FOR OFFICIAL USE ONLY Report No: PAD3998 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT APPRAISAL DOCUMENT ON A PROPOSED GRANT IN THE AMOUNT OF US$14.80 MILLION TO THE PEOPLE’S REPUBLIC OF BANGLADESH FOR A BANGLADESH COVID 19 SCHOOL SECTOR RESPONSE (GPE) {October 16, 2020} Education Global Practice South Asia Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective May 10, 2020) Currency Unit = Bangladeshi Taka (BDT) BDT 84.9 = US$1 US$1.38 = SDR 1 FISCAL YEAR July 1–June 30 ABBREVIATIONS AND ACRONYMS a2i Access to Information APSC Annual Primary School Census BACS Budget and Accounts Classification System BANBEIS Bangladesh Bureau of Educational Information and Statistics BNNRC Bangladesh NGOs Network for Radio and Communication CPF Country Partnership Framework CSSR COVID 19 School Sector Response DA Designated Account DP Development Partner DPE Directorate of Primary Education DSHE Directorate of Secondary and Higher Education EMIS Electronic Management Information System ESMF Environmental and Social Management Framework ESPIG Education Sector Plan Implementation Grant ESS Environmental and Social Standard FAPAD Foreign Aided Project Audit Directorate FM Financial Management GBV Gender-Based Violence GDP Gross Domestic Product GoB Government of Bangladesh GPE Global Partnership for Education GRM Grievance Redress Mechanism GRS Grievance Redress System HIES Household Income and Expenditure Survey HSC Higher Secondary School Certificate iBAS++ Integrated Budget and Accounting System IPF Investment Project Financing IUFR Interim Unaudited Financial Report LASI Learning Assessment of Secondary Institution LEG Local Education Group M&E Monitoring and Evaluation MICS Multiple Indicator Cluster Survey MoE Ministry of Education MoHFW Ministry of Health and Family Welfare MoPME Ministry of Primary and Mass Education NAPE National Academy for Primary Education NCTB National Curriculum and Textbook Board NER Net Enrollment Rate NGO Nongovernmental Organization NSA National Student Assessment OOSC Out-of-School Children PDO Project Development Objective PEDP4 Fourth Primary Education Development Project PIC Project Implementation Committee PIU Project Implementation Unit PMU Project Management Unit PPSD Project Procurement Strategy for Development PSC Project Steering Committee QLEAP Quality Learning for All Program RLS Remote Learning System RMG Ready-made Garment SACMID South Asia Center for Media in Development SEDP Secondary Education Development Program SHED Secondary and Higher Education Division SSRP Safe School Reopening Plan STEP Systematic Tracking of Exchanges in Procurement TA Technical Assistance TAPP Technical Assistance Project Proposal TOR Terms of Reference TSER Transforming Secondary Education for Results Operation TVET Technical and Vocational Education and Training UN United Nations UNESCO United Nations Educational, Scientific, and Cultural Organization UNICEF United Nations Children’s Fund WASH Water, Sanitation, and Hygiene WFP World Food Programme Regional Vice President: Hartwig Schafer Country Director: Mercy Miyang Tembon Regional Director: Lynne D. Sherburne-Benz Practice Manager: Mario Cristian Aedo Inostroza Tashmina Rahman, Mokhlesur Rahman, Peter Task Team Leader: Darvas The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) TABLE OF CONTENTS DATASHEET ................................................................................. Error! Bookmark not defined. I. STRATEGIC CONTEXT ...................................................................................................... 6 A. Country Context................................................................................................................................ 7 B. Sectoral and Institutional Context .................................................................................................... 9 C. Relevance to Higher Level Objectives............................................................................................. 13 II. PROJECT DESCRIPTION.................................................................................................. 16 A. Project Development Objective ..................................................................................................... 17 B. Project Components ....................................................................................................................... 17 C. Project Beneficiaries ....................................................................................................................... 24 D. Results Chain .................................................................................................................................. 25 E. Rationale for World Bank Involvement and Role of Partners......................................................... 27 F. Lessons Learned and Reflected in the Project Design .................................................................... 27 III. IMPLEMENTATION ARRANGEMENTS ............................................................................ 29 A. Institutional and Implementation Arrangements .......................................................................... 29 B. Results Monitoring and Evaluation Arrangements......................................................................... 29 C. Sustainability................................................................................................................................... 30 IV. PROJECT APPRAISAL SUMMARY ................................................................................... 30 A. Technical, Economic and Financial Analysis (if applicable) ............................................................ 30 B. Fiduciary.......................................................................................................................................... 31 C. Safeguards ...................................................................................................................................... 34 D. Environmental and Social ............................................................................................................... 35 V. GRIEVANCE REDRESS SERVICES ..................................................................................... 37 VI. KEY RISKS ..................................................................................................................... 37 VII. RESULTS FRAMEWORK AND MONITORING ................................................................... 39 ANNEX 1: Implementation Arrangements and Support Plan ................................................ 46 ANNEX 2: How CSSR Integrates GPE’s Learning-from-evidence Approach........................... 53 ANNEX 3: World Bank Integrated Response to COVID-19 in Basic Education Sector of Bangladesh............................................................................................................................. 59 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) DATASHEET BASIC INFORMATION BASIC_INFO_TABLE Country(ies) Project Name Bangladesh Bangladesh COVID 19 School Sector Response (GPE) Environmental and Social Risk Project ID Financing Instrument Process Classification Urgent Need or Investment Project P174268 Moderate Capacity Constraints Financing (FCC) Financing & Implementation Modalities [ ] Multiphase Programmatic Approach (MPA) [ ] Contingent Emergency Response Component (CERC) [ ] Series of Projects (SOP) [ ] Fragile State(s) [ ] Performance-Based Conditions (PBCs) [ ] Small State(s) [ ] Financial Intermediaries (FI) [ ] Fragile within a non-fragile Country [ ] Project-Based Guarantee [ ] Conflict [ ] Deferred Drawdown [✓] Responding to Natural or Man-made Disaster [ ] Alternate Procurement Arrangements (APA) [ ] Hands-on Enhanced Implementation Support (HEIS) Expected Approval Date Expected Closing Date 16-Oct-2020 31-Dec-2021 Bank/IFC Collaboration No Proposed Development Objective(s) The Project Development Objectives (PDOs) are to (i) strengthen the basic school system’s institutional capacity to respond to, and recover from, the COVID-19 crisis; and (ii) build resilience to face future crises from preprimary to secondary levels. Page 1 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Components Component Name Cost (US$, millions) 1: Engaging in Systemic Response 3.46 2: Supporting Education Systems Recovery 8.06 3: Building System Resilience 1.97 4: Project Management, Results Monitoring and Communication 1.31 Organizations Borrower: PEOPLE’S REPUBLIC OF BANGLADESH Implementing Agency: Ministry of Primary and Mass Education PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 14.80 Total Financing 14.80 of which IBRD/IDA 0.00 Financing Gap 0.00 DETAILS -NewFinEnh1 Non-World Bank Group Financing Trust Funds 14.80 Education for All - Fast Track Initiative 14.80 Expected Disbursements (in US$, Millions) WB Fiscal Year 2020 2021 2022 Annual 3.00 9.00 2.80 Cumulative 3.00 12.00 14.80 Page 2 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) INSTITUTIONAL DATA Practice Area (Lead) Contributing Practice Areas Education SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT) Risk Category Rating 1. Political and Governance ⚫ Moderate 2. Macroeconomic ⚫ Substantial 3. Sector Strategies and Policies ⚫ Moderate 4. Technical Design of Project or Program ⚫ Substantial 5. Institutional Capacity for Implementation and Sustainability ⚫ Substantial 6. Fiduciary ⚫ Substantial 7. Environment and Social ⚫ Moderate 8. Stakeholders ⚫ Moderate 9. Other ⚫ Substantial 10. Overall ⚫ Substantial COMPLIANCE Policy Does the project depart from the CPF in content or in other significant respects? [ ] Yes [✓] No Does the project require any waivers of Bank policies? [ ] Yes [✓] No Page 3 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Environmental and Social Standards Relevance Given its Context at the Time of Appraisal E & S Standards Relevance Assessment and Management of Environmental and Social Risks and Impacts Relevant Stakeholder Engagement and Information Disclosure Relevant Labor and Working Conditions Relevant Resource Efficiency and Pollution Prevention and Management Relevant Community Health and Safety Relevant Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Relevant Local Communities Cultural Heritage Not Currently Relevant Financial Intermediaries Not Currently Relevant NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review Summary (ESRS). Legal Covenants Sections and Description The Recipient shall, by no later than one month after Effectiveness, establish and thereafter maintain throughout the project implementation period, a project steering committee with mandate, composition and resources according to the Recipient’s guidelines and to the Association’s satisfaction (“Project Steering Committee�). Sections and Description The Recipient shall, through Directorate of Primary Education (DPE), as the lead implementing agency in coordination with Directorate of Secondary and Higher Education (DSHE), by no later than one month after Effectiveness, establish and thereafter maintain throughout the implementation period a project implementation committee with a mandate, composition and resources according to the Recipient’s guidelines and to the Association’s satisfaction (“Project Implementation Committee�). Sections and Description Page 4 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) The Recipient shall, through its Directorate of Primary Education, under the Ministry of MoPME, by no later than one month after Effectiveness, establish and thereafter maintain throughout the Project implementation period, a project management and implementation unit within the Directorate of Primary Education with a mandate, composition and resources as approved by the Recipient and to the Association’s satisfaction, which shall be responsible for: (a) planning, coordination, implementation and monitoring of project activities; (b) procurement and financial management; (c) capacity building at various levels; (d) awareness campaign and communication; and (e) reporting on project progress (“Project Implementation Unit�). Sections and Description The Recipient shall ensure that the Project Implementation Unit includes the following minimum personnel throughout the Project implementation period: (i) Project Director; (ii) procurement specialist; (iii) financial management specialist; and (iv) monitoring and evaluation specialist; and (v) environment and social safeguard specialist, each with terms of reference, qualifications and experience satisfactory to the Association. Sections and Description The Recipient shall enter into appropriate standard form of agreement(s) between the Recipient and the UN Agency(ies) approved by the Association when entering into a contract with any UN Agency(ies) under Category (2) of the table in Section III.A of this Schedule. Sections and Description The Recipient shall ensure that the Project is carried out in accordance with the Environmental and Social Standards, in a manner acceptable to the Bank. Sections and Description The Recipient shall ensure that the Project is implemented in accordance with the Environmental and Social Commitment Plan (“ESCP�), in a manner acceptable to the Bank. Sections and Description The Recipient shall establish, publicize, maintain and operate an accessible grievance mechanism, to receive and facilitate resolution of concerns and grievances of Project-affected people, and take all measures necessary and appropriate to resolve, or facilitate the resolution of, such concerns and grievances, in a manner acceptable to the Bank. Conditions Page 5 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) I. STRATEGIC CONTEXT 1. The COVID-19 pandemic is causing profound socioeconomic disruptions to countries across the world. The imposed ‘physical distancing’ required to arrest its spread has brought economies in many regions to a standstill, while health systems are struggling to cope with the dramatic increase in demand. Perhaps less noticeable, yet no less profound, is its impact on education systems. United Nations Educational, Scientific, and Cultural Organization (UNESCO) reports that schools in 188 countries have closed—many for the remainder of the academic year—affecting 89.5 percent of all learners or 1.5 billion persons worldwide. Immediate action is required to (a) ensure continuity of learning during the crisis, (b) prepare school systems to reopen once the pandemic subsides, and (c) be ready in case a second wave kicks in. This is particularly critical in the World Bank’s least developed client countries. 2. The COVID-19 Accelerated Funding Window of Global Partnership for Education (GPE) presents a timely opportunity for the resource-constrained school education sector of Bangladesh. The COVID-19 pandemic is a disaster of unprecedented scale, causing massive disruption to socioeconomic systems worldwide and if this situation continues unabated, it could have profound, long-term negative impacts on the country’s human capital development agenda. In this unparallel crisis, there is a severe funding gap to support the country’s education system to revert from this adverse situation. On March 31, 2020, the GPE board voted to create a US$250 million COVID-19 Accelerated Funding Window. This window provides allocations to address the pandemic’s impact on basic education systems in 67 countries. 3. The World Bank was selected as the grant agent for the GPE COVID-19 Trust Fund (TF071827) by the Government of Bangladesh (GoB) and Local Education Group (LEG)1 on May 6, 2020. Following Bangladesh’s application submission to GPE on May 9, 2020, GPE approved a grant of US$15 million under its second tranche of funding on June 15, 2020. The Bangladesh COVID 19 School Sector Response (CSSR) Project will provide a grant in the amount of US$14.8 million2 through the GPE Trust Fund. 4. The implementation period of the proposed grant will be 18 months and will close on December 31, 2021. The grant will support the GoB’s contingency plan and fund activities to mitigate and recover from COVID-19 to enable teaching-learning to continue and the education sector to recover from school closure and be more resilient to future shocks. The CSSR Project will explicitly focus on safeguarding access to and continuity of learning for girls and the most marginalized groups and use the crisis response for capacity building and sustainability for tackling future crises. The proposed project uses the Investment Project Financing (IPF) instrument. In view of the emergency, the proposed project is prepared under the condensed procedure covered by paragraph 12 of Section III of the Investment Project Financing Policy of the World Bank.3 1 The LEG comprises the civil society, international nongovernmental organizations (NGOs), development partners (DPs), and the GoB. 2 After deducting grant agent supervision costs. 3 Projects in situation of urgent need of assistance or capacity constraints on the ground of ‘urgent need of assistance because of a natural or man-made disaster or conflict’. Page 6 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) A. Country Context 5. Bangladesh has made rapid social and economic progress in recent decades, reaching lower- middle-income status by 2015. Gross domestic product (GDP) growth has averaged close to 6 percent annually since 2000 and, according to official estimates, accelerated to over 8 percent in FY19. Strong labor market gains contributed to a sharp decline in poverty, with the national poverty rate falling from 48.9 percent to 24.3 percent between 2000 and 2016, while extreme poverty declined from 34.3 percent to 12.9 percent.4 However, the pace of poverty reduction has slowed in recent years even as growth accelerated, particularly in urban areas and in the west of the country. Similarly, the progress on shared prosperity slowed between 2010 and 2016 after a decade of improvements, with annual consumption growth of the bottom 40 percent trailing that of the overall population (1.2 percent versus 1.6 percent). Bangladesh entered the COVID-19 crisis with a relatively strong macroeconomic position. Garment exports and remittances narrowed the external deficit in recent years and international reserves were adequate at the end of April 2020 at US$32.9 billion, equivalent to six months of imports. While tax collections are among the lowest in the world, under-execution of the budget has contained the fiscal deficit, which has been below 5 percent of GDP since FY01. As a result, public debt is low and stood at 33.7 percent of GDP at the end of FY19. A key economic vulnerability is in the banking sector where the nonperforming loan ratio is high at 9.3 percent of outstanding loans in December 2019 and is underestimated considering significant under-provisioning, regulatory forbearance, and gaps in the legal framework. 6. Growth declined sharply as the COVID-19 pandemic brought about major disruptions to economic activity. In the first half of FY20 (July 2019 to December 2019), growth decelerated as slower global trade and deteriorating external competitiveness lowered exports and tighter access to finance constrained private investment growth. With declining ready-made garment (RMG) orders, exports declined by 5.8 percent (year-over-year) during this period. A sharp contraction in capital goods imports (3.4 percent, year-over-year) suggests private investment also declined. Growth during the first half of the year was primarily supported by remittance-fueled private consumption. The initial phase of the pandemic in early 2020 disrupted the supply of intermediate goods from China, reducing manufacturing output. As the pandemic intensified abroad, export orders from Europe and the United States declined precipitously and an estimated US$3.2 billion in RMG orders were canceled or suspended.5 The Government implemented a national shutdown from March 26, 2020, to May 30, 2020, to control an accelerating domestic outbreak of the virus. Control measures resulted in a sudden stop of many components of the service and industrial sectors. Remittance inflows declined by 23.6 percent year-over-year in April 2020 and exports declined by 82.9 percent in the same period. In FY19, inflation remained modest at an average of 5.5 percent, primarily driven by a rise in non-food prices. Demand for food surged with precautionary purchases ahead of the national lockdown but has eased more recently as government food distribution programs were implemented. Overall inflation reached 5.4 percent year-over-year by the end of May 2020. 7. COVID-19 has darkened the economic outlook through domestic economic disruptions, declining exports and remittances, and rising stress in the financial sector. According World Bank estimates, FY20 GDP growth is projected in a range between 1.6 percent and a downside scenario of 1.0 percent6. The 4 Household Income and Expenditure Survey (HIES), 2000/01 through 2016/17. 5 Bangladesh Garment Manufacturers and Exporters Association, as of May 22, 2020. 6 Bangladesh Bureau of Statistics estimated that in FY20, the GDP growth rate reached 5.24 percent. Page 7 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) downside forecast is based on a situation in which (a) lockdown measures are extended and mobility remains significantly constrained and (b) the global outlook deteriorates further. In FY21, growth is projected between 1.0 percent and −3.0 percent. In the downside scenario, a second round of infections and a prolonged global recession would result in the realization of some contingent liabilities, especially from the financial sector. The extended national shutdown is likely to depress economic activity across all sectors in the last quarter of FY20, and varying levels of control measures are likely to continue in FY21. Private consumption, the main engine of growth, is expected to slow and declining remittance inflows will reduce household income. The unprecedented uncertainties related to COVID-19 are likely to further dampen private investment. The decline in exports is expected to persist, as developed market recessions depress demand for RMGs, Bangladesh’s primary export. A shortage of intermediate inputs is expected to lower industrial production, while labor shortages could have an adverse impact on all sectors. Transportation disruptions are expected to dampen agricultural growth, particularly the production of perishable products such as dairy, poultry, and vegetables. The recovery is expected to be very gradual, with ongoing economic disruptions and increasing fragilities in the banking system. In the medium term, a gradual recovery in growth is expected, with some increase in export demand and higher public spending. 8. The pandemic’s adverse impact on jobs and earnings may result in higher poverty in the country. Job and income losses in both the informal and formal sectors have put the livelihoods of millions at risk in both rural areas and urban spaces. A rapid assessment survey carried out by BRAC and the Power Participation and Research Centre7 in the first half of April 2020 found that around 71 percent of informal workers lost jobs, while the income of those who still have work dropped by 50 percent to 90 percent; earnings of almost 80 percent of the vulnerable non-poor have suffered a contraction. Analysis by the World Bank estimates that average household consumption could fall by about 11 percent in 2020, pushing up to 19 million Bangladeshis into poverty. The GoB has introduced stimulus measures to support fiscal relief and recovery of the economy. 9. The COVID-19 pandemic will only exacerbate the ongoing challenges with human capital formation in Bangladesh. According to pre-pandemic estimates for the Human Capital Index 2020 by the WB, a child born in Bangladesh today will be 46 percent as productive when s/he grows up as s/he could be if s/he enjoyed complete education and full health. Part of this lost productivity comes from low learning. Nearly 4.2 years of education are lost on average due to low levels of learning. The COVID-19 pandemic will likely further exacerbate the situation with higher drop-outs and increase in learning loss. 10. Amid these challenges, Bangladesh remains extremely vulnerable to the effects of climate change. The Global Climate Risk Index ranks Bangladesh as the world’s seventh most affected country over 1999– 2018.8 Rising temperatures leading to more intense and unpredictable rainfalls during the monsoon season and a higher probability of catastrophic cyclones are expected to result in increased tidal inundation. It is estimated that a 1 m rise in sea levels would submerge 18 percent of arable land in coastal areas.9 Recent studies estimate that by 2050, Bangladesh could have 13.3 million internal climate migrants.10 Additional rural-urban migration would have significant consequences for air and water 7 https://bigd.bracu.ac.bd/event/livelihoods-coping-and-support-during-covid-19-crisis/. 8 Germanwatch. 2020. Global Climate Risk Index 2020. 9 UNFCCC (United Nations Framework Convention on Climate Change) 2007. 10 World Bank. 2018. Groundswell: Preparing for Internal Climate Migration. Page 8 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) pollution and unsustainable consumption of natural resources, while putting additional pressure on urban labor markets. Addressing climate risks is increasingly becoming urgent to ensure sustainable economic development of the country. B. Sectoral and Institutional Context 11. Bangladesh has a large education system involving two ministries, several line agencies, and varied providers.11 The education system has around 34 million students: 3.79 million in preprimary, 17.3 million in primary, 13 million in secondary, and 4 million in tertiary education.12 There are 685,400 teachers at the preprimary and primary levels in 134,147 primary schools and around 357,000 teachers in 20,465 secondary schools.13 There are two ministries managing education—the Ministry of Primary and Mass Education (MoPME), which covers one of the largest primary education systems of the world (preprimary and Grades 1–5), nonformal education, and literacy and the Ministry of Education (MoE), which is mandated to oversee secondary education (Grades 6–12), technical and vocational education and training (TVET), higher education, and religious education. Both ministries operate through two directorates for primary and secondary education service delivery: Directorate of Primary Education (DPE) under the MoPME and Directorate of Secondary and Higher Education (DSHE) under the Secondary and Higher Education Division (SHED) of the MoE. Furthermore, the MoE has two divisions—SHED which oversees policy for secondary and higher education and the Technical and Madrasah Education Division which oversees the policy for TVET and religious education. 12. Bangladesh made impressive gains in ensuring equitable access to basic education and gender parity. The net enrollment rate (NER) at the primary level increased from 94.8 percent in 2010 to 97.9 percent in 2018 while NER at the secondary level increased from 49.5 percent in 2010 to 69.4 percent in 2018.14 Gender parity was also achieved in primary and secondary education. Disparity in access across income groups also declined during this period. Further, access to preprimary education steadily improved—the percentage of Grade 1 entrants who completed at least one year of preprimary education increased from 42.3 percent in 2010 to 80 percent in 2018.15 Progress in education quality is also visible. Key achievements include the introduction of a competency-based curriculum at the primary level, timely delivery of textbooks, and increased professional development training for schoolteachers. The Primary Education Completion Examination has been progressively transformed to assess competencies rather than content recall. The GoB has introduced and implemented four rounds of National Student Assessments (NSAs) in primary education and two rounds of Learning Assessment of Secondary Institutions (LASI) in secondary education, providing critical information on the education system’s performance in achieving student learning outcomes. 13. However, even before the COVID-19 pandemic, Bangladesh was grappling with issues of out-of- school children (OOSC) and low and unequal learning outcomes. Equity issues remain with pockets of OOSC in hard-to-reach areas, such as urban slums, hill tracts, sandbars, and wetlands. Around 7 million 11 There are 13 types of providers in primary education; 10 examination boards at the secondary level; and about 98 percent of secondary institutions are private, mostly supported through public subsidies. 12 Annual Primary School Census (APSC) 2019; Bangladesh Bureau of Educational Information and Statistics (BANBEIS) 2019. 13 Among the primary schools, around 75,345 are government schools which account for nearly 77 percent of total primary enrollments (ASPR 2019). 14APSC 2018 for primary and BANBEIS 2018 for secondary statistics. 15 APSC 2018. Page 9 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) children and adolescents (80 percent in rural areas) ages between 6 and 16 years were estimated to be out of school in 2016.16 Furthermore, learning levels are low and unequal, as a majority of school children are not reaching their grade-level competencies. The latest NSAs show that more than 50 percent of Grade 5 students did not achieve grade-level proficiency in Bangla and math while 26 percent and 58 percent of Grade 3 students did not achieve grade-level proficiency in Bangla and math, respectively.17 At the Grade 8 level, competencies in English and math are 44 percent and 35 percent, respectively. There are large differences among subpopulations: students from well-off and urban areas do better than those from poorer families and rural areas.18 14. The COVID-19 pandemic and its impact will exacerbate the situation and deepen the learning crisis of Bangladesh. Globally, the COVID-19 pandemic has led to more than 1.6 billion children and youth to be out of school in 161 countries due to school closures. This is close to 85 percent of the world’s enrolled students.19 In Bangladesh, learning activities of around 38.6 million students have come to halt due to the pandemic. With the onset of the COVID-19 pandemic, nationwide school closures were declared on March 17, 2020, and continue to remain closed.20 This also led to suspension of the first term examination of all primary schools of the country, while the Higher Secondary School Certificate (HSC) Examination (Grade 12/equivalent terminal exam) has been postponed for the academic year. In addition, the pandemic will almost certainly cause a substantial economic recession that will continue long after schools resume. Together, these factors are likely to deepen the learning crisis and exacerbate existing inequalities. The potential impacts of the pandemic on education in Bangladesh are the following: • Potential increase in OOSC. During the current shutdown of schools, the dropout rate in primary and secondary level is likely to increase, especially among girls and children from socioeconomically disadvantaged families. Although declining in recent years, Bangladesh still experiences considerable incidence of dropouts at both primary (around 18 percent) and secondary (around 35 percent) levels.21 The estimated global economic crisis due to the pandemic and its severe impact on household income will increase the dropout rate, especially for girls and children from socioeconomically disadvantaged households. Increase in school dropouts will most likely be linked to increased incidence of early marriage, adolescent fertility, and child labor. • Potential learning loss. Long periods of disengagement from school and learning activities will disrupt children’s learning gains. The current situation is disrupting the planned activities of the school year and may result into a complete year gap at the worst. Keeping children motivated with learning and maintaining engagement with lessons, especially among 16 HIES, 2016–17. According to the latest Multiple Indicator Cluster Survey (MICS), 13.95 percent of children ages 6–16 are OOSC, and only 35 percent of them were female. 17 Statistics for primary level are from NSA 2017 conducted by the MoPME/DPE; statistics for secondary level are from LASI 2015 conducted by the MoE/DSHE. 18 Statistics for primary level are from NSA 2017, statistics for secondary level are from World Bank 2018. 19https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19. 20 All education institutions, including public and private education institutions (schools, colleges, universities, and so on) in Bangladesh. 21 World Bank. 2018. Equitable Access to Education for All in Bangladesh. Washington, DC: World Bank. Page 10 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) families with less educated parents, is also a challenge to ensure learning continues during this crisis. • Increase in learning inequality. The most educated and wealthiest families will be in a better position to sustain their children’s learning at home during school closures. They are more likely to have computer equipment and connectivity, space to study, and books and other learning materials. They are also better equipped to help their children study. This means that when schooling restarts, disadvantaged children will find themselves even further behind their peers. This may also become a big problem for teachers when schools reopen, as they will have to deal with greater student heterogeneity within classrooms. • Teacher engagement and development. Lives of teachers are also disrupted by the pandemic and school closures. Prolonged absence and disengagement from teaching and ongoing professional training will affect their quality of teaching and motivation. • Risk to student health and safety. In Bangladesh, the government-led School Feeding Program in Poverty-Prone Areas reaches over 2.7 million children per year.22 As schools close, children who rely on the program may go hungry and malnourished. Students’ mental health may also suffer, due to isolation during social distancing and the traumatic effects of the crisis on families. For many students, and especially those living in fragile contexts, school can provide a (relative) haven from violence and other external threats, as well as access to services such as psychosocial support. With the closure of schools, children may be more exposed to gender-based and other violence, including at home. • Psychosocial issues for parents and teachers. Prolonged inactivity from productive life due to the pandemic and shutdown, stress and trauma caused by potential personal and economic loss, and unprecedented uncertainty in this crisis period are likely to affect the mental health of parents and teachers and may cause psychosocial issues during and post the pandemic. 15. Ongoing COVID-19 response efforts by the GoB in the education sector. The GoB has taken some quick initiatives to ensure that learning continues during school closures. Both the MoPME and MoE have started leveraging remote learning opportunities through prerecorded TV broadcasts, radio and online platforms. The MoPME has established working groups to develop learning content and roll out lessons through four platforms: electronic media platform, mobile platform, radio platform, and internet platform. Government, private, and NGO entities are working together in each working group to produce and facilitate remote learning content to reach a maximum number of students.23 However, at least 70 percent of the content for tele-broadcasting is yet to be developed. For radio and mobile platforms, the GoB is yet to develop content.24 There is a huge financing and technical expertise demand to develop high- quality and inclusive remote learning content and make the system functional across the four platforms. Additionally, the GoB is awaiting approval of a policy to provide primary school students with increased 22 https://www.wfp.org/news/government-bangladesh-expands-school-meals-programme. 23 United Nations Children’s Fund (UNICEF), Access to Information (a2i), BRAC, Save the Children, JAAGO Foundation, Light of Hope, Grameen Phone, Plan International, Alokito Hridoy Foundation, Spice FM, Bangladesh NGOs Network for Radio and Communication (BNNRC), Radio71, and South Asia Center for Media in Development (SACMID). 24 Based on administrative data on the latest number of remote learning content produced from UNICEF. Page 11 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) stipend amount for three months during the pandemic. The Government has also decided to provide financial assistance to 6,959 Qawmi madrasas (religious schools) across the country. As the initiatives await approval and expansion, the GoB is intensively using media campaigns to keep students engaged and help reduce the risk of dropout. 16. Despite these efforts, there remains critical challenges especially in terms of coverage. The major challenges for the basic education sector of Bangladesh are the following: • Reaching whole student population. Reaching all school-going children from all socioeconomic backgrounds is a key challenge. According to the latest MICS 2019, around 56 percent households of the country have access to television while it is a staggering 0.6 percent for radio. Only 5.6 percent of households in the country have access to a computer and 37.6 percent households have access to the internet. Access to mobile phones at the household level is at a promising 95 percent. In this scenario, even after rolling out all four platforms of distance learning mechanisms, a significant segment of the student population will be out of reach and disengaged with learning activities as the internet cannot be accessed from most of the mobile phones. • Low-tech environment in school education sector. In Bangladesh, the higher education sector is familiar with some form of digital activities. However, the basic education system (preprimary to Grade 10) functions on a low-tech environment, where teachers and students are not accustomed to using digital platforms for teaching and learning. Producing digital content and accessing it will be more difficult and challenging for early-grade teachers and students. Moreover, young children require assistance and motivation to be engaged in distance learning activities which is an added challenge for households with less educated parents. • Resource constraints. Currently, Bangladesh does not have the financial and technical resources for development of comprehensive digital infrastructure and digital literacy programs for resilience building of the school system. This makes effective and inclusive remote learning challenging, especially for reaching the whole student and teacher population. 17. Maintaining equitable access to learning resources is important to reduce expected learning gaps associated with the student socioeconomic profile and the consequent digital divide. In the short term, a combination of technologies needs to be utilized, and in the medium term, further resources will need to be devoted to accelerating digital development in Bangladesh. In country contexts with limited technological infrastructure, continued use of offline remote learning models may represent the best and only option. Given the variation in household access to the different types of technologies, maintaining equitable access to learning resources by using alternative modalities will be important to reduce expected learning gaps. The expansion in Bangladeshi household access to technology, especially mobile phones, TV, radio, and internet make these viable options for distance and interactive learning modalities in the long run. 18. The Government’s COVID-19 Response and Recovery Plan for Education. The COVID-19 Response and Recovery Plan for Education was developed under the leadership of the MoPME and MoE Page 12 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) and in consultation with the LEG. The plan was widely consulted with government line agencies involved in education and the LEG. This plan focuses on learning discontinuation and its associated challenges caused by the COVID-19 pandemic based on a rapid situation analysis. To address the unprecedented challenges in the basic education sector and ensure continued learning, the plan conceptualized a three- phase response focusing on immediate, medium-term, and long-term actions. The GoB expects to mitigate risks and safeguard achievements in the basic education sector from the COVID-19 crises through a set of time-bound actions in the plan. The interventions envisioned in this plan aim to build on and complement the existing infrastructure and activities of two existing GoB programs in basic education— the Fourth Primary Education Development Program (PEDP4) and the Secondary Education Development Program (SEDP). While these two programs cater to the whole basic education sector of the country, the GoB is seeking technical assistance (TA) from DPs to implement its COVID-19 Plan, focusing on developing and strengthening its remote learning system (RLS), communication and outreach, and system resilience building. The plan will be financed by the GoB and DPs’ contribution with necessary TA. The plan is publicly available on the MoPME’s website (https://mopme.gov.bd/). C. Relevance to Higher Level Objectives 19. The proposed project is fully aligned with the World Bank Group’s Country Partnership Framework (CPF) for Bangladesh, FY16–FY2125. The CPF Objective 2.1 is ‘improved equity in access and quality of education’. The CPF recognizes that the World Bank is well placed to tackle reforms aimed at improving the quality of education and states that support to education will continue to bring disadvantaged children to education and improve learning quality. The interventions will also compliment the CPF pillar to ‘increase resilience of population to disasters’. The proposed project is also aligned with the GoB’s National Education Policy 2010 as it reflects a clear focus on addressing the most pressing challenge to universal basic education— ‘low and uneven learning outcomes’ with a focus on OOSC/dropout-prone children in vulnerable population pockets—and remains aligned with the current Seventh Five-Year Plan (2016–2020).26 The proposed interventions are aligned with the National Preparedness and Response Plan for COVID-19. 20. The proposed project is squarely aligned with the Government’s COVID-19 Response and Recovery Plan for Education and GPE’s goals for the COVID-19 Accelerated Funding Window. The plan was developed with the leadership of the MoPME and MoE and consulted widely with government line agencies involved in education and the LEG. The proposed project, guided by the Government’s plan, fully meets the GPE eligibility criteria for this window as it will ‘enable learning to continue and education systems to recover from school closures’ with a focus on the most vulnerable. Aligned with the GPE objectives, the proposed project will support activities that mitigate risks and safeguard the gains achieved in access to and learning in the basic school system with a broader focus on the recovery phase. 21. The proposed project will complement and align with the Government’s PEDP4 in primary education and the SEDP in secondary education. The activities supported by the GPE funds will build institutional capacity, mainstream the standards, guidelines, and ensure financial sustainability of the 25 Bangladesh - Country partnership framework for the period FY16-20 (English). Washington, D.C.: World Bank Group. http://documents.worldbank.org/curated/en/362231468185032193/Bangladesh-Country-partnership-framework-for-the- period-FY16-20 26 The Seventh Five Year Plan is the national economic development plan for Bangladesh. Page 13 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) activities through the GoB response plan and through links with both education programs (annex 4 for details). The World Bank is uniquely positioned to link the two programs with the GPE COVID-19 response project as it contributes through its results-based financing operations, namely the Quality Learning for All Program (QLEAP, P162619) under PEDP4, as well as to the Transforming Secondary Education for Results Operation (TSER, P160943) under the SEDP. Adjusting the Bangladesh Country Program in Response to COVID-19 22. The World Bank Group engagement in Bangladesh has been guided by the FY2016 –20 Country Partnership Framework (CPF), which has been extended to FY2021 after the Program Learning Review (PLR). The PLR reaffirmed the three CPF focus areas: (1) growth and competitiveness; (2) social inclusion; and (3) climate and environment management. It also recognized the recent program adjustment in response to the Rohingya refugee crisis, and recommended greater attention to human capital, climate resilience, and digital transformation. The Country’s Response to the COVID-19 Pandemic 23. COVID-19 pandemic has severely disrupted economic activity and created an unprecedented crisis that is likely to worsen poverty in the short term. As the pandemic intensified globally, Bangladesh exports to Europe and the United States declined precipitously. Growth in GDP is projected to range in FY20 between 1.6 and 1.0 percent and in FY21 between 1.0 and –3.0 percent. The country’s achievement in reducing poverty between 2000 and 2016—the national poverty rate fell from 48.9 to 24.5 percent and extreme poverty from 34.3 to 13.0 percent—will likely be reversed. Slower GDP growth, the income losses of informal workers throughout the economy, and lower international remittances may add 8 to 12 percentage points to what the 2020 poverty rate would have been without COVID-19. 24. Along with its health care response to the pandemic, the government has also adopted an emergency economic program. Its goals are to (1) increase public spending to generate employment; (2) provide a stimulus package offering firms credit at low interest rates to retain workers in the manufacturing sector, maintain competitiveness of the enterprises especially in the export-oriented manufacturing sector and to revitalize economic activities; (3) expand social safety nets to meet the basic needs of the poor, day laborers, and other informal sector workers; and (4) increase the money supply to maintain liquidity in the economy while containing inflation. 25. The government has reached out to partners to support the national response plan. The IMF Board on May 29, 2020, approved a request for disbursement of 50 percent of Bangladesh’s quota (US$732 million) from the Rapid Credit Facility and the Rapid Financing Instrument. ADB approved a US$100 million loan for health sector emergency support and a US$500 million loan in budget support from its Countercyclical Support Facility. The AIIB provided US$250 million in co-financing to the ADB budget support and JICA is preparing another US$300 million in co-financing. 26. Bangladesh has opted not to participate in the G20 Debt Service Suspension Initiative (DSSI). However, the authorities will continue to monitor the situation and if it becomes necessary will revisit their position. Page 14 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) WBG Crisis Response Support 27. The indicative IDA19 allocation for Bangladesh is SDR 2.848 billion, of which SDR 1.277 billion is frontloaded to FY21. With the adjusted lending program proposed in the PLR fully delivered, the lending program for FY21–FY22 is geared to supporting the jobs and economic transformation agenda, expanding social safety nets, and building institutional and investment resilience—all priorities the COVID-19 crisis has made even more urgent. 28. The WBG lending program for FY21–22 is aligned with the Approach Paper on “Saving Lives, Scaling-up Impact and Getting Back on Track�: (a) To save lives, the Bank is supporting the Bangladesh COVID-19 response program with US$100 million from the Fast Track Facility for COVID and is reprogramming resources to support the pandemic response for the displaced Rohingya population and host communities, e.g., through the current Health and Gender Support Project. The planned Bangladesh Urban HNP Project (P171144, FY22) will improve delivery of primary health care and environmental health services for targeted poor urban populations. A proposed project for Improving Hospital Quality and Financial Protection for the Poor (P174439, FY22) will reinforce management and delivery of hospital services and improve protection from impoverishing health costs. (b) To protect the poor and vulnerable, the Bank has activated the Contingent Emergency Response Component of two active IDA projects in the total amount of US$265 million. The Bank has partnered with the French Development Agency to add US$165 million to the Cash Transfer Modernization Project (P160819); and is giving rural areas priority for WASH investments through the Rural Water, Sanitation and Hygiene for Human Capital Development Project (P169342). The planned additional financing of the Nuton Jibon Livelihood Improvement Project (P149605) will provide income support for poor and extremely poor rural communities. Using the Private Sector Window (PSW), IFC has two investment projects in the FY21 pipeline that will use microfinance institutions to support very small enterprises and women-owned microenterprises. (c) To save livelihoods, preserve jobs, and ensure more sustainable business growth and job creation, IFC is supporting clients and sector associations in the ready-made garment and financial sectors by providing US$75 million in working capital lines and advisory services for risk management and recovery. In FY21, IFC plans additional projects in manufacturing and finance through the COVID response facility with PSW support. IFC advisory programs are also providing technical support for repurposing production lines for personal protective equipment, together with continued Public Private Dialogue on diversification in manufacturing. IFC’s upstream program has already begun work on economic zones and port logistics for boosting export diversification and job creation. Additional funding and advisory services will be provided to financial institutions to improve both lending to small and medium enterprises and risk management, following up on the first COVID response financing line to City Bank in June 2020. IFC will continue to diversify its lending products, having launched the Taka-denominated Bangla Bond on the London Stock Exchange early in FY20. The IDA lending program for FY21–FY22 focuses on youth through the Accelerating and Page 15 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Strengthening Skills for Economic Transformation (P167506) and the Higher Education Acceleration and Transformation Project (168961). Recovery and Advancement of Informal Sector Employment (P174085) will support the economic inclusion of informally-employed urban youth. The World Bank will support micro, small, and medium enterprise (MSME) development and access to finance through the Rapid Response for MSME Support and Credit Enhancement Project, which will help the government to set up a risk-sharing facility to enhance credit flows from commercial banks to MSMEs. (d) To strengthen policies, institutions, and investments for resilient, inclusive, and sustainable growth, the Bangladesh Programmatic Recovery and Resilience Development Policy Financing (P174892) of US$500 million (US$250 million in FY21 and US$250 million in FY22) will reinforce reforms to strengthen the resilience of the economy and support private sector interventions and market solutions in critical sectors. The Local Government COVID-19 Response and Recovery Project (P174937) will build the capacity of local governments to coordinate and manage response and recovery efforts across the country. The Third Programmatic Jobs Development Policy Credit (P168725) will continue to support policy reforms in trade and investment for more and better jobs; improve access of the vulnerable population to jobs; and strengthen the safety net when they lose jobs. Following the approval of the additional financing for the Modern Food Storage Facilities Project (168484) in early FY21, the Bank will support Bangladesh’s continued investment in resilient agriculture through the Climate-Smart Agricultural Water Management Project (P161534). Investment operations in environment, urban, and infrastructure resilience are also planned. IFC will provide more advisory programs on firm resource efficiency to reduce water consumption and GHG emissions, while lowering operating cost and enhancing firm competitiveness. Selectivity, Complementarity, Partnerships 29. This engagement plan adheres to the selectivity principles of strong alignment with the Government’s development and COVID response strategies, WBG comparative advantage and complementarity with activities of other development partners. It has been discussed with the authorities and has been shared with other development partners through the donor coordination platform. II. PROJECT DESCRIPTION 30. The proposed project has triggered paragraph 12, section III of World Bank’s Investment Project Financing Policy that applies to projects in urgent need of assistance and provides some exceptions to standard policy requirements. Bangladesh meets the definition of a country experiencing an urgent need of assistance as a result of the COVID-19 pandemic. Given the urgency to prevent learning loss during school closures by keeping children engaged in learning through providing distance learning programs, digital content, and literacy and numeracy materials as well as conducting communication campaigns to prevent dropouts in remote areas, focusing on children in the bottom quintiles, the application of paragraph 12 of section III of the Investment Project Financing Policy to the project will facilitate the World Bank’s rapid actions in support of the borrower’s immediate response and recovery efforts. Page 16 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) A. Project Development Objective PDO Statement 31. The Project Development Objectives (PDOs) are to (i) strengthen the basic school system’s institutional capacity to respond to and recover from the COVID-19 crisis; and (ii) build resilience to face future crises from preprimary to secondary levels. PDO Level Indicators 32. PDO-level indicators. The progress toward achieving the PDOs will be measured by the following indicators: • Response. Number (and % of children in the relevant age-group in the program area) of children supported with inclusive distance learning programs (disaggregated by gender) • Recovery. Number (and %) of children previously enrolled in grant-supported preprimary and primary level government schools who immediately return to schools once schools reopen • Resilience. Remote learning system integrated into the basic education school system 33. The proposed project will use the IPF instrument. The project will be implemented for two years (2020–2022), with the grant to be completed over 18 months followed by six months for project completion evaluation. The project interventions will be implemented through three key components to achieve the PDO: Component 1: Engaging in Systemic Response; Component 2: Supporting Education Systems Recovery; and Component 3: Building System Resilience. Project Management will be implemented through Component 4. 34. The Bangladesh CSSR Project will support the short- and medium-term response and recovery needs aligned with the Government’s COVID-19 Response and Recovery Plan for Education, while establishing the technical and institutional capacity to build back a stronger and more resilient education system. The three main components aim to support the basic school system in Bangladesh by (a) responding to the urgent crisis, (b) enabling recovery once schools reopen, and (c) building resilience to respond to future crises. All activities will be provided through TA services. All three components can start concurrently and will complement each other. B. Project Components Component 1: Engaging in Systemic Response (US$3.46 million) 35. This component aims to provide TA to the MoPME and SHED, MoE to implement immediate response interventions during the first six months of the project. While the activities planned under the response component will be carried out intensively during the first phase, these are expected to continue throughout the recovery phase and contribute to the ultimate goal of achieving system resilience to future crises. Under the response component, there are three subcomponents focusing on content development Page 17 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) and dissemination for RLSs, communications and outreach, and development of a safe school reopening plan (SSRP). 36. Expected outputs from Component 1 are (a) remote learning resources/contents, (b) dissemination plan and technical expertise which operationalize all four remote learning platforms, (c) communication campaigns, (d) an SSRP, and (e) a safe school reopening readiness assessment. Subcomponent 1.1: Develop and Disseminate Content to Prevent Learning Loss (US$3.01 million) 37. This subcomponent will focus on providing TA to the MoPME and SHED, MoE to strengthen the existing RLS by (a) making it more attractive through enriched content; (b) making it interactive by encouraging teachers to use the TV and radio broadcasts of lessons interactively through phone calls, texts, and email to students; and (c) increasing coverage through outreach and awareness campaigns. The following activities will be supported: (a) Content development. The GPE fund will strengthen the Government’s existing RLS through developing additional content to cover gaps in contents at preprimary, primary, and secondary levels.27 The CSSR will support making remote learning contents appropriate, attractive, and customized for the four remote learning platforms of TV, radio, mobile, and online broadcasting and inclusive for the most vulnerable population groups. The project will support the development and delivery of learning content for priority subject areas for the whole academic year across all four digital platforms. The CSSR Project will support the following priority subjects: (a) preprimary lessons and Bangla, English, math, and science from Grades 1–5; (b) English, Bangla, general math, and general science for Grades 6–10; (c) Bangladesh Studies for Grades 6–10; and (d) physics and chemistry for Grades 9 and 10.28 The priority subjects were selected based on (a) high importance for safeguarding grade-level numeracy and literacy competencies which are foundational for learning recovery, (b) subject areas which would cover maximum student needs, and (c) consultation with the Government and LEG. The alignment of the digital learning contents with the national curriculum will be prioritized to ensure learning objectives of different grades are met. This will be conducted through close collaboration and engagement with the National Curriculum and Textbook Board (NCTB), which is responsible for developing and revising the national curriculum from preprimary to higher secondary levels as well as developing and refining textbooks and other teaching-learning materials based on the national curriculum. (b) In addition, special focus will be given to ensure learning continues inclusively, especially for children who do not have access to digital remote learning and those from marginalized groups and with disabilities. The project will support the development and production of learning materials and packages, while the Government will support the distribution of these packages through local education offices. The learning packages will be distributed to 150,000 27 This includes preprimary, primary (Grades 1–5), and secondary (Grades 6–10) levels. Some of the subject content will be common for students in the religious streams and is expected to also benefit them. 28 Any funds remaining after the development and delivery of priority subjects in primary and secondary levels would be used for continued development of new subject areas in consultation with relevant agencies. Page 18 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) primary grade students from Chittagong Hill Tracts, tea gardens, wetlands, and sandbars and children with disabilities, who do not have access to digital RLSs. (c) Content dissemination. The learning contents will be disseminated through the remote platform to ensure that it is fully functional by the end of the project.29 The tele-broadcasting will serve as the master platform and it will serve as the basis of the structure, content, and sequencing of programs through the other three (radio, mobile, and online) platforms. A rapid assessment of the remote learning environment for different socioeconomic levels will inform the activity for (a) optimizing the dissemination process through the multimodal platform approach, (b) options for scaling up during the recovery period, and (c) the best approach to integrate remote learning into the national school education system. Equity and inclusion considerations will be central to the dissemination design, so that students with poor access are not neglected. Mass awareness building on the learning contents will be part of the dissemination plan to ensure better engagement, coverage, and inclusiveness. The capacity of the remote learning delivery system will be enhanced through provision of need-based equipment. 38. The development of digital contents for the RLS and its eventual integration into the basic education system also supports Bangladesh’s response to climate change. With the integration of RLS in regular education delivery and key stakeholders (teachers, students, and parents) adapting to using digital learning tools, it is expected to shift the education system toward e-learning. This would reduce use of paper and supplementary materials in regular teaching-learning in the long term, thus supporting climate change resilience building within the basic education delivery system. Moreover, the digital contents developed under the RLS will also include lessons on climate change and adaptation as part of the science curriculum to help build awareness and adaptive capacity on climate change issues in Bangladesh. Subcomponent 1.2: Communication and Outreach (US$0.38 million) 39. This subcomponent will focus on inclusive communication and public awareness campaigns, reaching out to students, parents, teachers, and communities about the importance of learning continuity, health, and safety and other pertaining issues amid the shutdown. TA will be provided for the following activities: (a) Protecting health and safety. This activity will expand the public awareness campaign including health and education messaging throughout the project period, based on the ongoing gender needs assessment of the pre-COVID-19 scenario and during school closures. The campaign will be expanded to include TV, radio, mobile, and online mediums. It will focus on promoting hygiene and COVID-19-related safety practices; education engagement and reengagement messages (especially those targeted at girls and students at risk of dropping out); and sensitization about the socioemotional, gender-based violence (GBV), and behavioral impacts that are associated with the COVID-19 pandemic and school closures. The contents will be sourced from existing animations/simulations appropriate for young children and their ease of understanding of COVID-19 issues, as well as new communications materials developed as needed. The broadcasting of the campaigns will be 29 At present, only the tele-broadcasting platform is providing classes while some content is available through online platforms. Page 19 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) included in the daily school programs to ensure maximum outreach to the targeted population. There will also be awareness content on institutional safety and mental health. (b) Stay in school campaign. The pandemic increases the risk of dropping out of education, especially for girls and those in low-income households. At-risk students/households will be tracked, and proactive messaging/counseling will be provided to parents to minimize the risk of dropping out and early marriage and to maintain engagement with learning through remote learning. Community awareness-building plans will be rolled out to ensure re- enrollment when schools reopen using promising global practices of re-enrollment campaigns. (c) Outreach and support for parents. A toll-free hotline with grade-wise and subject-based teachers will be established to provide parents with tips to support student learning during school closure and with resources to manage student physical and mental health issues. The introduction of remote learning for children will place a greater burden on parents to manage schooling at home. Parents are especially critical to provide structure to the educational activities for children in early grades, even if they have reliable and inclusive access to remote learning platforms. There are existing learning resources to help guide parents and guardians that will be made available more broadly through outreach. Parental support is even more crucial for those having children with a disability and the outreach will focus strongly on them to ensure an inclusive approach. Subcomponent 1.3: Development of Safe School Reopening Plan (US$0.07 million) 40. TA will be provided through this subcomponent to (a) develop an SSRP and (b) support safe school reopening preparedness assessment. The following activities will be supported: (a) Preparing for recovery. TA will be provided to the MoPME and SHED, MoE, to develop an SSRP detailing the criteria and steps for school reopening post the shutdown period. The plan will work as a national framework to guide primary and secondary educational institutions on safe school reopening. In addition to phase-wise reopening steps and measures, the plan will have flexibility allowing authorities to make informed decisions by considering local specific circumstances and constraints. In the immediate period after the lockdowns are lifted, there could be shorter-term scenarios where authorities will have to plan for a blended mode of education provision in the medium term with some schools opened and others (schools/regions/cities) in temporary lockdown with renewed short-term and localized COVID-19 outbreaks. The SSRP will also provide guidance on gradual and staggered reopenings and explore alternative ways to deliver classes (for example, staggered shifts or alternating weeks) and group events (for example, scaled down ceremonies, sports events, and parent-teacher gatherings). (b) Before school reopening, a safe school reopening assessment will be conducted on the preparedness of schools (including critical facilities and health protocols in place) and of local education officers, school management, and other stakeholders and guidance will be provided toward school recovery. This subcomponent will be closely coordinated with Page 20 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) guidelines from the Ministry of Health and Family Welfare (MoHFW) and complement the World Bank-supported COVID-19 emergency operation in the health sector (P173757). (c) Coordination with government policies and development partnership. The SSRP will incorporate government protocols and follow guidelines from the MoHFW and complement the World Bank-supported COVID-19 emergency operation in the health sector. The Government is expected to strengthen coordination and relevant DPs to boost their support in the education sector in this emergency. Preparation toward recovery will be built on these partnerships. Component 2: Supporting Education Systems Recovery (US$8.06 million) 41. The objective of this component is to focus on comprehensive recovery strategies for students, teachers, and schools, once schools reopen and while preparing to work toward building resilience. This component aims to provide TA to the MoPME to implement medium-term recovery interventions during the first 12 months of the project while the ongoing PEDP4 will continue to support the long-term plan. In the case of SHED, MoE, the recovery phase is agreed to be carried out through its ongoing SEDP.30 42. Expected outputs from the recovery component are (a) safe schools reopened and school health protocols in place, (b) maximum re-enrollment at preprimary and primary levels, (c) learning loss assessment and recovery lesson plans, (d) teachers’ professional development program, and (e) tools to ensure mental health issues post shutdown. Subcomponent 2.1: Support Implementation of Safe School Re-Opening Plan (US$7.2 million) 43. This subcomponent will support the MoPME to implement the SSRP targeting 20,000 government primary schools. Specifically, the activity will help ensure that school sanitation and health protocols are implemented and monitored through strengthened local education administration and community-based school management committees. Before reopening schools for classroom learning, proper sanitization of schools and critical facilities needs to be carried out and safety protocols need to be in place. TA will be provided to the MoPME to engage a specialized agency or service provider to implement the readiness measures including sanitization of schools, provision of health kits, and training on health safety protocols (as guided by the SSRP) to local education administrators, school management, and other stakeholders. The safe school reopening training will also be delivered through digital and printed materials to reach and benefit school management committees, local education administrators, and other stakeholders. This subcomponent will also inform and complement the water, sanitation, and hygiene (WASH) interventions planned under PEDP4 ensuring that reopened schools have critical facilities in place, including access to sanitation, hygiene, clean water, and hand washing facilities to maintain student and teacher health and avoid potential viral infections. The local education administration, school management committees, 30The SEDP is supported by the World Bank’s TSER program. The GPE CSSR will complement and align efforts of the TSER, which will play an expanded role to meet the financial and technical needs of secondary education under SHED, MoE, under this COVID-19 crisis. Similarly, the GPE CSSR will complement and align efforts of the World Bank’s primary education program QLEAP, which will support any financial and technical gaps for preprimary education that the MoPME in managing and recovering from the COVID-19 crises. The CSSR will be an IPF with separate budget code to distinguish its activities from the sector programs. Annex 3 provides details of the proposed integrated response across the different operations. Page 21 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) community leaders, and the specialized agency will support continuous monitoring of reopened schools to ensure safety measures are in place. Subcomponent 2.2: Support Re-enrollment of Pre-primary and Primary Students (US$0.03 million) 44. This subcomponent will focus on tracking and bringing students back to school and resuming classroom learning. Re-enrollment interventions will be supported through the following activities: (a) tracking and monitoring children in communities at risk of dropping out and (b) facilitating community outreach in motivating families to re-enroll children in school. TA will be provided to design and deploy targeted re-enrollment campaigns, such as participatory community action and awareness raising. There will be a special focus on girls’ re-enrollment as they are at a higher risk of not returning to school on time or at all. Subcomponent 2.3: Support for Assessment and Learning Recovery (US$0.83 million) 45. This subcomponent will focus on enabling students and teachers a swift transition from remote learning to classroom activities through assessing and recovering learning loss that occurred during the shutdown. (a) Assess learning loss and ensure back to school learning . The project will support the assessment of students’ learning level post COVID-19 using adaptive formative assessments. Through this activity, TA will be provided to conduct formative assessments and identify student learning lags to help inform remedial programs and mitigate learning loss. The activity will be conducted in at least one school per school cluster, focusing especially on schools located in socioeconomically disadvantaged and hard-to-reach areas. The activity will also involve local education officers and teachers to help build their classroom-formative assessment skills. The TA will also help develop school-based learning loss recovery plans. This will include special recovery classes, curtailing lesson plans and flexible assessments to prevent loss of the academic year depending on the length of the shutdown. There will be a need to review and update the primary education curriculum and high-stake primary examinations to adjust for the COVID-19 impacts on student learning and preparedness for these tests. (b) Ensure teaching at the right level. This activity will finance the design and delivery of in- service teachers’ professional development programs that aim to improve teachers’ skills for addressing students’ learning loss and better prepare teachers for a remote learning environment. TA will be provided to develop and deliver (i) a practical short-term teacher training design which will focus on formative and summative assessment practices and remedial education; also an initial training of a targeted number of teachers in priority subject areas (Bangla, English, and math) will be included under the project and (ii) a short- term teacher training on distance learning strategies to better equip teachers on managing quality education delivery for remote learning environment. The design of standards, content, and delivery mode for the teacher training programs will be supported by the project. The lessons learned from this training will inform the strategy for expansion of these programs, which will then be implemented at a larger scale through support from the PEDP4 Page 22 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) component on continuous professional development, along with the production of expanded teaching and learning materials. (c) Mental health services. Support will be provided for schoolteachers through counseling and peer networks to address potential burnout issues caused by long disengagement with school activities. Counseling services are not only needed for those directly affected by the pandemic, but also for children who may have developed anxieties and depression by living through the terrifying events. Tools will be developed to enable teachers to identify and support students through counseling to guide them back to a normal academic routine. Component 3: Building System Resilience (US$1.97 million) 46. The resilience component will focus on enabling the school system under the MoPME and SHED, MoE to be better prepared to react and recover from future shocks. This set of interventions aims to improve the system’s resilience in the long term. The implementation of some of the previous activities from the response and recovery phases will be continued and mainstreamed through this component in preparation of a protracted pandemic or future crises. 47. Expected outputs from the resilience component are (a) a system-level remote learning integration plan, (b) a core group of teachers trained for remote education delivery, and (c) emergency operation guidelines for future shocks. Subcomponent 3.1: Continue and Integrate Remote Learning (US$1.96 million) 48. This subcomponent will focus on integrating and sustaining remote learning as part of the basic education system. The activities include (a) continuing remote learning content development, (b) providing teacher training to support remote learning, and (c) developing a sustainability plan for the RLS. As part of system resilience development, the teacher training program on distance learning strategies will target around 500 teachers from primary government schools and 500 teachers of public-funded secondary schools to develop their skills and strategies for quality education delivery through an inclusive RLS. Subcomponent 3.2: Develop Emergency Operation Procedure (US$0.01 million) 49. This subcomponent will support development of a strategy and standard operating procedures for education service delivery during emergencies and periods of extended school closures. This activity aims to ensure that the basic education sector can quickly respond to future crises, including those from health crises, climate change, and natural disasters, among others, to which the country is prone. These will include emergency policy and procedures for continued learning and certification, remedial learning, attention to health and safety of students and staff, professional development for teachers, streamlined curriculum, leveraging of the private sector, and mental and psychological support readiness. The subcomponent will also support creation of an emergency delivery unit with representation from the Government, private sector, and NGOs engaged in education delivery to face any kind of emergency or launch a national effort that requires extended coordination. As needed, the delivery unit could call in guidance and support from private providers which are proven stakeholders that can provide immediate content and resources in an emergency setting. Page 23 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Component 4: Project Management, Results Monitoring and Communication (US$1.06 million) 50. The objective of this component is to support project management and build results monitoring and evaluation (M&E) capability. Under this component, the project will create a grievance redress mechanism (GRM), which covers all aspects of the project during implementation. In addition to providing TA and implementation support, this component will support project operating costs and will support the M&E and reporting of the project. 51. Lending instrument, project costs, and financing. The total budgetary requirements to implement the CSSR Project will be the US$14.80 million grant over an 18-month implementation period (up to December 31, 2021), fully funded under the GPE COVID-19 Accelerated Funding Window, as shown in Table 1. Table 1. Component Funding for the CSSR Project Total (US$, Component Coverage millions) MoPME and SHED, Component 1: Engaging in Systemic Response 3.46 MoE Component 2: Supporting Education Systems Recovery 8.06 MoPME MoPME and SHED, Component 3: Building System Resilience 1.97 MoE Component 4: Project Management, Results Monitoring and 1.06 Communication Total 14.6 Note: Remaining amount is kept as contingency. C. Project Beneficiaries 52. The scope of this project will be nationwide, covering all divisions of the country. The direct beneficiaries of this project will be (a) preprimary (around 3.7 million), primary (around 17.3 million), and secondary students (around 13 million) of Bangladesh;31 (b) schoolteachers (around 685,400 preprimary and primary teachers and 357,000 secondary teachers32); and (c) parents. Central- and local-level administration related to school service delivery system will also be benefitted through system-level capacity-building activities. There will be indirect beneficiaries from the project, including the previous OOSC population, illiterate adults, and content developers, and it will help reduce the fiscal burden on the Government for provision of resources for brick and mortar investments. While the project covers the entire country, particular focus will be given to vulnerable populations, including girls and students from socioeconomically disadvantaged and remote areas of the country. 31 In Bangladesh, primary level covers Grades 1–5 while secondary level covers Grades 6–10. Hence, the project will cover preprimary to Grade 10. 32 APSC 2018; BANBEIS 2018. Page 24 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) D. Results Chain 53. The Theory of Change of the proposed project is illustrated in Figure 1. It is based on the premise of responding to COVID-19 and getting children safely back to school, while at the same time, building resilience of the basic school education system to reduce the impact of the current and future external shocks on the education system. Inputs and activities are centered on high-quality and widely accessible remote learning contents; implementing health and education communication campaigns; supporting teachers, students, and parents; helping primary schools reopen safely; conducting teacher training and learning assessment; and preparing and implementing emergency plans. Finally, strengthened central and local education institutions, improved policies, and better coordination could reasonably be expected to increase the education system’s institutional capacity to reduce the impact of external shocks and maintain equitable access to quality education. Page 25 of 63 The World Bank FIGURE Bangladesh THEORY 1: 19 COVID OF School Sector CHANGE Response FOR (GPE) BANGLADESH COVID-19 SCHOOL SECTOR PROJECT (P174268) THEORY OF CHANGE FOR BANGLADESH COVID 19 SCHOOL SECTOR RESPONSE PROJECT TOR RESPONSE PROJECT Outcomes Components Activities Immediate Outcomes Number of grade - subject programs Develop and disseminate remote with complete and appropriate digital learning contents contents supported for the whole Number of academic year for Grade 1-10 (and %) Carry out advocacy campaign children Engaging in Systemic reaching out to vulnerable families Number of hard-to-reach children supported with Response to advise them on health and safety provided with learning inclusive risks materials/packages distance learning Develop and finalize Safe School Number of children provided access Re-opening Plan to programs and sensitization campaigns Number (and Implement School Re-Opening Plan %) of children Number of primary school re-opened Remote with safety measures previously enrolled in learning Conduct re-enrollment drive for grant- system pre-primary and primary students supported pre- integrated Number of children whose learning Education Systems was assessed to evaluate loss of primary and into the basic Recovery Prepare student learning loss learning during school closure primary level education assessment and recovery plan government school system schools who immediately Train teachers on teaching at right Number of teachers trained on level remedial education, distance return to learning strategies, and formative schools once Provide mental health services for and summative assessment practices schools reopen students and teachers provided Mainstream remote learning Sustainability Plan for the Remote system (guidelines, standards, Learning System in place for basic institutional capacities to assure school system Building System sustainability Page 26 of 63 Resilience Standard Emergency Operation Develop emergency operation Procedures for basic school system procedures for basic schools approved The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) E. Rationale for World Bank Involvement and Role of Partners 54. The World Bank is a long-standing and trusted partner of the GoB in the education sector. The World Bank, through previous and current education projects in Bangladesh, enjoys a comparative advantage in leading education sector dialogue and can play a leadership role by convening other international partners’ support. Currently, the World Bank is supporting education in Bangladesh through four lending operations in preprimary, primary, secondary, and tertiary education, which culminates to a portfolio of US$1.46 billion. The World Bank adds value by providing leading technical knowledge, operational and implementation experience, and convening power in the education sector in Bangladesh. The World Bank, previously serving as the grant agent for GPE, clearly demonstrates that it has the ability to (a) support formulation and implementation of education programs in Bangladesh, (b) discharge fiduciary and administrative responsibilities and in-country experience of managing fiduciary and administrative risks relative to the scope of the grant, (c) support capacity building of the Government in implementing the education programs, and (d) support timely application development and implementation of programs. In addition, this project will complement and coordinate efforts of the World Bank’s operations in primary and secondary education, building links to the Government’s programs in school education in Bangladesh. 55. Role of partners. The proposed project is financed by GPE, which is by definition a global partnership for education. The Government’s COVID-19 Response and Recovery Plan for Education was developed in close coordination with the LEG. The plan aims to align the DPs for concerted and coordinated efforts to respond and recover from the COVID-19 pandemic. United Nations (UN) agencies, including UNICEF, UNESCO, and World Food Programme (WFP), are also expected to support the education sector recovery through the UN Immediate Socioeconomic Response Framework, which aligns with the Government’s plan and CSSR. Bilateral partners such as Japan International Cooperation Agency are also committed to support the RLS especially in math. There are also NGOs and other non-providers that are committed to adopt the new systems, including BRAC. 56. The World Bank has been at the forefront of emergency education response projects around the world. In collaboration with the LEG and the education cluster, and as the current grant agent for the GPE Education Sector Plan Implementation Grant (ESPIG), the World Bank has a comparative advantage in supporting the GoB in the design and implementation of COVID-19 accelerated funds through a cohesive and streamlined approach, coordinated and unified reporting mechanisms, and supporting donor harmonization. In line with the principles of GPE, DPs are expected to boost their commitment to the education sector response to the emergency situation. In turn, the Government is expected to strengthen coordination among various partners and agencies responsible to delivering education services (schools, training institutions, local and central administration, and providers of various education inputs.) F. Lessons Learned and Reflected in the Project Design 57. The project design draws heavily upon the lessons learned from the substantial World Bank- supported emergency projects, as well as analytical studies on Bangladesh’s education sector and reflections on global experience relevant to Bangladesh. Experience of other countries from the recent Ebola epidemic (for example, African countries) and current lessons from COVID-19-pandemic-hit East Page 27 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Asian countries (such as China, Japan, and Singapore) have been considered as good practices and adopted in the proposed project design where appropriate by context. The proposed approach also benefited from frameworks and growing global evidence on how to reopen schools safely, including the Framework for Reopening Schools published by UNICEF, UNESCO, WFP, and the World Bank. These lessons are the following: • Global evidence on distance learning points out that the key challenge is to ensure the uptake of the resources provided to students and teachers. The content development and dissemination plan should include an outreach approach and should be reflected in the communication campaign to reach the disadvantaged groups. Another lesson is the importance of involving, defining the role of, and supporting teachers for this new modality of education service delivery. For this, teaching at the right level and teacher support are key aspects of the project design. Moreover, once schools reopen, formative assessment and tailoring the academic calendar accordingly can mitigate learning loss and lead to swift recovery. • The operational choices in the proposed project benefit from recent analytical work carried out globally and in Bangladesh. These include the Bangladesh Education Sector Review, Bangladesh Preprimary Education Sector Review, the South Asia Ready to Learn Ready to Thrive, and the World Development Report on Education 2018.33 These analytical studies provide insight into the barriers to learning in school, especially for girls and other disadvantaged groups as well as the management capacity and coordination issues that exist in the school system. These insights will guide into designing and deploying suitable content and communication campaigns targeting vulnerable population pockets, dropout prone households, and early childhood education aspects. • Important lessons are incorporated from countries such as China, Singapore and Vietnam who have gone through the process of staggered school re-openings. The system is adopting measures to minimize risks following reopening. These include putting in place stricter sanitation protocols and social distancing practices within schools, more outdoor classes, dividing the day so that half the group meets early, the other meetings later, and the rest of the teaching is done at home, reducing the number of school days per week (as also seen in Singapore). Denmark is also one of the countries opening relatively early in mid-April, for children below 11 years; strict protocols will be followed, and it is not expected that school activities will resemble those in the past.34 33 Studies are available at https://www.worldbank.org/en/research. 34https://www.bbc.com/news/world-europe-52226763. Page 28 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) III. IMPLEMENTATION ARRANGEMENTS A. Institutional and Implementation Arrangements 58. At the national level, a Project Steering Committee (PSC), chaired by the Secretary MoPME and co-chaired by the Secretary of SHED, MoE, will be constituted to (a) provide policy guidance to the implementing agencies, (b) approve the annual development plan and review project progress, and (c) resolve implementation problems including interministerial issues. 59. The overall responsibility of the proposed project implementation will lie with the DPE, as the lead implementing agency while the DSHE will support the implementation of activities with close cooperation with the DPE. A Project Implementation Committee (PIC), chaired by the Director General, DPE, and supported by the Director General, DSHE, will be constituted to (a) review the annual development plan prepared by the GPE CSSR Project Implementation Unit (PIU) and recommend its approval by the PSC; (b) monitor project implementation progress and provide implementation support; and (c) maintain strong coordination among the implementing agencies. 60. A PIU called the CSSR PIU will be put in place and will be responsible for (a) planning, coordination, implementation, and monitoring of project activities; (b) procurement and financial management (FM); (c) capacity building at various levels; (d) awareness campaign and communication; and (e) reporting on project progress. The project will be implemented within the parameters of the Project Appraisal Document (PAD) and the Technical Assistance Project Proposal (TAPP). A detailed description of roles and responsibilities of different agencies in implementing key activities is attached in annex 1. 61. The CSSR PIU will be led by a project director who will be a senior government official at least at the rank of joint secretary level. The project will be supported by other deputed staff and consultants, including a FM specialist, a procurement specialist, and an environmental and social safeguard specialist. B. Results Monitoring and Evaluation Arrangements 62. The M&E section of the PIU will be responsible for monitoring, reporting, and evaluating program activities. The M&E section will develop a set of phone and online surveys, which could use a combination of phone calls and text messages to collect information for M&E from beneficiaries, especially during the response period. The project will also engage broadcasting and telecommunication company data to monitor rates of take-up of remote learning content. If conditions during the COVID-19 pandemic permit data collection in person, some sample-based activities will be included. Good practices on rapid and light data collection and assessment method from the World Bank supported similar interventions or surveys during this pandemic will be followed in designing surveys under this project. The project will also try to collect information from existing or ongoing household surveys. The M&E unit will also work with consultants and firms engaged for studies and evaluations planned under the CSSR. Finally, the PIU will provide project progress reports every quarter to track implementation progress, which will include status and progress of planned activities, fiduciary and social safeguard compliance, and the updated Results Framework. The World Bank task team in Bangladesh will support the PIU on the resolution of day-to-day challenges on the ground. All reporting of project results will be disaggregated by gender and, to the extent possible, by geographic units. Page 29 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) C. Sustainability 63. The sustainability of the project interventions will depend on the Government’s commitment and political will to initiate and continue with plans to support the most vulnerable target groups during and after the crisis. 64. Government ownership and commitment to reforms. The project is fully aligned with the Government’s COVID-19 Response and Recovery Plan for Education as it introduces critical initiatives to support response, recovery, and resilience building of the basic education sector. Ownership and coordination from the MoPME and SHED, MoE are enhanced by the project design. The outputs of the project are expected to be absorbed into the existing GoB program in primary and secondary education. 65. Enhanced institutional capacity. The project will contribute to strengthening the planning and management capacity of the education sector at the central, local, and school levels and will boost their ability to respond to, recover from, and start building resilience to handle similar emergencies in the future. The platforms for coordination established through the project will be particularly important in building longer-term capacity and coordination for the efficient use of resources. The capacity building of teachers will also be an important aspect of enhancing system capacity to respond to the current and future emergencies and maintain learning continuity. 66. Financial sustainability. The financial sustainability of the project will require mainstreaming the Government’s COVID-19 Response and Recovery Plan for Education in national standards, guidelines, and the education budget and creating incentives for government agencies, service providers, and schools to maintain remote learning and health and safety standards while ensuring ongoing outreach to vulnerable families. 67. Engagement of key beneficiaries. Sustainability is expected to be further strengthened through ensuring key beneficiaries’ engagement in the design and monitoring of activities under the project. In particular, teachers, parents, and local communities will be consulted and involved in the processes to develop ownership and promote cooperation for successful implementation and sustainability of proposed activities. 68. Integration under existing programs for scale-up. This project is designed to rapidly mobilize resources for emergency priority activities that safeguard learning and support institutional capacity building during the pandemic. The outputs of this project (for example, contents, plans, manuals, and assessments) will be integrated into PEDP4 and the SEDP, respectively, for scale-up and sustainability. IV. PROJECT APPRAISAL SUMMARY A. Technical, Economic and Financial Analysis (if applicable) 69. The GPE-supported CSSR Project aims to mitigate the risks to and safeguard the PDOs of the Government’s program at the primary and secondary levels. The economic and financial analysis carried out for the GPE grant is based on the parameters that the results envisioned under PEDP4 and the SEDP at the primary and secondary levels hold in a post COVID-19 time frame. The cost-benefit analysis under Page 30 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) the PEDP4 and SEDP analysis uses a ‘counterfactual’ identification approach that considers what will happen if these development programs were not in place. Expected benefits are assumed to arise from three sources: (a) increase in primary and secondary education completers with higher wages (compared to non-completers), (b) higher wage premium as a result of increased quality of education for all primary and secondary-level completers, and (c) reduced wastage of public and private resources due to reduction in the number of school dropouts and repeaters. Costs include additional program costs (from the GoB and DP sources) from new and enhanced interventions and private costs that include both direct household expenditures and opportunity costs of going to school. 70. Using a discount rate of 12 percent, the cost-benefit analysis shows that the present value of net benefits is positive, and the program’s internal rate of return is 14 percent for primary and 18.1 percent for secondary interventions, which are higher than the discount rate. These returns can be considered a lower-bound estimate, given that positive externalities associated with enhanced education quality and equity have not been included in the analysis. 71. The proposed project attempts to mitigate the impact of COVID-19 so that PDOs and key results for both the national-level primary and secondary development programs are achieved. The activities proposed here, such as RLS integrated into the school system and complete sets of digital contents available for the whole academic year for Grades 1–10 are to minimize disruptions in schooling and ensure that children continue learning. In the absence of these contingency plans, there is a risk that the reforms instituted, and gains made so far as a result of existing programs in basic education will not be sustained and losses in learning will be particularly pronounced for children from disadvantaged families and regions. Considering these factors, funding of this project through the GPE Trust Fund is a sound investment decision. B. Fiduciary (i) Financial Management 72. To address the urgent need to respond to the COVID-19 emergency, the ‘Special Considerations’ accorded in paragraph 12 of the World Bank Policy, Investment Project Financing (IPF), dated November 10, 2017, “Projects in Situations of Urgent Need of Assistance or Capacity Constraints� is applied to the proposed project for FM assessment. The Bangladesh COVID-19 School Sector Response (CSSR) Project that will be implemented by the Directorate of Primary Education (DPE) under the MoPME. Based on the latest assessment of the prevailing country system and fiduciary capacity of the DPE, the FM risk is rated Substantial. 73. According to the institutional arrangements for this proposed project, the fiduciary responsibility for fund flow, accounting, financial reporting, and audit of project implementation would be with the DPE which will appoint experienced FM consultants, with qualifications acceptable to the World Bank, to lead and coordinate the FM activities under the project. The consultants will support the project in strengthening budgeting practices, internal controls, fund reconciliations, and other relevant financial functions. The process of hiring the consultants should begin before signing the financing agreement so that he/she can be onboard as soon as the project is declared effective. The terms of reference (TORs) of the FM consultant will be sent to the World Bank for review and concurrence before starting the selection process. For the remote learning activity under Component 1 (Subcomponent 1.1 and 3.1 (a)), a UN Page 31 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) agency, UNICEF will be contracted following the UN commitment disbursement mechanism, whereby payments and reporting will be linked to deliverables and outputs. Planning, Budgeting, and Fund Flow 74. The project will be included in the Budget and Accounts Classification System (BACS) as a ‘scheme’ for the TAPP of the MoPME to be determined under the operational segment for release of the allocated annual budgets to the PIU at the DPE. Budget preparation and execution will take place electronically using the Integrated Budget and Accounting System (iBAS++) and as such the budget must be released through the system on time for the project director to execute the project activities according to the budget allocation. No flow of funds is proposed to MoE. A Designated Account (DA), in the form of a Convertible Taka Special Account, will be opened with a nationalized commercial bank to receive the grant funds for implementation of the relevant components of the project. IDA funds will flow to the DA based on submission of the withdrawal application, in Client Connection, by the authorized signatory for the project. An alternative signatory arrangement will be made for submission of the withdrawal application to ensure unhindered flow of funds for project execution. The disbursements/replenishment applications, to be submitted to the World Bank, will be based on actual Statements of Expenditures, incurred by the project. The PIU will be responsible to submit the disbursement/replenishment applications which can be processed, by the World Bank, as often as once per month. The Bank will disburse following UN commitment as per the payment schedule of UN contract to UNICEF directly for the Sub-Component 1.1 and 3.1 (a) against agreed budgets and periodic financial reports. DPE will use the periodic utilization report from UNICEF to record the transactions in the government Integrated Budget and Accounting System (iBAS++). The iBAS++ report will be submitted by DPE to the World Bank for the project expenditure incurred by DPE. Accounting, Reporting, and Audit 75. Accounting and financial reporting of the project will be prepared using the BACS, and it would be maintained in iBAS++, if iBAS++ is technically ready with users’ access for this project for accounting and financial reporting. The DPE will prepare an interim unaudited financial report (IUFR) from iBAS++, in the format agreed with the World Bank, on a quarterly basis and submit it to the World Bank for its review and clearance within 45 days from the end of each quarter. For reporting interim and final financial statements of UNICEF, the corporate SAP-based Enterprise Resource Planning application used in UNICEF offices globally, including Bangladesh, will be used assigning a unique code for Subcomponent 1.1 and 3.1 (a) and a fund code for reporting expenditure under this project distinctively. UNICEF will use the dedicated unique program code and fund code to keep accurate accounts and records in accordance with UNICEF’s financial regulations and rules and in such form and detail to clearly identify all relevant charges and costs for corresponding deliverables in respect of the funds made available under the agreement with the Government. Periodic reconciliation on utilization of UN payment against expected deliverables will be undertaken and intensified during the two quarters of closing the project to mitigate against challenges in refund of any unspent balance. In the case of the final progress report upon completion or early termination, a consolidated financial summary on the use of funds for deliverables, offset of any paid advances, and any uncommitted balances to be refunded shall be included. The Government will consult with the World Bank and will provide UNICEF with the refund instructions if needed. Page 32 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) 76. The project annual financial statements will be submitted to the Office of the Comptroller and Auditor General of Bangladesh within three months of the end of each fiscal year. The annual audit will be conducted by the Foreign Aided Project Audit Directorate (FAPAD) under the Office of the Comptroller and Auditor General. FAPAD will express an opinion on the project financial statements in accordance with International Standards of Auditing and submit the report within six months of the end of the fiscal year. In addition, the auditor is required to provide a detailed Management Letter containing the auditor’s observations of the internal controls and compliance with financial covenants in the Financing Agreement. Upon request from the Government and following consultations between UNICEF and the Government, UNICEF may, subject to the UN single audit principle, furnish supplemental information or documentation to provide additional details. The project director will be responsible to provide clarification on possible audit observations within 30 days from the receipt of the report. The project director will also ensure resolution of the audit observation on time by no later than 90 days from the receipt of the final audit report. Resolution of audit observation may include recertification, actions, and refunds of the public money under question. Currently, there is no overdue audit report for any of the on-going/closed project under the implementing ministry. 77. FM risk mitigation. The following risk mitigation measures will be monitored during project implementation and the risk will be reassessed based on the actions taken. Table 2. Risks and Mitigation Measures Risks Mitigation Measures Delay in preparation of iBAS++ generated annual Relevant staff (PD and FM) to be brought under the scope financial statement and IUFR. of extensive training on iBAS++ by the Finance Division as well as ensure uninterrupted connectivity to iBAS. Low FM capacity to ensure proper record keeping All FM and related fiduciary will be brought under the and documentation. capacity-building program. Weak internal control function to promote The internal audit unit under PEDP4 will also cover this accountability and to check irregular activities. project as well. Risk of proper safeguarding of information Efficient use of the Computerized Asset Management technology assets at the PMU level. System, wherever rolled out. Maintaining an asset register and conducting periodic inventory of assets by the PMU. (ii) Procurement 78. Procurement for the proposed project will be carried out in accordance with the World Bank Procurement Regulations for IPF Borrowers, July 2016, revised November 2017 and August 2018. Further, paragraph 12 of section III of the Investment Project Financing Policy of the World Bank has been triggered, which allows to defer completion of the Project Procurement Strategy for Development (PPSD) and Procurement Plan by the borrower to the project implementation stage. The triggering of paragraph 12 will allow flexibility in the use of streamlined procurement methods. The project will be subject to the World Bank’s Anticorruption Guidelines, dated October 15, 2006, revised in January 2011, and as of July 1, 2016. The project will use the World Bank’s Systematic Tracking of Exchanges in Procurement (STEP) to plan, record, and track procurement transactions. 79. Procurement will mainly involve consulting services with a few non-consulting services and goods. Specific procurement activities will include, but not be limited to (a) development of inclusive remote Page 33 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) learning resources/contents, (b) content dissemination through four accessible remote learning platforms, (c) communication campaigns and mass awareness raising, (d) development of the SSRP, (e) school sanitization plan and safe schools opening, (f) learning loss assessment and recovery lesson plan development, (g) contents/manual/standards for teachers’ professional development, (h) tools to ensure mental health issues post shutdown, (i) a system-level remote learning integration plan, and (j) development of emergency operation guidelines for future shocks. 80. Keeping in view the emergency nature of the project, simplified and streamlined procurement methods will mostly apply under the project, including Selection Based on Consultant Qualifications, Direct Selection, and engagement of UN agencies for consulting services, while Request for Quotations, Direct Contracting, and Open National Competition may be used for goods and non-consulting services. Where UN agencies offer a comparative advantage, they may be directly selected by the CSSR PIU and standard forms of contract agreed between the World Bank and UN agencies will be used. 81. Details of the procurement arrangements will be set out in the streamlined PPSD and initial Procurement Plan which are currently being prepared by the CSSR PIU and will be finalized during the early stage of project implementation. The PPSD will spell out the detailed procurement arrangements (including the flexibilities available for the emergency procurement) for the project including the detailed risk mitigation measures. The World Bank will assist the PIU to prepare a simplified PPSD along with a Procurement Plan. The Procurement Plan will specify each contract to be financed under the proposed project. This will also specify the selection method, market approach, contract modality, and the World Bank’s review requirements, for each of the activities. The Procurement Plan will be uploaded and maintained in STEP and updated as and when necessary during implementation. 82. The CSSR PIU to be set up in the DPE will carry out procurement activities planned under the project. The DPE is familiar with the World Bank procurement procedures. The DPE is currently implementing one IPF and one Program-for-Results operation. However, procurement capacity and contract management will require further strengthening. Lack of qualified procurement professionals may cause delay in procurement process. There is also a need to familiarize the DPE with the World Bank’s new Procurement Regulations. 83. The World Bank’s procurement supervision will be ensured through increased implementation support. While the TORs of some of the key consultant services may require technical review by the World Bank, most of the contracts under the project are expected to be subject to procurement post review by the World Bank which will be conducted at least annually as part of procurement supervision or more frequently based on need. . . C. Safeguards . . Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Areas OP 7.60 No . Page 34 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) D. Environmental and Social 84. There will be no civil works and hence no construction related environmental impacts are expected. The interventions also are not likely to affect any biodiversity, natural/critical habitat, ecosystem or living natural resources negatively. However, school premises and classrooms of selected Government Primary Schools (around 20,000 within project life) will be disinfected, sanitization/hand washing facilities will be installed including health screening provisions. The major source of environmental concern will emanate from the use of disinfectant. Improper selection, use and disposal of such disinfectants might impact the physical environment, affect health and safety of the workers and communities living near the schools. A specialized agency or service provider with required technical expertise would be engaged for school sanitization along with implementation of health safety protocols issued by the MoHFW. 85. Considering the nature and scale of the project, capacity of the borrower, anticipated environmental and social risks and impacts, and the context under which this intervention will be implemented, both the environmental and social risks have been assessed as Moderate. 86. The major source of environmental concern will emanate from the use of disinfectants. Improper selection, use, and disposal of such disinfectants might affect the physical environment and affect the health and safety of the workers and communities living near the schools. There will be no civil works and hence no construction-related environmental impacts are expected. The interventions also are not likely to affect any biodiversity, natural/critical habitat, ecosystem, or living natural resources negatively. 87. Major social risk is likely to emanate from the exclusion of rural and poor students who do not have access to TV, internet, and other digital mediums to access learning. This is also likely to create gaps in addressing hygiene and COVID-19 related safety practices, education engagement and reengagement messages, psychosocial counselling, and issues addressing GBV, as most of the content will be disseminated digitally. Beneficiaries living in small ethnic minority communities, as well as IPs meeting the criteria of ESS7, will also need differentiated approaches given their difference in language, culture and social norms, in the absence of which the exclusivity criteria of project beneficiaries may be difficult to achieve. However, without project interventions, the education progress would cease and cause increase in school dropouts, leading to increased incidence of early marriage, adolescent fertility, and child labor. The project is not likely to cause any labor influx, land acquisition, and resettlement activities, and adverse impacts on small ethnic communities/indigenous peoples and cultural heritage are also unlikely. 88. An Environmental and Social Management Framework (ESMF) addressing use/transportation/disposal of disinfectants and disposal of personal protective equipment used by the workers will be prepared to address environmental and related safety issues. The ESMF will include a template for site-specific Environmental and Social Management Plans for schools under the project to be prepared and followed up when site information will be known. Only the disinfectants approved by the Government/World Health Organization or other relevant international organizations should be used. The ESMF will include guidelines for selection and proper handling of disinfectants to be used and safety protocols to be followed for disposal of residual amounts after use. 89. The social risks can be mitigated by a comprehensive stakeholder consultation, taking the views from them for project design as well as by creating a robust pathway for raising issues and grievances Page 35 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) through the development of a GRM. Given that exclusion is one of the major concerns, a high level of coordination will be required across the numerous stakeholders involved in the sector, especially those in remote, lagging areas and tribal communities to ensure that students are not left behind due to lack of access to the various types of media considered by the project for remote/distance learning. 90. Considering the current impaired capacity of the borrower and restrictions in mobility due to the COVID-19 situation, the ESMF would be prepared within 60 days of the project effectiveness along with a labor management procedure. A Small Ethnic Community Planning Framework would also be prepared if necessary. A draft Stakeholder Engagement Plan and an Environmental and Social Commitment Plan have already been prepared, shared with the World Bank, and publicly disclosed on July 4, 2020. 91. Communications campaigns. The project will fund a mass awareness campaign targeted at marginalized areas, girls, and low-income households. Messaging will cover hygiene and COVID-19-related safety practices, education engagement and reengagement messages (especially those targeted at girls and those at risk of dropping out), psychosocial impacts associated with the COVID-19 pandemic and school closures, and the heightened risks of GBV. Communications campaigns to be developed under Component 1 will need to account for the country’s linguistic, ethnic, and cultural diversity in their design, especially in tribal areas. 92. GBV. There has been an alarming rise in sexual exploitation and assaults reported during the lockdown situation prevailing due to COVID-19. Many children are either being subjected to or are witnessing it, which could lead to psychological scarring, depression, apathy toward school, and even dropouts. Remote learning online and generally spending longer hours online during lockdown may expose students to increased sexual exploitation and assaults—including cyber harassment and bullying— and violence against children. The project will mitigate these risks by providing effective GRMs with multiple channels and links to other forms of psychosocial support, including the ones in the project. 93. All three components under the project are critical to ensure that gender gaps, with respect to education access during and after COVID-19, are addressed. Given the closure of schools, the burden of housework responsibilities is likely to fall on girls, which means they are less likely to regularly participate in distance learning courses. It is therefore essential to tailor content of tele-school and other modes of programming to counter this disruption and incorporate messaging into the awareness campaigns of the project to encourage parents and girls to utilize distance education. Due to the disruptions caused by COVID-19, there will likely be an exacerbation of gender gaps in re-enrollment, and hence it will be important to have targeted communication campaigns for parents of girls. The COVID-19-induced crisis has impoverished many households as jobs are lost and small/medium businesses decimated. When facing an epidemic, households go through severe financial constraints due to which girls’ education may lose priority and some of the girls may not return to school. Girls may be kept back to help at home or pushed into some income-generating activity. There is also a big risk of increase in early marriage and girls may instead become involved in income-generating activities. As a result, a special focus toward reaching parents through communications tools and community mobilization will be essential to attain satisfactory levels of girls’ enrollment. Further, because lockdown conditions are linked to higher levels of GBV and violence against children, it is essential to build awareness messages into the existing communications campaigns to empower students and teachers with knowledge of service provision. School committees should be made cognizant of these risks, and GBV issues and mitigation measures should be incorporated into the standard operating procedures to enable greater safety of students and staff in the future. Page 36 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) V. GRIEVANCE REDRESS SERVICES 94. Communities and individuals who believe that they are adversely affected by a World Bank (WB) supported project may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank's attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate Grievance Redress Service (GRS), please visit http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service. For information on how to submit complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org. VI. KEY RISKS 95. The overall operation risk is assessed as Substantial. The key risks affecting the overall rating are as follows. • Macroeconomic risk is rated Substantial. The ongoing COVID-19 pandemic is likely to lead the country to a complex macroeconomic situation and it may influence the political decision on the Government’s priorities or public financing for inevitable reasons. • Technical design of project risk is rated Substantial. The project has several activities designed to address the COVID-19 crisis comprehensively, but the duration of the project is only 18 months. Given uncertainties surrounding the COVID-19 situation, including the full duration of the national lockdown, implementation will be challenging and may encounter delays leading to a risk of achieving the PDOs. The following are considered within the design to mitigate these risks: (a) a high-level PSC will be formed to guide, oversee, and review implementation progress of this project; (b) a strong PIU within the DPE with dedicated technical experts/consultants involved in implementation and monitoring; (c) close collaboration with DPs, NGOs, and civil society organisation to benefit project implementation and coordination and garner additional support in scaling up and sustaining project activities. Implementation will build on activities already under way, such as tele-broadcasting and online content (although on a smaller scale). For newly introduced activities, the project will rely on lessons learned from successful programming in other countries, particularly those in the region. In addition, information gathered from the electronic management information system (EMIS) and social audits will guide implementation adjustments. • Institutional capacity for implementation and sustainability is rated Substantial. The project implementation will take place both during and after the COVID-19 breakout when the system will not be functioning normally. This adds to systemic challenges related to the availability of human resources within the Government, data and information management, M&E capacity, and support from regional and international consultancies if needed. To mitigate Page 37 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) this risk, the necessary TORs for TA will be developed as soon as possible so that required human resources can be mobilized to support the project activities. In addition, the project will support capacity-building activities to target ministry, DPE, DSHE, and local education staff. The capacity developed through the CSSR will be transferred to the school sector programs—PEDP4 and the SEDP—to help sustain the activities and results achieved under the emergency project. • Fiduciary risk is rated Substantial. Possible delay in procurement due to lack of technical preparation (TORs, cost estimates, and so on) before start of the procurement process and weak procurement capacity in carrying out the procurement process and reduced participation and competition of firms due to the prevailing COVID-19 situation, as a result of which the procurement risk at this stage is deemed to be Substantial. Furthermore, duplication of efforts in financing educational interventions, slow progress in resolving audit observations, timeliness in the release of advances required for implementation, and delays in adjustments of these advances are challenges generally experienced in the implementation of development programs. To mitigate these risks, the following actions will be undertaken: (a) finalizing and following the PPSD at the early stage (within the first three months) of project implementation; (b) assigning qualified PIU staff for fiduciary matters, preferably experienced in World Bank-financed fiduciary aspects; (c) engaging a UN agency, UNICEF, for specific activities under the project where there is a comparative advantage; (d) providing training to relevant project officials on STEP, procurement, contract management, and fiduciary due diligence considerations, as applicable in the World Bank’s regulations and procedures; (e) use of the Government’s electronic procurement (e-GP) system, where applicable; and (f) hiring of qualified FM and procurement consultants for the CSSR PIU with TORs acceptable to the World Bank. Moreover, the World Bank’s fiduciary oversight will be ensured through increased implementation support. • Other risks. The COVID-19 pandemic poses substantial risk to the implementation of CSSR Project activities, as with overall education delivery in Bangladesh and globally. National school closures have been in place since mid-March 2020. To mitigate the risks of COVID-19, the project activities consider impacts of COVID-19 in its design. The response component focuses on digital content development and communications, a major part of which requires remote work and coordination. Data collection during the response period also requires remote data collection methods. Health and safety protocols are built within the activity design as are provisions to safeguard the PIU with protective equipment and video conferencing facilities. The pandemic also poses risks arising from difficulties in ensuring adequate social distancing in schools, reduction in schooling intensity due to the need to apply shortened multiple shifts (to maximize social distancing), weakening of the monitoring system because of travel restrictions, and impact on equity due to disproportionate socioeconomic impacts of the crisis on the poor. These may ultimately effect achieving the project outcome. The emergency interventions under this project is designed considering these possibilities under the uncertain situation of the pandemic and TA support has been designed to strengthen institutional capacity to implement these emergency measures under this project. Mitigation of this can be strengthened through building institutional capacity at all levels by engaging existing projects/programs to upscale these efforts for sustainability of outcomes from the TA support. Potential engagement of other DPs in the sector can also be leveraged in this regard. . Page 38 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) VII. RESULTS FRAMEWORK AND MONITORING Results Framework COUNTRY: Bangladesh Bangladesh COVID 19 School Sector Response (GPE) Project Development Objectives(s) The Project Development Objectives (PDOs) are to (i) strengthen the basic school system’s institutional capacity to respond to, and recover from, the COVID-19 crisis; and (ii) build resilience to face future crises from preprimary to secondary levels. Project Development Objective Indicators RESULT_FRAME_TBL_ PD O Indicator Name PBC Baseline End Target To strengthen the basic school system’s institutional capacity to Respond to COVID 19 crises Number (and % of children in the relevant age-group in the program area) of children supported with inclusive distance 0.00 2,500,000.00 learning programs (disaggregated by gender) (Number) Boys (Number) 0.00 1,205,000.00 Girls (Number) 0.00 1,295,000.00 To strengthen the basic school system’s institutional capacity to Recover from COVID 19 crises Number (and %) of children previously enrolled in grant- supported preprimary and primary levels government schools 0.00 3,240,000.00 who immediately return to schools once schools reopen (disaggregated by gender) (Number) Boys (Number) 0.00 1,590,000.00 Girls (Number) 0.00 1,650,000.00 Page 39 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) RESULT_FRAME_TBL_ PD O Indicator Name PBC Baseline End Target To build the basic school system's resilience to face future crises Remote learning system integrated into the basic education Remote learning system fully functional and integrated Underdeveloped Remote Learning System school system (Text) into the basic school system PDO Table SPACE Intermediate Results Indicators by Components RESULT_FRAME_TBL_ IO Indicator Name PBC Baseline End Target Engaging in Systemic Response Number of grade - subject programs with complete and appropriate digital contents supported for the whole academic 0.00 35.00 year for Grade 1-10 (Number) (Number) Number of hard-to-reach children provided with learning materials/packages (Number) 0.00 150,000.00 Number (and %) of children provided access to programs and sensitization campaigns to minimize the negative impacts of 0.00 1,500,000.00 school closures, with a focus on girls (Number) Boys (Number) 0.00 723,000.00 Girls (Number) 0.00 777,000.00 Supporting Education Systems Recovery Number (and %) of primary schools re-opened following 0.00 20,000.00 implementation of Safe School Re-opening Plan (Number) Percentage of primary schools re-opened following implementation of Safe School Re-opening Plan (Number) 0.00 31.00 Number (and % of children in program area) of children whose learning was assessed to evaluate loss of learning during school 0.00 350,000.00 closure (Number) Page 40 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) RESULT_FRAME_TBL_ IO Indicator Name PBC Baseline End Target Percentage of children in program area whose learning was assessed to evaluate loss of learning during school closure 0.00 4.60 (Number) Number (and % of teachers in program area) of teachers trained on remedial education, distance learning strategies, and 0.00 2,000.00 formative and summative assessment practices (Number) Percentage of teachers trained on remedial education, distance learning strategies, and formative and summative 0.00 0.60 assessment practices (Number) Building System Resilience Sustainability Plan for the Remote Learning System in place for Sustainability Plan for the Remote Learning System basic school system (Text) No Sustainability Plan is in place developed and included in Government’s regular program Standard Emergency Operation Procedures for basic school Standard Emergency Operation Procedures for basic school system approved (Text) No Standard Emergency Operation Procedures in place system developed and approved Students benefiting from direct interventions to enhance 0.00 35,900,000.00 learning (CRI, Number) Students benefiting from direct interventions to enhance 0.00 18,600,000.00 learning - Female (CRI, Number) IO Table SPACE UL Table SPACE Monitoring & Evaluation Plan: PDO Indicators Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection Number (and % of children in the relevant Estimated as number of Progress Reports based PIU/DPE/DSH age-group in the program area) of children reached through Semi-annual on nationally PIU E children supported with inclusive distance broadcasting of national representative phone learning programs (disaggregated by distance-learning content surveys, studies, and Page 41 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) gender) (TV, radio, mobile MICS. campaigns reach, social media reach), plus number of printed materials and connectivity devices distributed, adjusted by median number of school- aged children per household. Boys Girls Measured by collecting Number (and %) of children previously gender-dis-aggregated data PIU and Information enrolled in grant-supported preprimary on number of children from APSC report Census of primary Management Division Annual and primary levels government schools 2020 academic year who re- and database schools (IMD), M&E Division, who immediately return to schools once enrolled in grant-supported DPE schools reopen (disaggregated by gender) pre-primary and primary grades in 2021 Boys Girls Remote learning system defined as communication and working mechanisms which lead to the successful Evaluation Remote learning system integrated into Annual Evaluation report DPE (MoPME)/PIU delivery of activities to end- report the basic education school system beneficiaries, which and could be triggered in the case of a second wave of COVID-19 contagion. Page 42 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) ME PDO Table SPACE Monitoring & Evaluation Plan: Intermediate Results Indicators Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection Number of grade - subject Number of grade - subject programs with programs developed for the PIU with support from Semi- PIU progress complete and appropriate digital contents whole academic year for PIU will collect the data DPE (MOPME)/ DSHE annual report supported for the whole academic year Grade 1-10 supported for (MOE) for Grade 1-10 (Number) either radio, TV, mobile and or online platforms. Number of children from marginalized background PIU with support from Number of hard-to-reach children Semi- PIU Progress with no access to media or PIU will collect data DPE (MOPME)/ DSHE provided with learning annual Report internet provided with (MOE) materials/packages printed learning packs and materials. Number of programs and sensitization campaigns that include (i) messages on the importance of education Number (and %) of children provided Progress report based with special focus on girls PIU with support access to programs and sensitization Semi- PIU progress on nationally and; (ii) Ministry of Health from DPE (MOPME) and campaigns to minimize the negative annual report representative phone and Family Welfare DSHE (MOE) impacts of school closures, with a focus survey endorsed messages on on girls disease prevention and good hand washing practices; and (iii) schedule of TV and radio programs. Boys Girls Page 43 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Number (and %) of primary schools re- Semi- PIU Progress Number of primary schools PIU administrative data PIU/DPE opened following implementation of Safe annual Report that reopen safely. School Re-opening Plan Percentage of primary schools re- opened following implementation of Safe School Re-opening Plan Schools will assess learning Number (and % of children in program of students post COVID-19, Semi- PIU progress area) of children whose learning was Survey of schools PIU/DPE and prepare recovery plans annual report assessed to evaluate loss of learning to accelerate learning for during school closure children falling behind. Percentage of children in program area whose learning was assessed to evaluate loss of learning during school closure The number (and % of teachers in program area) of Number (and % of teachers in program teachers who are trained area) of teachers trained on remedial Semi- PIU Progress either on remedial PIU Progress Report PIU/DPE/DSHE education, distance learning strategies, annual Report education, distance and formative and summative assessment learning, and formative and practices summative assessment under the grant support Percentage of teachers trained on remedial education, distance learning strategies, and formative and summative assessment practices A Sustainability Plan for the Remote Learning System, PIU with support from Sustainability Plan for the Remote Semi - PIU Progress detailing the system PIU DPE(MOPME) and Learning System in place for basic school annual Report infrastructure, operations, SHED/DSHE (MOE) system staffing, financing and other critical aspects for Page 44 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) integrating the system into the basic school system. Standard Emergency Progress report based PIU with support from Standard Emergency Operation Operation Procedures for Semi- PIU progress on evaluation firm DPE (MOPME) and SHED Procedures for basic school system basic school system annual report report (MOE) approved approved by MOPME and MOE Students benefiting from direct Annual APSC and BANBEIS PIU/DPE/DSHE interventions to enhance learning Students benefiting from direct Annual interventions to enhance learning - Female ME IO Table SPACE Page 45 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) ANNEX 1: Implementation Arrangements and Support Plan COUNTRY: Bangladesh Bangladesh COVID 19 School Sector Response (GPE) 1. At the national level, a PSC, chaired by the Secretary MoPME and co-chaired by the Secretary of SHED, MoE, will be constituted to (a) provide policy guidance to the implementing agencies, (b) approve the annual development plan and review project progress, and (c) resolve implementation problems including interministerial issues. 2. The overall responsibility of the proposed project implementation will lie with the DPE, as the lead implementing agency while the Directorate of Secondary and Higher Education (DSHE) will implement activities with close cooperation with the DPE. A PIC, chaired by the Director General, DPE, and supported by the Director General, DSHE, will be constituted to (a) review the annual development plan prepared by the GPE CSSR PIU and recommend its approval by the PSC, (b) monitor project implementation progress and provide implementation support, and (c) maintain strong coordination among the implementing agencies. 3. A project implementation unit called the CSSR PIU will be put in place, which will be responsible for (a) planning, coordination, implementation, and monitoring of project activities; (b) procurement and FM; (c) capacity building at various levels; (d) awareness campaign and communication; and (e) reporting on project progress. The project will be implemented within the parameters of the PAD and the TAPP. 4. The CSSR PIU will be led by a project director, to be a senior government official at least at the rank of joint secretary level. The project will be supported by other deputed staff and consultants, including a FM specialist, a procurement specialist, and an environmental and social safeguard specialist. Figure 1.1 illustrates the structure of the proposed PIU. Page 46 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Figure 1.1. Structure of the CSSR PIU Project Steering Committee Director General Directorate of Primary Education Project Implementation Committee Project Director (1) Primary Wing: Secondary Wing: Program Officer (3) Program Officer (1) Admin and Fiduciary Wing (7) Admin Officer (1) Technical Assistance: (Need Basis) Finance Officer (1) Financial Management Consultant (1) Accountant (1) Procurement Consultant (1) M&E Consultant (1) Support Staff (4) Env & Social Safeguard Consultant (1) (outsourced) 2 MLSS Any other Consultant to be 2 Data Entry operator determined during implementation Page 47 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) 5. Table 1.1 shows the roles and responsibilities of relevant key agencies in implementing activities under the project. Table 3.1. Summary of Project Activities and Roles and Responsibilities of Key Agencies Key Activities Agency Roles and Responsibilities Component 1: Engaging in Systemic Response • Provide overarching policy and operational guidance to the DPE, CSSR PIU, and other relevant agencies MoPME involved in remote learning content development • Play a key role for effective coordination among participating ministries, agencies, and the LEG • Provide overarching policy and operational guidance to the DSHE and CSSR PIU MoE • Liaise with the MoPME for implementation of activities at the secondary level • Provide day-to-day support to the PIU to implement activities efficiently and effectively • Provide inputs in mapping out priority subjects and Content DPE academic year-wise lesson plans for remote learning development platforms for the preprimary and primary level • Facilitate coordination among other relevant government agencies and the CSSR PIU Subcomponent • Coordinate between the MoE and CSSR PIU 1.1: Develop • Provide inputs in mapping out priority subjects and DSHE and academic year-wise lesson plans for remote learning Disseminate platforms for the secondary level Content to • Provide technical inputs to ensure alignment of the NCTB Prevent digital learning contents with the national curriculum Learning Loss • Coordinate with all relevant stakeholders PIU • Deploy UN agency/service provider for remote learning content development • Provide technical inputs in determining DPE areas/students eligible to receive learning packages Learning • Coordinate among the PIU and local education offices package • Coordinate with stakeholders and provide inputs in development development of learning packages PIU and • Deploy UN agency/service provider for designing and dissemination developing learning packages Local Education • Distribute learning packages in respective areas Offices coordinating with the DPE/PIU • Coordinate with broadcasting platforms following guidance from ministries and directorates Content • Ensure dissemination or broadcasting according to PIU dissemination agreed schedule and/or plan • Assess capacity-building needs of RLS and facilitate capacity strengthening accordingly Page 48 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Key Activities Agency Roles and Responsibilities • Broadcast contents as per schedule and plan agreed with the MoPME and MoE • Provide relevant feedback and/or data to the DPE/PIU on content access • Provide overarching policy and operational guidance Protecting MoPME, MOE regarding all communication and outreach strategy health and and content Subcomponent safety, • Coordinate between ministries and the PIU 1.2: Stay in school • Provide inputs regarding administrative data to Communication DPE, DSHE campaign, and ensure inclusiveness of relevant communication and Outreach Outreach and activities support for • Deploy consultant/service provider to develop and parents PIU disseminate planned communication and outreach activities • Overall guidance to develop the SSRP MoPME, MoE • Integrate the SSRP as the national framework for all schools • Coordinate among both ministries and the PIU to facilitate development of the SSRP Preparing for DPE, DSHE • Provide technical inputs and relevant data to develop Subcomponent recovery the SSRP 1.3: • Roll out school preparedness assessment Development of • Prepare the SSRP through project TA with guidance Safe School PIU from ministries and technical support from Reopening Plan directorates Coordination • Coordinate with the MoHFW to incorporate relevant with health and safety protocols in the SSRP government MoPME, MoE • Coordinate with relevant DPs policies and • SHED, MoE will integrate the SSRP in the SEDP for development secondary school reopening partnership Component 2: Supporting Education Systems Recovery • Provide overall guidance in selection of 20,000 GPS as per preparedness assessment and implementation of MoPME reopening Subcomponent Implement • Integrate the SSRP in PEDP4 for reopening of 2.1: Support the SSRP remaining GPS Implementation targeting • Provide relevant data and technical inputs in selection of Safe School 20,000 of 20,000 GPS Re-Opening government • Facilitate relevant training (following the SSRP and Plan primary preparedness assessment) to local education DPE schools administrators, school management, and other stakeholders • Coordinate between PEDP4 and CSSR regarding WASH interventions Page 49 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Key Activities Agency Roles and Responsibilities • Engage a specialized agency or service provider through the project TA to implement the readiness measures and safety protocols as guided by the SSRP PIU • Monitor reopened schools, to ensure safety measures in place, with support from local education administration, school management committees, community leaders, and the specialized firm • Provide administrative data and technical inputs to Subcomponent track at-risk students 2.2: Support Tracking and DPE • Provide support through existing EMIS to track Re-enrollment bringing back students of Pre-primary all the • Design and deploy targeted re-enrollment campaigns and Primary students back through project TA Students to school PIU • Track and monitor re-enrolled students with support from the DPE and local education offices • Facilitate selection of schools (per cluster) according to required criteria DPE • Involve local education and teachers to enhance formative assessment skills (through the training and admin unit) • Deploy consultant/service provider to conduct Assess formative assessments through project TA PIU learning loss • Support schools to prepare need-based learning and ensure recovery plans through project TA back to school • Provide overall policy guidance and decision regarding learning review and upgradation of primary education MoPME curriculum and high-stake primary examinations to adjust for the COVID-19 impacts Subcomponent • Provide technical inputs in reviewing and updating 2.3: Support for primary education curriculum Assessment and NCTB • Provide technical inputs in curtailing regular lesson Learning plans and preparing learning recovery plans Recovery • Coordinate teachers training activities DPE • Provide inputs to the PIU in selection of teachers • Coordinate between NAPE and PIU • Provide technical inputs in design of standards, Ensure NAPE content, and delivery mode for project-supported teaching at teacher training programs the right level • Implement teachers training activities on remote PIU learning, remedial education, and assessment to train 2,000 selected teachers • Integrate lessons learned into PEDP4 to scale-up this MoPME activity • Facilitate counseling services through peer networks Mental health PIU and develop tools to identify relevant needs of services students through project TA Component 3: Building System Resilience Page 50 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Key Activities Agency Roles and Responsibilities • Continue development and dissemination of remote learning content as articulated in Component 1 arrangements PIU • Formulate sustainability plan for the RLS through project TA Continuation • Conduct training for core group of teachers (500 of remote primary, 500 secondary) Subcomponent learning • Provide technical inputs for formulation of 3.1: Continue content NAPE manuals/plans for core teachers training and facilitate and Integrate development training delivery Remote and • Provide inputs and facilitate coordination among Learning dissemination; relevant stakeholders and PIU to develop and train core DPE, DSHE sustainability plan group of • Provide inputs in selection of core group of teachers teachers for the respective sectors • Provide policy guidance to integrate remote learning sustainability plan in respective programs (PEDP4 and MoPME, MoE the SEDP) • Integrate core teacher training mechanism and resources under PEDP4 and the SEDP for scaling up Subcomponent • Provide policy guidance and coordinate in creation of 3.2: Develop Integrate an emergency delivery unit with representation from MoPME, MoE Emergency emergency the Government, private sector, NGOs engaged in Operation operation education delivery Procedure guidelines • Host emergency education delivery unit and integrate DPE under PEDP4 for sustainability Component 4: Project Management, Results Monitoring and Communication • Lead day-to-day project operation, and plan, manage, and implement overall project activities • Coordinate with focal points/representatives of relevant implementing entities of all project activities • Deploy consultants, UN agency, and service providers for relevant activities through TA • Ensure transparent fiduciary management and environmental and social safeguards compliance under the project PIU • Commission required surveys and assessments, and Project management, results oversee the work of consultants/firms carrying out monitoring, and communication surveys/assessments/impact studies under the project • Undertake day-to-day M&E activities and publish biannual project progress reports and implementation completion report • Coordinate with the DPE/DSHE to take over relevant activities for scaling up and integration under respective programs • Support the PIU with institutional capacity, MIS DPE mechanism, and administrative data Page 51 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Key Activities Agency Roles and Responsibilities • Support the PIU in implementing activities under the DSHE secondary level MoPME, MoE • Ensure placement and continuation of key personnel • Ensure relevant officials are deputed and sustained at MoPA the PIU Page 52 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) ANNEX 2: How CSSR Integrates GPE’s Learning-from-evidence Approach COUNTRY: Bangladesh Bangladesh COVID 19 School Sector Response (GPE) A. CSSR’s Approach to Evidence-Based Operation 1. The project requires a flexible, learning-from-evidence approach, aligned with the GPE objectives to (a) learn continually from evidence and apply that learning adaptively to enhance program effectiveness and (b) generate knowledge and evidence on the relevance, effectiveness, and efficiency of grants. The project achieves this through three systems: (a) a comprehensive Results Framework which uses relevant core GPE indicators to track and monitor progress of project outputs and outcomes; (b) assessments and studies integrated within activity designs under Components 1, 2, and 3; and (c) evaluations within the M&E plan to assess efficiency and results from the project. 2. The project will use a number of national surveys to gather information on the targeted population and ensure information is collected in a reliable manner. These sources of information include (a) national education system data from the MoPME and MoE and (b) district- and country-level household data from national surveys, including the MICS and HIES.35 The M&E section will develop a set of phone and online surveys, which could use a combination of phone calls and text messages to collect information for M&E from beneficiaries, especially during the response period. The project will also engage broadcasting and telecommunication company data to monitor rates of take-up of remote learning content. Finally, the PIU will provide project progress reports every quarter to track implementation progress, which will include status and progress of planned activities, fiduciary and social safeguard compliance and the updated results framework. 3. Relevant international lessons from countries’ experiences with their education systems’ responses to COVID-19 (that is, those continuously updated on the World Bank’s COVID-19 landing page on the Education Global Practice website)36 will also be drawn upon to increase the use of research and evidence into implementation practice. Information on the project interventions’ relevance, efficiency, and effectiveness will largely be collected through telephone interviews with key stakeholders, including government officials, DPs, school officials (principals/administrators), teachers, and parents. Any decisions regarding changes to the learning-from-evidence approach that affect the grant agent’s ability to meet Objectives I and II will be communicated to the GPE Secretariat during regular implementation reporting. B. GPE Core Indicators 4. The project has a comprehensive Results Framework to track progress of grant-supported priority activities and achievement of the PDO. The Results Framework uses relevant core GPE indicators to track and monitor progress of project outputs and outcomes in accordance with the GPE guidelines for M&E of 35 Given the COVID-19 situation, there is a risk that these nationally representative surveys may not be conducted during the project period. If so, only earlier rounds of data can be used to understand the situation before the project period. 36 https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19. Page 53 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) COVID-19 accelerated funding grants: (a) for the response stage, the relevant GPE core indicator theme areas applicable for the project are—Access (BD CSSR PDO Indicator 1) and Protection and Well-being (BD CSSR Intermediate Indicator 3) and (b) for the recovery stage, the relevant GPE core indicators theme areas applicable for the project are—Access (BD CSSR PDO Indicator 2), Facilities and Services (BD CSSR Intermediate Indicator 4), Learning (BD CSSR Intermediate Indicator 5), and Teachers (BD CSSR Intermediate Indicator 6). Targets, disaggregation, data source, and methodology for data collection are detailed out in the Results Framework and M&E plan. While indicators will be reported mostly as disaggregated by gender, data will be collected by age group, grade level, and geographic zones (districts/subdistricts) where applicable and reported in the project progress reports. C. Cost Associated M&E Activities 5. There will be continuous data/information collection and reporting, evidence-base creation, and knowledge generation that will contribute to adjust activities throughout the phases of the project in the form of monitoring reports, plans, assessments, surveys, and so on. These are aligned with generating evidence on relevance, effectiveness, and efficiency of grants as presented in table 2.1. Table 2.1. Alignment of BD CSSR Monitoring and Assessments with GPE Learning-from-evidence Objective II Indicative Data Alignment with GPE Allocated Title of the No. of Sl. Objective Collection Learning-from- Amount Study Phases Method evidence Objective II (US$, millions) Relevance. By • To detail out meeting needs of the criteria schools, teachers, and and steps for local and central Technical safe school administration experts reopening Effectiveness. By through • To allow ensuring safe school Safe School assessment of authorities to reopening output Reopening Plan 1 local 1 make informed with required 0.006 (Subcomponent (Response) education decisions by preparedness 1.3) offices, school taking into Efficiency. By management, account local enabling timely and other specific reopening of schools stakeholders circumstances with proper safety and protocols to resume constraints learning activities as quickly as possible • To assess if Relevance. By schools are Assessment meeting needs of Safe School ready to by local schools, teachers, and Reopening reopen education local and central 1 2 Assessment following the officials and administration 0.06 (Response) (Subcomponent SSRP verification Effectiveness. By 1.3) • To verify if through third assessing required party effectiveness of safe health and school reopening Page 54 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Indicative Data Alignment with GPE Allocated Title of the No. of Sl. Objective Collection Learning-from- Amount Study Phases Method evidence Objective II (US$, millions) safety through grant- protocols are supported activities in place and creating an according to evidence base for the guidelines effectiveness of the • To assess if SSRP with provision relevant for need-based teachers and adjustment to the staff are plan trained in Efficiency. By creating required safety information flow to measures ensure speedy outcome of school reopening Relevance. By meeting needs of schools, teachers, and local and central Through A continuous administration project M&E monitoring and Effectiveness. By information 2 reporting ensuring safe school Monitoring of from local (Recovery mechanism by reopening output and 3 Safe School education 1.11 and project M&E building on the Reopening offices, school Resilience) unit to ensure effectiveness of the management, safe school SSRP parents, and reopening Efficiency. By creating teachers information flow to ensure speedy outcome of school reopening Relevance. By • To assess meeting needs of student children, teachers, learning loss and schools and learning Effectiveness. By inequity within Through a ensuring remedial a classroom third-party Formative education and when schools assessment Assessment on 1 formative assessment 4 reopen and 0.2 Student (Recovery) output • To support verification of Learning Efficiency. By schools, 3,000 sample ensuring proper develop schools account for learning recovery loss and recovery lesson plans in according to remedial an informed plan to be completed manner in time Page 55 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Indicative Data Alignment with GPE Allocated Title of the No. of Sl. Objective Collection Learning-from- Amount Study Phases Method evidence Objective II (US$, millions) Relevance. By meeting needs of students, teachers, school leadership, and education administrators Effectiveness. By To track and tracking and assessing assess the the effectiveness of effectiveness of grant-supported grant-supported Sample-based distance learning and distance learning Tracking Survey 3 phone survey, making informed strategies to on Inclusive (Response, data from adjustments in reach all 5 Distance Recovery, telecom contents, usage of 0.05 students and Learning (PDO and providers on platforms, and ensure their Indicator 1) Resilience) accessed communication access and content strategies throughout learning all three phases continuation Efficiency. By amid school ensuring learning closures from evidence and adaptations to achieve outcomes within project life and making sustainable distance learning mechanism Relevance. By To assess if the meeting needs of grant-supported girls, most communication disadvantaged and outreach groups, and Assessing programs have marginalized Impact of been effectively community/minority, Grant- reaching target Sample-based 3 low-income groups supported population phone survey, (Response, Effectiveness. Communication focusing on girls administrative 6 Recovery, Assessing how 0.05 and Outreach and data, re- and effective were the Activities disadvantaged enrollment Resilience) grant-supported (Intermediate To assess data communication and Output success of these outreach programs Indicator 3) programs (for building on which example, required adjustments reducing can be made dropouts, GBV, throughout three and negative phases Page 56 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Indicative Data Alignment with GPE Allocated Title of the No. of Sl. Objective Collection Learning-from- Amount Study Phases Method evidence Objective II (US$, millions) psychological Efficiency. By impacts) ensuring learning from evidence and adaptations to achieve desired outcomes from these activities within the project life Relevance. By • To assess the meeting needs of effectiveness school leadership and and education inclusiveness administrators of the RLS in Effectiveness. ensuring Assessing how children have effective were the access to grant-supported quality Through a distance learning Assessment on education third-party activities building on Remote during school 3 assessment which, required Learning closures (Response, and adjustments can be System and/or as a 7 Recovery, engagement made throughout 0.05 (effectiveness, means of and of the three phases and inclusiveness, distance Resilience) education ensure sustainability and learning expert of this system sustainability) • To support committee Efficiency. By evidence- ensuring learning based planning from evidence and and designing adaptations to of an inclusive achieve outcomes RLS to be within the project life integrated into and make an the school informed education sustainability plan for sector the future To contribute in Relevance. By preparing plan Assessments meeting needs of for emergency and children, teachers, Assessment of education evaluations of parents, schools, and Emergency operation activities education 1 8 Education procedure throughout administrators 0.022 (Resilience) Operation through lessons the project; Effectiveness. By Procedure learned from Feedback assessing implementation from key effectiveness of of this grant for stakeholders innovative methods future shocks under the grant and Page 57 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Indicative Data Alignment with GPE Allocated Title of the No. of Sl. Objective Collection Learning-from- Amount Study Phases Method evidence Objective II (US$, millions) integrating into the system for sustainability Efficiency. By ensuring learning from evidence and adaptations to establish emergency education operation procedure for the school education sector Relevance. This provision will allow to make need-based adjustments in the To roll out need- information flow and based M&E process assessments Effectiveness. By 2 during Need-based enabling to make 9 (Recovery, implementation Need based 0.07 studies informed decisions Resilience) of grant and adaptations while activities for learning from rapid and light implementation data collection Efficiency. By allowing flexibility in achieving expected outputs and outcome Page 58 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) ANNEX 3: World Bank Integrated Response to COVID-19 in Basic Education Sector of Bangladesh COUNTRY: Bangladesh Bangladesh COVID 19 School Sector Response (GPE) I. COVID-19 IMPACT ON BASIC EDUCATION SECTOR OF BANGLADESH 1. COVID-19 crises and impact on basic education. In Bangladesh, learning activities of around 38.6 million students, including 3.6 million in preprimary and 18 million in primary, have come to a halt due to the pandemic.37 With the onset of the COVID-19 pandemic, nationwide school closures were declared on March 17, 2020, and are expected to continue till September 2020.38 This also led to suspension of the first and second term examination of all primary schools of the country, while the HSC Examination (Grade 12/equivalent terminal exam) has been postponed for the academic year. In addition, the pandemic will almost certainly cause a substantial economic recession that will continue long after schools resume. Even before the COVID-19 pandemic, Bangladesh was grappling with issues of OOSC and low and unequal learning outcomes. Equity issues remain with pockets of OOSC in hard-to-reach areas, such as urban slums, hill tracts, and hoar areas. The COVID-19 impact is likely to deepen the learning crisis and exacerbate existing inequalities. The potential impacts of the pandemic on primary education in Bangladesh are (a) potential increase in OOSC, (b) learning loss caused by long period of disengagement from school and learning activities, (c) Increase in learning inequality, (d) disruption of teachers’ professional development, (e) risk to student health and safety, and (f) psychosocial issues of parents and teachers. 2. The Government’s response to COVID-19 in the basic education sector. The GoB has taken some quick initiatives to ensure that learning continues. Both the MoPME and MoE have started leveraging remote learning opportunities through prerecorded TV broadcasts and online platforms. The MoPME has established working groups to develop learning content and roll out lessons through four platforms: electronic media platform, mobile platform, radio platform, and internet platform. The Government, private sector, and NGO entities are working together in each working group to produce and facilitate remote learning contents to reach a maximum number of students.39 However, at least 70 percent of the contents for tele-broadcasting is yet to be developed. For the radio and mobile platform, the GoB is yet to develop content.40.There is a huge financing and technical expertise demand to develop high-quality remote learning content and make the system functional across the four platforms. Additionally, the GoB is awaiting approval for a policy to provide primary school students with increased stipend amount for three months during the pandemic. The Government has also decided to provide financial assistance to 6,959 Qawmi madrasas (religious schools) across the country. As the initiatives await approval and expansion, the GoB is intensively using media campaigns to keep students engaged and help reduce the risk of dropout. 37 APSC 2018; BANBEIS 2018. 38Alleducation institutions, including public and private education institutions (schools, colleges, universities, and so on) in Bangladesh. 39 UNICEF, a2i, BRAC, Save the Children, JAAGO Foundation, Light of Hope, Grameen Phone, Plan International, Alokito Hridoy Foundation, Spice FM, BNNRC, Radio71, and SACMID 40 Based on administrative data on the latest number of remote learning contents produced from UNICEF. Page 59 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) 3. Amid these resource constraints and low-tech environment in the primary education sector, reaching all school-going children from all socioeconomic backgrounds is the key challenge. Table 3.1 shows the access to different types of RLSs by gender among children of preprimary to Grade 10 ages. Access to television remains high among both school-attending and non-attending children, while computer has the lowest penetration among the four RLSs. However, when considering income levels, there is a clear divide with only around 9.2 percent of school-going children and OOSC from the poorest household quintile having access to tele-broadcasting as opposed to the 91 percent of school-going children and 88 percent of OOSC from the richest household income group (table 3.2). While access to mobile phones remains high across all groups, a large share of these may not include internet connections. Table 3.1. Access to Remote Learning Platforms by Gender and Location (Percentage share) Boys Girls Total Urban Rural Urban Rural All children ages 5 to 15 TV 56.7 78.3 49.2 77.6 50.0 Radio 0.5 0.4 0.5 0.5 0.5 Mobile phone 96.8 97.9 96.6 97.8 96.5 Computer (including laptop and tablet) 5.0 12.0 2.5 13.1 2.7 OOSC ages 5 to 15 TV 43.6 69.1 36.5 65.2 37.1 Radio 0.4 0.3 0.4 0.2 0.3 Mobile phone 95.3 97.2 95.0 97.1 94.6 Computer (including laptop and tablet) 2.0 3.5 1.3 5.1 1.3 Source: MICS 2019. Table 3.2. Access to Remote Learning Platforms by Income Quintiles (Percentage share) Second Second Poorest Middle Richest Poorest Richest All children ages 5 to 15 TV 9.2 35.5 59.7 75.9 91.0 Radio 0.3 0.3 0.5 0.5 0.8 Mobile phone 92.1 97.3 98.0 98.4 98.9 Computer (including laptop and tablet) 0.3 0.6 1.5 3.9 19.6 OOSC ages 5 to 15 TV 8.4 30.5 52.3 66.8 87.6 Radio 0.2 0.4 0.4 0.6 0.5 Mobile phone 90.9 96.2 97.1 98.1 99.0 Computer (including laptop and tablet) 0.3 0.6 1.1 2.4 10.8 Source: MICS 2019. 4. Maintaining equitable access to learning resources is important to reduce expected learning gaps associated with student socioeconomic profile and the consequent digital divide. In the short term, a combination of technologies needs to be utilized; and in the medium term, further resources will need to be devoted to accelerating digital development in Bangladesh. In country contexts with limited Page 60 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) technological infrastructure, continued use of offline remote learning models may represent the best and only option. Given the variation in household access to the different types of technologies, maintaining equitable access to learning resources using alternative modalities will be important to reduce expected learning gaps. The expansion in Bangladeshi household access to technology, especially mobile phones, TV, radio, and internet make these viable options for distance and interactive learning modalities in the long run. 5. The Government’s COVID-19 Response and Recovery Plan for Education. The GoB has prepared a COVID-19 Response and Recovery Plan for Education that was developed with the leadership of the MoPME and MOE and in consultation with the LEG. This plan focuses on the learning discontinuation and its associated challenges caused by the COVID-19 pandemic based on a rapid situation analysis. To address the unprecedented challenges in the basic education sector and ensure continued learning, the plan conceptualized a three-phase response focusing on immediate (response), medium-term (recovery), and long-term actions (recovery and system resilience). The required interventions envisioned in this plan aim to build on and complement the existing infrastructure and activities of two existing GoB programs in basic education—PEDP4 and the SEDP. The plan will be financed by the GoB and DPs’ contribution with necessary TA. II. World Bank-supported Projects: Integrated COVID-19 Response in Preprimary, Primary, and Secondary Education 6. World Bank’s support to the GoB’s COVID-19 response in Education. The World Bank will complement the CSSR efforts and support the Government in implementing its COVID-19 Response and Recovery Plan for Education Sector in preprimary, primary, and secondary education through the following operations covering the ‘response, recovery, and resilience building’ phases. • First, the Bangladesh CSSR Project (P174268) is a US$15 million TA-supported immediate emergency project financed by GPE and supported by the World Bank as the grant agent. The CSSR PDOs are to (a) strengthen the basic school system’s institutional capacity to respond to and recover from the COVID-19 crisis and (b) build resilience to face future crises from preprimary to secondary levels. The key results of the project will be to (a) develop and sustain the RLS through providing technical expertise for digital content development and delivery; (b) teacher capacity building for remote teaching-learning strategies, formative assessment, and remedial education; (c) development and implementation of the SSRP and Emergency Protocols and Standards; and (d) capacity building at all levels of basic education delivery to respond to future crises. This will be an 18-month grant implementation between August 2020–December 2021. • Second, the Additional Financing to QLEAP (P174047) in the amount of US$53.9 million funding under the ESPIG of GPE will be implemented from July 2021 to June 2023 to improve three priority areas of PEDP4: preprimary education, teacher development, and learning assessment. The Additional Financing will support the system recovery and resilience building phase by (a) incorporating COVID-19 pandemic considerations into the designs of activities under each priority area and (b) building on the TA of the CSSR to fill gaps in coverage (for example, management and teacher trainings) which will not be possible to cover under the financial and timeline restrictions of the GPE emergency funds. Page 61 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) • Third, the restructuring of the parent QLEAP (P162619) will help to reprogram the operation to address recovery and resilience building in response to COVID-19 during the program’s midterm review was initiated in July 2020 with key decisions to be approved by January 2021. The World Bank’s financing will be adjusted primarily through (a) restructuring DLIs (such as DLIs on OOSC, learning assessment, and teacher education) to support system recovery and the resilience phase of the pandemic response and (b) introduce further TA to support the digital technology development, continued strengthening of remote learning system, and teachers’ preparedness for the post-COVID-19 teaching-learning environment, in terms of areas and coverage that are not part of the CSSR or the GPE Additional Financing. • Fourth, the Transforming Secondary Education for Results Operations (P160943) which contributes to the Government’s secondary program has been working with the MoE on longer-term COVID-19 response for secondary education. These discussions have included a2i, DSHE, DPs, and Parliament Television. This response plan will go beyond an emergency response and will include strategies for building back better and introducing sustained long- term innovations in the system. To implement the response plan, the Transforming Secondary Education for Results Operation will be restructured to leverage TA and align other components for (a) effective multimodal distance learning solutions (including low- tech options); (b) tailored initiatives to reach the most disadvantaged; (c) mass communication to students, parents, and teachers; (d) identifying and tracking at-risk students, leveraging scholarship and stipend programs to prevent dropouts—especially for girls—and support families. The World Bank team under the DSHE’s leadership, is conducting a rapid impact evaluation of the Government’s remote learning initiative through Parliament Television. The baseline note will be available by July 2020 and impact evaluation results by September. The impact evaluation is generating evidence to strengthen the response plan. Page 62 of 63 The World Bank Bangladesh COVID 19 School Sector Response (GPE) (P174268) Page 63 of 63