The World Bank Implementation Status & Results Report EQRA (P159378) EQRA (P159378) SOUTH ASIA | Afghanistan | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2019 | Seq No: 4 | ARCHIVED on 05-Jan-2021 | ISR44101 | Implementing Agencies: Islamc Republic of Afghanistan, Ministry of Education, Ministry of Rural Rehabilitation and Development Key Dates Key Project Dates Bank Approval Date: 28-Sep-2018 Effectiveness Date: 03-Jan-2019 Planned Mid Term Review Date: 30-Jun-2021 Actual Mid-Term Review Date: Original Closing Date: 31-Dec-2023 Revised Closing Date: 31-Dec-2023 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objectives (PDO) are “to increase equitable access to primary and secondary education, particularly for girls, in selected lagging provinces, and to improve learning conditions in Afghanistan”. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Equitable Access to Basic Education:(Cost $190.00 M) Improving Learning Conditions:(Cost $29.00 M) Strengthening Education Sector Planning Capacity and Transparency:(Cost $28.00 M) Technical Assistance:(Cost $51.00 M) Contingency Emergency Response Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial High Implementation Status and Key Decisions Overall Progress Since the last ISM (November 2019), the project has made tangible progress in finalizing the work program and detailed implementation arrangements for major activities and recruitment of Technical Assistance (TAs) for both MoE and MRRD. Project Implementation Manuals (PIM) for all sub-components have been finalized and cleared by the Bank. The DLIs set for 2019 have been met by the MoE, currently they are being verified by the Third-Party Verification Agency (TPVA). Due to Covid-19 related school closures across the country, all project activities under EQRA have experienced a setback. Status of legal covenants indicate that all covenants are complied with. 1/5/2021 Page 1 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) DLIs set for 2020 are mostly on track, except DLI2 DLI3, and DLI6 focusing on distribution of textbooks, Education Management Information System (EMIS) and Results Based Reporting, respectively. The mission also discussed potential DLI revisions due to the COVID-19 impact as well as other external factors (e.g. NSIA will collect EMIS data). The proposed revision will be officially processed with the EQRA Additional Financing once it's agreed with relevant stakeholders. The MoE relevant departments will update the timeframe for the work programs, which are embedded in the PIMs, to factor in the COVID-19 delay and share with the Bank by end of December 2020. EQRA was recently restructured to re-purpose project resources towards COVID-19 response efforts, adding new sub-component for COVID-19 response ($16.3 million). MoE team just started this implementation. Disbursements: Covid-19 related restrictions has also impacted the disbursement rate. The project expects that by the end of the FY21 Q2, the expenditure will stand at around US$85 million (75 million for 2nd tranche of school construction and 10 million for other components). Component 1: Equitable Access to Basic Education: EQRA plans to construct a total of 1,946 new school buildings for existing schools that operate under tents or open areas and provide missing essential elements for another 701 schools. As of November 20, 444 projects have been taken over by MoE (310 sew school buildings and 134 missing components); construction at 685 schools (480 new school buildings and 205 missing components) has been completed; 721 projects (671 new school buildings and 50 missing components) are under construction; Technical Proposals for 631 projects (495 new school buildings and 136 missing components) have been developed but construction had not started whereas Technical Proposals for 610 schools are yet to be developed. . MRRD maintained a good pace in conducting site surveys and approving Technical Proposals, which is a prerequisite for transferring funds to CDC’s for construction. Out of a total of USD 83.0 million that MRRD received (USD8.0 million as bridge finance at the beginning of the project and the first tranche of USD 75.0 million from EQRA), it has already disbursed USD79.74 million to CDCs. MRRD has used USD 2.37 million as its O&M expenditure. The utilization rate is 82% with distribution of USD 79.74 million against withdrawal of USD 65.74 million by CDCs. MRRD has requested MoF for USD10 million as bridge financing to transfer next installment to 374 schools where the construction is at advanced stages. MoE reported that many schools declared as complete by MRRD are not ready for taking over. This trend of mismatch in physical progress has been persisting since April 2020. After the ISM, the senior officers from MRRD and MoE held meetings to settle the differences in physical progress. Additionally, 216 schools were identified in December 2019 where the approved costs exceeded 25% over original cost estimates. The justification provided by the MRRD was not adequate. The Bank, and MRRD agreed to seek services of the Third Party Monitoring Agency (TPMA) to collect material, labour and other data from districts and analyze the cost enhancement to reach a common understanding of the reasons for the increase in cost. MoE’s School Grants team (Directorate of Social Mobilization and School Shuras and Directorate of Finance of the MoE) showed progress since the last mission in November 2019. The team (i) prepared logistical arrangement and workshop materials for Training of Trainers (ToT) and conducted the ToT partially (cancelled in the middle of training due to COVID-19) in the early 2020, (ii) coordinated the signing of MoU between the MoE and the New Kabul Bank, (iii) developed School Grant Management Database, (iv) collected key information regarding School Shuras and their signatories, (v) completed PIM and School Booklet with annex as well as training materials for ToT and School Grant Sub-Committee (SGSC) Training, and (vi) revised procurement process with the firm for impact evaluation data collection. As for next steps, the meeting agreed to conduct the ToT in Kabul in December 2020 and Provincial Trainings in February to March 2021, followed by School Grant implementation from mid-March, 2021. The data collection for the impact evaluation will also begin in March 2021. The MoE CBE team has collected data on existing CBEs and the draft tool for needs assessment of new CBE classes has been developed, but the rest of the activities since the last ISM have been significantly delayed mainly due to COVID-19. Given the COVID-19 restriction and school closure for most of 2020, it was not possible for MoE to conduct a census on out of school children to identify the most disadvantaged district in the 17 EQRA province. The CBE team will work with the EMIS team of the MoE and the National Statistics and Information Authority to work with existing data such as GIS of hub-schools, out of school children data from NSIA’s census and the data on existing CBEs to map the need for additional CBEs under EQRA. Component 2: Improving Learning Conditions This component has been moving forward since the last mission with some delays initially encountered in preparation for launching the subject matter teacher training. Teacher Education Directorate (TED) of the MoE has started the data collection to map the participants teachers of this program. Based on the current timeline, the MoE is working towards piloting the training in 8 provinces first in the next academic year which is planned to begin in March 2021. The mission advised the TED team to discuss these challenges with the MoE management and develop mitigation measures and present it to the Bank as soon as completed. Other activities under this component, such as the preparation of two-part implementation manual for the COACH pilot intervention is underway. This intervention will support teachers in areas they struggle the most in their classrooms. These areas were highlighted during the TEACH baseline survey that was completed in December 2019. MoE has moved the work on the manuals forward, however, the development process of the actual intervention has been delayed which will be addressed by providing additional technical assistance. The new national curriculum framework has been developed following extensive consultations. This is accompanied by life skills competencies framework and subject syllabi for grades 1 to 12 in General Education, which are nearly completed. Despite some progress, the development of new textbooks and the associated instructional materials, has been slow. MoE outlined a new roadmap to develop textbooks and teacher guides for 1/5/2021 Page 2 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) grades 1 to 6 in 2020 and grades 7 to 12 in 2021. In order to achieve this task, the ministry has acquired 90 in-house experts in textbook and subject matter development. Additionally 15 TAs financed under EQRA have been added and TORs for the 120 positions to be hired through Tashkeel are finalized through the Independent Administration Reform and Civil Services Commission (IARCSC). More than 8 million textbooks out of the 12.2 million (based on the existing curriculum) financed by USAID have reached schools. The remaining 3.5 million textbooks are currently at the DEDs awaiting completion of the third-party quality validation before distribution to schools. Unavailability of bridge financing by the Ministry of Finance has delayed the execution of the contracts awarded to bidders for the procurement of remaining 37 million textbooks. Component 3: Strengthening Education Sector Planning Capacity and Transparency This component focuses on three main areas, a) improving EMIS data quality, b) improving Teacher Recruitment and Management and c) improving budget planning and reporting. It is progressing with some delays. The EMIS core data or the 2019 Annual School Census was delayed and remains unavailable as of today; ordinarily, it would have been published by January 2020. MoE has conveyed to the mission that an abridged School Census 2020 and a full Annual School Census 2021 will be conducted in partnership with the MoE and NSIA. An operational plan and the timeframe for these activities is currently being developed. The mission conveyed its concerns that the MoU with NSIA is very thin on details regarding timelines and responsibilities, and there seems to be limited progress on the abridged exercise for 2020, as well as preparations for 2021. EMIS team is working on the proposal and work plan for 2021 data collection and will be shared with the Bank for review and comments One of the key EMIS activities in 2019, the monthly phone call survey was completed but was deemed as an unscalable in its current form. The final report on the survey was shared with the Bank on September 17, 2020. An application (module) for integrating CBE data into EMIS has been developed and is under review to ensure that the module meets the requirement of the MoE and CBE implementing partners. Progress towards establishing the personnel database for MoE is on track. To date, biometric and biographic data for 224,473 staff of the MoE including teachers have been collected by the IARCSC and entered into the HRMIS (Personnel Database). Data for 40,000 MoE employees has not been collected yet. These employees are considered either living in insecure districts, on-leave, absent or vacant positions. By end of November 2020, IARCSC will be able to finalize the data cleaning process and identify issues for the MoE’s action, including identifying the issues with the 40,000 missing employees. If things progress as planned, the DLI for 2020, which is to register all employees of the MoE in HRMIS, will be met. As part of this component, the mission also discussed the progress on Teachers Policy. MoE agreed that they will update the draft of teacher policy based on Bank’s comments. Teacher Policy has been endorsed by MoF and the Kankor Authority via a written agreement. MoE is planning to develop the teacher quality pillar as a separate policy document which is expected to be completed in April 2021. Component 4: Technical Assistance The overall TA recruitment has faced delays due to Covid-19 and lengthy approval process of grades and steps by MOF and resolving complaints by applicants. The mission discussed these issues with MoE and MoF and agreed to support the expedition of the approval process by streamlining the procedures. In addition to the 405 positions originally proposed by the MoE, 4 additional TAs to support the implementation of the GBV action plan has also been approved by the Bank. This brings the total number of TAs to 409 out of which 344 (including the 4 positions for GBV work) have been approved by the Bank. The recruitment process for 215 TA positions out of approved 344 has been completed. MoE has revised the early childhood education (ECE) pilot timeline to account for delays due to Covid-19. The revised action plan for the Pilot activities will now run from fourth quarter of 2020 to end 2022. The pilot activities in the next six months will finalize TA recruitment, in close coordination with MoE HR Unit. The MoE ECE team will complete data collection for the ECE model and initiate the dialog on curriculum revision. EQRA Focal Point will be appraised on ECE Pilot progress periodically and the team will present progress and decisions in EQRA Task Force meeting. Gender based Violence A two-year GBV Action Plan was endorsed for implementation earlier this year and the IATWG was established to facilitate and coordinate GBV and Sexual Exploitation Abuse and Harassment (SEAH) related activities between various government agencies and partners. A Steering Committee (SC) headed by Deputy Minister for General Education has been established to coordinate the GBV Action Plan within the MoE. It will meet regularly to evaluate the process on the action plan. The GBV Unit TOR and Organogram was finalized by MoE and the Bank and four priority positions for the Unit are under recruitment. The review of the policy and legal document is completed which will be used to inform the remaining working documents to prevent GBV in schools. The work on developing Code of Conduct has also started. The Bank and MoE discussed and agreed to bring onboard external technical support to help MoE implement the GBV Action Plan. The Bank is currently exploring the possibility of bringing on board UN agency to support in this area. 1/5/2021 Page 3 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance High High High Macroeconomic Substantial Substantial Substantial Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Substantial Substantial Institutional Capacity for Implementation and Substantial Substantial Substantial Sustainability Fiduciary High High High Environment and Social High High High Stakeholders Moderate Moderate Moderate Other Substantial -- High Overall Substantial Substantial High Results PDO Indicators by Objectives / Outcomes Increase equitable access to general education in selected lagging provinces, especially for girls IN00931631 ►Students attending school regularly in selected provinces (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 4,318,473 NA NA 4,968,244 Date 31-Dec-2016 31-Dec-2019 31-Oct-2019 31-Dec-2023 The number of students attending school (Grades 1–12) is defined by the number who participated in the end of year exam (the requirement for which is that they attend 75% of the academic year, in selected provinces). This is calculated according to the EMIS as total of students attending subtracted from the Comments: previous year’s total. Data are gathered at the end of school year. Provincial targets are specified in appendix 1. IN00931648 Students attending school regularly in selected provinces, female (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 1,616,799 NA NA 1,899,729 Date 31-Dec-2016 31-Dec-2019 31-Oct-2020 31-Dec-2023 1/5/2021 Page 4 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) Increase equitable access to general education in selected lagging provinces, especially for girls IN00931630 ►Out of school children in selected provinces (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 2,289,880 NA NA 1,100,778 Date 31-Dec-2016 31-Dec-2019 31-Oct-2020 31-Dec-2023 Total number of out-of-school children including school-age children (age 7–16) not in school, Comments: permanently absent students (<3 years out-of-school), and dropouts (>3 years out-of-school), by gender; the baseline figures are from the 2016 ALCS. IN00931649 out of school children in selected provinces, female (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 1,387,717 NA NA 649,459 Date 31-Dec-2016 31-Jul-2019 31-Oct-2020 31-Dec-2023 Improve learning conditions IN00931629 ►Teachers meeting subject specific qualifications (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 52% NA NA 72% Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2023 Comments: Teachers teaching subjects above Grade 6 for which they meet subject-specific qualifications (%) Overall Comments PDO The EMIS data for 2019 was delayed as the MoE introduced new features into the system and hence the activity was carried on 2020. In 2020, COVID-19 prohibited the MoE in completing the data collection and cleaning exercise. The data collection has not been completed and the MoE plans to publicize the 2019 data in the end of December 2020. As the Subject Teacher Training program is still in preparation, the indicator 'teachers meeting subject specific qualifications' has not been updated. Intermediate Results Indicators by Components Equitable access to basic education IN00931628 ►Schools constructed or expanded with classrooms, boundary walls, water points, and gender segregated latrines (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 1/5/2021 Page 5 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) 444 (310 School 135 (79 School buildings, buildings, 134 with Value 0.00 2,268 56 with missing items) missing items) based on MoE certificate Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2023 This includes total schools built and expanded with completion of missing items including adding classrooms, gender-segregated latrines, water points, and boundary walls in selected provinces, as Comments: specified per contract terms IN00931634 ►School Grants implemented (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 2,298 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2023 Comments: Number of schools receiving and executing a grant in targeted districts in selected provinces Improving learning conditions IN00931627 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 6,447,000.00 6,447,000.00 6,447,000.00 7,247,000.00 Date 31-Dec-2016 31-Dec-2019 31-Oct-2020 31-Dec-2023 IN00931650 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 2,462,000.00 2,462,000.00 2,462,000.00 2,834,000.00 IN00931635 ►Existing textbooks distributed and teaching and learning materials for the new curriculum developed for all grades (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target New textbooks and teacher guides developed in core subjects of mathematics, science, 2,169,513 (existing Over 8 million and language for textbooks were textbooks were Old national curriculum Grades 1 through 12 Value distributed to schools of distributed to schools framework in effect and 45 million the batch of 12.2 million of the batch of 12.2 textbooks from existing books procured so far) million books procured curriculum are delivered to public schools, covering at least 90 percent of districts. 1/5/2021 Page 6 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2022 IN00931637 ►Teaching quality rating based on classroom observations (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Teaching quality rating, based on TEACH classroom observation method, Baseline to be collected Value Baseline data collected NA increased by 0.4 in 2019 standard deviations or more among sampled teachers compared to the baseline. Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2023 2019: Evidence demonstrating that baseline data on teaching quality is collected on a target sample of teachers. This will include measuring classroom performance as the average rating in five instructional practice dimensions (time on learning, lesson facilitation, check for understanding, feedback, and critical thinking) on a scale from 1 to 5 using the TEACH classroom observation tool. It will also comprise assessments of subject knowledge of mathematics and language for Grades 3 to 6. The baseline indicator Comments: will be a composite score combining teaching quality (weighted 70%) and content knowledge (weighted 30%). 2023: Evidence demonstrating that data on the indicator is collected on the selected sample of teachers and analyzed in year 5 and the average score for the sample in year 5 is at least 0.4 standard deviations higher than the baseline in year 1 to achieve the DLR. Strengthening education sector planning capacity and transparency IN00931626 ►Annual results based reports implemented between MOE, PEDs and DEDs (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target 2019, 2020, and 2021 Work on meeting this annual results-based target has been reports completed delayed due to No annual results annually by the MoE COVID. Based on the Value reporting between MOE, N/A for all PEDs and current timeline, the PEDS and related DEDs related DEDs and reports will be published on MoE available by April website by December 2021. 2022 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2022 Delayed due to COVID-19 Comments: IN00931632 ►NESP III Operational plan on management and budgeting cycle developed and results reported (Text, Custom, DLI) (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Progress on results Progress on results toward 2018 annual New O&M budget toward 2018, 2019, New O&M budget operational plan allocation formula for and 2020 annual Value allocation formula not reported by MOE. PED and DED operational plan established Annual Operation Plan established reported by MoE per based on actual on- template; budget allocation and 1/5/2021 Page 7 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) projected off-budget 2020, 2021, and 2022 allocations for 2020 annual operational completed and plans developed based endorsed by DPs as on actual on-budget per the template. allocation and projected off-budget allocations and jointly endorsed by DPs, per template by June 2021 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 30-Jun-2021 IN00931636 ►Integrated personnel database for education staff established (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target Organizational mapping of all education Tashkeel Biometric and staff completed. The biographic data for database contains Biometric for 90,000 224,473 staff of the agreed minimum employees of the MoE MoE including information on all staff No integrated personnel Value with biodata 84% of teachers have been as described in the database these employees has collected by the procedure manual been entered into HRMIS IARCSC and entered including biometric into the Personnel data. Interface Database. between personnel database and payroll completed by December 2021 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2021 2019: Evidence demonstrating completion of organizational mapping (census) of all Tashkeel staff. The mapping follows the organizational structure of the MoE down to the level of work location. It includes each Tashkeel staff and identifies them by grade, job title, work location, and a unique number and the database contains at least minimum information on each staff such as name, father name, NID code, bank account for payroll, qualification, photograph, and biometric data and this infomration is entered for 100,000 staff into the database. 2020: Evidence demonstrating completion of organizational mapping of all Tashkeel staff.. The mapping follows the organizational structure of the MoE down to the level of work Comments: location. It includes each Tashkeel staff and identifies them by grade, job title, work location, and a unique number and the database contains at least minimum information on each staff such as name, father name, NID code, bank account for payroll, qualification, photograph, and biometric data and this information is entered for all staff into the database. 2021: Evidence demonstrating integration of personnel database with the AFMIS payroll with any differences between them fully reconciled, and completion of any updates to existing records in the database. IN00931638 ►Provincial workshops conducted with DEDs, school shura representatiaves to identify constraints to education (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 NA NA 60.00 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2022 The number of provinces that conduct workshops with the DEDs and school shura representatives. The goals of the workshops are to identify constraints to school enrollment, attendance, and retention and to Comments: take stock of the situation, observe any changes, and review and identify any new constraints based on current circumstances. 1/5/2021 Page 8 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) IN00931640 ►Improved EMIS data collection and quality assurance procedures implemented (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target All 2019-2022 CBE information reported to MoE and entered in EMIS, according to policy guidelines; Monthly survey data Pilot has already been The monthly phone collection procedures conducted 7 provinces. call survey was No monthly phone established and And the MoE has completed but was Value survey data collection functioning; EMIS data developed a report on deemed as an procedures verified with monthly the performance of the unscalable in its survey data in a pilot of phone survey. current form random sample of 5% of schools and physically verified with +- 3.5% margin of error Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2022 IN00931641 ►Development and implementation of a teacher policy for prioritization in the hiring and allocation of teachers based on need (Text, Custom, PBC) Baseline Actual (Previous) Actual (Current) End Target At least ninety (90) percent of newly hired permanent teachers and at least seventy five (75) percent of newly hired temporary teachers hired based on the methods and Teacher policy draft is No policy in place for criteria identified in the developed and the prioritization in the hiring Teacher policy is under teacher policy; and at Value team awaits for and allocation of development. least ninety (90) clearance from Civil teachers based on need percent of new teacher Service Commission. positions filled through a transparent recruitment process using the IARCSC’s hiring procedures and at least forty percent (40%) of the new hires are women. Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2021 IN00931643 ►Complaints addressed through grievance redressal mechanism (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 70.00 Date 01-Jun-2018 31-Dec-2019 31-Oct-2020 31-Dec-2023 1/5/2021 Page 9 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) This indicator measures the proportion of grievances addressed through the grievance redress Comments: mechanism Performance-Based Conditions IN00931633 ►PBC 1 Teaching quality rating based on classroom observations (Text, Intermediate Outcome, 12,500,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Baseline to be collected in Value -- NA -- 2019 Date -- -- 31-Oct-2020 -- IN00931639 ►PBC 2 Existing textbooks distributed and teaching and learning materials for the new curriculum developed for all grades (Text, Output, 16,500,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Over 8 million textbooks Old national curriculum were distributed to schools Value -- -- framework in effect of the batch of 12.2 million books procured Date -- -- 31-Oct-2020 -- IN00931642 ►PBC 3 Improved EMIS data collection and quality assurance procedures implemented (Text, Process, 8,000,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 The monthly phone call survey was completed but No monthly phone survey Value -- was deemed as an -- data collection procedures unscalable in its current form Date -- -- 31-Oct-2020 -- IN00931644 ►PBC 4 Development and implementation of a teacher policy for prioritization in the hiring and allocation of teachers based on need (Text, Intermediate Outcome, 8,000,000.00, 0.00%) 1/5/2021 Page 10 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 No policy in place for Teacher policy draft is prioritization in the hiring developed and the team is Value -- -- and allocation of teachers seeking a clearance from based on need Civil Service Comission. Date -- -- 31-Oct-2020 -- IN00931645 ►PBC 5 Integrated personnel database for education staff established (Text, Output, 5,000,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 biometric and biographic Biometric for 90,000 data for 224,473 staff of employees of the MoE the MoE including No integrated personnel Value with biodata 84% of teachers have been -- database these employees has collected by the IARCSC been entered into HRMIS and entered into the Personnel Database. Date -- 31-Dec-2019 31-Oct-2020 -- IN00931646 ►PBC 6 Annual results based reports implemented between MOE, PEDs and DEDs (Text, Process, 3,900,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Work on meeting this target has been delayed No annual results reporting due to COVID. Based on Value between MOE, PEDS and -- -- the current timeline, the related DEDs reports will be available by April 2021. Date -- -- 31-Oct-2020 -- IN00931647 ►PBC 7 NESP III Operational plan on management and budgeting cycle developed and results reported (Text, Custom, DLI) (Text, Process, 3,800,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Value New O&M budget -- Progress on results -- allocation formula not toward 2018 annual established operational plan reported by MOE . Annual Operation Plan based on actual on-budget allocation and projected 1/5/2021 Page 11 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) off-budget allocations for 2020 completed and endorsed by DPs as per the template. Date -- -- 31-Oct-2020 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P159378 IDA-D3810 Effective USD 100.00 75.50 24.50 41.80 33.62 55% P159378 TF-A8449 Effective USD 100.00 100.00 0.00 42.36 57.64 42% P159378 TF-A9570 Effective USD 98.00 98.00 0.00 4.50 93.50 4.6% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P159378 IDA-D3810 Effective 28-Sep-2018 23-Oct-2018 03-Jan-2019 31-Dec-2023 31-Dec-2023 P159378 TF-A8449 Effective 28-Sep-2018 23-Oct-2018 03-Jan-2019 31-Dec-2023 31-Dec-2023 P159378 TF-A9570 Effective 26-Mar-2019 02-Apr-2019 10-Apr-2019 31-Dec-2023 31-Dec-2023 Cumulative Disbursements 1/5/2021 Page 12 of 13 The World Bank Implementation Status & Results Report EQRA (P159378) PBC Disbursement Achievement Disbursed amount in Disbursement % PBC ID PBC Type Description Coc PBC Amount Status Coc for PBC Restructuring History Level 2 Approved on 27-Nov-2020 Related Project(s) P173314-EQRA Additional Financing 1/5/2021 Page 13 of 13