activities will be dropped: (a) Development of an asset maintenance strategy will be considered under the next phase of the project. (b) Girls’ retention cash transfer for girls in grades 6-12 will be considered under the next phase of the project. (c) Design and implementation of a pilot Operation and Maintenance System will be considered under the next phase of the project. (d) Enhancement of MoE's Project management capacity through the provision of training and the carrying out of workshops, and supporting the day-to-day implementation of the Project. This activity is being amended under (a) and has been dropped. (e) Enhancement of MoE’s capacity at provincial level, for transparent planning, budgeting, implementation, and monitoring of education related projects, inter alia through provision of training. This activity is being amended under (a) and has been dropped. (f) Establishment of a monitoring and evaluation system that will enable communities, NGOs and Third Party Entities to monitor the achievement of progress under the Project against a defined set of indicators and disseminate such data at the district, provincial and national level. This activity is being amended under (d) and has been dropped. (g) Supporting the verification of information collected at the community level and measurement of the achievement of the key performance indicators of the Project to allow for better planning and programming of the Project. This activity is being amended under (d) and has been dropped. Current Component Proposed Component Current Cost Proposed Action Name Name (US$) Cost (US$) School Grants 151,229,567 145,666,897 Revised Teacher and Principal 177,600,000 189,501,206 Revised Training and Education 11 Project Management, Monitoring and 109,170,433 102,191,483 Revised Evaluation Total: 438,000,000 437,359,586 Other Change(s) Change in Institutional Arrangements Explanation: Following a presidential decision, a Social Mobilization Directorate (SMD) has been established in November 2014 in the MOE as the responsible body for managing Social Mobilization functions and for staff capacity building. The responsibilities, which according to Volume II of the Project Implementation Manual belonged to the EQUIP Coordination Unit, are transferred to this new Directorate. Amendment of Schedule 2, Section 1. Para 6. The responsibility for mobilization and strengthening of School Shuras to manage their schools are being transferred from EQUIP Coordination Unit to the Social Mobilization Directorate (SMD). These are as follows: : - Raising awareness and mobilizing communities to promote education and create linkages between the community, school and provincial education authorities - Establishing, training and evaluating School Management Shuras and ensuring active communication between the center and the provinces - Supporting the development and implementation of School Improvement Plans (SIP) - Supporting the implementation of community based school construction projects, facilitating coordination at the provincial level and monitoring at the community level. Change in Implementation Schedule Explanation: The implementation schedule has been revised to December 31, 2016. The Procurement Plan is attached as Annex III. 12 Annex 1 a: Results Framework and Monitoring Revisions to the Results Framework Comments/ Rationale for Change PDO indicators Current (AF Project Paper)1 Proposed change 1. Enrollment girls Baselines adjusted to reflect (broken down by grades) updated MIS data. Targets 2. Enrollment boys updated to reflect the closing (broken down by grades) date extension and latest 3. Ratio of Girls to Boys No change projections for school year 4. Students completing the last grade 2016. of a stage 5. Learning Assessment 6. Direct Project Beneficiaries New indicator Core Indicator (number), of which female (%) – Intermediate Results Indicators Current (AF Project Paper) Proposed change* 1. Schools established (number) No change Additional classrooms built Reworded in alignment with 2. Additional classrooms provided or rehabilitated as a result core sector wording and (number) of the project (number) definition. No change Baseline adjusted to reflect updated MIS data. Targets 3. Student-Classroom Ratio updated to reflect the closing date extension and latest projection for school year 2016. 4. Proportion of schools with: No change Definition clarified – refers to Latrines/toilets/urinals EQUIP financed schools. Drinking water facilities Science Labs (secondary) 5. Percentage of schools Replaced to facilitate receiving textbooks as monitoring. A survey will be 5. Proportion of students with full set planned undertaken following the of text books/incomplete set of text distribution of text books to books/No text books assess effectiveness of text book purchase and distribution under the project. 6. Additional qualified Reworded to be aligned with 6. Additional teachers appointed primary teachers resulting the core indicator wording and (number) from project interventions definition. Given the rapidly increasing Pupil teacher ratio (Grades 1-3) Dropped enrollment, even with a significant increase in 1 The Portal was not updated following the approval of the AF to reflect the revised indicators. This has now been corrected and going forward the ISRs will reflect the complete results framework. Revisions to the Results Framework Comments/ Rationale for Change additional teachers, the pupil teacher ratio is not expected to see improvements over the project life. Proportion of schools (grades 4-12) This indicator is dropped as it is with required number of subject Dropped not currently being tracked as specific teachers part of the EMIS. Definition clarified as “Number 7.Proportion of teachers with No change of qualified (grade 14 and professional qualifications higher) teachers per 1 teacher� 8. Proportion of female teachers No change Baselines adjusted to reflect 9. Teachers who have received INSET Breakdown for INSET V updated MIS data. Targets training added updated to reflect the closing 10. Principals and school date extension and latest 10. Principals completing administrators completing projection for school year 2016. management training program management training program 11. Female scholarships recipients in No change TTCs 12. 5% sample check of School EMIS No change carried out (yes/no) 13. Proportion of schools receiving a No change Quality Enhancement Grant 14. Schools receiving Infrastructure No change Enhancement Grant 15. Schools with School Replaced by the indicator 15. Schools with school shuras Shuras established effectively monitored by the evaluated MoE 16. Schools with School No change Information/Report Card piloted Added Independent spot checks 17.Spot checks conducted in schools important to verify the validity (Number) of data collected in MIS. 14 Annex 1: Results Framework and Monitoring AFGHANISTAN: EQUIP II REVISED PROJECT RESULTS FRAMEWORK Project Development Objective (PDO): The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls. Cumulative Progress Target Values Baseline Data Source/ Responsibility for PDO Level Results Indicators UOM To Date December Frequency Comments Core (2008) Methodology Data Collection (2014) 2016 Equitable access: 1.9 3.3 3.8 1. Enrollment girls This number includes the permanently Grades 1-3 0.88 1.4 1.6 absent students and is therefore over Dept of Statistics Number Annual EMIS estimated Grades 4-6 0.69 1.0 1.1 MOE Grades 7-9 0.28 0.58 0.7 This number is in million. Grades 10-12 0.08 0.33 0.4 2. Enrollment boys 2.1 5.2 5.2 This number includes the permanently Grades 1-3 1.28 2.0 2.0 absent students and is therefore over Dept of Statistics Grades 4-6 Number 1.24 1.57 1.5 Annual EMIS estimated MOE Grades 7-9 0.65 1.01 1.0 This number is in million Grades 10-12 0.22 0.60 0.7 3. Ratio of Girls to Boys Grades 1-3 69 70 79 Grades 4-6 56 66 69 Dept of Statistics % Annual EMIS MOE Grades 7-9 45 57 62 Grades 10-12 37 55 57 Cumulative Progress Target Values Baseline Data Source/ Responsibility for PDO Level Results Indicators UOM To Date December Frequency Comments Core (2008) Methodology Data Collection (2014) 2016 Quality: 4. Students completing the last grade of a stage Grade 3 0.51 0.79 0.78 Dept of Statistics Number Annual EMIS MOE Grade 6 0.40 0.51 0.50 Grade 9 0.11 0.31 0.34 Grade 12 0.06 0.24 0.20 Yes National 3 times Learning assessment during the Learning 5. Learning Assessment Yes/No No Yes results project Assessment Assessment Unit with ACER finalized for period grade 6 6. Beneficiaries Project beneficiaries EMIS Dept of Statistics Number of students enrolled in general Number 0 8.5 9.0 Annual MOE education Of which female (beneficiaries) % 0 39.20 42.00 16 Intermediate Results and Indicators Baseline Target Values Unit of Original Progress December Data Source/ Responsibility for Intermediate Results Indicators Measur Project To Date Frequency Comments Core 2016 Methodology Data Collection ement Start (2014) (2008) A . School Grants ISD/IRD 1. Schools established Number 326 868 1820 Annual reports ISD Baseline refers to results under EQUIP1 2. Additional classrooms built or ISD/IRD/ Number 2074 7883 9148 Annual ISD Average of 6 classrooms per school rehabilitated as a result of the project reports Dept of Statistics, 3. Student-Classroom Ratio Number 74 69.7 70 Annual EMIS MOE 4. Proportion of schools with Latrines/toilets/urinals % 49 67 70 Annual ISD report ISD Drinking water facilities % 50 74 80 Science Labs (secondary) % 0 33 33 5. Proportion of schools receiving Third party % 0 0 90 Once Survey textbooks as planned monitoring Teacher/Principal Education 6. Additional qualified primary teachers resulting from project Number 0 32,437 30,000 Annual Report TED Indicator refers to TTC graduates interventions 7.Proportion of teachers with Number of qualified (grade 14 and higher) % 28 44 48 Annual Report TED teachers per 1 teacher professional qualifications 8. Proportion of female teachers % 30 33 47 Annual Report TED 9.. Teachers who have received Number 17 Intermediate Results and Indicators Baseline Target Values Unit of Original Progress December Data Source/ Responsibility for Intermediate Results Indicators Measur Project To Date Frequency Comments Core 2016 Methodology Data Collection ement Start (2014) (2008) INSET I training Number 0 100,803 100,000 Annual Report TED INSET II Training Number 0 86,771 100,000 Annual Report TED INSET III Training Number 0 115,814 100,000 Annual Report TED INSET IV Training Number 0 154,699 100,000 Annual Report TED INSET V Training Number 0 154,811 100,000 Annual Report TED 10. Principals and school administrators completing Number 0 14,000 14,000 Annual Report TED management training program 11. Female scholarships recipients in Teacher training Number 0 11,436 9500 Annual Report TTCs colleges/TED Project Management / M&E Yes 12. 5% sample check of School EMIS 15% Yes/No No Yes Twice Audit Audit firm carried out sample check 13. Proportion of schools receiving a Baseline reflects achievements under % 26 99 100 Annual Report SM unit Quality Enhancement Grant EQUIP I All projects not just school buildings 14. Schools receiving Infrastructure Number 658 1282 2029 Annual Report ISD Baseline reflects achievements under Enhancement Grant EQUIP I 15. Schools with School Shuras Number 0 14,932 13,969 Annual Report SM unit established 16. Schools with School During the Yes/No No No Yes Survey pilot SM unit Information/Report Card piloted last year 18 Intermediate Results and Indicators Baseline Target Values Unit of Original Progress December Data Source/ Responsibility for Intermediate Results Indicators Measur Project To Date Frequency Comments Core 2016 Methodology Data Collection ement Start (2014) (2008) Independent 17.Spot checks conducted in schools Number 0 0 3 Three times Survey monitoring 19