The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
REPORT NO.: RES40927
RESTRUCTURING PAPER
ON A
PROPOSED PROJECT RESTRUCTURING
OF
PAKISTAN: THIRD PUNJAB EDUCATION SECTOR PROJECT
APPROVED ON JUNE 3, 2016
TO
ISLAMIC REPUBLIC OF PAKISTAN
EDUCATION
SOUTH ASIA
Regional Vice President: Hartwig Schafer
Country Director: Patchamuthu Illangovan
Regional Director: Lynne D. Sherburne-Benz
Practice Manager/Manager: Mario Cristian Aedo Inostroza
Task Team Leader(s): Tazeen Fasih, Koen Martijn Geven
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
ABBREVIATIONS AND ACRONYMS
APF Assessment Policy Framework
COVID-19 The disease caused by the novel coronavirus (SARS-CoV-2)
CPD Continuous Professional Development
DLI Disbursement Linked Indicator (now referred to as Performance Based Condition or PBC)
FA Formative Assessment
HR Human Resources
LSA Large Scale (Sample Based) Assessment
ISP Institutional Strengthening Plan
NSB Non-Salary Budget
PBC Performance Based Condition (formerly referred to as Disbursement Linked Indicator or DLI)
PDO Project Development Objective
PEC Punjab Examination Commission
PESRP Punjab Education Sector Reform Program
PESP-III Third Punjab Education Support Project
PMIU Project Management and Implementation Unit
PSPA Punjab Social Protection Authority
SBA School Based Assessment
SED School Education Department
TA Technical Assistance
TPV Third Party Validation
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
BASIC DATA
Product Information
Project ID Financing Instrument
P154524 Investment Project Financing
Original EA Category Current EA Category
Not Required (C) Not Required (C)
Approval Date Current Closing Date
03-Jun-2016 31-Dec-2021
Organizations
Borrower Responsible Agency
PESRP, School Education Department, Government of
Islamic Republic of Pakistan
Punjab
Project Development Objective (PDO)
Original PDO
The project development objective is to support Punjab province to improve school participation, completion, and
teaching-learning practices with a particular focus on low-performing districts.
OPS_TABLE_PDO_CURRENTPDO
Summary Status of Financing
Net
Ln/Cr/Tf Approval Signing Effectiveness Closing Commitment Disbursed Undisbursed
IBRD-86200 03-Jun-2016 31-Aug-2016 05-Oct-2016 31-Dec-2021 300.00 187.16 112.84
Policy Waiver(s)
Does this restructuring trigger the need for any policy waiver(s)?
No
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING
A. Background
1. Pakistan is at a crossroads as it deals with the COVID-19 pandemic. Periodic macroeconomic crises and
a low human capital basis have constrained the country’s growth prospects. Over the last two decades,
economic growth in Pakistan has averaged at 4.4 percent a year, below the South Asian annual average of 6.3
percent.[1] Low investment in human capital (HC), slow progress of structural reforms, low private investment,
and slow export growth due to an overvalued currency, among others, have hindered growth prospects. The
country was making good progress in stabilizing its economy and implementing much needed structural reforms.
However, the global coronavirus disease (COVID-19) pandemic will have significant negative impacts on the
economy. The closure of businesses and disruption to the supply chains are significantly affecting the services and
manufacturing sectors, which account for nearly 80 percent of total gross domestic product (GDP). The impact of
the ongoing economic disruption is expected to contract GDP by 1.3 percentage points in FY20.
2. The World Bank’s rapid response to the COVID-19 crisis in Pakistan included the Pandemic Response
Effectiveness in Pakistan project ($200 million) and eight ongoing projects that quickly mobilized $40 million for
urgently needed equipment and supplies. The second phase of the COVID-19 response is currently underway,
which focuses on interventions to mitigate socio-economic mitigation. This includes repurposing and restructuring
existing operations and aligning the design of proposed operations to prioritize COVID-19 related interventions as
well as support for the medium-term reform agenda so that Pakistan can rebound stronger as the COVID-19 crisis
subsides. In Punjab, the response has included support from immediate procurements through the Disaster
Climate Resilience Improvement Project (P154036) and the Punjab Skills Development Project (P130193), and
planned restructurings of the Punjab Green Development Project (P165388), Punjab Jobs and Competitiveness
Program (P155963) and Punjab Tourism for Economic Growth project (P158099).
3. The rapid rise of COVID-19 is presenting an unprecedented challenge school system in Punjab. This poses
increased risk to further implementation of several Performance Based Conditions (PBCs, previously DLIs) under
the Third Punjab Education Support Project. To prevent further spread of the virus, the Government of Punjab has
closed all public and private schools in the province since March 15, and schools are currently projected to remain
closed at least through June. School closures were a necessary step to increase social distancing and thus reduce
the spread of the virus. As an unintended consequence, however, these school closures pose substantial
challenges for the education system. The ensuing closure of government offices also poses increased risks to
further implementation of several disbursement linked indicators.
4. A prolonged period of school closures puts hard-won gains in learning and enrolment at risk. First,
students who are out of school tend to forget what they have learned. Given that students in Punjab on average
learn 0.3 standard deviation of learning over six months of schooling, students are expected to lose 0.05 standard
deviation of learning per month of closures without mitigation. Secondly, students are likely to drop out of school
at higher rates, due to a variety of mechanisms, including health shocks, income effects, and the increased risk
perception of schooling. This is likely to affect girls’ enrolments in particular, given families’ unequal intra-
household expenditures. Private schools are also at risk of closure, given that they may not be able to collect
tuition fees from families.
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Pakistan: Third Punjab Education Sector Project (P154524)
5. The School Education Department (SED) has been quick to launch an initial response to COVID-19 and
the resulting school closures. Within only a few days of school closures, the SED launched a social media campaign
with behavioral videos regarding handwashing and social distancing. Within two weeks after lockdown, the
department launched the distance education program Taleem Ghar. This system provides animated lessons over
television and online channels (including an app) within the regular curriculum for science and mathematics for
grades 1-8. The department is currently engaged in planning of medium- and longer-term responses as the
timeline for school closures is being progressively extended.
6. In the last few years, the Third Punjab Education Support Program (PESP-III) has built on a history of
ambitious school reform projects, and is now in its fourth year of implementation, since September 2016. The
project focuses on two main objectives, namely to improve school enrolment (participation and completion) and
improving school quality (i.e. the teaching and learning environment). These goals are supported by 9
disbursement linked indicators that address a wide range of actions, namely (PBC-1) the use of vouchers to enroll
more children, (PBC-2) expanding and improving the management of public-private partnerships, (PBC-3) stipends
to keep girls in schools, (PBC-4) improved early childhood education, (PBC-5) better teacher recruitment, (PBC-6)
improved teaching professional development, (PBC-7) student assessment, (PBC-8) non-salary budgets (NSB)
managed at school level, and (PBC-9) data integration to improve the use of evidence in policy-making.
7. Progress towards the achievement of the Project Development Objective (PDO) and implementation
progress are currently both rated as Satisfactory. Project implementation has picked up speed during and after
the Mid-Term Review which took place in April 2019. School participation and primary school completion rates in
the province have already increased dramatically, above and beyond the expected targets (with the exception of
the participation indicator for boys 11-15 for which there is no specific intervention in the project). Moreover, the
province has started key strategic initiatives to target the teaching and learning outcomes. These strategic
initiatives include a new Continuous Professional Development (CPD) program for teachers that is based on
observation and coaching of classroom practices. Early Childhood Education (ECE) is now receiving attention from
high level policy makers, and the Program Management and Implementation Unit (PMIU) of the School Education
Department (SED) has created a coordination cell to strengthen implementation of the new policy and curriculum.
8. Disbursement had already increased and is now at US$ 186.65m or 62% of the total US$300m. Last year,
the project disbursed for 7 out of 9 PBCs, which included results for PBCs 1 (Vouchers, at 80% disbursement), 2
(Public-Private Partnerships, at 80% disbursement), 4 (Early Childhood Education, at 80% disbursement), 5
(Human Resources, at 80% disbursement), 8 (Non-Salary Budgets, at 80% disbursement) and 9 (Data Integration,
at 80% disbursement). Implementation of PBC 6, which had not disbursed until June 2019, has made rapid strides
following restructuring in June 2019, and now stands at 26% disbursement.
9. PBC 7 on student assessment, has remained unmet annually during project implementation. The
government has used the past year to recalibrate its strategy regarding student assessment, resulting in the
adoption of the new Assessment Policy Framework (APF). The APF sets out a new strategy around the student
assessment, focusing on (1) large-scale, sample-based assessment, (2) school-based assessment of students in
every grade, and (3) formative assessments to help diagnose and treat learning difficulties at an early stage. While
introducing this new system, the province has decided to phase out the Grade 5 and Grade 8 exams, which was
the focus of the PBC at project appraisal. Moreover, the PEC is planning to hire new staff, so that it has the right
technical expertise to deliver on this new strategy.
10. The PBC 3 on Girls’ Stipends, which is at 53% disbursement, has not disbursed in Year 3, following a
Third-Party Validation (TPV) that uncovered the difficulties in verifying the chain of data collection to
disbursement. The existing procedure led to delays in disbursements of up to 18 months between enrolment and
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
funds being available to families. Further consultations revealed that the province has been developing multiple
new data collection systems that remain scattered across different departments. While PBC 9 has supported on
the integration of datasets, integration has mostly focused on the various school-level datasets, but not on the
student-level stipend datasets. Over the last few years, however, a number of new applications have been
developed that gather live data about students and teachers. These new applications generate data which are
stored in separate systems, and are not designed to connect with each other. The Third-Party Validation found
that only about a quarter of students can be verified between the different data systems that are in place.
B. Rationale for restructuring
11. The proposed restructuring will introduce the following changes. First, there is a change in the scope and
costs of the Technical Assistance component. Second, there is a change in the results of PBC 3, in order to speed
up registrations and disbursements of the stipends. Third, there are changes in PBC 7 to bring the results in line
with the new Assessment Policy Framework. Fourth, there are changes to PBC 1 (Vouchers), PBC 4 (Early
Childhood Education), PBC 6 (Continuous Professional Development), and PBC 8 (Non-Salary Budgets), as well as
related intermediate results indicators to accommodate the new reality due to COVID-19. Fifth, there is an update
of the wording of PBCs 4 and 9 which were inconsistent between the PAD and the World Bank Operations Portal.
12. The government will need a larger Technical Assistance (TA) component to mobilize funds for its
campaigns to respond to COVID-19. The Technical assistance component was relatively small (at US$9.36m or
3.1% of the total project budget) and has been largely spent and committed at this point. Additional TA-funds will
be needed to mitigate risks to the school system because of the crisis, and to maintain the hard-won gains in
learning and enrolment. The government will use TA funds to implement a program that responds to COVID-19,
using the education system as a channel of information dissemination about the viral disease, providing distance
education, and planning for social mobilization campaigns once schools re-open.
13. The increased TA will also help speed up project implementation once schools reopen. Having an
increased TA will allow the project to strengthen technical support across the PBCs, particularly through hiring of
local experts that can contribute to effective implementation. Moreover, the Government of Punjab will build
capacity towards data warehousing and data usage, given the increase in the number of data-sources on
education, as well as the number of apps being used throughout the school education department. Housing data
centrally would give department more control over the data it currently collects and give it more flexibility to
integrate different solutions.
14. PBC 3 on Girls’ Stipends is being revised in order to simplify the system of registration and
disbursements. The COVID-19 pandemic has increased the urgency of vulnerable and cash-dependent families,
while the current system cannot deliver the stipend rapidly. The main bottlenecks in the system are in the
registration and verification protocols. The current system uses a registration procedure at Tehsil (regional) level,
which involve long travel times for families and creates long waiting lines. There are many technical errors in the
registration process, leading families to become ineligible for stipends. Moreover, registration for the current year
has not been finished in all districts, given that the schools closed during the registration period. Due to the long
waiting lines, it would be unsafe to do another registration campaign at tehsil level. Secondly, the system requires
data to be shared between two government agencies (the SED and the PSPA), which use different data structures.
The new system will simplify and integrate the registration, collection of payment information and verification of
attendance, at the school level.
15. PBC 7 on student assessment is being restructured to align with the assessment policy framework which
sets out an entirely different system of assessments. This new system focuses less on exams, which were
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
perceived as punitive to students and schools. Instead, the new system is more diagnostic and impactful. As these
new assessment systems come into place, the Grade 5 and Grade 8 exams (which were the focus of the original
PBC) are being phased out. The restructuring is seen as an opportunity to align student assessment more directly
with initiatives to improve learning outcomes, in line with the PDO. First of all, the new assessment system will
give the province the opportunity to track learning outcomes more directly through the large-scale assessment.
Data will be available at student learning outcome level, and this information can be used to recalibrate teaching
and learning materials. This data can be used by the province to adapt teaching and learning material. Secondly,
the school-based exams will allow schools and teachers to communicate with relevant stakeholders about how
much children learn throughout the year. For example, schools will create report cards which will be shared with
parents so that they can track the progress made by their children in school. This approach has been rigorously
tested and is shown to improve learning outcomes. Thirdly, the province will develop low-stakes, and informal
methods of assessment, which can be used in the classroom by teachers. This aligns well with other initiatives.
For instance, the teacher professional development system, which was strengthened in the previous restructuring,
is developing a module on how teachers can regularly check whether students understand what is being taught.
II. DESCRIPTION OF PROPOSED CHANGES
A. Elements to the Restructuring
16. The Technical Assistance component will be allocated with additional US$12m, giving the department
more room to maneuver. The scope of the technical assistance component is being amended in the financing
agreement to expand the scope of how these funds can be used, and the funds will be implemented by the PMIU,
using the existing financial management structures. Given that the PMIU has a long history in implementing large
projects, there is adequate capacity to manage these additional resources. The funds are sourced from funds
allocated to PBC 7 (reduction from US$32.21m to US$20.21m), as the PBC has been considerably reduced in scope.
17. Additional funds will be used for three main programs related to COVID-19. First of all, the department
is coordinating a social mobilization campaign around good health behavior. This involves material development,
social media campaigns and printing of materials. Secondly, the government is rolling out and expanding the
Taleem Ghar program so that students can access lessons at home. The initial version of this program only covers
mathematics and science, and as it rolls out, the Government of Punjab will add further material and a quality
assurance system to this system. Thirdly, the government is planning re-enrolment campaigns to mobilize families
and children once schools re-open, particularly targeting girls in the poorest performing 16 (program) districts
across Punjab.
18. The Technical Assistance Component will also be used to improve implementation support and data
warehousing and usage. Up to US$3m of TA funds will be used to procure more implementation support and
technical expertise to speed up delivery. Secondly, up to US$5m will be used to procure and install a data center
at the School Education Department. This will also include the creation of a data analytics and software
development unit to increase data usage, as well as the procurement of a data integration system. This data center
will collect, process and store data on schools, human resources in the school education system and students.
Data being hosted will be protected and processed in accordance with international best practices regarding
privacy and security. This data center will be housed in existing facilities. The PMIU will establish in-house capacity
on matters of data protection and data management, and will hire an experienced procurement specialist to
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
manage the procurement of the data center. As a first step, PMIU will develop Operational Guidelines on how to
implement the data center, and the protection of personal data.
19. PBC 3 on Girls’ Stipends is being revised in order to simplify the system of registration and
disbursements. The province is currently developing a strategy for the simplification of the system. The new
system will primarily rely on the school information system for registration, collection of payment information
and verification of attendance. The school will also share the Khidmat cards (or equivalent) with the student’s
family. Registration and attendance data will be shared on (at minimum) a weekly basis with the Punjab Social
Protection Authority (PSPA), so that disbursements can happen regularly, and normally within one month of
registration into the program. The PBC is being made scalable so that the results that have been achieved within
each district can be disbursed against.
20. The PBC 7 is being revised to bring the actions in line with the new APF. The updated Results Framework is
annexed to this proposal. Under the revised PBC, the results from the first three years are removed. In the fourth
year, the province will develop an Institutional Strengthening Plan to accompany the APF; pilot a large-scale
(sample-based) assessment; implement the first school-based assessment; and hire human resources in the
Punjab Examination Commission. In the fifth year, the province will continue with this process, implement the
large scale, sample-based assessment, and develop a strategy for formative assessments. Moreover, PBC 7 will be
made scalable so that disbursements can follow each important step in implementation. While each step is crucial,
there may be some delays in some of the results, which are sometimes beyond the control of the School Education
Department or the Punjab Examination Commission.
21. Large volumes of personal data, personally identifiable information and sensitive data will be collected and
used in connection with the management of the schooling system. This is being done under circumstances where
measures to ensure the legitimate, appropriate and proportionate use and processing of that data may not feature
in national law or data governance regulations, or be routinely collected and managed in school information
systems. In order to guard against abuse of that data, the Project will incorporate good international practices for
dealing with such data in such circumstances. Such measures may include data minimization (collecting only data
that is necessary for the purpose); data accuracy (correct or erase data that are not necessary or are inaccurate),
use limitations (data are only used for legitimate and related purposes), data retention (retain data only for as
long as they are necessary), informing data subjects of use and processing of data, and allowing data subjects the
opportunity to correct information about them, etc. In practical terms, the Government of Punjab will ensure that
these principles apply through assessments of existing or development of new data governance mechanisms and
data standards for education administration, data sharing protocols, rules or regulations, revision of relevant
regulations, training, sharing of global experience, unique identifiers for students and teachers, strengthening of
school information systems, etc.
B. Changes to the Results Framework
22. The results for PBCs 1 (Vouchers) and 4 (Early Childhood Education) are revised downwards for Year 4,
given the extended closure of schools due to COVID-19 pandemic. The following changes are highlighted:
a) PBC 1 (Vouchers): The target for Year 4 is revised downwards to 90,000 (from 270,000) additional students
in the Voucher Program (this number is cumulative since the beginning of the project, above and beyond the
baseline of 322,679). The end target is reduced to 150,000 (from 420,000), above and beyond the baseline
of 322,679. The same is reflected in a downwards revision of intermediate results indicators. This is due to
anticipated school closures in the private sector as a result of the COVID-19 pandemic.
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Pakistan: Third Punjab Education Sector Project (P154524)
b) PBC 4 (Early Childhood Education): There is a reduction in the target for Year 4 from 4,500 schools to 3,800
schools, due to COVID-19 related school closures, which presents difficulties to upgrade quality standards.
The result for Year 5 (7,000 school meet the quality standards) is being maintained, given that
implementation can pick up as soon as schools reopen. The verification protocol has been modified to allow
for trainings to teachers and care-givers to be provided through distance education. This PBC has also been
updated in the World Bank Operations Portal to match the PAD.
c) PBC 6 (Teacher Professional Development): The training and verification activities in this PBC will be done
through distance protocols.
d) PBC 8 (Non-Salary Budgets): The word ‘bi-annually’ is being removed in order to allow more flexibility in
disbursement periods.
e) PBC 9 (Data Integration): This PBC has been updated in the World Bank Operations Portal to match the PAD.
These changes are not expected to impact the PDO substantially, given the planned mitigation strategies for re-
enrolment campaigns once schools re-open.
23. There are no major changes to the implementation system. The project continues to be implemented by the
Punjab of Education Sector Reforms Program (PESRP) Project Management Implementation Unit (PMIU) under
the School Education Department (SED). The name of the implementing agency has been clarified in the World
Bank Operations Portal, to clarify that the implementation mechanism is part of the Government of Punjab. The
Financial Management arrangements will remain the same, while procurement capacity will be strengthened by
the hiring of a specific procurement specialist who will lead the procurement of the data center, as described
above.
24. The overall project risk remains Moderate. The leadership of the associated departments of the School
Education Department, including the PMIU, have been able to continue functioning throughout the pandemic
period. That being said, the leadership and technical staff of several associated departments has been placed on
a break period during the pandemic period, and this leads to some implementation challenges. This causes the
risk to institutional capacity for implementation to be increased to Substantial.
III. SUMMARY OF CHANGES
Changed Not Changed
Implementing Agency ✔
Results Framework ✔
PBCs ✔
Components and Cost ✔
Reallocation between Disbursement Categories ✔
Overall Risk Rating ✔
DDO Status ✔
Project's Development Objectives ✔
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Pakistan: Third Punjab Education Sector Project (P154524)
Loan Closing Date(s) ✔
Cancellations Proposed ✔
Disbursements Arrangements ✔
Disbursement Estimates ✔
Safeguard Policies Triggered ✔
EA category ✔
Legal Covenants ✔
Institutional Arrangements ✔
Financial Management ✔
Procurement ✔
Implementation Schedule ✔
Other Change(s) ✔
Economic and Financial Analysis ✔
Technical Analysis ✔
Social Analysis ✔
Environmental Analysis ✔
IV. DETAILED CHANGE(S)
OPS_DETAILEDCHANGES_IA_TABLE
IMPLEMENTING AGENCY
Implementing Agency Name Type Action
School Education Department Implementing Marked for Deletion
Agency
PESRP, School Education Department, Implementing New
Government of Punjab Agency
OPS_DETAILEDCHANGES_COMPONENTS_TABLE
COMPONENTS
Current
Current Proposed Proposed
Cost Action
Component Name Component Name Cost (US$M)
(US$M)
Component 1: Improved access, Component 1: Improved
quality and education system 290.00 Revised access, quality and education 278.00
management system management
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Pakistan: Third Punjab Education Sector Project (P154524)
Component 2: Capacity Building, Component 2: Capacity
Project Management, 10.00 Revised Building, Project Management, 22.00
Monitoring, and Evaluation Monitoring, and Evaluation
TOTAL 300.00 300.00
OPS_DETAILEDCHANGES_REALLOCATION _TABLE
REALLOCATION BETWEEN DISBURSEMENT CATEGORIES
Financing %
Current Allocation Actuals + Committed Proposed Allocation
(Type Total)
Current Proposed
IBRD-86200-001 | Currency: USD
iLap Category Sequence No: 1 Current Expenditure Category: EEP Part 1
289,890,000.00 180,390,000.00 277,890,000.00 100.00 100.00
iLap Category Sequence No: 2 Current Expenditure Category: GD,NonCS,CS,Trng,IOC Pt2(a)
9,360,000.00 5,080,767.00 16,360,000.00 100.00 100.00
iLap Category Sequence No: 3 Current Expenditure Category: GD,NONCS,CS,Trng,IOC Pt2(b)
0.00 0.00 5,000,000.00 100
Total 299,250,000.00 185,470,767.00 299,250,000.00
OPS_DETAILEDCHANGES_SORT_TABLE
SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)
Risk Category Rating at Approval Current Rating
Political and Governance Substantial Substantial
Macroeconomic Substantial Substantial
Sector Strategies and Policies Moderate Moderate
Technical Design of Project or Program Moderate Moderate
Institutional Capacity for Implementation and Moderate Substantial
Sustainability
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Pakistan: Third Punjab Education Sector Project (P154524)
Fiduciary Moderate Moderate
Environment and Social Low Moderate
Stakeholders Moderate Moderate
Other Substantial Substantial
Overall Moderate Moderate
.
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Pakistan: Third Punjab Education Sector Project (P154524)
.
Results framework
COUNTRY: Pakistan
Pakistan: Third Punjab Education Sector Project
Project Development Objectives(s)
The project development objective is to support Punjab province to improve school participation, completion, and teaching-learning practices with a
particular focus on low-performing districts.
Project Development Objective Indicators by Objectives/ Outcomes
RESULT_FRAME_TBL_PDO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
To improve school participation
Participation Rate (Percentage) 75.80 75.80 75.80 77.00 77.00 79.00
Participation rate, boys (6-
85.40 85.40 85.40 86.00 86.00 87.00
10 years) (Percentage)
Participation rate, girls (6-10
77.80 77.80 77.80 79.00 79.00 80.00
years) (Percentage)
Participation rate, boys (11-
75.40 75.40 75.40 77.00 77.00 79.00
15 years) (Percentage)
Participation rate, girls (11-
64.60 64.60 64.60 66.00 66.00 68.00
15 years) (Percentage)
Participation rate, poor-
performing districts 68.50 68.50 68.50 70.00 70.00 73.00
(Percentage)
To improve school completion
Completion rate, grade 5
67.00 68.00 70.00
(Percentage)
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Pakistan: Third Punjab Education Sector Project (P154524)
RESULT_FRAME_TBL_PDO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
Completion rate, grade 5,
66.00 66.00 66.00 67.00 67.00 69.00
girls (Percentage)
Completion rate, Grade 5,
69.00 70.00 70.00 70.00 70.00 71.00
boys (Percentage)
To improve teaching-learning practices
Quality score of primary
teaching-learning practices 2.53 2.53 2.53 2.53 2.53 2.65
(Number)
Level of School Readiness
0.00 0.00 0.00 0.00 0.00 6.00
(Percentage)
PDO Table SPACE
Intermediate Results Indicators by Components
RESULT_FRAME_TBL_IO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
Component 1: Improved access, quality and education system management (Action: This Component has been Revised)
Number of additional children
aged 6-16 years to whom a
voucher is provided to pay low- 0.00 0.00 10,000.00 130,000.00 90,000.00 150,000.00
cost private school tuition fees
(Number)
Rationale:
Action: This indicator has been
This is being revised downwards given the expected negative effect of COVID-19 related school closures on low-cost private sector schools.
Revised
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Pakistan: Third Punjab Education Sector Project (P154524)
RESULT_FRAME_TBL_IO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
Number of additional boys
aged 6-16 years to whom a
voucher is provided to pay 0.00 0.00 5,000.00 65,000.00 45,000.00 75,000.00
low-cost private school
tuition fees (Number)
Rationale:
Action: This indicator has
This is being revised downwards given the expected negative effect of COVID-19 related school closures on low-cost private sector schools.
been Revised
Number of additional girls
aged 6-16 years to whom a
voucher is provided to pay 0.00 0.00 5,000.00 65,000.00 45,000.00 75,000.00
low-cost private school
tuition fees (Number)
Rationale:
Action: This indicator has
This is being revised downwards given the expected negative effect of COVID-19 related school closures on low-cost private sector schools.
been Revised
Number of additional schools
covered by PPP initiatives
supported by PEF under a 0.00 225.00 450.00 675.00 700.00 750.00
quality assurance system
(Number)
Rationale:
Action: This indicator has been
This is being revised downwards given the expected negative effect of COVID-19 related school closures on low-cost private sector schools.
Revised
Number of additional children
enrolled in PPP initiatives 0.00 180,000.00 360,000.00 540,000.00 720,000.00 900,000.00
supported by PEF under a
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Pakistan: Third Punjab Education Sector Project (P154524)
RESULT_FRAME_TBL_IO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
quality assurance system
(Number)
Number of additional boys
enrolled in PPP initiatives
supported by PEF under a 0.00 90,000.00 180,000.00 270,000.00 360,000.00 450,000.00
quality assurance system
(Number)
Number of additional girls
enrolled in PPP initiatives
supported by PEF under a 0.00 90,000.00 180,000.00 270,000.00 360,000.00 450,000.00
quality assurance system
(Number)
Number of children aged 3-5
years enrolled in an ECE
0.00 0.00 30,000.00 75,000.00 100,000.00 210,000.00
classroom that meets quality
standards (Number)
Action: This indicator has been
Revised
Number of boys aged 3-5
years enrolled in an ECE
0.00 0.00 5,000.00 37,500.00 50,000.00 105,000.00
classroom that meets
quality standards (Number)
Action: This indicator has
been Revised
Number of girls aged 3-5
years enrolled in an ECE
0.00 0.00 15,000.00 37,500.00 50,000.00 105,000.00
classroom that meets
quality standards (Number)
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
RESULT_FRAME_TBL_IO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
Action: This indicator has
been Revised
Percentage of new teachers
recruited based on merit, for
all vacant posts reallocated to 100.00 100.00 100.00 100.00 100.00 100.00
schools as per recruitment
policy (Percentage)
Number of districts
implementing the
0.00 0.00 0.00 0.00 6.00 12.00
strengthened field-based CPD
(Number)
School-based
assessment of Grade 5
PEC has developed an
continues and one
Institutional
additional grade is
Strengthening Plan, has
implemented in all 36
hired staff in vacant
Districts, PEC has
PEC instruments do not positions in the revised
developed an
use equated items and HR plan, has
Strengthened student assessment framework PEC reuslts from previous
measure higher-order implemented school
assessment system is being that can be used to year are analyzed and
PBC 7 cognitive skills, and based assessment of
implemented across the develop future disseminated in
results are not Grade 5 in 36 districts,
province (Text) assessments., has actionable form
disseminated in based on an Item Bank,
implemented a sample-
actionable form and has piloted a
based assessment in
sample-based
Grade 5, representative
assessment instrument
at the district level and
in Grade 5 classrooms.
results have been
disseminated in
actionable format, and
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
RESULT_FRAME_TBL_IO
Indicator Name PBC Baseline Intermediate Targets End Target
1 2 3 4
has developed a strategy
for formative
assessments.
Action: This indicator has been
Revised
Number of School Council
members reached through
80,000.00 80,000.00 96,000.00 128,000.00 212,000.00 212,000.00
citizen engagement initiative(s)
(Number)
Non-salary budget execution
64.00 64.00 64.00 66.00 66.00 69.00
rate (Percentage)
Component 2: Capacity Building, Project Management, Monitoring, and Evaluation
Number of EDOs-Education
that analyze and act on revised
district education report card 0.00 3.00 12.00 36.00 36.00 36.00
generated from integrated
database (Number)
IO Table SPACE
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Performance-Based Conditions Matrix
DLI IN00816855 ACTION
DLI 1: Private school vouchers Strengthening program design to expand coverage of tuition-replacement vouchers to
PBC 1
children from disadvantaged households
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
• Vouchers to attend private schools provided to
322,679 children from disadvantaged households
• The program has undergone rapid expansion,
Baseline
and present design features need to be revisited
to ensure more effective beneficiary selection
and monitoring
Revised EVS system in place; and PEF initiates
2016-17 8,590,000.00
pilot for EVS
10,000 Eligible Children received vouchers to
2017-18 attend private schools; and PEF’s Board of 8,590,000.00
Directors approved the Revised System for EVS.
130,000 Eligible Children received vouchers to
2018-19 8,590,000.00
attend private schools.
270,000 Eligible Children received vouchers to
2019-20 3,220,000.00
attend private schools.
420,000 Eligible Children received vouchers to
2020-21 3,220,000.00
attend private schools.
Action: This PBC has been Revised. See below.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00829333 ACTION
DLI 1: Private school vouchers Strengthening program design to expand coverage of tuition-replacement vouchers to
PBC 1
children from disadvantaged households
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
• Vouchers to attend private schools provided to
322,679 children from disadvantaged households
• The program has undergone rapid expansion,
Baseline
and present design features need to be revisited
to ensure more effective beneficiary selection and
monitoring
Revised EVS system in place; and PEF initiates
2016-17 8,590,000.00
pilot for EVS
10,000 Eligible Children received vouchers to
2017-18 attend private schools; and PEF’s Board of 8,590,000.00
Directors approved the Revised System for EVS.
130,000 Eligible Children received vouchers to
2018-19 8,590,000.00
attend private schools.
90,000 Eligible Children received vouchers to
2019-20 3,220,000.00
attend private schools.
150,000 Eligible Children received vouchers to
2020-21 3,220,000.00
attend private schools.
Rationale:
Targets for this DLI are being revised downwards, given the negative effects of COVID-19 related school closures on private schools, particularly in the
poorest areas where voucher-schools operate.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816856 ACTION
PBC 2 DLI 2. Public-private partnerships in education Leveraging the private sector to support schools to increase enrollment
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Output No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
Currently 1.3 million children are studying in PEF
partner schools through the NSP and FAS.
Baseline
Capacity to enroll additional children through
PPPs remains
180,000 children are enrolled through Public-
Private Partnerships under PEF approved
2016-17 8,590,000.00
programs that have a Strengthened Quality
Assurance System.
360,000 children are enrolled through Public-
Private Partnerships under PEF approved
2017-18 8,590,000.00
programs that have a Strengthened Quality
Assurance System.
540,000 children are enrolled through Public-
Private Partnerships under PEF approved
2018-19 8,590,000.00
programs that have a Strengthened Quality
Assurance System.
720,000 children are enrolled through Public
Private Partnerships under PEF approved
2019-20 3,220,000.00
programs that have a Strengthened Quality
Assurance System.
900,000 children are enrolled through Public
Private Partnerships under PEF approved
2020-21 3,220,000.00
programs that have a Strengthened Quality
Assurance System.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816857 ACTION
DLI 3. Stipends for secondary school girls Stipends for secondary school girls to increase secondary school
PBC 3
participation/retention
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Output No Text 32,210,000.00 53.34
Period Value Allocated Amount (USD) Formula
Stipends are offered to girls enrolled in secondary
grades in 16 districts under the original program.
Baseline
The stipend amount and conditions have
remained unchanged since program inception.
SED has strengthened its original program and is
2016-17 8,590,000.00
implementing it in 16 Districts.
SED continues to implement the strengthened
2017-18 8,590,000.00
program in 16 Districts
SED continues to implement the strengthened
2018-19 8,590,000.00
program in 16 Districts
SED continues to implement the strengthened
2019-20 3,220,000.00
program in 16 Districts
SED continues to implement the strengthened
2020-21 3,220,000.00
program in 16 Districts
Action: This PBC has been Revised. See below.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00837670 ACTION
DLI 3. Stipends for secondary school girls Stipends for secondary school girls to increase secondary school
PBC 3
participation/retention
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Output Yes Text 32,210,000.00 53.34
Period Value Allocated Amount (USD) Formula
Stipends are offered to girls enrolled in secondary
grades in 16 districts under the original program.
Baseline
The stipend amount and conditions have
remained unchanged since program inception.
SED has strengthened its original program and is
2016-17 8,590,000.00
implementing it in 16 Districts.
SED continues to implement the strengthened
2017-18 8,590,000.00
program in 16 Districts
2018-19 0.00
(i) SED has adopted a strategy to simplify and
strengthen the implementation of the stipend
program and (ii) SED has disbursed stipends to (i) $3m (ii) $0.1m per district (iii)
2019-20 6,200,000.00
continuously registered students in 16 districts. $0.1m per district
(iii) SED has disbursed stipends to newly
registered students in 16 districts.
(i) SED has registered new students through
school-based enrolments and issuance of payment
cards, and (ii) SED has disbursed stipends to (i)$2.43m (ii) $0.2m per district (iii)
2020-21 8,830,000.00
continuously registered students in 16 districts. $0.2m per district
(iii) SED has disbursed stipends to newly
registered students in 16 districts, with 80% of
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
first payments occurring within 1 month of
registration.
DLI IN00816858 ACTION
PBC 4 DLI 4: Early childhood education Improving quality and expanding access to early childhood education
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
ECE is currently being implemented at a small
Baseline
scale
SED has started implementation of its
2016-17 recruitment policy for Merit-Based Recruitment 8,590,000.00
of new teachers and reallocation of posts
SED continues to implement its recruitment policy
for Merit-Based Recruitment of new teachers and
reallocation of posts. Third-party validation of the
2017-18 8,590,000.00
SED’s recruitment policy for Merit Based
Recruitment of new teachers and reallocation of
posts completed
SED continues to implement its recruitment policy
2018-19 for Merit-Based Recruitment of new teachers and 8,590,000.00
reallocation of posts.
SED continues to implement its recruitment policy
2019-20 for Merit-Based Recruitment of new teachers and 3,220,000.00
reallocation of posts.
SED continues to implement its recruitment policy
2020-21 for Merit-Based Recruitment of new teachers and 3,220,000.00
reallocation of posts
Action: This PBC has been Revised. See below.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00827207 ACTION
PBC 4 DLI 4: Early childhood education Improving quality and expanding access to early childhood education
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
ECE is currently being implemented at a small
Baseline
scale
SED has approved the ECE Policy Framework,
2016-17 which includes Quality Standards for ECE 8,590,000.00
classrooms.
1,000 schools have classrooms that meet the
2017-18 Quality Standards prescribed by the ECE Policy 8,590,000.00
Framework.
2,500 schools have classrooms that meet the
Quality Standards prescribed by the ECE Policy
2018-19 Framework; and 50 schools have started 8,590,000.00
implementation of District health/ nutrition
officers pilot.
3,800 schools have classrooms that meet the
2019-20 Quality Standards prescribed by the ECE Policy 3,220,000.00
Framework.
7,000 schools have classrooms that meet the
2020-21 Quality Standards prescribed by the ECE Policy 3,220,000.00
Framework.
Rationale:
Target for year 4 is being revised downwards given COVID-19 related school closures. Verification protocol modified to allow for online delivery of
training during COVID-19 related school closures.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816859 ACTION
DLI 5: Human Resources Management Strengthening HR processes through continuous merit-based recruitment and
PBC 5
rationalization of teaching posts
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Process No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
Merit-based recruitment of new teachers for all
Baseline vacant posts reallocated to schools based on
existing recruitment policy
SED has started implementation of its
2016-17 recruitment policy for Merit-Based Recruitment 8,590,000.00
of new teachers and reallocation of posts.
SED continues to implement its recruitment policy
for Merit-Based Recruitment of new teachers and
reallocation of posts. Third-party validation of the
2017-18 8,590,000.00
SED’s recruitment policy for Merit Based
Recruitment of new teachers and reallocation of
posts completed.
SED continues to implement its recruitment policy
2018-19 for Merit-Based Recruitment of new teachers and 8,590,000.00
reallocation of posts.
SED continues to implement its recruitment policy
2019-20 for Merit-Based Recruitment of new teachers and 3,220,000.00
reallocation of posts.
SED continues to implement its recruitment policy
2020-21 for Merit-Based Recruitment of new teachers and 3,220,000.00
reallocation of posts.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816860 ACTION
PBC 6 DLI 6. Quality in the primary classroom Strengthening field- based CPD for improved teacher performance
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 0.00
Period Value Allocated Amount (USD) Formula
Field-based system of CPD has mixed operational
Baseline capacity and performance, and poor design
match with multigrade and large class teaching.
2016-17 0.00
2017-18 0.00
Innovative support package is designed; AEOs
task description is revised and AEOs start
2018-19 8,590,000.00
conducting classroom observations through
android app.
Training of Primary School Teachers (as per
revamped CPD design) conducted in 06 Districts
Innovative support package is developed,
2019-20 11,810,000.00
validated and pilot initiated in 100 schools; QAED
has trained AEOs (or equivalent) on classroom
observation and feedback provision.
Training of Primary School Teachers (as per
revamped CPD design) conducted in 12 Districts.
2020-21 QAED has incorporated successful elements of 11,810,000.00
innovative support package into the regular CPD
program;
Action: This PBC has been Revised. See below.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00829332 ACTION
PBC 6 DLI 6. Quality in the primary classroom Strengthening field- based CPD for improved teacher performance
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Outcome No Text 32,210,000.00 0.00
Period Value Allocated Amount (USD) Formula
Field-based system of CPD has mixed operational
Baseline capacity and performance, and poor design match
with multigrade and large class teaching.
2016-17 0.00
2017-18 0.00
Innovative support package is designed; AEOs
task description is revised and AEOs start
2018-19 8,590,000.00
conducting classroom observations through
android app.
Training of Primary School Teachers (as per
revamped CPD design) conducted in 06 Districts
Innovative support package is developed,
2019-20 11,810,000.00
validated and pilot initiated in 100 schools; QAED
has trained AEOs (or equivalent) on classroom
observation and feedback provision.
Training of Primary School Teachers (as per
revamped CPD design) conducted in 12 Districts.
2020-21 QAED has incorporated successful elements of 11,810,000.00
innovative support package into the regular CPD
program;
Rationale:
Verification protocol modified to allow for online delivery of teacher training during COVID-19 related school closures.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816861 ACTION
PBC 7 DLI 7. Student Assessment PEC and its instruments strengthened within a revised policy framework
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome No Text 32,210,000.00 0.00
Period Value Allocated Amount (USD) Formula
No assessment policy framework; outdated PEC
Baseline ISP that has been partially implemented and is in
need of revision.
PEC has developed the its assessment policy
framework; and The new PEC Institutional
2016-17 8,590,000.00
Strengthening Plan has been approved by the
commission overseeing PEC.
80% of ISP targets for 2017-18 are met; and
2017-18 strengthened Grade 5 + 8 PEC instruments are 8,590,000.00
piloted in at least one subject
80% of ISP targets for 2018-19 are met; and
strengthened Grade 5 + 8 PEC instruments are
2018-19 8,590,000.00
administered throughout the entire Punjab school
system
PEC has analyzed and reported Grade 5+8 PEC
2019-20 results from the previous year of Project 3,220,000.00
implementation in Actionable Form.
PEC has analyzed and reported Grade 5 + 8 PEC
2020-21 results for the previous year of Project 3,220,000.00
implementation in Actionable Form.
Action: This PBC has been Revised. See below.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00827208 ACTION
PBC 7 DLI 7. Student Assessment PEC and its instruments strengthened within a revised policy framework
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome Yes Text 20,210,000.00 0.00
Period Value Allocated Amount (USD) Formula
No assessment policy framework; outdated PEC
Baseline ISP that has been partially implemented and is in
need of revision.
2016-17 0.00
2017-18 0.00
2018-19 0.00
PEC has: (i) developed an Institutional
Strengthening Plan; (ii)hired staff in vacant
positions in the revised Human Resources plan;
$2m for (i); $5m for(ii); $2m for (iii);
2019-20 (iii) has implemented school-based assessment of 10,000,000.00
and $1m for (iv).
Grade 5 in 36 districts based on a ‘Test Item
Bank’; and (iv) has piloted a sample-based
assessment instrument in Grade 5 classrooms.
PEC has: (i) continued school-based assessment of
Grade 5 and has implemented one additional
grade in all 36 Districts; (ii) developed an
assessment framework that can be used to $2m for (i); $2m for (ii); $3,21m
2020-21 10,210,000.00
develop future assessments; (iii) implemented a for(iii); and $3m for (iv)
sample-based assessment in Grade 5,
representative at the district level and has
disseminated its results in actionable format; and
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
(iv) developed a strategy for formative student
assessments.
Rationale:
This is being revised in light of the new Assessment Policy Framework of the province.
DLI IN00816862 ACTION
PBC 8 DLI 8. School specific NSB Setting and executing school budgets in line with school resource needs
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Output No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
School-specific NSBs for FY2015/16 prepared in
accordance with agreed funding formula, and
Baseline submitted for inclusion in FY2016/17 district
budgets in 36 districts for all schools, including
high/high secondary.
SED has prepared School-Specific Non-Salary
Budgets for FY2016/17 in accordance with agreed
funding formula, and submitted for inclusion in
FY2017/18 District budgets in 36 Districts for all
schools, including high/high secondary; and
2016-17 Punjab’s Finance Department has dispersed 8,590,000.00
School Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution; and SCs reconstituted in
required elementary/primary schools and
constituted in all high schools
SED has prepared School-Specific Non-Salary
2017-18 Budgets for FY2017/18 in accordance with agreed 8,590,000.00
funding formula, and submitted for inclusion in
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
FY2018/19 District budgets in 36 Districts for all
schools, including high/high secondary; and
Punjab’s Finance Department has dispersed
School Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution.
SED has prepared School-Specific Non-Salary
Budgets for FY2018/19 in accordance with agreed
funding formula, and submitted for inclusion in
FY2019/20 District budgets in 36 Districts for all
schools, including high/high secondary; and
2018-19 8,590,000.00
Punjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution; and TPV of Year 1 and
Year 2 of this DLI completed.
SED has prepared School-Specific Non-Salary
Budgets for FY2019/20 in accordance with agreed
funding formula, and submitted for inclusion in
FY2020/21 District budgets in 36 District for all
2019-20 schools, including high/high secondary; and 3,220,000.00
Punjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution.
SED has prepared School-Specific Non-Salary
Budgets for FY2020/21 in accordance with agreed
funding formula, and submitted for inclusion in
2020-21 FY2020/21 District budgets in 36 Districts for all 3,220,000.00
schools, including high/high secondary; and
Punjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets bi-annually to
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
schools with establishment of Necessary Support
Structure for execution.
Action: This PBC has been Revised. See below.
DLI IN00837604 ACTION
PBC 8 DLI 8. School specific NSB Setting and executing school budgets in line with school resource needs
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Output No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
School-specific NSBs for FY2015/16 prepared in
accordance with agreed funding formula, and
Baseline submitted for inclusion in FY2016/17 district
budgets in 36 districts for all schools, including
high/high secondary.
SED has prepared School-Specific Non-Salary
Budgets for FY2016/17 in accordance with agreed
funding formula, and submitted for inclusion in
FY2017/18 District budgets in 36 Districts for all
schools, including high/high secondary; and
2016-17 Punjab’s Finance Department has dispersed 8,590,000.00
School Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution; and SCs reconstituted in
required elementary/primary schools and
constituted in all high schools
SED has prepared School-Specific Non-Salary
Budgets for FY2017/18 in accordance with agreed
2017-18 funding formula, and submitted for inclusion in 8,590,000.00
FY2018/19 District budgets in 36 Districts for all
schools, including high/high secondary; and
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Punjab’s Finance Department has dispersed
School Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution.
SED has prepared School-Specific Non-Salary
Budgets for FY2018/19 in accordance with agreed
funding formula, and submitted for inclusion in
FY2019/20 District budgets in 36 Districts for all
schools, including high/high secondary; and
2018-19 8,590,000.00
Punjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets bi-annually to
schools with establishment of Necessary Support
Structure for execution; and TPV of Year 1 and
Year 2 of this DLI completed.
SED has prepared School-Specific Non-Salary
Budgets for FY2019/20 in accordance with agreed
funding formula, and submitted for inclusion in
FY2020/21 District budgets in 36 District for all
2019-20 schools, including high/high secondary; and 3,220,000.00
Punjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets to schools
with establishment of Necessary Support
Structure for execution.
SED has prepared School-Specific Non-Salary
Budgets for FY2020/21 in accordance withagreed
funding formula, and submitted for inclusion in
FY2020/21 District budgets in 36 Districts for all
2020-21 schools, including high/high secondary; 3,220,000.00
andPunjab’s Finance Department has dispersed
School-Specific Non-Salary Budgets to schools
with establishment of Necessary Support
Structure for execution.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI IN00816863 ACTION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome No Text 32,212,000.00 80.00
Period Value Allocated Amount (USD) Formula
Last private school census was in 2010-11.
Various education sector data are not integrated,
Baseline
utilization of data remains low and restricted to
source departments.
SED has conducted a private school census; and
PMIU has prepared and delivered on a semi-
2016-17 annual basis District performance report cards for 8,590,000.00
Year 1 following agreed format and contents, to
District Education Administrations.
PMIU has integrated Education sector data (from
PEC, PMIU, DSD and PEF); and PMIU provided
access and orientation to the integrated database
to education departments and District education
2017-18 officials in 3 Districts; PMIU has prepared and 8,590,000.00
delivered on a semiannual basis District
performance report cards for Year 2 following
agreed format and contents, to District Education
Administrations
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF); and PMIU has provided
access and orientation to the integrated database
2018-19 8,590,000.00
to education departments and District education
officials in 12 Districts; PMIU has prepared and
delivered on a semi-annual basis District
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
performance report cards for Year 3 following
agreed format and contents, to District Education
Administrations.
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF) ; and PMIU has
provided access and orientationto the integrated
database to education departments and District
2019-20 education officials in 36 Districts; PMIU has 3,222,000.00
prepared and delivered on a semi-annual basis
District performance report cards for Year 4
following agreed format and contents,to District
Education Administrations
PMIU has integrated Education sector data (from
PEC, PMIU, DSD, and PEF) ; and PMIU has
provided access and orientation to the integrated
database to education departments and District
2020-21 education officials in 36 Districts; PMIU has 3,220,000.00
prepared and delivered on a semiannual basis
District performance report cards for Year 5
following agreed format and contents, to District
Education Administrations
Action: This PBC has been Revised. See below.
DLI IN00847245 ACTION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Last private school census was in 2010-11. Various
education sector data are not integrated,
Baseline
utilization of data remains low and restricted to
source departments.
SED has conducted a private school census; and
PMIU has prepared and delivered on a semi-
2016-17 annual basis District performance report cards for 8,590,000.00
Year 1 following agreed format and contents, to
District Education Administrations.
PMIU has integrated Education sector data (from
PEC, PMIU, DSD and PEF); and PMIU provided
access and orientation to the integrated database
to education departments and District education
2017-18 officials in 3 Districts; PMIU has prepared and 8,590,000.00
delivered on a semiannual basis District
performance report cards for Year 2 following
agreed format and contents, to District Education
Administrations
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF); and PMIU has provided
access and orientation to the integrated database
to education departments and District education
2018-19 officials in 12 Districts; PMIU has prepared and 8,590,000.00
delivered on a semi-annual basis District
performance report cards for Year 3 following
agreed format and contents, to District Education
Administrations.
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF) ; and PMIU has provided
2019-20 access and orientationto the integrated database 3,220,000.00
to education departments and District education
officials in 36 Districts; PMIU has prepared and
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
delivered on a semi-annual basis District
performance report cards for Year 4 following
agreed format and contents,to District Education
Administrations
PMIU has integrated Education sector data (from
PEC, PMIU, DSD, and PEF) ; and PMIU has
provided access and orientation to the integrated
database to education departments and District
2020-21 education officials in 36 Districts; PMIU has 3,220,000.00
prepared and delivered on a semiannual basis
District performance report cards for Year 5
following agreed format and contents, to District
Education Administrations
DLI IN00847252 ACTION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Type of PBC Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome No Text 32,210,000.00 80.01
Period Value Allocated Amount (USD) Formula
Last private school census was in 2010-11. Various
education sector data are not integrated,
Baseline
utilization of data remains low and restricted to
source departments.
SED has conducted a private school census; and
PMIU has prepared and delivered on a semi-
2016-17 annual basis District performance report cards for 8,590,000.00
Year 1 following agreed format and contents, to
District Education Administrations.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
PMIU has integrated Education sector data (from
PEC, PMIU, DSD and PEF); and PMIU provided
access and orientation to the integrated database
to education departments and District education
2017-18 officials in 3 Districts; PMIU has prepared and 8,590,000.00
delivered on a semiannual basis District
performance report cards for Year 2 following
agreed format and contents, to District Education
Administrations
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF); and PMIU has provided
access and orientation to the integrated database
to education departments and District education
2018-19 officials in 12 Districts; PMIU has prepared and 8,590,000.00
delivered on a semi-annual basis District
performance report cards for Year 3 following
agreed format and contents, to District Education
Administrations.
PMIU has integrated Education sector data (from
PEC, PMIU,DSD, and PEF) ; and PMIU has provided
access and orientationto the integrated database
to education departments and District education
2019-20 officials in 36 Districts; PMIU has prepared and 3,220,000.00
delivered on a semi-annual basis District
performance report cards for Year 4 following
agreed format and contents,to District Education
Administrations
PMIU has integrated Education sector data (from
PEC, PMIU, DSD, and PEF) ; and PMIU has
provided access and orientation to the integrated
2020-21 3,220,000.00
database to education departments and District
education officials in 36 Districts; PMIU has
prepared and delivered on a semiannual basis
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
District performance report cards for Year 5
following agreed format and contents, to District
Education Administrations
Verification Protocol Table: Performance-Based Conditions
DLI_TBL_VERIFICATION
DLI 1: Private school vouchers Strengthening program design to expand coverage of tuition-replacement vouchers to
PBC 1
children from disadvantaged households
Definitions
All targets are cumulative and are in addition to the number of children attending the EVS schools as captured in
the baseline. In the LPDs and included in the targets for DLIs 1 and 2 (under the EVS and PPP Programs), the
cumulative number of children who were previously out of school will be not less than 150,000 by year 5
Pilot initiated is defined as vouchers distributed to households under the revised system
Description
The revised system includes revised beneficiary targeting and validation system, and improved monitoring system
includes quarterly monitoring of partner schools
“Eligible Children” refers to those children who would be able to participate in the EVS as defined by the PEF Board
of Directors’ criteria for eligibility.
PEF
Data source/ Agency
PMIU
Verification Entity
Evidence
(a) Database of registered voucher recipients (with unique identifiers) (b) database of partner schools (with unique
identifiers) (c) expenditures under the vouchers program, in agreed format
Procedure QAT and monitoring database of schools and beneficiaries with unique identifiers
Approval by the PEF’s board of directors will be evidenced with official board minutes. Evidence provided by the PEF
to the PMIU
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI_TBL_VERIFICATION
DLI 1: Private school vouchers Strengthening program design to expand coverage of tuition-replacement vouchers to
PBC 1
children from disadvantaged households
Definitions
All targets are cumulative and are in addition to the number of children attending the EVS schools as captured in
the baseline. In the LPDs and included in the targets for DLIs 1 and 2 (under the EVS and PPP Programs), the
cumulative number of children who were previously out of school will be not less than 150,000 by year 5
Pilot initiated is defined as vouchers distributed to households under the revised system
Description
The revised system includes revised beneficiary targeting and validation system, and improved monitoring system
includes quarterly monitoring of partner schools
“Eligible Children” refers to those children who would be able to participate in the EVS as defined by the PEF Board
of Directors’ criteria for eligibility.
PEF
Data source/ Agency
PMIU
Verification Entity
Evidence
(a) Database of registered voucher recipients (with unique identifiers) (b) database of partner schools (with unique
identifiers) (c) expenditures under the vouchers program, in agreed format
Procedure QAT and monitoring database of schools and beneficiaries with unique identifiers
Approval by the PEF’s board of directors will be evidenced with official board minutes. Evidence provided by the PEF
to the PMIU
DLI_TBL_VERIFICATION
PBC 2 DLI 2. Public-private partnerships in education Leveraging the private sector to support schools to increase enrollment
Definitions
All targets are cumulative, and are over and above the 1.3 million baseline. In the LPDs and included in the targets
for DLIs 1 and 2 (under the EVS and PPP programs), the cumulative number of children who were previously out of
Description
school will be not less than 150,000 by year 5.
PEF-approved programs to include the FAS, NSP, and any newly developed program including the Public School
Support Program that is approved by the PEF’s Board and is acceptable to the Bank.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
PPPs will be between the PEF and the private sector including private school owners, NGOs, civil society
organizations, and educational institutions.
Strengthened quality assurance system includes (but is not necessarily limited to) CPD support to teachers;
improved QATs; and enhanced monitoring of partner schools to include quarterly monitoring.
Minimum performance standards are those that are contractually agreed to between the PEF and the partner
school, and are acceptable to the Bank.
TPV, PEF
Data source/ Agency
Database of beneficiary students, database of partner schools, periodic monitoring reports, TPV reports, and QAT results.
Verification Entity
Approval of a program by the PEF will be evidenced by official minutes of the PEF Board meetings. Evidence provided by the
Procedure PEF to the PMIU
DLI_TBL_VERIFICATION
DLI 3. Stipends for secondary school girls Stipends for secondary school girls to increase secondary school
PBC 3
participation/retention
Definitions
Strengthened program includes additional repetition condition (whereby a student becomes ineligible during a
repeated grade), biannual stipend payments, and more efficient payment mechanisms.
Description
Ongoing Stipend Program includes the 16 districts where girls enrolled in secondary school have been receiving
stipends since 2004.
PMIU and PSPA Administrative Records
Data source/ Agency
PMIU
Verification Entity
Database of beneficiaries in agreed format
Biannual program implementation status report with beneficiary identification, confirmation, and disbursement data, in
Procedure
agreed format
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI_TBL_VERIFICATION
DLI 3. Stipends for secondary school girls Stipends for secondary school girls to increase secondary school
PBC 3
participation/retention
Definitions
Strengthened program includes additional repetition condition (whereby a student becomes ineligible during a
repeated grade), biannual stipend payments, and more efficient payment mechanisms.
Ongoing Stipend Program includes the 16 districts where girls enrolled in secondary school have been receiving
stipends since 2004.
Strategy to simplify and strengthen the implementation means that SED will carry out registration and issuance of
payment cards at the school, using the School Information System.
Description The strategy to simplify the system of registration and disbursements will cover (i) how the school system will
manage registrations, collection of payment information and verification of attendance, (ii) payment mechanisms,
including delivery mechanism of Khidmat cards (or equivalent payment mechanism, e.g. mobile payments), (iii) data
sharing between schools, SED and PSPA, (iv) payment regularity.
Continuously enrolled means that students have already been enrolled and registered into the program (e.g. as
having been enrolled and found eligible at a lower grade level).
Newly enrolled means that students are enrolled into the program for the first time.
PMIU and PSPA Administrative Records
Data source/ Agency
PMIU
Verification Entity
Database of beneficiaries in agreed format
Biannual program implementation status report with beneficiary identification, confirmation, and disbursement data, in
Procedure
agreed format
DLI_TBL_VERIFICATION
PBC 4 DLI 4: Early childhood education Improving quality and expanding access to early childhood education
Definitions
All targets are cumulative
Description
ECE Policy Framework includes institutional unit and budget planning.
An ECE teacher is defined as a primary schoolteacher who has received the DSD ECE teacher training.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
An ECE caregiver is defined as an individual recruited with revised Terms of Reference (ToR) and who has received
the DSD ECE caregiver training.
‘Revised’ ToRs mean that the ToRs have been updated and reviewed by the DSD, SED, and PMIU after project
effectiveness.
ECE Quality Standards for a Classroom and its School
Staffing. One ECE teacher and one ECE caregiver
Training. The following persons have received in-service training on ECE through the QAED: ECE teacher, ECE
caregiver, head teacher and 2 School Management Council members, of whom one must be a woman
Content. ECE curriculum and ECE activity guide in use
Materials. ECE toolkit
Monitoring for improvement. AEOs (or equivalent) mandate revised to include ECE classrooms. ECE classrooms are
monitored once a month by the AEOs(or equivalent) who have received ECE training and provide feedback for
improvement to ECE teacher and ECE caregivers.
Parental outreach. Parents have received parent activity guide and follow-up; quarterly parent meetings held at
schools. Evidence to be provided by the
PMIU with QAED inputs.
The ECE curriculum and activity guide are judged to be in use (or not) by the AEO (or equivalent) during the on-site
support visit.
Pilot. District health/nutrition officers receive training in early childhood development to provide information on health and
nutrition to ECE classes and identify malnourished children to refer to district health centers.
Random sample of reports from the AEOs on classrooms meeting quality standards.
Approved ECE Policy Framework with quality standards signed by relevant authority (Secretary Schools Education
Department)
Data source/ Agency
Database of schools with ECE classrooms that meet quality standards, in an agreed format
TPV report in an agreed format
PMIU
Verification Entity
AEOs (or equivalent) observe the classrooms, and report back to the SED/PMIU about their observations These data are
Procedure
aggregated, analysed and validated by the PMIU.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI_TBL_VERIFICATION
PBC 4 DLI 4: Early childhood education Improving quality and expanding access to early childhood education
Definitions
All targets are cumulative
ECE Policy Framework includes institutional unit and budget planning.
An ECE teacher is defined as a primary schoolteacher who has received the DSD ECE teacher training.
An ECE caregiver is defined as an individual recruited with revised Terms of Reference (ToR) and who has received
the DSD ECE caregiver training.
‘Revised’ ToRs mean that the ToRs have been updated and reviewed by the DSD, SED, and PMIU after project
effectiveness.
ECE Quality Standards for a Classroom and its School
Staffing. One ECE teacher and one ECE caregiver
Training. The following persons have received in-service training on ECE through the QAED: ECE teacher, ECE
caregiver, head teacher and 2 School Management Council members, of whom one must be a woman. If necessary,
this training is provided through digital means.
Description
Content. ECE curriculum and ECE activity guide in use
Materials. ECE toolkit
Monitoring for improvement. AEOs (or equivalent) mandate revised to include ECE classrooms. ECE classrooms are
monitored once a month by the AEOs(or equivalent) who have received ECE training and provide feedback for
improvement to ECE teacher and ECE caregivers.
Parental outreach. Parents have received parent activity guide and follow-up; quarterly parent meetings held at
schools. Evidence to be provided by the
PMIU with QAED inputs.
The ECE curriculum and activity guide are judged to be in use (or not) by the AEO (or equivalent) during the on-site
support visit.
Pilot. District health/nutrition officers receive training in early childhood development to provide information on health and
nutrition to ECE classes and identify malnourished children to refer to district health centers.
Data source/ Agency Random sample of reports from the AEOs on classrooms meeting quality standards.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Approved ECE Policy Framework with quality standards signed by relevant authority (Secretary Schools Education
Department)
Database of schools with ECE classrooms that meet quality standards, in an agreed format
TPV report in an agreed format
PMIU
Verification Entity
AEOs (or equivalent) observe the classrooms, and report back to the SED/PMIU about their observations These data are
Procedure aggregated, analysed and validated by the PMIU.
DLI_TBL_VERIFICATION
DLI 5: Human Resources Management Strengthening HR processes through continuous merit-based recruitment and
PBC 5
rationalization of teaching posts
Merit-based recruitment means hiring of 100 percent newly recruited teachers under initial recruitment quota
through competitive tests carried out by a third party as under PESRP II. Vacant posts will be identified by district
officials based on the recruitment policy.
Initial recruitment quota is identified as vacant posts, which will be filled by hiring of new teachers and not by
promotions or transfers of existing teachers.
Description TPV conducted in 2017–18, 2018-19 and 2019-20 will review implementation of recruitment policy with particular
focus on merit-based recruitment and reallocation of teaching posts. The TPV review of test-based recruitment will
identify potential improvements in test content, design, administration, and use of results. Review of recruitment
and reallocation policy will identify the ratio of success in implementation and propose changes to address
challenges.
Approved recruitment policy, teacher-specific test results, and placement information in agreed format. In 2017–18, the
Data source/ Agency SED will submit a revised recruitment and reallocation mechanism acceptable to the Bank.
TPVs in year 2, 3 and 4.
Verification Entity
NTS will administer tests for teachers and share the results with the SED. PMIU will submit test data to the Bank after each
Procedure year where recruitment is complete. Actual recruitment and transfer data are shared by district level CEOs and DMOs. These
are then aggregated, analysed and validated by the PMIU.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
DLI_TBL_VERIFICATION
PBC 6 DLI 6. Quality in the primary classroom Strengthening field- based CPD for improved teacher performance
The new CPD approach taken by QAED strengthens the existing CPD system for primary teachers, and focuses on
improving teaching practices, while also improving literacy, numeracy, and large class (incl. if relevant, multi-grade)
teaching.
o This includes a teacher support package on basic literacy and numeracy covering Grades 1-3, curriculum
sequencing of learning steps for Grades 1-3 literacy and numeracy, with learning, assessment and
supplementary learning activities for each step.
o This also includes a focus on strengthened pedagogic practice for teachers, use of formative assessments,
and in-service training for teachers and head-teachers or principals, aligned to the broad agenda of
government and stakeholders. This also includes adequate instructional resources including teacher guides,
learning and assessment activity materials for each step, individual child progress monitoring cards, student
workbooks, notebooks, supplementary reading books, and literacy and numeracy materials;
The main focus of the DLI is the development and piloting of an innovative support package focusing on teacher
pedagogic practice, which includes the use of videos in order to show good practice and evaluate practice, and is
aimed to improve teaching quality in the classroom in areas such as supportive learning environment, setting
Description
positive behavioral expectations, providing feedback, checking for understanding (formative assessment), lesson
facilitation, and critical thinking.
The approach also includes modules (including an app) to support AEOs (or equivalent), headteachers, CPD experts
and teachers on teacher observation and feedback provision with the aim of providing data-driven, actionable and
constructive feedback to teachers, linked to standards for teaching.
A revised task description for AEOs (or equivalent) will be developed in order to refocus the system on professional
development and support, rather than control, while allowing more time for classroom observation, and the
development of a professional mentoring relationship between the AEO and the schools. AEOs and headteachers
will also be trained and certified on how to do classroom observation and how to provide feedback.
The innovative package will be validated, which means that the innovative package has been reviewed by relevant
stakeholders, has been piloted and evaluated, ideally in the setting of a randomized controlled trial that measures
its effect on classroom practices and learning outcomes.
The successful elements of the innovative support package pilot will be identified by QAED and stakeholders, and
will be selected for scale up in the new mainstream CPD system.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Evidence:
1. Innovative support package published on QAED’s website; AEO training materials and certification results published
on QAED website; Pilot report; evidence provided by QAED for training of primary school teachers; PMIU (AEO data
on classroom observations, and MEA verification of pilot exercise).
Evidence to be provided by the PMIU with QAED inputs
Data source/ Agency
PMIU MEA monitoring system and SED's AEO system.
Verification Entity
School inspectors (MEAs) visit schools regularly to check whether actions are being implemented. School mentors (AEOs)
Procedure will provide classroom observations and feedback to teachers.
DLI_TBL_VERIFICATION
PBC 6 DLI 6. Quality in the primary classroom Strengthening field- based CPD for improved teacher performance
The new CPD approach taken by QAED strengthens the existing CPD system for primary teachers, and focuses on
improving teaching practices, while also improving literacy, numeracy, and large class (incl. if relevant, multi-grade)
teaching.
o This includes a teacher support package on basic literacy and numeracy covering Grades 1-3, curriculum
sequencing of learning steps for Grades 1-3 literacy and numeracy, with learning, assessment and
supplementary learning activities for each step.
o This also includes a focus on strengthened pedagogic practice for teachers, use of formative assessments,
and in-service training for teachers and head-teachers or principals, aligned to the broad agenda of
Description
government and stakeholders. This also includes adequate instructional resources including teacher guides,
learning and assessment activity materials for each step, individual child progress monitoring cards, student
workbooks, notebooks, supplementary reading books, and literacy and numeracy materials;
The main focus of the DLI is the development and piloting of an innovative support package focusing on teacher
pedagogic practice, which includes the use of videos in order to show good practice and evaluate practice, and is
aimed to improve teaching quality in the classroom in areas such as supportive learning environment, setting
positive behavioral expectations, providing feedback, checking for understanding (formative assessment), lesson
facilitation, and critical thinking.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
The approach also includes modules (including an app) to support AEOs (or equivalent), headteachers, CPD experts
and teachers on teacher observation and feedback provision with the aim of providing data-driven, actionable and
constructive feedback to teachers, linked to standards for teaching.
A revised task description for AEOs (or equivalent) will be developed in order to refocus the system on professional
development and support, rather than control, while allowing more time for classroom observation, and the
development of a professional mentoring relationship between the AEO and the schools. AEOs and headteachers
will also be trained and certified on how to do classroom observation and how to provide feedback.
The innovative package will be validated, which means that the innovative package has been reviewed by relevant
stakeholders, has been piloted and evaluated, ideally in the setting of a randomized controlled trial that measures
its effect on classroom practices and learning outcomes.
The successful elements of the innovative support package pilot will be identified by QAED and stakeholders, and
will be selected for scale up in the new mainstream CPD system.
Necessary trainings may be provided through digital means as a result of school closures during the COVID-19
pandemic period.
Evidence:
Innovative support package published on QAED’s website; AEO training materials and certification results published
on QAED website; Pilot report; evidence provided by QAED for training of primary school teachers; PMIU (AEO or
equivalent data on classroom observations, and MEA or equivalent verification of pilot exercise).
Evidence to be provided by the PMIU with QAED inputs
Data source/ Agency
PMIU MEA monitoring system and SED's AEO system.
Verification Entity
School inspectors (MEAs) visit schools regularly to check whether actions are being implemented. School mentors (AEOs)
Procedure will provide classroom observations and feedback to teachers.
DLI_TBL_VERIFICATION
PBC 7 DLI 7. Student Assessment PEC and its instruments strengthened within a revised policy framework
Description Definitions, Evidence, and Protocols
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
The assessment policy framework will be developed based upon a review of extant policy, and the roles, mandates
and relative strengths and weaknesses of PEC and other institutions involved in assessment. It will be approved by
the Commission overseeing PEC.
The ISP will be based upon a functional review of PEC that examines PEC’s mission within the context of the new
assessment policy framework, and will have schedules covering at least the following areas of institutional
strengthening: (i) clarification of PEC’s mission; (ii) update of PEC functions, activities and operating procedures; (iii)
staffing levels and profiles, and recruitment and training needs; (iv) equipment procurement; (v) budgetary
requirements, and (vi) capacity building to enhance item/test quality and scoring, and to analyze, report and use
data.
The reporting of data in actionable form means that the data are analyzed, tailored and disseminated to relevant
stakeholders (teachers/trainers, curriculum and textbook developers, and decision makers) in a form that is useful
to them in deciding what actions can be taken to improve the quality of education. This will require doing an
upfront focus group with each stakeholder group to get a sense of their data needs. It also will require holding a
dissemination workshop with each stakeholder group once the report has been prepared to review the data and
actionable recommendations with them.
PEC
Data source/ Agency
PMIU
Verification Entity
PMIU will verify PEC data.
Procedure
DLI_TBL_VERIFICATION
PBC 7 DLI 7. Student Assessment PEC and its instruments strengthened within a revised policy framework
The ISP will be based upon a functional review of PEC that examines PEC’s mission within the context of the new
assessment policy framework, and will have schedules covering at least the following areas of institutional
strengthening: (i) clarification of PEC’s mission; (ii) update of PEC functions, activities and operating procedures; (iii)
staffing levels and profiles, and recruitment and training needs; (iv) equipment procurement; (v) budgetary
Description
requirements, and (vi) capacity building to enhance item/test quality and scoring, and to analyze, report and use
data.
An assessment framework is a document that describes the subject-specific content and thinking skills that students
need in the classroom. It includes a review of textbooks, the official curriculum, and relevant academic literature.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
It framework will be mapped to individual SLOs that are the core of the curriculum and textbook design. The
assessment framework will be designed with the input from subject specialists, stakeholders (PCTB, QAED,
researchers, teachers and parents) and will be formally adopted by the Comission.
Hiring means that PEC has filled the vacancies identified in the HR plan. Hirings will be made through a competitive,
merit-based process based on service rules, and publicly advertized TORs.
The school-based assessment is primarily a summative assessment of core subjects (including, but not limited to
Math, Urdu, English and Science), which is led by schools and teachers. The school-based assessment also contains
elements of formative assessment, such as feedback to the students, teachers and parents. Piloted means that a
field implementation has been carried out and lessons have been documented in a report. PEC provides different
test items in the form of an item bank with a test format, which are at similar levels of difficulty and discrimination.
The results of school-based assessments are primarily reported to children, teachers and parents.
The sample-based assessment is a diagnostic tool that surveys and assesses students from a random sample of
schools. This sample is drawn from all public schools offering the respective grades in the province. The objective of
the assessment is to diagnose students proficiency in SLOs, including basic literacy and numeracy. The assessment
will include basic and more advanced test items from early grades onwards. The results of this assessment are
publicly communicated and discussed by policy-makers and the community.
Formative assessments are used by teachers to continuously monitor student performance through the use of
formal and informal techniques. The results of these assessments are always for ongoing student learning and
growth support, not performance reporting. The strategy for formative assessments will include (1) a definition of
the goals and different methods of formative assessment, (2) a stocktake of existing practices of formative
assessments, including the role of formative assessment in existing teacher training and professional development,
(3) identified actions for PEC and other concerned departments to support formative assessment, including needs
for material development, (4) budgetary needs, and (5) a timeline for implementation.
The reporting of data in actionable form means that the data are analyzed, tailored and disseminated to relevant
stakeholders (teachers/trainers, curriculum and textbook developers, and decision makers) in a form that is useful
to them in deciding what actions can be taken to improve the quality of education. For instance, data will be
communicated in a written report, policy-briefs, and infographics that can be shared on social media.
Communication with parents will use tables and visualizations that average (including illiterate) parents can
understand.
PEC
Data source/ Agency
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
PMIU
Verification Entity
PMIU will verify PEC data.
Procedure
DLI_TBL_VERIFICATION
PBC 8 DLI 8. School specific NSB Setting and executing school budgets in line with school resource needs
Definitions and Evidence
‘Necessary support structure’ for execution of the NSB component entails formulation of a steering committee with
representation from all stakeholders and the required capacity-building program to engage/mobilize SCs and school
administrations. The required capacity-building program for school will be a comprehensive mobilization strategy
agreed by all stakeholders. It will also include necessary material aid to SCs, such as SC guidelines. The first year
activities will be focused on establishing protocols and strategies, which will be implemented in following years. For
high and higher secondary schools, Project to Improve Financial Reporting and Auditing (PIFRA) system will be used
to identify disbursed money against Drawing & Disbursing Officer (DDO) codes of respective schools in the first 2
Description years of the program, while the SCs are being formulated in the schools. In the third year of the program, the
project will work to ensure that disbursement of the NSB will be through SCs in high or higher secondary schools,
based on consultations and subject to agreement with the FD of Punjab Province and the Accountant General’s
Office.
SCs will be reconstituted in primary and elementary schools, which were not part of the capacity-building program
during PESRP II. Simultaneously, SC will be formalized in high or higher secondary schools with required guidelines
and materials disseminated.
PMIU/PIFRA
Data source/ Agency
Third Party
Verification Entity
The TPV to be carried out in the third year will be against the ToRs as agreed by all stakeholders. The TPV will seek to review
the impact) of the NSB component along with the capacity-building program, analyzing the efficacy of the in-place capacity-
Procedure building program.
Verification protocol. Verification of disbursements of funds to schools will be sought from certificates submitted by the
EDO (or equivalent) office for release of cheques to all primary and elementary schools.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
For reconstitution and constitution of SCs, certificates will be sought from district EDO (or equivalent) offices highlighting
the detail of SCs formulated according to policy.
DLI_TBL_VERIFICATION
PBC 8 DLI 8. School specific NSB Setting and executing school budgets in line with school resource needs
Definitions and Evidence
‘Necessary support structure’ for execution of the NSB component entails formulation of a steering committee with
representation from all stakeholders and the required capacity-building program to engage/mobilize SCs and school
administrations. The required capacity-building program for school will be a comprehensive mobilization strategy
agreed by all stakeholders. It will also include necessary material aid to SCs, such as SC guidelines. The first year
activities will be focused on establishing protocols and strategies, which will be implemented in following years. For
high and higher secondary schools, Project to Improve Financial Reporting and Auditing (PIFRA) system will be used
to identify disbursed money against Drawing & Disbursing Officer (DDO) codes of respective schools in the first 2
Description years of the program, while the SCs are being formulated in the schools. In the third year of the program, the
project will work to ensure that disbursement of the NSB will be through SCs in high or higher secondary schools,
based on consultations and subject to agreement with the FD of Punjab Province and the Accountant General’s
Office.
SCs will be reconstituted in primary and elementary schools, which were not part of the capacity-building program
during PESRP II. Simultaneously, SC will be formalized in high or higher secondary schools with required guidelines
and materials disseminated.
PMIU/PIFRA
Data source/ Agency
Third Party
Verification Entity
The TPV to be carried out in the third year will be against the ToRs as agreed by all stakeholders. The TPV will seek to review
the impact) of the NSB component along with the capacity-building program, analyzing the efficacy of the in-place capacity-
Procedure building program.
Verification protocol. Verification of disbursements of funds to schools will be sought from certificates submitted by the
EDO (or equivalent) office for release of cheques to all primary and elementary schools.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
For reconstitution and constitution of SCs, certificates will be sought from district EDO (or equivalent) offices highlighting
the detail of SCs formulated according to policy.
DLI_TBL_VERIFICATION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Definitions
Integrated education sector database will include a web-based integrated database at the school level consisting of
ASC, MEA data, PEC, QAED, PEF, in agreed format
Access and orientation to the integrated education sector dashboard will involve sharing integrated database with
source departments and district education officials, and providing training on utilizing the database, and on data
Description
utilization for improving education outcomes
Departments include the SED, PEC, QAED, PMIU, and PEF
Indicators in the report cards should include student achievement data from PEC results, teacher and student absence and
student-teacher ratios at the primary level. Additional school level indicators can be included if in agreement with the Bank
Various data source, including school census, monitoring data, PEC results, QAED teacher training data, PEF administrative
Data source/ Agency record.
PMIU and PITB to aggregate and validate the data.
Verification Entity
Private school census school-wise database with GPS coordinates
Integrated education database in agreed format
Procedure District level lists with signatures of relevant officials indicating receipt of cards by district education
administrations, in agreed format
DLI_TBL_VERIFICATION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Definitions
Description Integrated education sector database will include a web-based integrated database at the school level consisting of
ASC, MEA data, PEC, QAED, PEF, in agreed format
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
Access and orientation to the integrated education sector dashboard will involve sharing integrated database with
source departments and district education officials, and providing training on utilizing the database, and on data
utilization for improving education outcomes
Departments include the SED, PEC, QAED, PMIU, and PEF
Indicators in the report cards should include student achievement data from PEC results, teacher and student absence and
student-teacher ratios at the primary level. Additional school level indicators can be included if in agreement with the Bank
Various data source, including school census, monitoring data, PEC results, QAED teacher training data, PEF administrative
Data source/ Agency record.
PMIU and PITB to aggregate and validate the data.
Verification Entity
Private school census school-wise database with GPS coordinates
Integrated education database in agreed format
Procedure District level lists with signatures of relevant officials indicating receipt of cards by district education
administrations, in agreed format
DLI_TBL_VERIFICATION
DLI 9. Data strengthening and performance management Strengthening management capacity and evidence-based
PBC 9
decision-making
Definitions
Integrated education sector database will include a web-based integrated database at the school level consisting of
ASC, MEA data, PEC, QAED, PEF, in agreed format
Access and orientation to the integrated education sector dashboard will involve sharing integrated database with
source departments and district education officials, and providing training on utilizing the database, and on data
Description
utilization for improving education outcomes
Departments include the SED, PEC, QAED, PMIU, and PEF
Indicators in the report cards should include student achievement data from PEC results, teacher and student absence and
student-teacher ratios at the primary level. Additional school level indicators can be included if in agreement with the Bank
Various data source, including school census, monitoring data, PEC results, QAED teacher training data, PEF administrative
Data source/ Agency
record.
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)
PMIU and PITB to aggregate and validate the data.
Verification Entity
Private school census school-wise database with GPS coordinates
Integrated education database in agreed format
Procedure District level lists with signatures of relevant officials indicating receipt of cards by district education
administrations, in agreed format
The World Bank
Pakistan: Third Punjab Education Sector Project (P154524)