The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
Ethiopia General Education Quality Improvement Program for Equity (P163050)
AFRICA EAST | Ethiopia | Education Global Practice | Requesting Unit: AECE3 | Responsible Unit: HAEE1
IBRD/IDA | Program-for-Results Financing | FY 2018 | Team Leader(s): Kirill Vasiliev, Girma Woldetsadik
Seq No: 7 | ARCHIVED on 17-Nov-2020 | ISR42290 | Created by: Hiroshi Saeki on 09-Jun-2020 | Modified by: Girma Woldetsadik on 10-Nov-2020
Program Development Objectives
Program Development Objective (from Program Appraisal Document)
The Program Development Objective (PDO) is to improve internal efficiency, equitable access, and quality in general education (O-Class to Grade
12)
Overall Ratings
Name Previous Rating Current Rating
Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory
Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory
Implementation Status and Key Decisions
Overall progress towards the achievement of PDO continues to be moderately satisfactory. The PDO remains relevant to the education
sector. GEQIP-E continues to serve as the flagship Program of the Ministry of Education and contribute to sustaining the basic education system in
the country. Following good implementation progress the first six months, performance slowed down due to, among other things, inadequate
understanding of the Program for Results (PforR) at all levels in the MoE, considerable delays in decision making, and shortages of personnel
designated to the Program. These contributed to missing a number of Disbursement Linked Results (DLRs) during the first year of the Program.
The Program was back on track after the restructuring in April 2020 and it was expected to achieve all DLR targets by the end of the fiscal year in
June 2020. However, COVID-19 significantly slowed down many Program activities or completely stopped activities at school level due to school
closures since March 2020.
Out of six KPIs, three have shown steady progress since October 2019 (KPI 1: improvement in Grade 2 to Grade 1 enrolment ratio; KPI 2:
improvement in Grade 5 survival rate; KPI 4: improvement in gross enrolment ratio of Grade 8 in Afar, Somali and Benishangul-Gumuz). KPI3
(improvement in girls to boys ratio in Afar, Somali, and Benishangul-Gumuz) has slightly declined but is generally on track to achieve the end target
by the closing date. KPI 6 (The 2019 National Learning Assessment in Grade 8 learning outcomes in English and math in Phase 1 schools) showed
deterioration. Early Grade Reading Assessment (EGRA) of KPI 5 has not been conducted due to COVID-19.
As COVID-19 hit the country, GEQIP-E had to be restructured again in June 2020 to increase the limit for disbursement of Advance.
Overall implementation progress of the Program also remains moderately satisfactory. Out of eleven disbursement linked results (DLRs) in
Year 2 (FY20), five results were achieved. These include: DLR 2.2. performance-based awards to best-performing primary schools; DLR 4.1 and
4.2: disbursement of basis and additional school grants to emerging regions; DLR 7.4. Joint report published by EMIS, GEID and NEAEA on
learning gaps; and DLR 9.0. signing of MOUs between MoE and REBs on regional incentives and their arrangements. DLR 6.1. Procurement and
delivery of textbooks to regional and woreda education offices is under review. However, five DLRs (i.e. DLR 1.2. implementation of quality
enhancement and assurance program for O-class; DLR 3.2. increase in Girls-to-boys ratio in Grade 8 in Afar, Somali and Benishangul-Gumuz; DLR
5.2. school-based continuous teachers professional development; DLR 6.2. Delivery of textbooks to schools; and DLR 7.5. conducting EGRA) were
not achieved or verified due to COVID-19 related school closures. These are expected to be restructured under the upcoming additional financing
from the Global Partnership for Education in February 2021.
Data on Financial Performance
Disbursements (by loan)
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed
P163050 IDA-D2620 Effective USD 300.00 300.00 0.00 123.94 177.11 41%
P163050 TF-A8352 Effective USD 64.31 64.31 0.00 29.08 35.23 45%
Key Dates (by loan)
Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date
P163050 IDA-D2620 Effective 19-Dec-2017 21-Dec-2017 21-Dec-2017 07-Jul-2022 07-Jul-2022
P163050 TF-A8352 Effective 19-Dec-2017 12-Jul-2019 12-Jul-2019 31-Jul-2022 31-Jul-2022
DLI Disbursement
Achievement Disbursed amount in Disbursement % for
DLI ID DLI Type Description Coc DLI Amount
Status Coc DLI
Loan: TFA8352-001
Qualty Enhncment and Partially
1 Regular USD 14,000,000.00 5,000,000.00 36 %
Assurnce Prgrm Achieved
Prformnc bsd Awrds schl
2 Regular USD 10,000,000.00 Not Achieved 0.00
tmly basis impv
Impved avlabilty bsic schl
4 Regular USD 10,000,000.00 Not Achieved 0.00
Grnts and add
Impved grls-boys rtio Grde
3 Regular USD 10,000,000.00 Not Achieved 0.00
8 in Afar Eth
Impved teacher's
5 Regular USD 13,000,000.00 Fully Achieved 5,000,000.00 38 %
instructionl activities
Timely availability of
6 Regular USD 4,311,808.05 Not Achieved 0.00
textbooks
Impved avlabilty, quality
7 Regular USD 2,000,000.00 Fully Achieved 2,000,000.00 100 %
and use of dat
Impved pre-servce teachr
8 Regular USD 1,000,000.00 Fully Achieved 1,000,000.00 100 %
training for En
Program Action Plan
Action Description 1.1. Prepare Program Operations Manual, including M&E, communication plan, and verification procedures
Source DLI# Responsibility Timing Timing Value Status
Technical PRMD Due Date 21-Jan-2018 Completed
Completion Measurement POM adopted by the Government.
Comments
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
1.2. Establish PSC and PCO; hire/assign personnel for Program coordination; M&E; fiduciary; safeguards; and
Action Description
technical experts for MoE and emerging regions
Source DLI# Responsibility Timing Timing Value Status
Technical MoE, REBs Recurrent Yearly In Progress
Completion Measurement PSC and PCO operational; staff in place for Program coordination, implementation, M&E, fiduciary and safeguards.
Most of the staff are in place. Some fiduciary and safeguards staff remain to be hired. Because of low fee, MoE has
Comments
not been able to attract and maintain qualified staff. MoE to discuss with MoF to address the issue.
Action Description 1.3. Prepare guidelines for performance-based awards to schools
Source DLI# Responsibility Timing Timing Value Status
Technical DLI 4 SIP Directorate Due Date 06-Jul-2018 Completed
Completion Measurement Guidelines for performance-based awards to schools approved and disseminated.
Comments
Action Description 1.4. Develop on-line textbook distribution and inventory management system
Source DLI# Responsibility Timing Timing Value Status
Technical DLI 6 EMIS, CDID Due Date 30-Jun-2022 Not Yet Due
Completion Measurement Online textbook distribution and inventory management system established.
Comments Deadeline for piloting the system changed to June 30, 2022 under restructuring.
Action Description 1.5. Ensure Program objectives are reflected in ESDP VI
Source DLI# Responsibility Timing Timing Value Status
Technical MoE, DPs Due Date 06-Jul-2020 Completed
Program scope and objectives are part of ESDP VI.
Completion Measurement
Comments The Program objectives are in line with the Government’s Ten-Year Sector Plan
Action Description 2.1. Create budget line at MoE level for school grant and textbooks
Source DLI# Responsibility Timing Timing Value Status
Fiduciary Systems MoE Due Date 06-Jul-2018 In Progress
Completion Measurement Budget line for school grant created and government fund allocated.
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
Comments Budget line created at MoE. But budget both for Year 1 and 2 not allocated.
2.2. Align preparation of AWPB with the government’s budget calendar; submit supplementary budget request
Action Description
timely; and monitor budget utilization through quarterly IFRs and annual re-planning sessions
Source DLI# Responsibility Timing Timing Value Status
Fiduciary Systems MoE Recurrent Yearly In Progress
Completion Measurement AWPB aligned with government budget calendar.
Aligning AWPB is still in progress as discrepancies are still noted which need to be adjusted through government's
Comments
supplementary budget procedures.
2.3. Monitor school grant utilization by (i) providing SIP committees with simplified checklist for monitoring; and
Action Description
(ii) allocating adequate budget to woreda internal audit units to monitor schools
Source DLI# Responsibility Timing Timing Value Status
MoFEC; MoE,
Fiduciary Systems Recurrent Yearly In Progress
REBs, WEOs
Completion Measurement Budget monitoring and internal audit strengthened.
Comments Checklist for monitoring school grant utilization prepared. This needs to be shared with regions, woredas and schools
2.4 Ensure that 3% of schools are included in annual audits and FMoE, MoFEC and REBs to take timely action on all
Action Description
audit report
Source DLI# Responsibility Timing Timing Value Status
MoE, REBs, WEOs,
Fiduciary Systems universities, CTEs, & Recurrent Yearly In Progress
S
Completion Measurement Action taken on external audit findings within three months of receipt of audit findings.
Comments Status on actions taken on the findings of 2019/20 audit reports pending
2.5. Disclose Program audit and financial information on MoE website or other modalities. Post annual allocation and
Action Description
utilization school grant on school notice boards
Source DLI# Responsibility Timing Timing Value Status
Fiduciary Systems MoE, Schools Recurrent Yearly In Progress
MoF has disclosed the audit report of the Program for the year ended July 7,2019 on its website. Regular follow up on
Completion Measurement
school notice boards should be made once schools reopen
Regular follow up on school notice boards should be made. Once audit report for the Program is issued (Jan 2020) it
Comments
should be disclosed.
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
2.6. Strengthen procurement system & capacity establish procurement
performance standards; maintain 3 procurement & 2 contract administration
Action Description
staff in MoE, 1 each in REB, university & CTE; improve procurement information
tracking system; appoint IPR
Source DLI# Responsibility Timing Timing Value Status
MoE, REBs,
Fiduciary Systems universities, and Recurrent Yearly Delayed
CTEs
Completion Measurement Performance standards attained for key procurement processes.
Standards not developed; recruitment of staff delayed; monthly procurement review meetings not held; procurement
Comments
tracking system not prepared; independent procurement auditor not yet hired.
Action Description 2.7. Assign fulltime EAC officer at woreda education offices
Source DLI# Responsibility Timing Timing Value Status
MoE, REB and
Fiduciary Systems Recurrent Yearly In Progress
Woredas
Completion Measurement EAC officers assigned in WEOs.
Comments Government structures in place up to woredas; officers assigned in some woredas (ongoing)
3.1. Establish ESMS at MoE (and some regions if required), including functional GRM; E&S specialist with
Action Description
facilities; guidelines, checklists, manuals and ESMP for E&S management system; training on E&S at all levels
Source DLI# Responsibility Timing Timing Value Status
Environmental and Social
MoE, REBs Recurrent Yearly In Progress
Systems
Before effectiveness: ESMS established; and ESM guidelines and ESMP, waste management plan, & protocol
Completion Measurement prepared.
Y1-Y2: GRM system strengthened; training plan prepared and implemented.
ESMS guidelines prepared. Consultants hired/focal persons assigned by half of the regions. Remaining regions to
Comments hire staff. Regions to assign woreda focal persons. Grievance Redress Mechanism yet to be established and make it
functional
3.2. Conduct proper and timely awareness raising briefings/consultations on E&S impacts of program activities,
Action Description
established GRM and ESMS for community/project affected persons
Source DLI# Responsibility Timing Timing Value Status
Environmental and Social MoE, REBs, WEOs,
Recurrent Yearly In Progress
Systems schools
Completion Measurement Report on briefings and consultations, including number of participants by gender.
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Awareness raising events organized for MoE and Regions participants. Such events will continue to be organisd for
Comments
relevant people once Woreda focal persons are in place. MoE to report on this by June 2020.
Action Description 3.3. Include vulnerable school children with non-special needs to share Program benefits
Source DLI# Responsibility Timing Timing Value Status
Environmental and Social REBs, WEOs,
Recurrent Yearly Delayed
Systems schools
Completion Measurement Report on types of benefits delivered and number of beneficiaries by gender.
Comments Report not provided.
Action Description 3.4. Conduct bi-annual E&S management performance review and annual E&S audit
Source DLI# Responsibility Timing Timing Value Status
Environmental and Social
MoE, REBs Recurrent Yearly Delayed
Systems
Completion Measurement Reports on biannual technical review meetings, and annual E&S audit.
Comments Report not provided.
Risks
Systematic Operations Risk-rating Tool
Risk Category Rating at Approval Previous Rating Current Rating
Political and Governance High High High
Macroeconomic Substantial Substantial Substantial
Sector Strategies and Policies Low Low Low
Technical Design of Project or Program Moderate Substantial Substantial
Institutional Capacity for Implementation and
Substantial Substantial Substantial
Sustainability
Fiduciary Substantial Substantial Substantial
Environment and Social Moderate Moderate Moderate
Stakeholders Moderate Moderate Moderate
Other -- -- --
Overall Substantial Substantial Substantial
RiskComments
Comments
Risk ratings have been reviewed and updated based on the SORT guidelines. All ratings above have taken into account residual risks.
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
The risk of Technical Design of Project or Program remains substantial. Prior to the April 2020 restructuring, there were several risks in technical
design, including the limited incentives for Regional Education Bureaus (REBs) to meet DLR deadlines; DLRs that did not allow partial achievements
(i.e. not scalable); and DLR documents that allowed only the Minister to sign (i.e., no designation allowed). These risks are addressed and reduced
in the restructured Program. First, all applicable DLIs have become scalable. Disbursements will be made proportional to the achievement level of
each DLR, thereby assuring that at least some funds, even if partially achieved, are available in each school year for financing priority inputs to
learning. Second, administrative burden with regards to DLI documentation at the MoE management is expected to be reduced by
delegating signatory authorities to State Ministers or their acting. Third, the restructuring would strengthen collaborations between the MoE and
REBs, providing financial incentives to REBs. However, there are still some DLRs which have failed to meet the deadline, mainly to due to COVID-
19.
Risks of Institutional Capacity for Implementation and Sustainability is still substantial. In the restructured Program, US$5 million was reallocated
from the PforR to the IPF component to further strengthen the capacity of the Ministry and the REBs. This would allow the Ministry and the REBs to
hire adequate and competent staff in planning, fiduciary, and safeguards with adequate training. However, it is too early to observe any
improvements. Besides, COVID-19 has affected implementation capacity.
Risks of stakeholders remains moderate. A financial commitment from Norway indicates that donor harmonization has worked very well over the
past years. Monthly meetings of four Results Areas have become an implementation norm, and they are open to a wide range of stakeholders
including academia, civil societies, and non-pooling donors. The monthly meetings incorporate voices from stakeholders into project implementation
and nurture the cohesion among the stakeholders. However, because of recent allegations related to textbooks procurement under GEQIP II, there
is a concern that partners (eg. UK) might withdraw their funds.
The overall risk rating remains substantial.
Results
PDO Indicators by Objectives / Outcomes
Improvement in Grade 2 to Grade 1 enrolment ratio (disaggregated by gender)
IN00857500
►G2/G1 enrolment ratio – nation-wide (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 76.00 76.30 79.81 83.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improvement in Grade 5 survival rate (disaggregated by gender)
IN00857501
►Survival rates to G5 – nation-wide (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 56.50 41.70 59.30 65.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improvement in girls-boys ratio in Grade 8 in Afar, Ethiopia Somali and Benishangul-Gumuz
IN00857502
►Improved girls-to-boys ratio in Grade 8 in Afar, Ethiopia Somali and Benishangul-Gumuz (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
Value 63.00 69.10 68.30 71.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improvement in GER of G1-8 in Afar, Somali, and Benishangul-Gumuz (disaggregated by gender)
IN00857503
►Gross enrolment rate in Afar, Ethiopia Somali and Benishangul-Gumuz, Grades 1-8 (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 92.00 82.80 86.00 96.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improvement in Grade 2 learning outcomes in Mother Tongue Reading in Phase 1 schools (by gender)
IN00857504
►Average % of students in Grade 2 who can read at functional fluency level or above in Mother Tongue (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 33.00 -- 25% in 2017/2018 50.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improvement in Grade 8 learning outcomes in English and Math in Phase 1 schools (by gender)
IN00857505
►Average % of students in G8 who perform @ basic proficiency level or above in English in P1 schools (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
ENG: 51.94;
ENG: 74% M= 55.34 ENG: 85%
M: 77% F= 48.06 M: 88%
Value --
F: 73% (NLA 2019) F: 84%
(NLA 2015) (NLA 2021)
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
IN00857506
►Average % of students in G8 who perform @ basic proficiency level or above in maths in P1 schools (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Math: 62% Math: 54.97% Math: 72%
M: 64% M= 59.17 M: 74%
Value --
F: 59% F= 50.15 F: 69%
(NLA 2015) (2019 NLA) (NLA 2021)
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Comments
Intermediate Results Indicators by Results Areas
Improved internal efficiency
IN00857512
►IR Indicator 1.1: Gross intake ratio (GIR) at Grade 1 (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 175.80 158.50 153.00 140.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved internal efficiency
IN00857507
►IR Indicator 1.2: Number of schools with quality-enhanced O-Classes (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Teaching and learning Teaching and learning
materials provided for materials provided for
2,160 Phase 1 O-class 2,160 Phase 1 O-class
Value Not available 18,000
schools; and training schools; and training
given for 2,349 teachers given for 2,349 teachers
in the target schools. in the target schools.
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved internal efficiency
IN00857508
►IR Indicator 1.3: % of O-Classes in Phase 1 schools upgraded through the QEAP (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 Not yet due Not yet due 70.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
To be achieved by the end of Year 3 (2020/21) i.e. June 2021
Comments
Improved internal efficiency
IN00857509
►IR Indicator 2.1: % of best performing schools, having largest improvement in the G2/G1 enrolment ratio and G5 survival rates, that receive
performance-based awards by March 31 (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Only schools in Dire
Dawa achieved the target
Value Not available 92.70 90.00
by March 31, 2019.
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved internal efficiency
IN00857510
►IR Indicator 2.2: % of schools that publicly display school report cards (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 0.00 75.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved equitable access
IN00857511
►IR Indictor 3.1: GER of girls in upper primary in Afar, Ethiopia Somali and Benishangul-Gumuz (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 39.00 43.30 41.40 60.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved equitable access
IN00857518
►IR Indicator 3.2: % of primary schools with grade 5 and higher in Afar, Somali and B Gumuz that have girls’ clubs operational according to
improved GC guidelines, and delivering life skills training (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Girls Club Guideline
Girls Club Guideline
developed; approved by
developed; approved by
Value 0.00 MoE; and circulated to 70.00
MoE; and circulated to
REBs in electronic
REBs in electronic copy.
copy.
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved equitable access
IN00857519
►IR Indicator 4.1: % of schools that receive basic and additional school grants in emerging regions b (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Value 0.00 0.00 94.00 70.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
By November 30, 2019.
Comments
Improved equitable access
IN00857520
►IR Indicator 4.2: Number of IERCs with community outreach activities and support of special needs ch (Number, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 113.00 212.00 413.00 800.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved equitable access
IN00857521
►IR Indicator 4.3: Enrolment of students with special needs in cluster schools benefiting from servic (Number, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 3,000.00 37,000.00 43,199.00 24,000.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved equitable access
IN00857522
►IR Indicator 4.4: % of PCDP schools with TLM (Percentage, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 47.00 100.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
Improved quality
IN00857523
►IR Indicator 6.1: Number of schools benefiting from cascade training in school-based teacher profess (Number, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 0.00 0.00 800.00 18,000.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Comments
Improved quality
IN00857513
►IR Indicator 6.2: % of Phase 1 schools are visited by cluster supervisors and key teachers at least (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value Not available Not yet due Not available 95.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
This was expected at the end of second year of the Program (i.e., June 2020) but not achieved. To be
Comments undertaken in Year 3 (2020/21)
Improved quality
IN00857514
►IR Indicator 6.3: Average score of composite index of school inspection standards on teaching practi (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 54.00 Not yet due Not yet due 70.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
This is expected at the end of third year of the Program, i.e. June 2021.
Comments
Improved quality
IN00857515
►IR Indicator 6.4: % of actual teaching time relative to scheduled instructional time in P1 schools (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Time-on-task survey to be
Value conducted in Year 1 and Not available Not available To be determined
Year 2
Date 06-Jul-2016 31-Mar-2020 30-Sep-2020 06-Jul-2022
Comments
Improved quality
IN00857516
►IR Indicator 6.5: % of students having textbooks (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value 58.00 Not available Not available 70.00
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Changed to Year 3 (2020/21)
Comments
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
Improved quality
IN00857517
►IR Indicator 6.6: % of L1, L2, and L3 in school inspection (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
(a) Primary
L1=21.5%,
Primary L2=70.1%
Primary
L1: 19%
L1: 15%
L2: 71% L3=8.4%
Baseline will be set by re- L2: 50%
Value inspection in 2016/17-
Secondary (b) Secondary
2017/18 Secondary
L1: 9%
L1: 8%
L2: 60% L1=13.1%,
L2: 50%
L2=70.6%,
L3=16.2%)
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
System strengthening for planning, policy formulation and reform
IN00857524
►IR Indicator 7.1: Use of unique school IDs by EMIS, NLA, EGRA, and Inspection (Yes/No, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value No Yes Yes Yes
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
Comments
System strengthening for planning, policy formulation and reform
IN00857525
►IR Indicator 7.2: Timely availability of EGRA and NLA scores (Text, Custom)
Baseline Actual (Previous) Actual (Current) End Target
Value N0 -- Yes (NLA) Yes
Date 07-Jul-2016 31-Mar-2020 30-Sep-2020 07-Jul-2022
EGRA not undertaken in 2020 due to COVID-19 caused school closure
Comments
System strengthening for planning, policy formulation and reform
IN00876714
►IR Indicator 7.3: New concurrent program for Grades 5-8 piloted (Yes/No, Custom)
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Ethiopia General Education Quality Improvement Program for Equity (P163050)
Baseline Actual (Previous) Actual (Current) End Target
Value No -- No Yes
Date 07-Jul-2016 -- 30-Sep-2020 07-Jul-2022
Dropped following the April 2020 restructuring.
Comments
Disbursement Linked Indicators
DLI_IND_TABLE
►DLI 1 Quality enhancement and assurance program for O-Class (Intermediate Outcome, 51,000,000.00, 20%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 1.0, 1.1 achieved.
Value Not available DLR 1.1. is achieved. DLR 1.4
DLR 1.2 not achieved
Date -- 31-Mar-2020 30-Sep-2020 --
Comments
►DLI 2 Performance-based awards to school on a timely basis to improve internal efficiency (Intermediate Outcome, 30,000,000.00, 0%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 2.1 not achieved.
DLR 2.1 is not achieved.
Performance-based
Performance-based
awards disbursed to all
Value Not available awards disbursed to all DLR 2.4
selected schools but with
selected schools but with
delays.
delays.
DLR 2.2 achieved.
Date -- 31-Mar-2020 30-Sep-2020 --
The DLR 2.1 “60% of best-performing primary schools receive performance-based rewards awards” (US$12
million) missed the deadline of March 31, 2019, and only one region Dire Dawa achieved the target on time by
March 31, 2019.
Comments
►DLI 3 Improved girls-to-boys ratio in Grade 8 in Afar, Ethiopia Somali and Benishangul-Gumuz (KPI 3) (Process, 30,000,000.00, 17%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 3.1 achieved.
Value 63% DLR 3.1 is achieved. DLR 3.4
DLR 3.2 not achieved.
Date -- 31-Mar-2020 30-Sep-2020 --
Comments
►DLI 4 Improved availability of Basic School Grants and Additional School Grants( Additional SG in emerging region (Intermediate Outcome,
45,000,000.00, 11%)
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 4.0 achieved.
The deadline of
DLR 4.1 achieved (after
November 30, 2018 for
deadline changed to June
Value 50% DLR 4.1 is revised to DLR 4.4
30, 2019 under
June 30, 2019 under
restructuring)
restructuring.
4.2 achieved.
Date -- 31-Mar-2020 30-Sep-2020 --
The deadline for DLR 4.1 is revised under restructuring due to security issues and subsequent reorganization
in Somali region in 2018/19. Somali region accounts for about a half of primary and secondary schools of four
Comments
emerging regions.
►DLI 5 Improved teachers’ instructional activities (Intermediate Outcome, 86,000,000.00, 29%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
IR 6.2: not available DLR 5.0, 5.1 achieved.
Value DLR 5.1 is achieved. DLR 5.5, DLR 5.6
IR 6.3: 54% DLR 5.2 not achieved.
Date -- 31-Mar-2020 30-Sep-2020 --
Comments
►DLI 6 Timely availability of text books (Intermediate Outcome, 20,000,000.00, 0%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 6.1 is not achieved. DLR 6.1 under verification
Deadline changed to (after deadline changed to
Value 58% (2013) DLR 6.4. DLR 6.5
April 30, 2020 under March 31, 2020 under
restructuring. restructuring)
Date -- 31-Mar-2020 30-Sep-2020 --
DLR 6.1 “At least 80% of required textbooks are at regional centers or Woreda education offices by June 30,
2019” (US$15 million) was not achieved. Under restructuring, the deadline is changed to March 31, 2020, and
the DLR is changed to scalable from 0-70%.
Comments Textbooks under DLR 6.2 (Students in Target Grades have Target Textbooks by May 31, 2020) include
English 7-8 textbooks which quality was questioned by the MoE and there is an ongoing GoE investigation
related to these textbooks.
►DLI 7 Improved availability, quality and use of data (Intermediate Outcome, 12,000,000.00, 50%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
DLR 7.2 and DLR 7.3 are DLR 7.0, 7.1, 7.2, 7.3, 7.4
Value Not available achieved. achieved. DLR 7.7
DLR 7.5 not achieved.
Date -- 31-Mar-2020 30-Sep-2020 --
Comments
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The World Bank Implementation Status & Results Report
Ethiopia General Education Quality Improvement Program for Equity (P163050)
►DLI 8 Improved pre-service teacher training for English & Maths (Intermediate Outcome, 2,000,000.00, 150%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
Value Not available DLR 8.1 is achieved. DLR 8.0, 8.1 achieved. --
Date -- 31-Mar-2020 30-Sep-2020 --
DLR 8.2-8.4 dropped under restructuring.
Comments
►DLI 9 Strengthened linkage between funding for REBs and results achieved by each region (Process, 9,000,000.00, 0%)
July 2021 to July
Baseline Actual (Previous) Actual (Current) 2022
Value N/A -- DLR 9.0 achieved. DLR 9.2
Date -- -- 30-Sep-2020 --
This is a new DLI added under restructuring.
Comments
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