FOR OFFICIAL USE ONLY Report No: PADHI01046 INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT AND INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT APPRAISAL DOCUMENT ON A PROPOSED GRANT IN THE AMOUNT OF SDR 11.2 MILLION (US$14.62 MILLION EQUIVALENT) WITH COFINANCING FROM THE GLOBAL PARTNERSHIP FOR EDUCATION IN THE AMOUNT OF US$8.7 MILLION TO THE UNION OF COMOROS AND A PROPOSED CREDIT IN THE AMOUNT OF SDR 38.1 MILLION (US$50.0 MILLION EQUIVALENT) WITH COFINANCING FROM THE MULTI-DONOR TRUST FUND FOR ETHIOPIA EDUCATION TRANSFORMATION OPERATION FOR LEARNING IN THE AMOUNT OF US$130.0 MILLION EQUIVALENT AND FROM THE GLOBAL PARTNERSHIP FOR EDUCATION IN THE AMOUNT OF US$46.4 MILLION TO THE FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA UNDER THE ADVANCING INNOVATIVE METHODS TO PROMOTE LEARNING IN EASTERN AND SOUTHERN AFRICA MULTIPHASE PROGRAMMATIC APPROACH PROGRAM AS PHASE 1 OF THE MULTIPHASE PROGRAMMATIC APPROACH WITH AN OVERALL FINANCING ENVELOPE OF US$1.54 BILLION EQUIVALENT January 14, 2025 Education Global Practice Eastern And Southern Africa 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 Nov 30, 2024) Comorian Franc (KMF), Ethiopian Currency Unit = Birr (ETB), Special Drawing Rights (SDR) KMF466 = US$1 ETB126.39 = US$1 SDR0.76 = US$1 FISCAL YEAR January 1 - December 31 (Comoros) July 8 – July 7 (Ethiopia) Regional Vice President: Victoria Kwakwa Regional Director: Daniel Dulitzky Country Director: Boutheina Guermazi Practice Manager: Muna Salih Meky Task Team Leader(s): Samer Al-Samarrai, Ruth Karimi Charo, Flora Kelmendi ABBREVIATIONS AND ACRONYMS AAU Association of African Universities AFE Eastern and Southern Africa AIM4Learning Advancing Innovative Methods to Promote Learning in Eastern and Southern Africa AU African Union AWPB Annual Work Plan and Budget BoF Bureau of Finance CBC Competency-based Curriculum CERC Contingency Emergency Response CoA Chart of Accounts COPCD Channel One Programs Coordination Department COVID-19 Coronavirus Disease 2019 CPD Continuous Professional Development CPF Country Partnership Framework CTE College of Teacher Education DA Designated Account DFIL Disbursement and Financial Information Letter DLI Disbursement Linked Indicator DLR Disbursement Linked Result DP Development Partner E&S Environmental and Social EAC Ethics and Anti-Corruption EAES Educational Assessment and Examinations Service EdTech Education Technology EETP Ethiopia Education Transformation Programme EGMA Early Grade Mathematics Assessment EGRA Early Grade Reading Assessment EMIS Education Management Information System ESA Executive for Strategic Affairs ESCP Environmental and Social Commitment Plan ESF Environmental and Social Framework ESMP Environmental and Social Management Plan ESS Environmental and Social Standards ESSA Environmental and Social Systems Assessment ETOL Ethiopia Education Transformation Operation for Learning F&C Fraud and Corruption FCDO United Kingdom Foreign Commonwealth and Development Office FM Financial Management FMM Financial Management Manual FSA Fiduciary Systems Assessment GAC Governance and Anti-Corruption GBV Gender-based violence GDP Gross Domestic Product GEMS Geo-Enabling initiative for Monitoring and Supervision GEN AI Generative Artificial Intelligence GEQIP-E General Education Quality Improvement Program for Equity GER Gross Enrollment Ratio GHG Greenhouse Gas GM Grievance Mechanism GoE Government of Ethiopia GPE Global Partnership for Education GPG General Purpose Grant GRM Grievance Redress Mechanism GRS Grievance Redress Service HCI Human Capital Index HCO Human Capital Operation IBEX Integrated Budget and Expenditure System IBRD International Bank for Reconstruction and Development IDA International Development Association IEG Independent Evaluation Group IERC Inclusive Education Resource Center IFR Interim Financial Report IPF Investment Project Financing IRI Intermediate Results Indicator IRR Internal Rate of Return ITE Initial Teacher Education LOI Language of Instruction M&E Monitoring and Evaluation MDTF Multi-Donor Trust Fund MOE Ministry of Education MoF Ministry of Finance MoU Memorandum of Understanding MPA Multiphase Programmatic Approach MTR Mid-Term Review NPV Net Present Value OHS Occupational Health and Safety PAP Program Action Plan PCO Program Coordination Office PDO Project/Program Development Objective PEF Program Expenditure Framework PFM Public Financial Management PforR Program-for-Results PIM Project Implementation Manual PIU Project Implementation Unit PLC Professional Learning Community POM Program Operations Manual PP Procurement Plan PPP Public-Private Partnership PPSD Project Procurement Strategy for Development PrDO MPA Program Development Objective PSC Program Steering Committee RA Results Area REB Regional Education Bureau SDG Sustainable Development Goal SEA/SH Sexual Exploitation and Abuse/Sexual Harassment SEP Stakeholder Engagement Plan SG School Grant SIP School Improvement Plan SMP Security Management Plan SPG Special Purpose Grant SRH Sexual and Reproductive Health STEP Systematic Tracking of Exchanges in Procurement TA Technical Assistance TLM Teaching and Learning Materials UNICEF United Nations Children’s Fund VF Village Fund WASH Water, Sanitation, and Hygiene WEO Woreda Education Office WFO Woreda Finance Office ZFO Zonal Finance Office The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) TABLE OF CONTENTS DATASHEET ........................................................................................................................... ii I. STRATEGIC CONTEXT ...................................................................................................... 1 A. Regional Context ............................................................................................................................... 1 B. Sectoral and Institutional Context .................................................................................................... 2 C. Relevance to Higher Level Objectives ............................................................................................... 7 D. Multiphase Programmatic Approach................................................................................................ 8 II. PROGRAM DESCRIPTION .............................................................................................. 13 A. Program Beneficiaries ..................................................................................................................... 18 B. Rationale for Bank Involvement and Role of Partners .................................................................... 18 C. Lessons Learned and incorporated in program design ................................................................... 18 III. PROGRAM IMPLEMENTATION ...................................................................................... 19 A. Institutional and Implementation Arrangements ........................................................................... 19 B. Results Monitoring, Evaluation, and Verification Arrangements ................................................... 19 C. Disbursement Arrangements .......................................................................................................... 20 IV. PROGRAM APPRAISAL SUMMARY ................................................................................ 20 A. Technical and Economic Analysis.................................................................................................... 20 B. Fiduciary .......................................................................................................................................... 23 C. Environmental, Social and Legal Operational Policies .................................................................... 24 V. KEY RISKS...................................................................................................................... 24 VI. RESULTS FRAMEWORK AND MONITORING ................................................................... 26 ANNEX 1: COMOROS: STRENGTHENING EDUCATION FOR BETTER HUMAN CAPITAL OUTCOMES (P507220) ................................................................................................................. 43 ANNEX 2: ETHIOPIA EDUCATION TRANSFORMATION FOR LEARNING (P501017) ................... 59 i The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) @#&OPS~Doctype~OPS^dynamics@padbasicinformation#doctemplate DATASHEET BASIC INFORMATION Project Operation Name Beneficiary(ies) Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Comoros, Ethiopia Africa MPA Program Environmental and Social Risk Operation ID Financing Instrument Classification Investment Project P507220 Moderate Financing (IPF) @#&OPS~Doctype~OPS^dynamics@padmpaprocessing#doctemplate 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 [ ] Alternative Procurement Arrangements (APA) [ ] Hands-on Expanded Implementation Support (HEIS) Expected Approval Date Expected Closing Date Expected Program Closing Date 06-Feb-2025 30-Jun-2029 17-Dec-2034 Bank/IFC Collaboration No @#&OPS~Doctype~OPS^dynamics@padmpa#doctemplate MPA Program Development Objective Increase equitable access and improve learning outcomes in basic education in Eastern and Southern Africa MPA FINANCING DATA (US$, Millions) ii The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) MPA Program Financing Envelope 2,158.50 Components Component Name Cost (US$) Implementing a consistent policy package to improve teaching quality 5,700,000.00 Transforming the school environment to support student learning and well- 12,620,000.00 being Building capacity for sustainable sector reforms 5,000,000.00 Contingent Emergency Response Component (CERC) 0.00 Organizations Borrower: Union of Comoros Implementing Agency: Ministry of National Education MPA FINANCING DETAILS (US$, Millions) MPA Program Financing Envelope: 2,158.50 of which Bank Financing (IBRD): 300.00 of which Bank Financing (IDA): 1,240.00 of which Other Financing sources: 618.50 @#&OPS~Doctype~OPS^dynamics@padfinancingsummary#doctemplate PROJECT FINANCING DATA (US$, Millions) Maximizing Finance for Development Is this an MFD-Enabling Project (MFD-EP)? No Is this project Private Capital Enabling (PCE)? No SUMMARY Total Operation Cost 23.32 Total Financing 23.32 of which IBRD/IDA 14.62 iii The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Financing Gap 0.00 DETAILS World Bank Group Financing International Development Association (IDA) 14.62 IDA Grant 14.62 Non-World Bank Group Financing Trust Funds 8.70 Global Partnership for Education Fund 8.70 IDA Resources (US$, Millions) Country/Region Regional Institution Credit Grant SML Guarantee Total Window Comoros 0.00 14.62 0.00 0.00 14.62 National Performance-Based 0.00 14.62 0.00 0.00 14.62 Allocations (PBA) Total 0.00 14.62 0.00 0.00 14.62 @#&OPS~Doctype~OPS^dynamics@paddisbursementprojection#doctemplate Expected Disbursements (US$, Millions) WB Fiscal Year 2025 2026 2027 2028 2029 2030 Annual 0.82 3.50 5.00 6.00 6.00 2.00 Cumulative 0.82 4.32 9.32 15.32 21.32 23.32 @#&OPS~Doctype~OPS^dynamics@padclimatechange#doctemplate PRACTICE AREA(S) Practice Area (Lead) Contributing Practice Areas iv The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Digital Development; Energy & Extractives; Water; Health, Education Nutrition & Population CLIMATE Climate Change and Disaster Screening Yes, it has been screened and the results are discussed in the Operation Document @#&OPS~Doctype~OPS^dynamics@padrisk#doctemplate SYSTEMATIC OPERATIONS RISK- RATING TOOL (SORT) Risk Category Rating 1. Political and Governance ⚫ Substantial 2. Macroeconomic ⚫ Substantial 3. Sector Strategies and Policies ⚫ Moderate 4. Technical Design of Project or Program ⚫ Moderate 5. Institutional Capacity for Implementation and Sustainability ⚫ Substantial 6. Fiduciary ⚫ Substantial 7. Environment and Social ⚫ Moderate 8. Stakeholders ⚫ Moderate 9. Overall ⚫ Substantial Overall MPA Program Risk ⚫ Substantial @#&OPS~Doctype~OPS^dynamics@padcompliance#doctemplate POLICY 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 v The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ENVIRONMENTAL AND SOCIAL Environmental and Social Standards Relevance Given its Context at the Time of Appraisal E & S Standards Relevance ESS 1: Assessment and Management of Environmental and Social Risks and Relevant Impacts ESS 10: Stakeholder Engagement and Information Disclosure Relevant ESS 2: Labor and Working Conditions Relevant ESS 3: Resource Efficiency and Pollution Prevention and Management Relevant ESS 4: Community Health and Safety Relevant ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Relevant ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources ESS 7: Indigenous Peoples/Sub-Saharan African Historically Underserved Not Currently Relevant Traditional Local Communities ESS 8: Cultural Heritage Relevant ESS 9: 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). @#&OPS~Doctype~OPS^dynamics@padlegalcovenants#doctemplate LEGAL Legal Covenants Sections and Description Section I.2(c) of Schedule 2 to the Financing Agreement and to the GPE Grant Agreement: Notwithstanding and for the purposes of paragraph (a) above and the requirements of the ESCP, no later than three (3) months from the Effective Date, the Recipient shall hire for the PIU and thereafter maintain, at all times during the implementation of the Project, under terms and conditions approved by the Association: (i) a Project manager for education Project activities; (ii) at least five (5) education technical staff, of which at least one for each island; (iii) an additional financial management specialist; (iv) an accountant; (v) an additional procurement specialist; and (vi) additional environmental and social specialists as referred to in the ESCP. Section I.3(a) of Schedule 2 to the Financing Agreement and to the GPE Grant Agreement: No later than three (3) months after the Effective Date, the Recipient shall establish and thereafter maintain, throughout the implementation of the Project, a steering committee (“Project Steering Committee” or “PSC”) with composition and mandate acceptable to the Association. Section I.B.1 of Schedule 2 to the Financing Agreement and to the GPE Grant Agreement: No later than two (2) months after the Effective Date, the Recipient shall prepare and adopt the Project Implementation Manual (“PIM”) in form and vi The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) substance satisfactory to the Association, containing detailed guidelines, methods and procedures for the implementation of the Project, including: (i) the different roles and responsibilities in the implementation of the Project, including the various mechanisms for ensuring close coordination and collaboration between various Project stakeholders; (ii) budget and budgetary control; (iii) flow of funds, disbursement procedures and banking arrangements; (iv) financial, procurement and accounting procedures; (v) Personal Data collection and processing in accordance with applicable national law and good international practice; (vi) monitoring and evaluation arrangements; (vii) the Annual Work Plans and Budget for the first year of Project implementation; (viii) corruption and fraud mitigation measures; (ix) a grievance redress mechanism; (x) safeguards aspects; and (xi) such other arrangements and procedures as shall be required for the effective implementation of the Project, in form and substance acceptable to the Association. @#&OPS~Doctype~OPS^dynamics@padconditions#doctemplate Conditions Type Citation Description Financing Source The GPE Grant Agreement has been executed and delivered and all conditions precedent to its effectiveness or to the right Effectiveness Article 4.01 (a) IBRD/IDA of the Recipient to make withdrawals under it (other than the effectiveness of this Agreement) have been fulfilled. The Recipient has extended the mandate of the PIU to include the specificity of Effectiveness Article 4.01 (b) IBRD/IDA the Project under terms and conditions acceptable to the Association The execution and delivery of this Agreement on behalf of the Recipient has Effectiveness Article 4.01(a) Trust Funds been duly authorized or ratified by all necessary governmental action. The Financing Agreement has been executed and delivered and all conditions Effectiveness Article 4.01(b) precedent to its Trust Funds effectiveness or to the right of the Recipient to make withdrawals under it (other vii The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) than the effectiveness of this Agreement) have been fulfilled Notwithstanding the provisions of Part A of this Section, no withdrawal shall be made: for Emergency Expenditures under Category (5) unless and until all of the following conditions have been met in respect of said expenditures: (i) (A) the Recipient has determined that an Eligible Crisis or Emergency has occurred, Section III.B.1(b) of and has furnished to the Disbursement IBRD/IDA Schedule 2 Association a request to withdraw Financing amounts under Category (5); and (B) the Association has agreed with such determination, accepted said request and notified the Recipient thereof; and (ii) the Recipient has adopted the CERC Manual and Emergency Action Plan, in form and substance acceptable to the Association. Notwithstanding the provisions of Part A of this Section, no withdrawal shall be made: for Eligible Expenditures under Section III.B.1(c) of Category (3), until and Disbursement IBRD/IDA Schedule 2 unless the Association has notified the Recipient that the conditions set forth in Section 5.15 (a) of the General Conditions have been fulfilled. viii The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Notwithstanding the provisions of Part A of this Section, no withdrawal shall be made: for Complementary Financing for the Cat DDO under Category (4), until and unless: (i) the Recipient has furnished to the Association a request to reallocate and thereafter withdraw all or part of the Unwithdrawn Credit Balance for the Section III.B.1(d) of Disbursement Complementary Financing IBRD/IDA Schedule 2 for the Cat DDO, and such notice specifies the Cat DDO Legal Agreement; and (ii) the Association has accepted said request and notified the Recipient thereof, and is satisfied, based on evidence satisfactory to it, that the conditions precedent to withdrawal of the financing provided under the Cat DDO Legal Agreement have been fulfilled. ix The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) I. STRATEGIC CONTEXT A. Regional Context 1. The rapidly growing youth population in the Eastern and Southern Africa (AFE) region represents an extraordinary opportunity to reshape the region’s future and usher in a new era of prosperity. In the next 30 years, this population is projected to grow from 155 to 260 million, at a rate faster than any other region in the world and thereby substantially increasing AFE’s share of the global youth workforce.1 With the right investments in education, the potential of this vibrant generation can be unlocked. Education will equip them with the skills and knowledge needed to innovate, drive forward competitive industries, foster entrepreneurship, and contribute to faster growth. The benefits extend far beyond the economy. Educated youth are better prepared to improve the health and well-being of their families and communities. They become informed, empowered citizens with a stronger voice in shaping policies that promote stability and inclusive growth. Moreover, they will play a key role in tackling global challenges like climate change by developing innovative, sustainable solutions that benefit both their local communities and the world at large. In a region where poverty remains a significant challenge, this growing youth population is a powerful force for change and education is the engine that can propel them—and the entire region—toward a brighter, more prosperous future. 2. Alongside the growing recognition of the potential of Africa’s youth, there is an acknowledgement of the challenge in dealing with impediments including a series of recent crises that have constrained progress. Between 2000 and 2023, sustained economic growth improved well-being across AFE with Gross Domestic Product (GDP) per capita increasing from US$1,212 to US$1,446 (constant 2015 US$) and the proportion of the population living in extreme poverty falling from 56 to 43 percent.2 However, since 2020, Africa’s economies have suffered a series of shocks including commodity price movements, the global Coronavirus Disease 2019 (COVID-19) pandemic, and global energy and food price spikes following global challenges. These shocks have tended to hamper economic growth, worsen government’s fiscal positions, and spill over into a more difficult operating environment for national education systems that need to be upgraded not least to serve growing pupil numbers. 3. While some of these shocks have abated, growing threats from debt, climate change, food insecurity and conflict are likely to impede long term economic stability and sustainable progress. Evidence suggests that AFE has started to recover from the multiple shocks experienced over recent years, but some factors are likely to continue to threaten economic development and human capital accumulation including: • Debt distress. The latest available debt sustainability analyses show that nine out of the 16 low-income-countries in AFE are either in or at high-risk of external debt distress.3 • Climate change. The effects of climate change on child welfare are growing. Malawi and Mozambique have experienced devastating cyclones, while the Horn of Africa has been struck by severe droughts followed by floods. These climate shocks are significantly impacting welfare, especially among the most marginalized communities. And the incidence of climate shocks is growing. Projections suggest that a child born in Sub-Saharan Africa today is likely to experience five times more extreme weather events than a child born in the 1960s.4 1 United Nations Department of Economic and Social Affairs, Population Division. 2024. World Population Prospects 2024. New York: UN DESA. 2 World Bank. 2024. World Development Indicators. Washington, D.C.: World Bank. 3 World Bank. Various years. Debt Sustainability Analyses Under the Joint Bank-Fund Debt Sustainability Framework for Low Income Countries. Washington D.C.: World Bank. https://www.worldbank.org/en/programs/debt-toolkit/dsa. 4 Thiery, W., Lange, S., Rogelj, J., Schleussner, C., Gudmundsson, L., Seneviratne, S. I., Andrijevic, M., Frieler, K., Emanuel, K., Geiger, T., Bresch, D. N., Zhao, F., Willner, S. N., Büchner, M., Volkholz, J., Bauer, N., Chang, J., Ciais, P., Dury, M., Wada, Y. 2021. Intergenerational inequities in exposure to climate extremes. Science, 374(6564), 158–160. https://doi.org/10.1126/science.abi7339. Page 1 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) • Conflict and Displacement: Approximately 70 percent of all school-aged-children living in AFE have been affected by persistent conflicts over the last 10 years.5 Between 2018 and 2023, the number of refugees under the mandate of the United Nations High Commissioner for Refugees in AFE rose from five to six million, and the number of internally displaced people increased from 14 to 24 million.6 • Food insecurity and malnutrition. In 2023, 58 percent of Africa’s entire population faced moderate or severe food insecurity, which is nearly twice the global average. Between 2017/19 and 2021/23, the prevalence of undernourishment increased from 150 to 188 million (24.1 percent of the total population).7 4. A renewed emphasis on investing in the capabilities of Africa’s youth is a critical part of a considered approach to restore long-term growth and enhance the AFE region’s resilience. The productivity gains to be captured are significant—even in 2020, a child growing up in Sub-Saharan Africa was only expected to reach 40 percent of her economic potential.8 Rates of “learning poverty” are simply too high—in many locations in AFE, barely 10 percent of ten-year-old children can read and understand a simple text and 1 out of 3 school-age-girls remain out of school.9 To drive faster progress, many countries in the region are increasingly looking to make smarter investments in education and their human capital systems, embracing innovations that transform both the nature of the services provided and the methods of their delivery. B. Sectoral and Institutional Context 5. The importance of addressing the learning crisis is underscored in the World Bank’s commitment in its corporate scorecard—a long-term goal of “no learning poverty”—and reinforced by the AFE Region’s Education Business Plan. The scorecard notes a context of a global learning poverty rate of 57 percent and sets a medium-term target of 343 million students to be supported with better education. Making progress in the AFE region—where learning poverty is 89 percent—is therefore essential in its own right and to meet global ambitions. That is why the regional Education Business Plan aims to cut learning poverty by a quarter and improve education services for up to 200 million children and youth through this decade.10 This Multiphase Programmatic Approach (MPA) is crucial in advancing the overall business plan and fulfilling commitments, with a particular focus on the important issue of girls' education. 6. The scale of the challenge in building a strong foundation for all youth across AFE calls for a bold and comprehensive response. There has been significant progress over the past 20 years, especially in huge expansions in access to education, and encouraging examples of educational standards on the rise. Yet progress is uneven at best and more needs to be done. There are three closely connected factors to be addressed to fully unlock education’s potential. First, 35 million children in AFE, 23 percent of the global total, are denied basic education, and this needs to change.11 Second, for those who do start school, 28 percent fail to complete primary education, and an even higher 55 percent do not finish lower-secondary education.12 Third, what children learn during their often-short school careers are extremely 5 World Bank calculations using conflict data from the Uppsala Conflict Data Program (https://www.uu.se/en/department/peace-and-conflict- research/research/ucdp/) and school age population data from UNESCO Institute of Statistics (https://uis.unesco.org/). 6 UNHCR (refugee database). UNHCR, Geneva (accessed July 26, 2024), https://www.unhcr.org/refugee-statistics. 7 FAO, IFAD, UNICEF, WFP and WHO. 2024. The State of Food Security and Nutrition in the World 2024 – Financing to end hunger, food insecurity and malnutrition in all its forms. Rome: FAO. 8 World Bank. 2021. The Human Capital Index 2020 Update: Human Capital in the Time of COVID-19. Washington, D.C.: World Bank. 9 World Bank, UNESCO, UNICEF, USAID, FCDO, Bill & Melinda Gates Foundation. 2022. The State of Global Learning Poverty: 2022 update. Washington, D.C. World Bank. 10 World Bank. 2024. Education Business Plan 2030, Eastern and Southern Africa. Washington, D.C.: World Bank. 11 Basic education refers to pre-primary (1-2 years), primary (typically 6 years) and lower-secondary schooling (typically 3 years). Calculations based on World Bank. 2024. Education Business Plan 2030, Eastern and Southern Africa. Washington, D.C.: World Bank. 12 UIS (education database). UIS, Montreal (accessed July 26, 2024), https://databrowser.uis.unesco.org/browser. Page 2 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) limited. Only 11 percent of children in AFE can read a simple text by age ten compared to 40 percent in South Asia and 65 percent in East Asia and the Pacific.13 7. Regional averages conceal significant disparities in progress among different population groups. Rural children often face severe disadvantages compared to their urban peers, with limited access to qualified teachers, learning materials, basic infrastructure, and internet. Similarly, children from poorer households encounter additional barriers to quality education, often driven by economic pressures to work or the hidden costs of schooling. Gender disparities also persist, with girls in some areas less likely to attend or complete school, especially at higher education levels due to socio- cultural barriers and safety concerns. To build a strong foundation for all children and youth, it is crucial to implement targeted strategies that address the unique needs of these underserved groups and close the existing gaps. 8. The proposed Advancing Innovative Methods to Promote Learning (AIM4Learning) MPA Program incorporates distinctively new approaches to providing better education to students . The MPA Program builds upon earlier progress and goes much further in introducing proven, cost-effective innovations on a large scale. It leverages digital technology more widely to improve the effectiveness of teaching and learning for in-school pupils, support hard-to-reach out-of- school children, especially girls, and enable systems to deliver learning during climate-related school closures. This draws on lessons set out by the Global Education Evidence Advisory Panel supported by the World Bank and other major institutions. The Program aims to invests more in much-needed infrastructure—new and refurbished, resilient schools closer to student catchment areas—and makes the most of this by driving fundamental changes in how schools organize learning and deliver services. Recognizing that experience shows some interventions have been overly project-based (and siloed), the proposed MPA focuses on critical system-wide reforms, such as revising curricula, assessments, and standards, and improving teacher management policies and professional development. It looks to expand the successful experience (including in World Bank-supported programs) of more results-based financing, rather than just paying for inputs. This will be combined with strengthening governance and accountability—through decentralization, school management and the integration of results-based financing into government systems—to improve incentives and align education systems with a focus on children’s learning. It embraces new approaches for change, including cross-country collaboration to drive innovation in policy and implementation, as well as innovative financing strategies. 9. AIM4Learning goes beyond “education only” interventions to support Government (and private sector) action which engages other key sectors. Although there have been examples from the past of education programs working across sectors, this MPA more deliberatively adopts a multisectoral approach at a national/program level to tackle the diverse challenges facing pupils and their communities (Figure 1). For example, to make the most of information technology, the Program works with digital and energy sector experts in practical ways—such as ensuring that new schools have power and internet access. To ensure that students have a better chance of maintaining good health, the approach weaves in specific water, sanitation, and hygiene (WASH) measures—including adequate and safe washrooms especially for girls. To nourish and safeguard young children, the Program deploys expertise from health and social development specialists to implement measures such as school feeding, and school focal points/accessible complaint mechanisms with follow-up services to tackle sexual exploitation and abuse. 10. The innovative and concerted action in the Program will address the education sector’s three main challenges: (i) improving the capability of national education systems to provide relevant learning opportunities for a growing and increasingly diverse population; (ii) enhancing the support for, and providing better motivation for the teacher labor force that currently lacks access to the most up-to-date tools and methods to deliver better learning; and (iii) upgrading the administration and management of education systems to better mobilize resources and use them more efficiently and equitably. 13 World Bank, UNESCO, UNICEF, USAID, FCDO, Bill & Melinda Gates Foundation. 2022. The State of Global Learning Poverty: 2022 update. Washington, D.C. World Bank. Page 3 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Figure 1: AIM4Learning MPA’s multisectoral approach Access and learning environments 11. Substantial and welcome progress has been made in recent years in expanding access at the primary level — providing a base to build upon—and now the most significant challenge of out-of-school pupils is at the lower- secondary school level, where only half of the eligible children enroll. With rapid population growth, an additional 3.3 million children need to be provided access to education opportunities (both physical and virtual) every year to maintain existing levels of coverage. Without a coordinated effort to expand access to learning opportunities, the out-of-school population is estimated to grow to 70 million by 2034.14 Rehabilitating and providing more physical school places is necessary to tackle this problem, especially for young children and adolescent girls, but must be combined with other steps. First, new, and existing infrastructure needs to be used more efficiently through techniques such as double shifting in overcrowded schools and multi-purpose laboratories to replace subject-specific laboratories. The resilience of the infrastructure needs to be enhanced to ensure disruptions due to climate-related events as well as the damage they often bring about are minimized. Second, many children who fail to complete a basic education are drawn from marginalized groups (e.g., refugees, pastoralists, internally displaced children) where conventional schooling is inappropriate. Others, including over-age school dropouts, find traditional schools inflexible and less relevant for their needs as early entrants into the labor market. Ensuring all children receive a good quality basic education will mean providing alternative pathways for learning outside the school walls, including online learning opportunities and high-quality flexible programs where children and youth can obtain the skills they need. These alternative pathways for learning can enhance the adaptive capacity of the education systems by supporting continuity of learning during climate-related and other school closures. 12. Access to basic education is hindered significantly by demand-side constraints, particularly for girls, children from poor households and those living in rural areas. High direct and opportunity costs can create barriers to school attendance given the limited resources available to families and their reliance on the contributions children make directly 14 Calculations based on World Bank. 2024. Education Business Plan 2030, Eastern and Southern Africa. Washington, D.C.: World Bank. Page 4 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) or indirectly to household income. In some cases, a lack of awareness about the long-term benefits of education, especially for girls, compounds these constraints, leading parents to undervalue schooling. Addressing these demand-side challenges is critical to improve equitable access to education across the region. 13. Once a child is at school, her learning environment must be improved. Partly because of inadequate planning, a lack of “joined up” thinking, and budgets that are inadequate or ineffectively deployed, too many schools lack essential teaching and learning materials, as well as basic infrastructure like electricity and internet connectivity. For example, only a third of primary schools in Sub-Saharan Africa have electricity, a prerequisite for school connectivity and only 38 percent of primary schools have basic handwashing facilities.15 Just 28 percent of children in AFE have any kind of internet access outside of school.16 Many schools lack discretionary funds they need to support their own school improvement plans and address the major constraints they face in their own contexts. These challenges underscore the urgent need for improvements in the overall educational environment and the need for smarter investments. 14. School-based violence remains a critical issue in AFE, severely affecting learning outcomes, especially for adolescent girls. Take Ethiopia, where almost three-quarters of students aged 10-19 reported experiencing some form of violence at school, which creates a hostile and unsafe learning environment. This violence, combined with inadequate facilities for menstrual hygiene management, disproportionately affects girls, leading to higher absenteeism, lower school completion rates, and diminished learning outcomes. Teachers and school leaders 15. Teachers and school leaders are at the front line of improving educational outcomes for their students, and it is essential to transform their skills and effectiveness. Several studies have shown that primary school teachers across the region have challenges in terms of their content knowledge, teaching practice, and ability to assess student progress. A recent study in Ethiopia found that only 6 percent of Grade 4 teachers were proficient in the subjects they teach, and less than 20 percent demonstrated satisfactory pedagogical skills.17 Limited training affects the critical role that teachers and school leaders can play in minimizing the impacts of climate shocks on students and their communities. However, both initial teacher education (ITE) and in-service training systems across much of the region fail to instill the skills and behaviors for effective teaching and school leadership because they have not adopted the latest evidence on how to design and implement effective professional development systems. There has also been limited attention to ITE in favor of in-service training activities. And despite significant development partner support, many countries do not integrate in- service training activities into annual planning and budgeting exercises, which results in patchy and underfunded support for teachers. 16. The shortage of female teachers in lower-secondary schools is a significant barrier to girls' education. Female teachers play a crucial role in creating a supportive and inclusive learning environment, especially for adolescent girls who often face unique challenges during this critical stage of education. However, in AFE women make up only 38 percent of the lower-secondary teaching force compared to 70 percent at the primary level. This gender disparity is particularly pronounced in rural areas, where cultural norms and safety concerns further deter women from entering the teaching profession.18 The lack of female teachers can negatively impact girls' education, as female teachers often serve as role models and provide a safer and more supportive learning environment for female students. Without female role models 15 United Nations Department of Economic and Social Affairs (SDG database). UN DESA, New York (accessed August 1, 2024). 16 World Bank (World Development Indicators database). World Bank, Washington, D.C. (accessed July 29, 2024), https://databank.worldbank.org/source/world-development-indicators. 17 World Bank. 2020. Global Education Policy Dashboard. Washington, DC: World Bank. 18 UIS (education database). UIS, Montreal (accessed November 13, 2024), https://databrowser.uis.unesco.org/browser. Page 5 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) and mentors, girls can struggle with lower self-esteem, limited aspirations, and fewer safe spaces to discuss sensitive issues like menstrual health and gender-based violence (GBV).19 17. Fundamental reforms must be enacted to incentivize and align teachers and school leaders around a core focus on learning. Significant problems in the system—including high rates of teacher absenteeism (reported as much as 40 percent in Ethiopia and 58 percent in Madagascar)—need layered responses. A new approach needs more robust and disciplined management in the education system so that the legitimate expectations of parents and policymakers are met by those working in schools. It should be complemented by improved support for teachers who often work in overcrowded classrooms without proper teaching and learning materials (TLM) for effective teaching. Support to existing teachers, including professional development opportunities, is frequently scarce and erratic, and teacher performance is often detached from promotion and decisions around pay. In four out of the six AFE countries included in a recent study, teacher pay was lower than that of other wage-employees with similar levels of education and experience.20 High teacher absenteeism reduces teaching time and imposes significant costs on cash-strapped education systems. Reforms to turn around this situation could capture significant gains—simple estimates suggest that across the region, as much as US$6 billion is lost on teacher absenteeism, equivalent to approximately a quarter of government spending on basic education.21 Improving working conditions, strengthening professional development programs, providing performance feedback mechanisms, and creating clear career pathways that incentivize good performance can drive improvements in learning. Financing and system capacity 18. Addressing funding and resource distribution challenges can lead to meaningful improvements in the equity and quality of education across the region. Government spending on education in low- and lower-middle-income AFE countries stands at 4.2 percent of GDP, similar to spending in other regions but lower than the 5.1 percent in East Asia and the Pacific and far below the 7 percent of GDP required to meet national and global education goals in Africa.22 The impact of underfunding is compounded by the way existing funds are used. Ineffective teacher deployment systems, weak procurement and accountability mechanisms and lack of timely data on service delivery all contribute to significant spending inefficiencies and inequalities. 19. To overcome these challenges, it is vital to enhance the capability of policymakers, administrators, and managers overseeing education systems. Education ministries and related institutions need stronger support and capacity so they can better coordinate and plan interventions that realign the core focus of education systems towards learning. Public Expenditure and Financial Accountability assessments show that only a third of reporting countries in AFE have any kind of system in place to check that resources intended for frontline service units, including schools, are received. Ministries of education can collaborate better with other line ministries (e.g., health, energy, water and digital) and levels of government to deliver on their mandate to improve learning, yet coordination mechanisms are often not effective. Moving away from project-based implementation units and strengthening the capacity of education ministries to plan, monitor, innovate and coordinate can help to accelerate progress across the region. 20. Strengthening the capacity to design and implement effective curricula, standards, and assessment systems can accelerate progress on learning. Out-of-touch and outdated curricula, which rely heavily on rote memorization and traditional "chalk and talk" teaching methods, are common across the region and fail to equip students with the critical thinking and problem-solving skills necessary for modern life. The relevance of curricula to students’ day-to-day lives could be enhanced, paying attention to emerging topics such as adaptation to climate change. Assessment systems face significant challenges that hinder their effectiveness including inadequate systems for collecting and analyzing data on 19 Ajayi, K, and E. Koussoubé, eds. 2024. Pathways to Prosperity for Adolescent Girls in Africa. Washington, DC: World Bank. 20 Evans, D.K., Yuan, F. and Filmer, D., 2022. Teacher Pay in Africa: Evidence from 15 countries. World Development, 155, p.105893. 21 Calculations based on World Bank. 2024. Education Business Plan 2030, Eastern and Southern Africa. Washington, D.C.: World Bank. 22 UNESCO. 2023. Can African Countries Afford their National SDG 4 Benchmarks? Policy Paper, 49a. Paris: UNESCO. Page 6 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) student learning outcomes. This is borne out of observing that only half of countries in AFE have undertaken a nationally representative learning assessment for primary school students in the last five years.23 System performance is also constrained by a lack of focus and training on formative assessment; ineffective teacher and student feedback mechanisms; and limited use of technology to enhance efficiency and provide real-time data to support teaching and learning. 21. The non-state sector is a crucial partner in delivering basic education in AFE. Approximately 10 percent of primary and 19 percent of secondary school students are enrolled in private institutions.24 However, these figures likely underestimate the actual involvement of non-state providers due to the prevalence of unregistered schools and government-aided institutions that are not included in official statistics. For instance, a survey of private schools in major cities across the region found that less than half were registered and in countries like the Democratic Republic of Congo, Lesotho, and Rwanda, between 40 and 50 percent of basic education schools are owned by the Catholic Church and receive state subsidies.25 Despite the significant role of the non-state sector, weak or inconsistently applied regulatory frameworks, limited access to financing, and significant quality variations hinder its ability to contribute effectively to education. Additionally, challenges in government-aided schools, such as delayed funding disbursements, complex administrative processes, and unclear accountability mechanisms, further impede effective public-private partnerships. Beyond education provision, limited private sector involvement in related sectors like digital and energy infrastructure also affects the cost and quality of learning environments. To address these challenges, coordinated efforts among governments, private actors, and development partners are needed to overcome systemic barriers and build inclusive, high-quality education systems. 22. Fostering regional collaboration to share knowledge and develop common standards, approaches and tools can support innovation in tackling the learning crisis and enhance regional mobility. There is a growing evidence base on effective interventions to improve learning but much of it comes from contexts where the starting conditions are very different from countries in AFE. Moreover, much of the evidence is based on small-scale interventions in non-state schools. Supporting evaluations of reforms and large-scale interventions that are more aligned with existing conditions and building mechanisms to share this evidence base widely across the region are needed to maximize the impact of education sector investments. Supporting greater collaboration, such as through common standards and qualification frameworks, can also increase labor mobility, increase job opportunities, and improve trade. C. Relevance to Higher Level Objectives 23. The MPA is aligned with the African Union’s (AU) Agenda 2063, the Sustainable Development Goals (SDGs), the World Bank’s mission to end extreme poverty and promote shared prosperity on a livable planet and its AFE regional priorities. Agenda 2063, the AU's masterplan for Africa’s transformation, emphasizes sustainable development. The MPA supports Agenda 2063’s second goal of developing well-educated citizens and its eighth goal of empowering children and youth. The MPA is aligned with SDG 4, which aims to ensure inclusive, equitable, quality education and lifelong learning for all. The MPA will support reducing learning poverty, advancing gender equality, and improving lives in fragile and conflict-affected settings. Education is one of the four regional priorities for AFE. It both supports and benefits from the other priorities, which include improving access to WASH, expanding digital services, and extending access to electricity. 23 UIS (education database). UIS, Montreal (accessed August 1, 2024), https://databrowser.uis.unesco.org/browser. 24 UIS (education database). UIS, Montreal (accessed November 28, 2024), https://databrowser.uis.unesco.org/browser. 25 UNESCO. 2021. Global Education Monitoring Report 2021/2: Non-state actors in education: Who chooses? Who loses? Paris: UNESCO. Wodon. Q. 2021. Global Catholic Education Report 2021: Education Poverty, Learning Pluralism, and the Right to Education. Washington, D.C.: Global Catholic Education, International Office of Catholic Education. Page 7 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) In addition, it is aligned and will contribute to the strategic objectives of the World Bank Gender Strategy (2024 – 2030) and its goal to build stronger and more resilient human capital. 24. The Aim4learning Program is aligned with the Africa Human Capital Summit commitments, the regional declaration of the ‘Decade of Education’ and the AFE Education Business Plan. The MPA aligns with the commitments made during the Africa Heads of State Human Capital Summit in Tanzania in July 2023, where the Dar-Es-Salaam Declaration, signed by 23 out of 26 AFE countries, emphasized investing in human capital to create inclusive and resilient economies. Leaders committed to reducing learning poverty by at least 25 percent by 2030 through improved access, affordability, and education quality. In November 2024, education and finance ministers re-grouped in Kigali at the Africa Foundational Learning Exchange to share their action plans and declared 2024-2034 as the “Decade of Education”. The MPA also supports the AFE Education Business Plan, which shares these goals, envisions all children and youth gaining the education and skills necessary for sustainable development and reducing the number of out-of-school adolescent girls by half by 2030. 25. The AIM4Learning Program contributes to the broader goals of: • Promoting inclusive and sustainable growth: The MPA aims to strengthen human capital by improving education, leading to better job opportunities, and fostering economic growth. By enhancing knowledge, developing green skills, and creating climate-resilient education systems, it will help focus attention on the impacts of climate change. • Advancing gender equality: In addition to supporting equitable education outcomes, the MPA will further gender equality by promoting empowerment, economic independence, better health, and the elimination of harmful stereotypes, while increasing political and social participation. • Supporting stability in fragile, conflict-affected, and vulnerable areas: By extending education to all children, the Program will reduce inequality and strengthen social cohesion. Building effective education systems will also enhance state capacity to deliver essential public services and contribute to long-term stability. • Promoting regional integration: The MPA is aligned with the World Bank’s Regional Cooperation and Assistance Strategy (2021 – 2023) and supports its third pillar to support human capital development. It will foster regional cooperation by addressing shared education challenges. It will create a platform for knowledge exchange to promote the sharing of best practices and innovations and support the harmonization of educational standards to facilitate cross-border mobility for students and education professionals. D. Multiphase Programmatic Approach (i) Rationale for using the MPA 26. In recent years, the MPA approach has been shown to be well-suited to tackling transboundary crises that are substantial and long-term in nature. AIM4Learning will provide a large-scale, confidence-building, flexible and sustained approach that addresses the complex challenge of improving education outcomes. It has several advantages over a single- country project approach, including: • It allows for a longer-term approach to a common but complex development issue and signals the World Bank’s commitment to a partnership to resolve the learning crisis. • It supports engagement with a critical mass of countries and will generate high-level political and operational momentum around the learning crisis across the region. • For participating countries, the opportunity to take part in a regional initiative to address the learning crisis will help build national momentum, provide opportunities for cross-country learning, co-create adaptable solutions to common challenges, and access regional resources and assistance. Page 8 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) • It is flexible and enables participating countries to coalesce around a joint development initiative while respecting their different starting points and characteristics. It will support the adoption of a cohesive framework to tackle the learning crisis across the region and allow countries to select from a menu of activities aligned with the MPA Program Development Objective (PrDO) and their own contexts. • It provides a platform to crowd in external financing and align support from a community of willing multilateral (e.g., Global Partnership for Education) and bilateral development partners, relevant foundations, and the private sector. 27. The MPA helps achieve economies of scale. For example, the Program will facilitate the development of options for design standards that maximize resilience, aggregate demand for internet connectivity, and explore effective procurement and construction approaches. The MPA will help countries to introduce more sophisticated procurement practices based on learning to stretch budgets even further. It will contribute to the regional integration agenda by developing common frameworks for assessing skills and learning, which would support the free movement of people across countries and more generally the Africa Continental Free Trade Agreement. (ii) Program Development Objective (PrDO) 28. The PrDO is to increase equitable access and improve learning outcomes in basic education in Eastern and Southern Africa. Basic education refers to pre-primary (1-2 years), primary (typically 6 years) and lower-secondary schooling (typically 3 years). The MPA aims to reach 72 million children with better and more equitable education, cut learning poverty by a quarter, reduce the out-of-school population by 50 percent and increase lower-secondary school access for adolescent girls by a third. The progress towards the PrDO will be measured through the following: Table 1: PrDO-level Outcome Indicators Indicators Unit Baseline Target (Jan 2025) (Dec 2034) Learning poverty* Percent 91 69 Children supported with better education* Number (millions) 0 72 Children of basic education age out of school* Number (millions) 14.0 7.0 Lower-secondary school enrolment of girls Number (millions) 5.0 7.8 Joint research studies on learning poverty shared Number 0 15 Note: * WBG Corporate Scorecard Indicator. 29. The targets associated with reductions in out-of-school children and female enrolment are ambitious but achievable. Expansion of opportunities for girls to enroll in lower-secondary included under the MPA is expected to increase female enrolment rates from 47 percent in 2024 to 67 percent in 2034. A key driver for this proposed target will be the reduction in distance to schools, followed by enhanced opportunities to use digital solutions to access learning. Expansion in access will be complemented by targeted strategies to retain and support girls through completion, such as preparation and recruitment of more female teachers, provision of improved WASH facilities, and greater mobilization of community actors. An integrated and holistic gender transformative approach is programmed under each Program pillar with an effort to ensure systemically supported inclusion in the sector at country levels (Figure 2). (iii) Program Theory of Change 30. The MPA’s Theory of Change (TOC) recognizes that learning poverty, and significant disparities among different population groups presents the largest constraint on human capital formation in the region. Without a substantial and longer-term approach, approximately 89 percent of children (around 20 million) at the end of primary school (10-year- Page 9 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) olds) will be ‘learning poor’, while children from poorer and rural households, particularly girls, are less likely to enroll in school and complete school. Considering the strong evidence of the correlation between learning disparities across population groups (poverty, geographical or regional, gender) and human capital outcomes, addressing learning poverty and reducing disparities is critical for improvement in the region’s overall human capital formation that is needed to accelerate growth, equity, and productivity. 31. At the national level, the MPA will address these constraints through a conceptual framework that addresses three dimensions to reach the targeted 72 million children. The first dimension focuses on equitable education because a rapid expansion of school infrastructure is needed to bring schools closer to homes for many children that are currently out of school, including girls. The second dimension pertains to cutting learning poverty. This implies targeted strategies to decrease teacher absenteeism and to build a critical mass of skilled and motivated teachers in the region, and provision of quality instructional materials. The third dimension pertains to overall levels of service provision in basic education. This specifically includes the adequacy and the right kinds of institutional capacity to coherently implement reforms in improving equitable access and learning, student assessment, management of the teacher workforce, and effective resource allocation. At the regional level, the MPA focuses on a comprehensive learning agenda to fill knowledge gaps and build an evidence-based approach on the common challenges faced by participating countries in order to implement effective policies and interventions and improve education outcomes. Figure 2 provides a summary of the TOC. Figure 2: Program Results Chain Page 10 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) (iv) Program Framework 32. The MPA provides a robust and long-term framework that participating countries can leverage to address shared challenges within their education systems while retaining the flexibility required to respond to specific national priorities and evolving contexts. The Aim4learning program’s 10-year timeline recognizes that reducing learning poverty is a complex challenge requiring sustained efforts beyond a typical project cycle and allows for the consistent implementation and consolidation of reforms throughout the entire 10-11 years that students spend in basic education, ensuring long-term support and impact. The extended timeline ensures that countries can align interventions with their strategic agendas, adapt to shifting priorities, and implement reforms at a pace that reflects their individual readiness and capacity. The Aim4learning pillars identify core areas for action to improve education outcomes, with an emphasis on sustainable and impactful interventions that participating countries can tailor to their unique needs. It focuses on basic education which includes pre-primary, primary and lower-secondary education and typically covers the first 10-11 years of the education cycle. 33. The MPA will allow countries and regional bodies to join the Program based on their readiness, and relevance of the MPA approach to the regional and country specific contexts. Table 2 below reflects the countries that have expressed interest to join the MPA. Financing for the borrowers joining the Program in the future will be contingent on the availability of country allocations and satisfactory Program implementation.26 The MPA is expected to be implemented over a period of ten years (FY25-34). Ethiopia and Comoros will join the MPA in the first phase, while a further six countries and a regional organization are expected to join in later phases. For all countries included under later phases of the MPA, the indicative financing envelopes are expected to be programmed through a mix of new operations and additional financing that fall within the scope of the PrDO and do not exceed the overall financing envelope for the MPA. Table 2: The MPA Framework PDO Estimated IBRD Estimated Estimated IDA Estimated Amount (US$ Other Phase Operation ID Amount Environmental & mill.) Amount (US$ mill.) Social Risk Rating (US$ mill.) To improve teaching quality and primary Comoros: P507220 education completion rate 0.00 14.62 8.70 Moderate Phase 1 To increase equitable access and improve Ethiopia: P501017 learning outcomes in pre-primary and primary education 0.00 50.00 176.30 Substantial Angola TBD 300.00 0.00 0.00 Moderate Comoros TBD 0.00 15.00 10.00 Moderate Ethiopia TBD 0.00 400.00 200.00 Moderate Later Madagascar TBD 0.00 250.00 135.00 Moderate phases[2] Malawi TBD 0.00 200.00 88.50 Substantial Mozambique TBD 0.00 300.00 0.00 Moderate Regional: AAU TBD 0.00 10.00 0.00 Moderate Total 300.00 1,239.62 618.50 34. Phase 1 of the MPA includes Comoros and Ethiopia. The development objectives of Phase 1 projects are aligned with and contribute to the MPA’s PrDO and its intermediate indicators. Phase 1 country projects include: 26 Operations will be submitted for approval as ready and after meeting requirements of client countries. The order in this list is indicative. Page 11 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) a. Comoros: Strengthening Education for Better Human Capital Outcomes: The US$23.3 million Investment Project Financing (IPF). The project will benefit over 130,000 students enrolled in public preprimary and primary schools and 3,000 public primary school teachers. Please see Annex 1. b. Ethiopia Education Transformation for Learning (P501017): The US$226 million hybrid operation (which includes a Program for Results (PforR) and IPF) aims to increase equitable access and improve learning outcomes in pre- primary and primary education in the first phase of the MPA. The Program will benefit 19.6 million children, 370,000 teachers and 15,000 school leaders in public pre-primary and primary schools. Please see Annex 2. (v) Learning Agenda 35. The MPA incorporates an extensive learning agenda designed to test critical Program assumptions and evaluate interventions throughout its lifecycle. This agenda is essential for ensuring that the Program remains adaptive and responsive to the needs of participating countries, thereby enhancing educational outcomes in the region. Much of the evidence supporting the current interventions is based on evaluations from a limited number of countries within the region or from other global contexts. To address this limitation, the learning agenda aims to fill these knowledge gaps and generate insights that can be generalized across diverse country settings in AFE. Generating region-specific evidence will help ensure that interventions are both relevant and effective within their respective contexts. The MPA also seeks to analyze the drivers behind the knowledge-practice gap—defined as the gap between scientific knowledge and its practical application within large and complex education systems. Implementation research tools will be used to guide adaptations that facilitate the scaling of interventions effectively, both within individual countries and across phases of the MPA. Key hypotheses to be tested through the learning agenda include: • Hypothesis 1: Strengthening ITE and Continuous Professional Development (CPD) improves teaching quality and student learning outcomes. Effective teacher support, including scalable models of ITE and CPD, can enhance teacher knowledge and skills, particularly in low-capacity contexts. Key elements to be tested include modular training, remote learning, and technology use. • Hypothesis 2: Improving foundational systems enhances the effectiveness of educational reforms. The initial phases will focus on strengthening foundational systems—such as teacher training, curriculum reform, and infrastructure development—before advancing to more complex interventions. A systems-level evaluation will be conducted to determine how effectively these foundational efforts set the stage for advanced reforms. • Hypothesis 3: Digital tools can enhance learning outcomes and administrative efficiency. The phased integration of advanced digital learning tools is intended to improve both learning outcomes and administrative efficiency within education systems. The learning agenda will explore the effectiveness of these digital interventions, including their impact on teaching quality, student engagement, and overall learning outcomes. • Hypothesis 4: Gender-responsive interventions improve equitable access and learning outcomes for girls. Gender- responsive strategies, such as increasing the number of female teachers, providing menstrual hygiene management facilities, and creating safe learning environments, are expected to enhance girls' participation and retention in education. The learning agenda will evaluate the impact of these interventions on gender parity in enrollment, attendance, and learning outcomes. • Hypothesis 5: Cross-country collaboration and knowledge sharing accelerate progress. The MPA facilitates cross- country collaboration and the exchange of best practices. The learning agenda will focus on assessing the impact of such collaboration on policy development, implementation effectiveness, and the adoption of innovative practices. 36. The knowledge derived from this agenda will be leveraged to support the preparation of projects in countries that will join the Program in subsequent phases. Pillar 4 will provide a forum for countries joining the MPA in later phases Page 12 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) to draw on the experience and results from the learning agenda. It will also provide an opportunity for new projects to learn from experiences in other MPA countries and test out proposed strategies to improve basic education systems. By generating and disseminating region-specific evidence of effective practices, the learning agenda under Pillar 4 will help to ensure that the components of future projects under the MPA are both relevant and effective in increasing equitable access and improving learning in basic education. II. PROGRAM DESCRIPTION 37. The MPA introduces a new multisectoral, innovative framework that leverages cost-effective solutions, including digital technology, to reach both in-school and out-of-school children. It builds upon past progress but goes well beyond traditional approaches by transforming how schools organize learning and deliver services and by providing a stronger focus on ambitious results-based reforms to leverage existing government programs. The MPA envisions schools as community platforms with a strong and viable potential to effect change in their immediate environment, including outreach for health, nutrition, and gender equality in the communities, as well as to provide lifelong learning and support opportunities for disadvantaged youth. It prioritizes system-wide improvements in curriculum, assessment, and standards, while enhancing teacher management and professional development. By strengthening governance and accountability through decentralization, tech-enabled platforms and solutions, and results-based financing, it aims to more closely align education systems with learning needs. 38. The MPA will actively seek complementarities with other projects and initiatives aligned with its major objectives, such as digital connectivity programs and water and sanitation initiatives. It will leverage other projects and platforms to further its goals. For example, Development Policy Financing can be utilized to support broader reforms, such as teacher-related civil service reforms, which often fall outside the mandate of Ministries of Education. 39. The approach draws on a growing body of evidence that shaped the World Bank’s AFE Education Business Plan’s focus on four major intervention areas. First, education systems across the region must provide adequate, safe, and good quality learning environments that are equipped with appropriate technology and teaching and learning materials. To achieve this, various sectors, including energy, digital, transport, WASH, and social protection will be coordinated to work together. Second, to improve outcomes, education systems across the region should continue to strengthen the skills and motivation of their teacher workforces. Third, actions to support the effective management, governance and financing of inclusive education systems are needed to improve incentives, accountability, and more efficient use of education investments. Finally, greater efforts are needed to mobilize resources for education, improve access to the latest cutting- edge knowledge, and to foster greater collaboration among countries to address common challenges. These actions make up the pillars of the proposed MPA and are described below (Figure 2). Program Component 1 (Pillar 1): Transforming Learning Spaces to provide students and teachers a healthy, and empowering learning environment 40. In Eastern and Southern Africa, a rapid expansion of school infrastructure is needed to accommodate a rapidly growing school age population and the many children that are currently out of school. This pillar will help countries expand their school networks and bring schools closer to homes. Using the latest evidence, the MPA will develop new and more cost-effective designs and standards to ensure that all children do not just have a building to sit in but have access to safe and climate-resilient schools with electricity, digital innovations to complement the learning environment, connectivity, WASH, adequate TLM and good light and air quality. Infrastructure planning for schools must also prioritize safety measures that minimize climate risk and actively prevent physical, emotional, and sexual violence, creating environments where students feel secure and supported. This includes designing spaces and facilities that promote monitoring, access to counseling resources, and safe reporting mechanisms. To do this the MPA will support the revamping of old approaches to sector infrastructure investments. First, it will help to strengthen system capacity to Page 13 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) prioritize and plan infrastructure investments more effectively. That will include using geographic information systems to assess school placement by analyzing demographic data, utility availability, climate risk and other spatial indicators. Second, it will help to develop better approaches for the maintenance of schools and infrastructure, build-in climate- related damage prevention measures, and move away from a tendency to ‘build and forget’. Finally, it will establish or strengthen school grant programs to provide schools with resources to improve learning environments and support their own improvement planning. 41. A big part of ‘transforming learning spaces’ is to enable schools to become digital hubs serving students and youth. More schools will be equipped with technology to improve classroom instruction and teacher training, to ensure continuity of learning and teaching during conflict, pandemics, climate shocks and other crises, and to expand learning opportunities for out-of-school youth and the community for life-long learning (Figure 3). It will employ advances in technology – likely as a pilot in the first instance - such as generative Artificial Intelligence (GEN AI), to provide personalized and adaptive learning experiences tailored to the region’s context, to improve learning. In addition, to tackle demand side constraints that prevent disadvantaged children from succeeding, actions are envisaged such as the expansion of school stipend programs and targeted school feeding programs. Figure 3: Technology at the heart of the AIM4Learning MPA 42. It will be a long haul to turn around a situation of dilapidated schools and inadequate infrastructure, when needs – and pupil numbers – are growing dramatically, but the potential rewards are compelling. The innovations associated with this pillar will save participating countries (e.g., through cost-effective standards and community led approaches for low-cost, climate adapted construction) at least US$3.1 billion or 10 percent of the total costs of expansion compared with existing approaches. To achieve these ambitious targets, collaboration from World Bank technical experts will be sought in the areas of Climate Change, Digital Development, Energy, Social Protection and Water. Program Component 2 (Pillar 2): Empowering a skilled and motivated workforce of educators 43. The AFE region will need to hire many more new teachers by 2030 to meet the demand for education from a growing school-age population. Across MPA-participating countries, an extra 1.1 million children are projected to enter Page 14 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) the education system each year. This indicates the enormous task the region faces, in terms of recruiting and training additional teachers, just to maintain current levels of education coverage. The systems to hire and deploy systems must be improved to attract the best talent and properly allocate new teachers where they are most needed. 44. ITE is designed to build a pipeline of well-prepared teachers from the outset and is a critical component of Pillar 2. Implementing effective ITE programs, particularly in low-capacity contexts, requires targeted strategies such as modular training, practical teaching placements, and remote learning options to overcome limitations in resources and infrastructure. These approaches help ensure that new teachers are equipped with foundational skills and practical experience, even in settings where formal training facilities are limited. 45. The pillar aims to improve the skills and motivation of teachers. It introduces a coherent approach to supporting teachers and student learning through systems that include instructional support through strengthened ITE, regular coaching, improved materials in the classroom (e.g., lesson plans, student textbooks and teacher guides). This is buttressed by better continuous assessment methods and strengthened systems to track the effectiveness of interventions (e.g., training) and provide feedback for further improvement. It will support changes to allow teachers to be more flexibly deployed – with a shift away from a sole focus on age-based classroom teaching towards more ability- based teaching and remedial classes for children falling behind. These (and other) techniques are drawn from a growing evidence base spotlighting them as cost-effective interventions to improve learning. 46. The MPA will promote a comprehensive strategy to decrease teacher absenteeism. To mitigate authorized absences, it will support improved planning to ensure that in-service teacher training occurs outside of school hours and limits the assignment of teachers to non-educational duties during the school term. To minimize learning disruptions, head teachers will be encouraged to reallocate existing teaching resources to cover unavoidable short-term absences. The pillar will assist countries in strengthening accountability mechanisms to address unauthorized absences through the implementation of robust school-level monitoring systems, enforcement of clear attendance rules with appropriate incentives and sanctions, and enhanced oversight by regional and district education offices via regular school visits. It will promote greater community involvement by raising awareness about the significance of education and engaging community members in monitoring teacher attendance. The support for improved teacher attendance under this pillar will be bolstered by other measures aimed at enhancing teacher motivation in other elements of the MPA, including improving learning environments (Pillar 1) and teacher employment conditions (Pillar 3). 47. Investing in school leadership is important to allow those educators to flourish and make the most of the frontline teachers whom they manage. That is why the Program incorporates support to school leaders including professional development programs, establishing peer support networks, and equipping school leaders with tools for data-driven decision-making. Critically, leaders and teachers will be supported by the creative use of new technology to scale approaches to improving teacher skills and motivation. This will include continuous teacher professional development, provide personalized just-in-time coaching to teachers, support lesson content creation, and ways to make it less burdensome for teachers to assess and track each child’s learning progress. 48. Supporting teachers – and securing their buy-in to reforms (see below) – is a challenging but essential initiative where the impact can be substantial. It is expected that the policy reforms and interventions supported under the Program could deliver efficiency savings of at least US$4.1 billion in MPA participating countries, equivalent to a quarter of the annual teacher salary bill. Program Component 3 (Pillar 3): Strengthening systems 49. This pillar supports countries to make their education systems more coherent and aligned towards learning. Pillars 1 and 2 are focused on introducing new approaches and interventions to improve equitable access and learning. However, these will not succeed without the institutional capacity to implement these reforms coherently. Many school Page 15 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) systems in the region suffer from logistical problems that result in schools not having all the inputs necessary to do their job effectively. For example, Program Component 3 (schools are built but lack teachers or learning materials to run effectively. This pillar aims to strengthen policymaking and implementation systems to ensure education systems are coherent and capable of adopting the innovations necessary to accelerate progress. 50. Supporting curriculum and assessment reform and ensuring other related systems (e.g., examinations, teaching and learning materials) are aligned is a critical element of this pillar. Many countries in the region have embarked on curriculum and assessment reforms to give more attention to core competencies, including foundational learning, critical thinking, and problem-solving skills, as well as to provide a stronger focus on defined student competencies at each stage of education. However, implementation challenges have often made this critical reform unsuccessful because other changes are delayed or not made at all. It is not uncommon for these reforms to be rolled out without the requisite teacher training and the changes in textbooks, assessments, and examination systems needed. This pillar will provide the technical assistance and capacity building necessary to successfully implement curriculum and assessment reform. It will also provide technical and financial support to enable countries to implement sustainable systems for repeated learning assessments that are consistent over time, to enable the tracking of outcomes, particularly for disadvantaged groups. 51. The MPA will enhance the system-wide approach to managing the teacher workforce to complement the specific investments in teachers themselves (shown in pillar 2 above). The reform drive is to ensure that all elements of teacher preparation and career progression are aligned to the goal of improved student learning. This will include the MPA helping introduce or strengthen existing merit-based recruitment and career progression systems. Furthermore, greater attention will be focused on a more equitable distribution of teachers (in locations, among communities) so that pupils in underserved communities are not left behind. Better implementation of merit-based processes for appointments and career development will help build a pipeline of effective school leaders. Steps are needed to strengthen incentives, accountability and coordination mechanisms among the many agencies and levels of government responsible for managing and governing the teacher workforce. These are not easy reforms but there are emerging examples of success to learn from and build upon. In Edo State in Nigeria, for example, a coordinated set of support to teachers (including modern training, assistance from learning and development officers, better recognition of performance, and more disciplined and tech-assisted management supervision) has seen improvements including significantly reduced teacher absenteeism in primary schools—down from 37 percent to 18 percent over six years. 52. The pillar aims to strengthen resource allocation systems to ensure that funding is used effectively to provide schools with the necessary resources to enhance learning. Resources are scarce and must be used as effectively as possible. Yet current allocation systems often result in inefficient and unequal outcomes. For example, poor procurement methods have led to high costs and the unavailability of basic teaching and learning materials. To address these issues, the pillar will assist Ministries of education to strengthen their capacity for effective planning and budgeting including: (i) building capacity for data-driven decision making; (ii) supporting a move towards performance-based budgeting; (iii) integrating technology into procurement processes; and (iv) improving the quality and accessibility of public spending information. Through greater collaboration and robust monitoring and evaluation (M&E) frameworks, the pillar will promote better coordination with other key ministries and institutions, such as those responsible for energy, water, and connectivity, which are essential for effective service delivery. And by adopting shared procurement standards and collaborating across countries, the Program can potentially generate further savings and economies of scale in infrastructure, teaching and learning material provision and technology deployment. 53. Support for activities to enhance the partnership between the government and the non-state sector are also included under this pillar. It will support: (i) the development and implementation of clear regulatory frameworks to ensure private educational institutions align with national education goals and quality standards; (ii) the piloting of resource-sharing initiatives, such as joint training programs for teachers or shared infrastructure projects; (iii) strengthened M&E systems to provide adequate mechanisms to track progress in the non-state sector; (iv) facilitation for Page 16 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) public-private partnerships (PPPs) through stakeholder workshops, resource-sharing initiatives, and the documentation of best practices; and (v) the development and implementation of more sustainable financing models for the non-state sector, particularly for government-aided schools. Program Component 4 (Pillar 4): Building Cross-Country Collaboration to maximize the benefits of cooperation and realize economies of scale 54. This pillar is designed to develop an extensive learning agenda that aims to fill knowledge gaps and build an evidence-base to support countries to implement effective policies and interventions (see learning agenda section). There is a growing evidence base on effective interventions to improve learning but much of it comes from contexts where the starting conditions are very different from countries in AFE. Moreover, much of the evidence is based on small-scale interventions in non-state schools whereas most children in the region attend government schools. The MPA will contribute to the evidence-base by supporting evaluations of reforms and large-scale interventions within the region that are more aligned with its context and existing conditions. Moreover, the pillar will develop a knowledge base on effective interventions to improve operations’ effectiveness, resource use and learning. 55. Pillar 4 will support a collective approach to developing solutions to the common challenges countries face in improving education outcomes. Through this pillar a set of sustainable public goods will be developed that countries can adapt to develop effective strategies and interventions to improve education outcomes. These include: (i) establishing a digital regional learning and collaboration platform to facilitate the sharing of digital learning materials and open and interoperative digital learning management systems; (ii) advancing standardized assessment and evaluation tools that enable comparative tracking of educational outcomes; (iii) supporting research collaboration and knowledge sharing on effective approaches to tackling learning poverty; (iv) creating a regional financing platform to attract additional resources for basic education from development partners and philanthropic organizations; and (v) supporting participating countries to develop and implement frameworks to foster PPPs and enhance the regulatory environment to encourage the non- state sector’s support for good quality and equitable education systems. These activities are expected to contribute to the regional integration agenda and achieve significant economies of scale for participating countries. For example, by developing a collaborative digital learning management system that countries can adapt, the MPA will reduce the development costs for all participating counties. 56. The MPA will include a grant to a regional organization to facilitate cross-country collaboration and knowledge sharing among participating countries. This grant supports regional integration objectives by fostering collective action to tackle learning poverty. It emphasizes collaboration and the use of shared resources, such as digital education content, to achieve these goals. The fourth pillar of the MPA aims to bridge knowledge gaps and develop a robust knowledge base on effective policies and interventions to improve educational outcomes. The activities to be supported under this grant include: (i) facilitating cross-country collaboration, knowledge sharing, and regional integration to address shared educational challenges; (ii) overseeing the development of a regional knowledge platform to advance the MPA's learning agenda, by addressing knowledge gaps and supporting evidence-based policymaking; (iii) managing and establishing a regional financing platform to attract and coordinate additional resources for education through the design of innovative partnerships with development partners and philanthropies, ensuring efficient utilization of financial support across participating countries; (iv) assisting participating countries to develop effective PPPs and strengthen regulatory frameworks to create an enabling environment for private sector participation to support good quality and equitable education systems; and (v) supporting regional project coordination and management, including fiduciary oversight, environmental and social risk management, and the use of innovative data collection and evaluation methods to assess the Program’s impact. Through the coordination of these activities, the regional organization will be pivotal in ensuring the alignment of national-level interventions with the broader objectives of the AIM4Learning MPA. Page 17 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 57. Subject to the availability of IDA or other funding, the Association of African Universities (AAU) has been identified as the proposed regional entity to support the MPA. The AAU plays a pivotal role in fostering cross-country collaboration within Africa’s education sector. The AAU has demonstrated a strong partnership with the World Bank through its involvement in the Africa Higher Education Centers of Excellence Projects and has recently expanded its activities in the lower levels of education through promoting quality teacher education, and promoting research related to pre-school, primary and secondary education, with an emphasis on data and evidence, policy and research initiatives. A. Program Beneficiaries 58. The main beneficiaries of the Aim4Learning program are children of basic schooling age, who will benefit from its interventions to expand access and improve the quality of basic education. Over the course of the decade-long commitment to education in the region, the MPA is expected to reach 72 million children with improved education. In Phase 1 countries alone, the MPA aims to reach 19.6 million children in Ethiopia and 130,000 children in Comoros. The Program will benefit approximately 2.2 million teachers who are either currently in the system or expected to be recruited as systems expand. The number of teacher beneficiaries in Phase 1 is expected to reach 373,000 teachers. The MPA targets marginalized and vulnerable populations, with a particular focus on female students from the poorest households. By promoting schools as community hubs, the MPA will also indirectly influence the attitudes and behaviors of parents and community members towards education, health-seeking practices, and positive gender norms. B. Rationale for Bank Involvement and Role of Partners 59. The World Bank will leverage its global expertise and experience in designing and implementing education programs, both in AFE and globally. The MPA will build upon a strong foundation of analytical work and lessons learned from previous World Bank operations in the basic education sector across the region and beyond. The World Bank has played a key role in providing strategic leadership in policy dialogue, with a focus on improving education quality, expanding access, and promoting good governance. Its experience in implementing education projects, particularly at the primary and lower secondary levels, has yielded valuable insights that will inform and strengthen the implementation of programs to strengthen basic education outcomes and meet national education goals. 60. Several partners are supporting the MPA and its country-level projects. The MPA aligns with the strategic objectives of the main development partners supporting basic education, with complementary interventions from other partners enhancing the impact of MPA efforts. In the first phase, the Global Partnership for Education (GPE) will co-finance country-level projects and provide support through system capacity grants. In Ethiopia, the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO), United Nations Children’s Fund (UNICEF), Finland, and Norway will provide financial assistance through a new Multi-Donor Trust Fund for Ethiopia Education Transformation Operation for Learning (MDTF). In addition to financing support, the regional learning and collaboration platform supported under Pillar 4 of the MPA will engage global and regional partners to combine global knowledge and implementation experience with peer-to-peer learning to co-create interventions and support the MPA's learning agenda. Similar support from active development partners is anticipated for many countries in later phases. C. Lessons Learned and incorporated in program design 61. The design of the MPA builds on recent frameworks and analytical work that outline the most effective ways of accelerating basic education outcomes at scale. These include the 2018 World Development Report on Realizing Education’s Promise, the World Bank’s Literacy Policy Package, its work on cost-effective learning spaces, and its Education Technology (EdTech) Approach and implementation frameworks. The Program is informed by evidence on cost-effective Page 18 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) interventions in each of its pillars, and by evidence emphasizing the need for a more coherent approach to service delivery. To take a specific case, the MPA provides a framework to ensure that when new curricula are introduced (e.g., in Ethiopia and Comoros), corresponding reforms are made to align other critical systems, such as teacher training, teaching and learning material provision, and standards for learning spaces, with the new curriculum to ensure optimal learning outcomes. 62. The MPA draws on lessons learned from past education operations and is the region’s response to the recommendations from the 2024 Independent Evaluation Group (IEG) review of World Bank support for basic education. Lessons from recently closed education projects, captured in their Implementation Completion and Results Reports, emphasize the importance of (i) focusing on equity and inclusivity; (ii) enhancing community engagement; (iii) prioritizing capacity building at all levels of the education system; (iv) supporting data-driven decision-making; (v) providing effective teacher training opportunities; (vi) expanding the use of results-based financing where possible; (vii) focusing on infrastructure development; and (viii) ensuring adaptability in fragile contexts. The recent IEG evaluation includes similar recommendations, further highlighting the need for future projects to (i) include more ambitious learning- related objectives, particularly for foundational skills; (ii) strengthen national learning assessment capacity; (iii) monitor and evaluate critical interventions such as teacher training; and (iv) develop longer-term, sequenced country-level engagements to support systemic reforms needed to improve learning outcomes. These lessons are incorporated into the MPA's pillars, financing instruments, its focus on systems, and its 10-year duration that aims to provide the sustained engagement necessary to improve learning outcomes. III. PROGRAM IMPLEMENTATION A. Institutional and Implementation Arrangements 63. A critical element of success of the MPA rests on designing implementation arrangements that provide an effective way for multisectoral coordination. While each country under the MPA will differ, implementing arrangements will include elements of effective multisectoral coordination and collaboration including (i) a clear governance structure with a high-level steering committee composed of senior officials from key ministries supporting MPA outcomes to oversee strategic direction, ensure sector alignment, and approve shared budgets; (ii) the establishment of a project management unit to manage day-to-day coordination, implementation, and tracking of shared performance indicators, such as student attendance, health, and access to essential services; (iii) incentive mechanisms to foster collaboration such as including earmarked funding for joint activities; (iv) a robust M&E framework; (v) targeted capacity-building initiatives to strengthen interministerial collaboration and knowledge sharing; (vi) a focus on engagement with local stakeholders and decentralized units of government; and (vii) systems to undertake periodic evaluations to review coordination. More detailed implementation arrangements for Phase 1 MPA countries are included in Annexes 1 and 2. B. Results Monitoring, Evaluation, and Verification Arrangements 64. Implementation progress and results will be monitored throughout the duration of the MPA using the PrDO indicators and the results framework. The MPA includes a set of results indicators from which participating countries can select and align with their specific projects. These indicators will be tracked at the project level and by country-level implementing agencies and reported on a semi-annual basis. Individual project-level results will be aggregated to monitor overall progress. The MPA's learning agenda will establish an evidence base to support decision-making, employing data- driven approaches to design and evaluate interventions. 65. A Mid-Term Review (MTR) to identify any necessary course corrections and adjustments to enhance the achievement of results of the MPA will be conducted. The MTR will provide a snapshot of implementation experience, Page 19 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) compare projected progress and results against actual progress, identify common implementation issues and lessons learned, and propose revisions and refinements to help ensure the MPA achieves its PrDO. C. Disbursement Arrangements 66. At the country level, the MPA will use IPF and PforR financing instruments, and/or a combination of both (see Program Framework). Where country-level projects have a PforR component, disbursements will be made upon the independent verification of results. For IPF components, disbursements will be made on a reimbursement basis and an agreed Annual Work Plan and Budget (AWPB). Detailed disbursement arrangements will be included in country-level project operation manuals. IV. PROGRAM APPRAISAL SUMMARY A. Technical and Economic Analysis Technical 67. The MPA is directly aligned with the education sector objectives of participating countries. In Comoros, the proposed activities are fully aligned with the objective of the 2023 Partnership Compact “to improve teaching and learning to guarantee Comorian children a quality, equitable, inclusive and resilient basic education.”27 The Government prepared an Economic Recovery Plan 2022-2026 that assessed the impact of recent global shocks and proposed short, medium, and long-term responses to development challenges. The MPA will contribute to government reforms in the education sector to increase the quality of human capital in the medium term. The MPA’s first phase project in Ethiopia will support the government’s Ethiopia Education Transformation Programme (EETP), which aims to improve learning outcomes for all children by taking a transformational and holistic approach that focuses on the key drivers of teaching and learning, starting from the pre-primary level through basic education and non-formal education (Annex 2). The MPA supports critical areas of the EETP to achieve maximum impact on long-term learning outcomes, notably by ensuring that students have access to foundational learning and ensuring quality learning environments and teaching practices. 68. Project activities under the MPA are supported by a growing evidence base that demonstrates their cost effectiveness at tackling the region’s learning crisis. It also draws on the World Bank’s AFE Education Business Plan which outlines an evidence-based approach to improving basic education outcomes. The MPA outlines four major intervention areas: (i) provision of adequate, safe, and good quality learning environments that are equipped with appropriate technology and teaching and learning materials; (ii) strengthening the skills and motivation of the educator workforce; (iii) support to the effective management, governance and financing of inclusive education systems to improve incentives, accountability, and more efficient use of education investments; and (iv) mobilizing additional resources for education, improve access to the latest cutting-edge knowledge on education, and to foster greater collaboration among countries to address common education challenges. Gender Responsiveness 69. Girls' education is a cornerstone of the MPA, with interventions carefully spread across all pillars to address gender gaps, and indicators embedded within results frameworks to measure progress (Figure 4). Transforming learning spaces addresses gaps in access to safe, supportive learning environments, while increasing female teacher recruitment and career support works toward greater gender parity in the education workforce while also providing students with female role models. Strengthening systems, finance, and learning ensures that the necessary support structures are in place to help girls stay in school, and building cross-country collaboration allows for sharing best practices and resources 27 Pacte de Partenariat. Comores. 2023. https://www.globalpartnership.org/fr/content/pacte-de-partenariat-comores-2023. Page 20 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) to advance girls' education. By addressing both the supply and demand side barriers, the project aims to ensure that every girl can access quality education and reach her full potential. Figure 4: MPA Activities to Improve Girls’ Education and Narrow Gender Inequalities 1. Transforming Learning 2. Empowering a skilled and 3. Strengthening Systems 4. Building Cross-Country Spaces motivated workforce of Collaboration educators • Bring schools closer to • Recruit and train more • Establish community • Foster partnerships home and co-locate primary female teachers to act as engagement initiatives to between countries to share and lower-secondary role models for adolescent encourage girls’ schooling effective practices for girls’ schools girls • Strengthen information education • Ensure schools have gender- • Dissemination campaigns to systems to track student • Support development of segregated WASH facilities attract more women into progress and identify female regional networks for to address menstrual teaching students at risk of dropping female teachers and leaders hygiene management • Incorporate gender sensitive out • Develop digital regional • Implement safe school pedagogy in regular • Collect and monitor data on learning platforms to share policies to reduce school- professional development girls’ education education resources and related GBV programs • Coordinate with multi- best practices for gender- • Leverage technology to • Introduce incentives for sector programs and sensitive education provide blended and female teachers to teach in partner to address demand personalized learning hard-to-reach areas side interventions to reach opportunities for girls when • Support to female school adolescent girls they need to study away leaders from school Climate and Disaster Risks 70. The MPA will be implemented in areas exposed to intensifying climate risks that pose a challenge to education access and quality. Climate change is increasing the frequency and intensity of extreme weather events in all of the countries in the region. Based on the 2022 ND GAIN Vulnerability Index, 20 out of the 26 countries in the region are in the top third of the most vulnerable countries to climate change. • The AFE region faces multiple direct impacts on education service delivery. Recent years have seen devastating cyclones in Malawi and Mozambique damage school infrastructure, while severe droughts followed by floods in the Horn of Africa have led to widespread learning disruptions. These climate shocks often result in extended school closures, particularly when the infrastructure is vulnerable. Even when schools remain open, extreme heat increasingly compromises learning, with effects particularly pronounced among poorer students who often lack access to temperature-controlled learning environments. • The impacts of climate change on education extend beyond direct infrastructure damage and service disruptions. As climate shocks strain household resources, many families are forced to withdraw children from school. Students who remain enrolled often show reduced readiness to learn due to climate-related health and nutrition challenges. The region is also experiencing increased displacement and migration due to climate events, putting additional pressure on education systems. These challenges are further compounded by heightened conflict risks in climate-affected areas. Girls face particular vulnerabilities, with climate shocks often leading to increased early marriage, greater domestic responsibilities, and other gender-specific barriers to education. • To address these challenges, the MPA incorporates comprehensive climate resilience measures. The MPA will support climate-smart school infrastructure incorporating both high-tech and nature-based solutions for Page 21 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) temperature control, enhanced flood protection, improved drainage systems, and water access and harvesting capabilities. Digital technology integration will help ensure learning continuity during climate disruptions. The MPA will also strengthen institutional capacity for climate risk monitoring, emergency response planning, and school-level disaster preparedness. Teacher training will integrate climate resilience and strategies for supporting affected students. Importantly, the MPA will facilitate cross-country collaboration on adaptation solutions, recognizing that many challenges are shared across the region and can benefit from collective learning and action. Paris Alignment 71. The MPA demonstrates strong alignment with both adaptation and mitigation goals of the Paris Agreement. • On adaptation, the MPA implements a multi-layered approach to build resilience from multiple angles. At the core education system level, it focuses on making basic infrastructure and delivery systems climate-resilient through dedicated resilience features in school construction, climate-informed site selection, and strengthened education management systems. The MPA then integrates climate considerations into education delivery to directly reduce physical climate risk and build the adaptive capacity of the system within which the activities take place by designing schools that can serve as emergency shelters, developing remote learning capabilities that ensure education continuity, and implementing targeted support for climate-vulnerable students. At its most transformative level, the MPA leverages education for broader climate resilience by integrating practical adaptation knowledge into curricula, building teacher and student capacity as change agents, and using schools as platforms for community climate action. • On mitigation, the MPA is expected to have limited activities that will result in greenhouse gas (GHG) emissions and cause carbon lock-in. Equipment purchases as well as construction and rehabilitation activities, which may utilize GHGs will incorporate energy efficiency measures, aiming for a 20 percent reduction in energy use, based on developmental, economic, and technical feasibility, which will be assessed on a project by-project basis. Additionally, the MPA supports mitigation goals through energy-efficient school design and construction, integration of renewable energy solutions where feasible, and promotion of environmental awareness and sustainable practices. While focused on basic education, the MPA helps build the foundation skills that will be crucial for future green transitions. The regional approach enables knowledge exchange on climate solutions, amplifying the impact of successful interventions across countries. • The Program actively supports participating countries' climate commitments by contributing to their Nationally Determined Contributions and national adaptation planning processes. Through its regional design, it fosters cooperation on climate action and helps build human capital for climate-resilient development. This comprehensive approach recognizes the dual imperative of protecting education systems from climate impacts while leveraging education as a powerful tool for both climate adaptation and mitigation. 72. By investing in climate-resilient education, the MPA will help ensure education systems in AFE can continue their crucial role in poverty reduction and economic development and build societal capacity for climate action. The regional collaboration embedded in the Program's design will help amplify both its protective and transformative effects, creating more resilient education systems across AFE. Citizen Engagement 73. The design and implementation of education projects rely on extensive citizen engagement. Proper citizen engagement is critical to secure the interests and rights of local communities and to ensure that projects are responsive to need and adapted to specific contexts. For this reason, citizen engagement will be treated at the project level, and all projects in the MPA will have at least one citizen engagement indicator that will monitor progress on upstream engagement prior to, during, and after implementation to create a feedback loop that informs continuous improvement in Program implementation and contributes to the learning agenda. To illustrate, in Ethiopia the Program’s community outreach activities will provide training for parents, caregivers, and community members to increase the enrollment of Page 22 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) children with disabilities in pre-primary and primary schools. Moreover, country-specific grievance redress mechanisms will be developed and used in each country project. Disability and Inclusion 74. A key challenge in achieving equity in education in the region is limited access to basic education for learners with disabilities. This is shown in Ethiopia where, only 12 percent of students with special needs are enrolled in primary school (this data is not available for Comoros), which is typical of the broader region. The MPA will actively remove barriers to accessing quality education for children with special needs and disabilities, with tailored solutions determined at the country level dependent on the context. Broadly speaking, the MPA and country projects will have a disability and inclusion lens in construction (making school spaces and facilities accessible) and ensure curriculum updates and/or teacher trainings are inclusive and attentive to learners with special needs. This commitment will be reflected in the project and Program designs of the participating countries. For Phase 1 countries, the Ethiopia Education Transformation Operation for Learning (ETOL) will build on successful interventions carried out under its predecessor operation by expanding the number of IERCs and improving the quality of existing and new IERCs through training of teachers and provision of equipment. In Comoros, the project will support a school health strategy in collaboration with the Ministry of Health, including an action plan for inclusion of children with special needs. Economic 75. The returns to the MPA outcomes are expected to be substantial. The reductions in learning poverty and the increased numbers of children completing basic education will result in higher levels of employment and income over the medium term. Increased access to lower-secondary school for girls will also benefit the health of future generations, reduce child marriage and adolescent pregnancy, and raise labor force participation rates. The expected costs include direct Program investment costs, opportunity costs incurred by students during school attendance, and households’ expenditure on education for those students. Market failures in education provision justify public investment and include (i) significant positive externalities including improved health; (ii) credit constraints given the considerable upfront costs of education; (iii) lack of information on the costs and benefits of education; and (iv) lack of competition owing to the significant economies of scale associated with education provision. 76. The economic analysis conducted for Phase 1 projects demonstrates the strong economic rationale of the MPA. In Comoros, project interventions are estimated to yield a net present value (NPV) of between US$69 million and US$397 million, with an internal rate of return (IRR) ranging from 11.6 to 24.6 percent. In Ethiopia, the operation is expected to generate benefits with an NPV of between US$1.1 billion and US$7.0 billion, and an IRR between 11.8 percent and 29.4 percent.28 B. Fiduciary 77. Financial management. The FM assessments for the project implementing agencies of Phase 1 operations under the MPA were conducted using the World Bank’s IPF and PforR directives and FSA Guidance Note for PforR. The assessments are included in the relevant technical documents of the operations (summarized in Annexes 1 and 2). Future phase operations will follow latest relevant FM policies and guidelines at the time of their processing. 78. Procurement. The procurement assessments for the project implementing agencies of Phase 1 operations under the MPA were completed and procurement arrangements, capacity assessment, risks, and risk mitigations for the borrowers/recipients under Phase 1 are detailed in the respective Annexes. Procurements will be carried out in accordance with the World Bank Procurement Regulations for IPF Borrowers, dated September 2023; Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants, dated 28 The discount rate used to calculate benefits was 6 percent in Comoros and 8 percent in Ethiopia. Page 23 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) October 15, 2006, and revised in January 2011 and Anti-Corruption Guidelines as of July 1, 2016; and other provisions stipulated in the Financing Agreements. Procurement procedures will be reflected in the respective Project Operations/Implementation Manuals. Future phase operations will follow latest relevant Procurement policies and guidelines at the time of their processing. C. Environmental, Social and Legal Operational Policies 79. The Environmental and Social (E&S) Risk Classification for Phase 1, including the IPF in Comoros and IPF activities in Ethiopia are Moderate, including Moderate Environmental, Social and Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH) risk ratings. The E&S risks for the Ethiopia PforR activities are rated Substantial. A Stakeholder Engagement Plan (SEP) and an Environment and Social Commitment Plan (ESCP) have been prepared and disclosed in both Phase 1 countries. See Annexes 1 and 2 for more E&S information on the Comoros and Ethiopia operations, as well as the separate detailed Appraisal Environmental and Social Review Summary for each country operation. The E&S risk classifications for other country operations in subsequent phases will be based on the specific potential environmental and social risks and impacts of each operation. @#&OPS~Doctype~OPS^dynamics@padlegalpolicy#doctemplate Legal Operational Policies Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Area OP 7.60 No Grievance Redress Services 80. Grievance Redress. Communities and individuals who believe that they are adversely affected by a project supported by the World Bank may submit complaints to existing project-level grievance mechanisms or the Bank’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 Bank’s independent Accountability Mechanism (AM). The AM houses the Inspection Panel, which determines whether harm occurred, or could occur, as a result of Bank non-compliance with its policies and procedures, and the Dispute Resolution Service, which provides communities and borrowers with the opportunity to address complaints through dispute resolution. Complaints may be submitted to the AM at any time after concerns have been brought directly to the attention of Bank Management and after Management has been given an opportunity to respond. For information on how to submit complaints to the Bank’s Grievance Redress Service (GRS), visit http://www.worldbank.org/GRS. For information on how to submit complaints to the Bank’s Accountability Mechanism, visit https://accountability.worldbank.org. V. KEY RISKS 81. The overall residual risk rating for the overall MPA is Substantial. Risks rated substantial are: a) Macroeconomic risk is substantial. Evidence suggests that the region has started to recover from the multiple shocks experienced over recent years, post-COVID-19 pandemic, but some factors such as debt, climate change, Page 24 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) food insecurity and conflict are likely to continue to threaten economic development and human capital accumulation. To mitigate these risks, ongoing DPFs in the region are supporting countries on structural reforms to manage debt, increase private sector participation, and to accelerate reforms for inclusive growth and economic recovery. b) Political and Governance risk is rated Substantial. The MPA will be implemented in multiple phases, involving several countries at different stages of social economic development, including countries facing fragility, conflict and violence. Adequate commitment by the participating countries, peace and stability will be required in the longer term to fully implement and achieve the development objectives particularly improvements in learning outcomes, and enrollment of out of school children, including girls. Mitigation measures will include strengthening coordination among the participating countries and the proposed regional entity to ensure a shared understanding of the MPA’s framework including its objectives, and specific roles and responsibilities, and foster regular communication and coordination among country task teams and the participating countries for timely identification of potential challenges, including conflict in target areas, and implementation of appropriate mitigation measures. The MPA builds flexibility into the operation's design to respond to changing circumstances, through a longer-term engagement approach. c) Institutional capacity for Implementation and Sustainability risk is rated Substantial. Participating countries are at various stages of education performance, including varying systems, policies and differences in the overall social operating environments. As a result, the institutional risks will vary across countries depending on their unique institutional conditions. To address these risk challenges, regular meetings among participating countries will be included under Pillar 4 and convened through the proposed regional entity. The operations under the MPA include specific requirements for coordination and implementing teams at the Country level. Technical assistance is included under Pillar 4 on key aspects of the MPA such as strategies to improve learning outcomes, the teacher workforce, leveraging technology and use of data and evidence. d) The environmental and social risks are rated as Substantial. This rating is attributed to the MPA’s implementation across a range of locations within the AFE region, each with distinct environmental and social contexts, and managed by various implementing agencies. Specifically, the environmental and social risks linked to the PforR operation in Ethiopia is Substantial. To mitigate these risks effectively, the MPA design includes a comprehensive strategy for technical capacity development and ongoing technical assistance as detained in the Annexes 1 and 2, under environmental and social sections. In addition, there is a commitment to continually streamline environmental and social requirements and to integrate lessons learned into the design of subsequent MPA phases. e) The fiduciary risk rating for the Program is assessed as substantial . This risk arises from several inherent challenges within the participating country's public financial management systems, including deficiencies in procurement capacity, weaknesses in internal audit functions, and broader governance issues. The risk is further complicated by the extensive geographic scope of the Program, which encompasses numerous implementing entities and thousands of public schools, particularly in contexts characterized by fragility and conflict. To mitigate these risks, the World Bank will implement a robust strategy that includes ongoing capacity-building initiatives, and the integration of best practices derived from lessons learned in current operations within the participating countries. Specific fiduciary risk mitigation measures will be articulated through a Program Action Plan (PAP) and monitored via Disbursement Linked Indicators (DLI). Additionally, these measures will be incorporated into the IPF operations of the MPA, ensuring a comprehensive framework for risk management and oversight. Page 25 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) VI.RESULTS FRAMEWORK AND MONITORING A. MPA Program (All Phases) Program Development Objective(s) The PrDO is to increase equitable access and improve learning outcomes in basic education in Eastern and Southern Africa PrDO Indicators by Outcomes Baseline Period 1 Period 2 Period 3 Period 4 Closing Period Improve learning outcomes in basic education Learning Poverty (Percentage) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 91 89 87 85 79 69 Joint multi-country research studies on learning poverty shared across countries (Number) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 0 0 2 5 10 15 Increase equitable access to basic education Children supported with better education (Number) CRI Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 0 5,000,000 15,000,000 30,000,000 60,000,000 72,000,000 Children of basic education age out of school (Number) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 14,000,000 14,000,000 12,000,000 10,000,000 8,000,000 7,000,000 Lower-secondary school enrolment of girls (Number) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 5,000,000 5,000,000 5,500,000 6,000,000 7,000,000 7,800,000 Intermediate Indicators by Pillar Page 26 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Baseline Period 1 Period 2 Period 3 Period 4 Closing Period Pillar 1: Transforming Learning Spaces to provide students and teachers a healthy, and empowering learning environment IRI 1.1 Percentage of students enrolled in basic education schools that meet minimum standards (Percentage) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 TBD TBD TBD TBD TBD 90 IRI 1.2 Percentage of students enrolled in basic education schools that meet minimum standards (Female, Percentage) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 TBD TBD TBD TBD TBD 90 Pillar 2: Empowering a skilled and motivated workforce of educators IRI 2.1 Number of teachers trained using effective practices (Number) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 0 100,000 200,000 400,000 600,000 750,000 IRI 2.2 Number of teachers trained using effective practices (Female) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 0 50,000 100,000 200,000 350,000 500,000 IRI 2.3 Percentage of female teachers in lower-secondary schools (Percentage) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 29 30 32 35 40 45 IRI 2.4 Percentage of female school principals in primary and lower-secondary schools (Percentage) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 20 21 22 24 27 30 Pillar 3: Strengthening Systems, Finance, and Learning to ensure a focus on results, to foster an environment of learning and adaptation, and ensure sustainability IRI 3.1 National learning assessments conducted in pre-primary education Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 No No Yes Yes Yes Yes IRI 3.2 National learning assessments conducted in primary education Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 No Yes Yes Yes Yes Yes IRI 3.3 National learning assessments conducted in lower-secondary education Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 Page 27 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) No Yes Yes Yes Yes Yes Pillar 4: Building Cross-Country Collaboration to maximize the benefits of cooperation and realize economies of scale IRI 4.1 Digital regional learning and collaboration platform to support learning management, sharing of digital learning materials, and assessments established (Yes/No) Jan/2025 Dec/2026 Dec/2028 Dec/2030 Dec/2032 Dec/2034 No No No Yes Yes Yes Page 28 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Monitoring & Evaluation Plan: PrDO Indicators by PrDO Outcomes Learning poverty (Percentage) Description The proportion of children unable to read and understand a simple text by age 10 Frequency Biannual Data source National Learning Assessments and country-level Education Management Information System (EMIS) Methodology for Data Collection Standardized reading assessments and EMIS data for the proportion of children in school Responsibility for Data Collection Country-level ministries of education Joint multi-country research studies on learning poverty shared across countries (Number) Description Joint research studies on learning poverty shared Frequency Annual Data source Regional Organization Reports Methodology for Data Collection Collection of joint research studies undertaken as part of Pillar 4 Responsibility for Data Collection Regional Organization Children supported with better education (Number) Description The number of students benefiting from direct interventions aimed at enhancing access and learning Frequency Annual Data source MOE Methodology for Data Collection Data is collected through project M&E systems, often involving surveys and reports from MOE Responsibility for Data Collection Country-level ministries of education Children of basic education age out of school (Number) Description Number of children of pre-primary, primary, and lower-secondary school age that are not in school Frequency Annual Data source Country-level EMIS and Household Expenditure Surveys Methodology for Data Collection School-based census and standard household survey methodology Responsibility for Data Collection Country-level ministries of education Lower-secondary school enrolment of girls (Number) Description Student enrolment in lower-secondary school Frequency Annual Data source Country-level EMIS Methodology for Data Collection School-based census Responsibility for Data Collection Country-level ministries of education Monitoring & Evaluation Plan: Intermediate Results Indicators by Components Pillar 1: Transforming learning spaces Percentage of students enrolled in basic education schools that meet minimum school standards (Percentage) Percentage of students enrolled in schools meeting minimum school infrastructure and learning input Description standards Frequency Annual Data source Country-level EMIS Methodology for Data Collection School-based census Responsibility for Data Collection Country-level ministries of education Percentage of female students enrolled in basic education schools that meet minimum school standards (Percentage) Percentage of students enrolled in schools meeting minimum school infrastructure and learning input Description standards Frequency Annual Data source Country-level EMIS Methodology for Data Collection School-based census Responsibility for Data Collection Country-level ministries of education Page 29 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Pillar 2: Empowering a skilled and motivated workforce of educators Number of teachers trained using effective practices (Number) Description Number of basic education teachers trained in effective teaching practices Frequency Annual Data source MOE Methodology for Data Collection Country-level ministries of education Data is collected through project monitoring and evaluation systems, often involving surveys and reports Responsibility for Data Collection from MOE Percentage of female teachers in primary and lower-secondary schools (Percentage) This indicator measures female teachers in primary and lower-secondary schools as a percentage of all Description teachers Frequency Annual Data source MOE Methodology for Data Collection EMIS Responsibility for Data Collection Country-level ministries of education Percentage of female school principals in primary and lower-secondary schools (Percentage) This indicator measures female principals in primary and lower-secondary schools as a percentage of all Description teachers Frequency Annual Data source MOE Methodology for Data Collection EMIS Responsibility for Data Collection Country-level ministries of education Pillar 3: Strengthening systems National learning assessments conducted in pre-primary education (Yes/No) Description This indicator measures whether a national learning assessment has been carried out Frequency Biannual Data source National learning assessment reports Methodology for Data Collection Project monitoring and evaluation systems Responsibility for Data Collection Country-level ministries of education National learning assessments conducted in primary education (Yes/No) Description This indicator measures whether a national learning assessment has been carried out Frequency Biannual Data source National learning assessment reports Methodology for Data Collection Project monitoring and evaluation systems Responsibility for Data Collection Country-level ministries of education National learning assessments conducted in lower-secondary education (Yes/No) Description This indicator measures whether a national learning assessment has been carried out Frequency Biannual Data source National learning assessment reports Methodology for Data Collection Project monitoring and evaluation systems Responsibility for Data Collection Country-level ministries of education Pillar 4: Building cross-country collaboration Digital regional learning and collaboration platform to support learning management, sharing of digital learning materials, and assessments established (Yes/No) This indicator measures the number of exercise books in literacy for grade 1 to grade 3 during the project Description period Frequency Annual Data source Project monitoring reports Methodology for Data Collection Project monitoring and evaluation systems Page 30 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Responsibility for Data Collection Regional Organization Page 31 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) B. Comoros: Strengthening Education for Better Human Capital Outcomes @#&OPS~Doctype~OPS^dynamics@padannexresultframework#doctemplate PDO Indicators by PDO Outcomes Baseline Closing Period Improve teaching quality Share of teachers in primary education mastering the subject matter (Percentage) Dec/2024 Jun/2029 TBD Baseline + 20 percentage points Improve primary education completion rate Primary school completion rate (Percentage) Sep/2024 Jun/2029 65.40 75 ➢Primary school completion rate for female students (Percentage) Sep/2024 Jun/2029 66.60 79 Share of primary school students benefitting from improved physical learning environments (Percentage) Dec/2024 Jun/2029 0 20 ➢Share of female primary school students benefitting from improved physical learning environments (Percentage) Dec/2024 Jun/2029 0 50 Intermediate Indicators by Components Baseline Closing Period Implementing a consistent policy package to improve teaching quality Teachers from Grade 1 to 3 trained in structured pedagogy (Number) Dec/2024 Jun/2029 0 1,410 ➢Female teachers from Grade 1 to 3 trained in structured pedagogy (Number) Dec/2024 Jun/2029 0 606 Page 32 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Teachers from Grade 1 to 3 equipped with teaching materials including lesson plans (Number) Dec/2024 Jun/2029 0 1,410 ➢Female teachers from Grade 1 to 3 equipped with teaching materials including lesson plans (Number) Dec/2024 Jun/2029 0 606 Share of public school students in grade 2 achieving minimum proficiency in numeracy (Percentage) Dec/2024 Jun/2029 TBD Baseline + 8 percentage points Share of public school students in grade 2 achieving minimum proficiency in literacy (Percentage) Dec/2024 Jun/2029 TBD Baseline + 8 percentage points EGRA Completed and Report Prepared, Published, and Disseminated (Yes/No) Dec/2024 Jun/2029 No Yes Number of distributed literacy textbooks (grade 1-3) (Number) Dec/2024 Jun/2029 0 46,388 Number of distributed numeracy textbooks (grade 1-3) (Number) Dec/2024 Jun/2029 0 46,388 Transforming the school environment to support student learning and well-being Preschool classrooms constructed or rehabilitated (Number) Dec/2024 Jun/2029 0 50 School infrastructure upgraded for better resilience against heavy rains and other climate-related shocks (Number) Nov/2024 May/2029 0 65 Teachers trained in health and nutrition modules (Number) Dec/2024 Jun/2029 0 720 ➢Female teacher trained in health and nutrition modules (Number) Nov/2024 May/2029 0 360 Page 33 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Students participating in at least one school-based health check-up (Number) Dec/2024 Jun/2029 0 80,000 Students supported with better education, in early childhood education (Number of people) CRI Nov/2024 May/2029 0 8,636 ➢Students supported with better education, in early childhood education - Female (Number of people) CRI Nov/2024 May/2029 0 4,290 Students supported with better education, in primary school (Number of people) CRI Nov/2024 May/2029 0 70,747 ➢Students supported with better education, in primary school - Female (Number of people) CRI Nov/2024 May/2029 0 34,591 Number of teachers and students benefiting from climate smart school infrastructure and training/curricula with climate awareness incorporated (Number) Dec/2024 Jun/2029 0 52,000 Share of primary school-aged children that are not enrolled in school (Percentage) Dec/2024 Jun/2029 22 15 ➢Share of female primary school-aged children that are not enrolled in school (Percentage) Dec/2024 Jun/2029 22 15 Share of students participating in behavior change campaigns or completing learning modules who say they support gender-equitable norms (Percentage) Dec/2024 Jun/2029 TBC Baseline + 10 percentage points Share of female primary school teachers (Percentage) Sep/2024 Jun/2024 43 50 Building capacity for sustainable sector reforms Number of schools inspected based on established standard and criteria (Number) Dec/2024 Jun/2029 0 590 Page 34 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ➢of which are private (Number) Nov/2024 May/2029 0 250 Teacher attendance rate (Percentage) Nov/2024 May/2029 TBC Baseline - 10 percentage points Number of schools using tablets for data reporting (Number) Nov/2024 May/2029 0 120 Percentage of parents who report satisfaction with the project services (Percentage) Nov/2024 May/2029 0 80 Contingent Emergency Response Component (CERC) Page 35 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Monitoring & Evaluation Plan: PDO Indicators by PDO Outcomes Improve teaching quality Share of teachers in primary education mastering the subject matter (Percentage) Description This indicator measures the percentage of teachers who have mastered the content knowledge they teach. Frequency Annual Data source MOE, school records Methodology for Data Teacher survey using SDI Methodology Collection Responsibility for Data MOE Collection Improve primary education completion rate Primary school completion rate (Percentage) This indicator measures the number of persons in the relevant age group who have completed the last grade of the given Description level of education is expressed as a percentage of the total population of the same age group. Frequency Annual Data source EMIS and population data Methodology for Data Data collection via EMIS and available population data. Collection Responsibility for Data MOE Collection Primary school completion rate for female students (Percentage) This indicator measures the number of female persons in the relevant age group who have completed the last grade of Description the given level of education is expressed as a percentage of the total female population of the same age group. Frequency Annual Data source EMIS and population data Methodology for Data Data collection via EMIS and available population data. Collection Responsibility for Data MOE Collection Percentage of primary school students benefitting from improved physical learning environments in targeted schools (Percentage) This indicator measures the percentage of primary school students who benefit from interventions aimed at improving Description physical learning conditions in targeted schools. These interventions include improvements in curriculum, textbooks and learning environments. Frequency Annual, at the end of the academic year Data source School records, educational management information systems (EMIS) Methodology for Data EMIS or school records. Collection Responsibility for Data MOE Collection Share of female primary school students benefitting from improved physical learning environments in targeted schools (Percentage) This indicator measures the percentage of female primary school students who benefit from interventions aimed at Description improving physical learning conditions in targeted schools. These interventions include improvements in curriculum, textbooks and learning environments. Frequency Annual, at the end of the academic year Data source School records, educational management information systems (EMIS) Methodology for Data EMIS or school records. Collection Responsibility for Data MOE Collection Page 36 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Monitoring & Evaluation Plan: Intermediate Results Indicators by Components Component 1 - Implementing a consistent policy package to improve teaching quality Teachers from Grade 1 to 3 trained in structured pedagogy (Number) Description This indicator measures the total number of teachers from grade 1 to 3 trained in structured pedagogy Frequency Annually Data source MOE Methodology for Data Administrative data will be collected annually by MOE Collection Responsibility for Data MOE Collection Female teachers from Grade 1 to 3 trained in structured pedagogy (Number) Description This indicator measures the total number of female teachers from grade 1 to 3 trained in structured pedagogy Frequency Annually Data source MOE Methodology for Data Administrative data will be collected annually by MOE Collection Responsibility for Data MOE Collection Teachers from Grade 1 to 3 who have received learning materials (Number) Description This indicator measures the number of teachers from grade 1 to 3 who have received learning materials Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of the teachers who have received learning materials Collection Responsibility for Data MOE Collection Female teachers from Grade 1 to 3 who have received learning materials (Number) Description This indicator measures the number of female teachers from grade 1 to 3 who have received learning materials Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of female teachers who have received learning materials Collection Responsibility for Data MOE Collection Share of public-school students in Grade 2 achieving minimum proficiency in numeracy in national assessments (Percentage) This indicator measures the percentage of students who have acquired basic numeracy skills by Grade 2 (CE1). It assesses Description the ability of students to understand and apply fundamental numeracy concepts. Frequency Annual Data source Report from EGRA/ EGMA Methodology for Data The methodology involves administering a standardized numeracy test to students in Grade 2 (CE1). Collection Responsibility for Data MOE Collection Share of public-school students in Grade 2 achieving minimum proficiency in literacy in national assessments (Percentage) This indicator measures the percentage of students who have acquired basic literacy skills by Grade 2 (CE1). It assesses Description the ability of students to understand and apply fundamental literacy concepts. Frequency Annual Data source Report from EGRA/ EGMA Methodology for Data The methodology involves administering a standardized reading and literacy test to students in Grade 2 (CE1). Collection Page 37 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Responsibility for Data MOE Collection EGRA Completed and Report Prepared, Published, and Disseminated (Yes/No) This indicator measures the literacy and numeracy skills of second-grade students using the Early Grade Reading Description Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) tools. Frequency Annual Data source MOE Methodology for Data Publication of the results of the learning assessment will constitute proof that the assessment was conducted. Collection Responsibility for Data MOE Collection Number of distributed literacy textbooks for grade 1 to grade 3 (Number) This indicator measures the number of specific manuals for structured pedagogy distributed in literacy for grade 1 to Description grade 3 during the project period Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of students who have received manuals Collection Responsibility for Data MOE Collection Number of distributed literacy exercise books for Grade 1 to Grade 3 (Number) Description This indicator measures the number of exercise books in literacy for grade 1 to grade 3 during the project period Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of students who have received exercise books Collection Responsibility for Data MOE Collection Number of distributed numeracy textbooks for grade 1 to grade 3 (Number) This indicator measures the number of specific manuals for structured pedagogy distributed in numeracy for grade 1 to Description grade 3 during the project period Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of students who have received manuals Collection Responsibility for Data MOE Collection Number of distributed numeracy exercise books for Grade 1 to Grade 3 (Number) Description This indicator measures the number exercise books in numeracy for grade 1 to grade 3 during the project period Frequency Annually Data source Project records from MOE Methodology for Data Compilation of the number of students who have received exercise books Collection Responsibility for Data MOE Collection Component 2 - Transforming the school environment to support student learning and well-being Pre -primary classrooms constructed or rehabilitated (Number) Counts the number of primary schools that have new or rehabilitated preschool classrooms available, categorized by Description island. Frequency Annually Data source MOE, EMIS Page 38 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Methodology for Data Data will be collected by MOE Collection Responsibility for Data MOE Collection Students enrolled in pre-primary public schools with pre-primary facilities provided by the project (Percentage) Description Measures the total number of students enrolled in public pre-primary education. Frequency Annually Data source MOE. Methodology for Data Data provided by EMIS Collection Responsibility for Data MOE Collection Female students enrolled in pre-primary public schools with pre-primary facilities provided by the project (Percentage) Description Measures the total number of female students enrolled in public pre-primary education. Frequency Annually Data source MOE. Methodology for Data Data provided by EMIS Collection Responsibility for Data MOE Collection School infrastructure upgraded for better resilience against heavy rains and other climate-related shocks (Number) Description The total number of schools that have rehabilitated and climate resilient classrooms, with a breakdown by island. Frequency Annually Data source MOE Methodology for Data Data will be collected from project records Collection Responsibility for Data MOE Collection Students participating in the annual health check-up (Number) Description The number of students who participate in annual health check-up, disaggregated by gender and island Frequency Annually Data source MOE Methodology for Data From project records Collection Responsibility for Data MOE Collection Teacher trained in health and nutrition modules (Number) Description Measures the number of teachers trained in health and nutrition modules Frequency Annually Data source MOE Methodology for Data From project records Collection Responsibility for Data MOE Collection Female teacher trained in health and nutrition modules (Number) Description Measures the number of female teachers trained in health and nutrition modules Frequency Annually Data source MOE Methodology for Data From project records Collection Responsibility for Data MOE Page 39 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Collection Students supported with better education, in early childhood education (Number of people) CRI This indicator measures the number of primary students benefiting from direct interventions aimed at enhancing Description learning in early childhood education. These interventions can include improvements in curriculum, textbooks, learning environments, and assessments Frequency Annually Data source MOE Methodology for Data Data is collected through project monitoring and evaluation systems, often involving surveys and reports from MOE Collection Responsibility for Data MOE Collection Students supported with better education, in early childhood education - Female (Number of people) CRI This indicator measures the number of female primary students benefiting from direct interventions aimed at enhancing Description learning in early childhood education. These interventions can include improvements in curriculum, textbooks, learning environments, and assessments Frequency Annually Data source MOE Methodology for Data Data is collected through project monitoring and evaluation systems, often involving surveys and reports from MOE Collection Responsibility for Data MOE Collection Students supported with better education, in primary school (Number of people) CRI This indicator measures the number of primary students benefiting from direct interventions aimed at enhancing Description learning in early childhood education. These interventions can include improvements in curriculum, textbooks, learning environments, and assessments. Frequency Annually Data source MOE Methodology for Data Data is collected through project monitoring and evaluation systems, often involving surveys and reports from MOE Collection Responsibility for Data MOE Collection Students supported with better education, in primary school - Female (Number of people) CRI This indicator measures the number of female primary students benefiting from direct interventions aimed at enhancing Description learning in early childhood education. These interventions can include improvements in curriculum, textbooks, learning environments, and assessments. Frequency Annually Data source MOE Methodology for Data Data is collected through project monitoring and evaluation systems, often involving surveys and reports from MOE Collection Responsibility for Data MOE Collection Number of students benefiting from climate smart school infrastructure and training/curricula with climate awareness incorporated (Number) This indicators tracks the number of students benefiting from school infrastructure improvements to reduce vulnerability Description against heavy rains and other climate shocks; and from learning sessions on climate awareness. Frequency Annually Data source School surveys Methodology for Data School principals reports data on student numbers to the decentralized structures of the Ministry of Education. Collection Responsibility for Data Ministry of Education Collection Share of primary school-aged children that are not enrolled in school (Percentage) Description This indicator tracks the share of primary school-age children that are not enrolled in school. Page 40 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Frequency Annually Data source EMIS Methodology for Data Project monitoring and evaluation systems Collection Responsibility for Data Ministry of Education Collection Share of female primary school-aged children that are not enrolled in school (Percentage) Description This indicator tracks the share of female primary school-age children that are not enrolled in school. Frequency Annually Data source EMIS Methodology for Data Project monitoring and evaluation systems Collection Responsibility for Data Ministry of Education Collection Number of students benefiting from behavior change campaigns or learning modules aiming to reduce restrictive gender norms (Number) This indicator tracks the number of students that benefit from specific behavior change campaigns at community-levels Description or learning modules in target schools that aim to reduce restrictive gender norms. Frequency Annually Data source School and community surveys Methodology for Data Project monitoring and evaluation systems Collection Responsibility for Data Ministry of Education Collection Building capacity for sustainable sector reforms Number of schools inspected based on established standard and criteria (Number) Description This indicator tracks the number of schools inspected according to predefined standards and criteria. Frequency Annually Data source MOE Methodology for Data From project records, inspection report Collection Responsibility for Data MOE Collection of which are private (Number) Description This indicator tracks the number of private schools inspected according to predefined standards and criteria. Frequency Annually Data source MOE Methodology for Data From project records, inspection report Collection Responsibility for Data MOE Collection Teacher attendance rate (Percentage) Description This indicator measures the percentage of teachers present in schools. Frequency Annually Data source School surveys and direct observations Methodology for Data Data is collected through unannounced visits and surveys conducted by educational authorities Collection Responsibility for Data MOE Collection Number of schools using tablets for data reporting (Number) Description This indicator measures the number of schools that utilize tablets for reporting data. Frequency Annually Page 41 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Data source School directors, MOE Methodology for Data Data is collected by the MOE with support from relevant educational departments. Collection Responsibility for Data MOE Collection Percentage of parents who report satisfaction with the project services (Percentage) This indicator measures the proportion of parents who express satisfaction with the services provided by the project. Description Satisfaction can be assessed through survey questions that ask beneficiaries to rate their overall experience and specific aspects of the services received. Frequency Annual Data source Beneficiary surveys Methodology for Data Surveys are administered to a representative sample of beneficiaries (teachers, students…). The survey includes Collection questions on various dimensions of satisfaction, such as service quality, accessibility, training … Responsibility for Data MOE, PIU Collection Contingency and Emergency Crisis Response (CERC) Page 42 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ANNEX 1: COMOROS: STRENGTHENING EDUCATION FOR BETTER HUMAN CAPITAL OUTCOMES (P507220) Task team leaders: HAEE1: Almedina Music (ADM). HAEH1: Eliane Ramiandrison. Core team: HAEE1: Huma Kidwai, Celia Faias, Nantenaina Raharison ep Ramananarivo, Ibrahim Abdallah Mohamed. HAWE2 : Sophie Jackie Danielle Cerbelle. EAEG2 : Lira Hariravaka Rajenarison. HAES1 : Julia Rachel Ravelosoa. AEMKM: Sitti Fatouma Ahmed. HAEDR: Ian Forde. SAEW3: Lewnida Sara. LEGAM: Claudia Cardelli. EAEG2: Maharavo Harimandimby Ramarotahiantsoa (ADM), Tojonirina Domoina Andrianasolomalala. EAERU: Miarana Heriniana Aime Razaf (ADM), Beby Vololoniaina Razafindrakoto. SAEE3: Hasinarijaona Laza Rakotondrasoa (ADM), Min Ji Sohn. SAES3: Lalao Razafinjatovo (ADM), Andrianjaka Rado Razafimandimby. IDURM: Maria De Los Angeles Martinez Cuba, Fernando Ramirez Cortes, Laisa Daza Obando. A. Project Strategic Context 1. The Union of the Comoros (Comoros) comprises a small volcanic archipelago off the coasts of Mozambique and Madagascar. While the economic recovery from the COVID-related slowdown is expected to continue, poverty has remained persistently high in the last decade.29 About half of its 825,000 population lives on the largest island, Grande Comore (Ngazidja), where the capital city of Moroni is located. Anjouan (Ndzuwani) and Mohéli (Mwali) have populations of 340,000 and 55,000, respectively. These two islands have rural economies, with about 70 percent of the population earning a living through small-scale agriculture. Economic growth is expected to average 3.9 percent over 2024–2026, compared to 2.8 percent in 2022–2023. About 45 percent of Comorians live below the national poverty line. A large share of the population (44 percent) face moderate or severe food insecurity. Around 60 percent of Comorian household spending is on food, limiting their capacity to invest in other forms of human or productive capital, and thereby continuing the intergenerational transmission of poverty. 2. Stagnant development and limited provision of essential services can be partly explained by the country’s remoteness, external dependence, and weak institutions. The country faces challenges around economies of scale, highly concentrated markets, lack of competition, and high costs of living. Comoros is characterized by high dependency on external remittances with about 15 to 25 percent of all nationals living abroad (the majority in France).30 Limited physical infrastructure and maintenance also present barriers to sustainable development, which are further amplified by weak institutional capacities. Together, these factors contribute to the country’s vulnerability to external economic, climate, and health shocks, and the need for specialized and enhanced development assistance. 3. In 2024, Comoros ha a Human Capital Index (HCI) of 0.40. This means that a child born today would only be 40 percent as productive in adulthood compared to benchmark of full health and complete education. Since 2017, Comoros’ HCI has slightly declined, indicating the urgent need to provide educational opportunities to improve human capital outcomes. B. Sectoral and Institutional Context 4. The government has successfully increased access to primary education in Comoros over the past two decades, but critical reforms are needed to address ongoing challenges. Major achievements in the education sector include (a) increased enrollment, with the number of preschool and primary students rising from 83,000 in 2000 to 133,000 in 2023; (b) a net primary enrollment rate of 82 percent (50 percent for secondary), above the Sub-Saharan Africa average of 78 percent (36 percent for secondary); and (c) achievement of gender parity in primary school participation and completion.31 29 World Bank (2024). Macro Poverty Outlook for Comoros: April 2024 – Datasheet (Washington, DC: World Bank). 30 World Bank. 2022 Comoros Public Expenditure Review (English). Washington, D.C.: World Bank Group. 31 Comoros Education Management and Information System. Page 43 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 5. Learning outcomes are overall low and vary by island. An estimated 87.0 percent of 10-year-old Comorian students cannot read and comprehend a simple text. Children in rural areas, from poor households, or whose mothers lack education are particularly disadvantaged in demonstrating basic literacy and numeracy skills.32 Education outcomes are generally weaker in Ndzuwani where attendance rates in primary education are at 81.0 percent compared to 93.0 percent in Mwali and 94.0 percent in Ngazidja. The repetition rate in primary school is 16.0 percent for girls and 19.0 percent for boys, with the highest repetitions in grade 2 (18.9 percent for girls and 20.4 percent for boys). Insufficient mastery of French, the only language of instruction (LOI) from grade 1 onward, poses a significant challenge to the learning process and exacerbates gender inequalities in learning and progression.33 In addition, the Comorian public education system faces a depopulation in favor of private schools.34 The proportion of students enrolled in private elementary schools has risen from 19.0 percent in 2017 to 34.7 percent in 2022, and from 47.0 percent to 56.7 percent in lower- secondary schools. This trend reflects the perceived low quality of public schools. Curriculum development and teaching quality 6. Comoros is about to embark on an ambitious but long overdue reform agenda centered around an updated national curriculum. The current curriculum was last updated in 2008, and it has not been adopted adequately nationwide, resulting in a limited impact on the teaching and learning practice. Textbooks (last printed in 2016) do not follow the 2008 curriculum and have not been distributed to all students. When textbooks are available, they are not used effectively mainly because they do not meet the students at the appropriate age or skill level.35 The government plans to move toward a competency-based curriculum (CBC) covering both private and public schools. This shift toward a CBC will be accomplished over a period of 10 years, through three partially overlapping phases. Phase 1 will focus on the development of a guiding framework and implementation for foundational learning grades (preprimary, grades 1 –3). Phase 2 will target all grades and subjects in primary through to upper secondary education. Phase 3 will wrap up the reform with postsecondary education and skills development. 7. Teacher professional development will be at the core of this reform agenda. About 84 percent of teachers in primary education do not speak sufficient French to effectively teach even foundational skills such as literacy and numeracy. Teachers also lack content knowledge and pedagogical skills for effective instruction. There is no regular and systematic teacher training system in place, and teachers do not have access to adequate teaching materials or guides. Schools in rural areas and in areas with high concentrations of poverty are difficult to staff. About 20 percent of teachers report that they are absent on average once a week, with 86 percent of children reporting that their own absences are due to the high rate of teacher absenteeism. Student learning environment 8. The government has made a commendable effort in ensuring access to primary schools, despite being faced with recurrent damaging impacts of climate shocks to school infrastructure. The proposed curricular reform overlaps with the renewed focus to expand access to preprimary education as the formal education structure has changed to include one year of mandatory preschool education. This will place significant pressure on the existing school 32 National Institute of Statistics and Economic Demographic Studies (INSEED) (Comoros) and UNICEF (2023). Comoros Multiple Indicator Cluster Survey (MICS) 2022 (New York: UNICEF). 33 The new Education Orientation Law (2020) aims to formalize Shikomori as the language of instruction at the preschool level. However, all available materials and teaching aids are still in either French or Arabic. Education is primarily carried out in French. 34 2017/2018 EMIS data include community schools under private schools and disaggregated data is not available since 2014. 35 The current curriculum has limited recognition of the learning crisis and does not integrate grade-level competencies for foundational literacy and numeracy. Textbooks include voluminous text that are too complex for students who are not able to read even basic letters, and therefore many children fall behind very quickly in primary school without adequate learning materials. Page 44 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) infrastructure as currently 28 percent of public primary schools do not have a dedicated preschool classroom. In addition, cyclones and heavy rain year result in extensive flooding and landslides around the country, causing considerable damage to schools and leading to school closures. In addition, many schools lack the basic materials necessary in the classroom. Inadequate provision of water, sanitation, and hygiene (WASH) facilities also risk the spreading of diseases especially after floods. Low to no access to digital equipment and internet keeps schools from modernizing their teaching practice and systematizing their governance, recordkeeping, and monitoring capacity. 9. Poor child health and nutrition hampers learning outcomes and future productivity. Parental education and information on early childhood development and health are key factors in securing the learning faculties of a child. Only one in three Comorian children are fully vaccinated by age 3 making them vulnerable to communicable diseases. Only one third of common childhood illnesses are treated by a health provider,36 which may lead to school absenteeism or cognitive impairment. Addressing critical health needs through school-based interventions such as health screenings, immunizations, and deworming would tackle barriers to learning that can go unnoticed and would ensure that all students are healthier and in a better position to learn and thrive in school.37 Existing school feeding programs (mostly simple snacks for breakfast) show promising results on student attendance and need to be sustainably expanded and strengthened. 10. While Comoros is approaching parity in key education outcomes, girls face serious constraints on their autonomy as they transition to adulthood. Nearly half (48.7 percent) of girls and 46.3 percent of boys complete lower- secondary school.38 Yet gender-based violence (GBV) is prevalent in various forms, contributing to disparities in the agency women have to make decisions about their lives. Intimate partner violence affects 16 percent of women ages 15-49.39 Thirty-two percent of women aged 20 to 24 are married before their 18th birthday and 10 percent are married before the age of 15. High poverty levels, combined with low enrollment in primary and secondary school and lack of opportunities for girls, are among the drivers of child marriage and teenage pregnancy.40 Common beliefs about acceptable roles for women and men drive these harmful behaviors. For example, 40 percent of Comorian women agreed with the statement that "wife-beating is justified," highlighting how women perceive a husband’s authority, and how gender attitudes may reflect resistance to pursuing learning and work opportunities outside the home. 11. Teachers, and the school setting in general, are important channels to address harmful gender stereotypes and foster social norms change that enables girls to realize their aspirations after they complete school . Efforts to reshape gender attitudes, using schools as a space to reach female and male students to promote gender-equitable attitudes, can lead to girls staying in school, seeking higher education levels, and eventually entering the formal workforce.41 Similarly, school-level interventions can decrease acceptance of intimate-partner violence and improve girls’ self-confidence. Teacher management, data, and governance 36 According to the Multiple Indicator Cluster Survey (MICS) 2022, under-five mortality has significantly declined to 36 per 1,000 live births (from 50 per 1,000), and infant mortality has decreased to 30 per 1,000 live births (from 39 per 1,000). Main causes of under-five morbidity are malaria, diarrheal diseases, and acute respiratory infections. 37 Key underlying determinants of childhood malnutrition are early childbearing, low female secondary education enrollment (47 percent), and low sanitation coverage (34 percent). Global Nutrition Report: Shining a light to spur action on nutrition. 2018. Nutrition country profile Comoros. 38 UNESCO Institute for Statistics (UIS), data from 2014. 39 The United Nations Inter-Agency Working Group on Violence Against Women Estimation and Data (VAW-IAWGED) (WHO, UN Women, UNICEF, UNSD, UNFPA, UNODC), 2018 data. 40 UNICEF and UNFPA (2018). Child Marriage: A Mapping of Programmes and Partners in Twelve Countries in East and Southern Africa ( Washington, DC: UNICEF; New York: UNFPA). 41 Dhar, Jain, and Jayachandran (2022). “Reshaping Adolescents’ Gender Attitudes: Evidence from a School-Based Experiment in India.” American Economic Review 112. (3): 899–927. Page 45 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 12. Lack of consolidated data on teachers’ skills, qualifications, gender, and location prevents impactful targeting of interventions for their professional development and job satisfaction. A systematic reform and the use of a teacher management information system could help improve the effectiveness of recruitment, deployment, and training of teachers. While the student-to-teacher ratio in Comoros at 28 students per teacher compares favorably to 37 students per teacher on average in Sub-Saharan Africa, remote areas are difficult to staff. A sensitive and deliberate engagement of communities, especially parents, could boost their accountability (attendance) and motivation (uptake of professional development) and enhance implementation of the sector reforms. 13. The Ministry of Education published a new statistical report (2023-2024) based on the EMIS. Statistical reports are published sporadically with the previous report dating from 2017-2018. The country’s geographic context demands a systematic and technology-enabled approach for regular reporting of education data in real time. In addition, a regular learning assessment needs to be established for select grades and subjects to better monitor the relationship among the curriculum, teaching practices and learning. 14. Education funding is not sufficient to meet sector objectives and is aggravated by weak implementation capacity. In 2022, Comoros’ education expenditures were less than 2.4 percent of GDP and teacher salaries exceeded 90 percent of the education budget.42 Decentralized structures (island and commune levels) have limited autonomy and access to public resources. Hence, the community-led village fund (VF) has played a pivotal role in service delivery: In 45 percent of villages, VFs are the main source of project financing while public investment only represents an estimated 14 percent. Leveraging on the existing system, while ensuring some level of standardization to guarantee quality among community financed school facilities, would help reach vulnerable groups and contribute to the government’s objective on school expansion. PROJECT DESCRIPTION 15. The Project Development Objective (PDO) is to improve teaching quality and primary education completion 43 rate. This will be measured through the following key indicators: • Share of teachers in primary education mastering the subject matter (Percentage) • Primary school completion rate (Percentage) • Share of primary school students benefitting from improved physical learning environments (Percentage) A. Project Beneficiaries 16. The project will target all 340 primary schools across the three islands and project beneficiaries include students, teachers, and parents. Hence, the project will benefit over 130,000 students estimated to be enrolled in the one-year public preprimary program and primary schools. About 3,000 public primary school teachers will directly benefit from professional development support and from the systematic reforms in teacher management and development system. By promoting schools as community hubs, the project will directly impact the attitude and behaviors of parents and community members towards health-seeking practices and positive gender norms. For activities where a targeting approach is required (e.g. classroom rehabilitation), target schools will be selected based on the following three criteria: (a) communes/villages across islands, based on the degree of local vulnerability to poverty; (b) schools, based on the 42 World Bank (2022). Comoros Public Expenditure Review (Washington, DC: World Bank). About 40 percent of VFs finance school rehabilitation and extensions and 15 percent school maintenance. 43 Teaching quality is measured by the share of teachers mastering the subject matter. An indicator based on learning assessments is included as an IRI and not as PDO indicator given that learning assessments are not yet regularly conducted in Comoros. Page 46 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) number of students, especially female students, primary school completion rate, and repetition rate; and (c) climate risks, based on past exposure to cyclones and flooding. The project is expected to target intersectional vulnerabilities and have a disproportionately greater impact on female students in the lowest income quintile. B. Project Components 17. The project design is guided by two overarching phases. This project will address Comoros’ need for a programmatic approach to education sector development in the immediate, medium, and long term. In the first phase, the project will lay foundations that are critical for better education outcomes and will build on them for future engagements. In the second phase, the project will adopt a multisectoral approach to address the barriers to the demand and supply of education by ensuring that children are healthy and ready to learn, girls are supported as well as boys, the school physical environment is conducive to learning, and efforts are made to enable students to complete primary school. The upcoming national curriculum revision will be at the core of all interrelated activities aimed at student learning, teacher effectiveness, and systemic changes. The project will also coordinate with counterparts in health, social protection, WASH, and energy sectors to transform school as a space for learning and well-being. Component 1: Implementing a consistent policy package to improve teaching quality (US$5.7 million, including US$3.1 million GPE System Transformation Grant, US$1.8 million GPE Multiplier Grant, US$800,000 IDA). 18. Subcomponent 1.1: Implementing the first phase of a national curriculum reform aimed at foundational learning (US$4.1 million). As part of the Education Sector Plan, the government is developing a 10-year roadmap for incrementally developing and implementing the national curriculum adjustment program.44 This subcomponent will support phase 1 of this roadmap with a focus on developing a CBC framework for foundational learning at the preprimary level through grades 1–3. This will include a consistent policy package of three elements: a. Adjusting the curriculum, to create a well-defined framework that is effectively organized and sequenced with clear learning objectives. This framework will provide a foundation for establishing standards, designing curricular content, and specifying scripted pedagogical approaches for each grade of foundational learning (preschool and primary school). Emphasis on progressive learning and student-centered teaching will shape the revised curriculum. The curriculum will be deployed incrementally, starting with preschool and grades 1–3 of primary education. The project will deliberately capitalize on this curriculum adjustment to introduce new elements of positive and priority sociocultural changes, such as reducing restrictive gender norms and school violence and improving health-seeking behavior, and climate change awareness and response. This integration of climate content, aligned with Comoros' commitments under the Paris Agreement, will be mainstreamed across subjects using locally relevant examples. For early grades, climate topics will be woven into literacy and numeracy instruction through age-appropriate content on local weather patterns, environmental protection, and community resilience. The curriculum will address both adaptation (understanding and responding to climate risks such as cyclones and floods) and mitigation (promoting environmental stewardship and sustainable practices). This approach ensures students develop climate awareness alongside foundational skills, preparing them to be active participants in building community resilience. 44In line with the recommendations of the Education Orientation Law (2020), the project will support the definition of skills standards to be attained (preschool and the first three years of primary school as a priority) and the adjustment of the curriculum accordingly. The curriculum reform will focus on literacy (French) and numeracy skills. The new orientation law aims to formalize Shikomori as the language of instruction at the preschool level. Page 47 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) b. Adapting teaching and learning materials to the new curriculum, including lesson plans.45 This will include an introduction of teaching and learning materials in the local language, Shikomori, at the preschool level, and French and math for grades 1–3. c. Establishing and utilizing a national learning assessment system. The project will finance a yearly Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), and train and deploy an evaluation team to administer a technology-enabled, sample-based learning assessment. 19. Subcomponent 1.2: Supporting teachers to implement the curriculum reform (US$1.6 million). Teachers are the implementers of a new curriculum. There is need for a systematic approach to planning and delivering teacher professional development, deploying teachers effectively, and motivating performance and career progression. This subcomponent will implement the reforms envisioned under Subcomponent 1.1 through the systematic and governance reforms introduced under Subcomponent 3.1. The two main activities include: a. Developing a teacher professional development program, combining subject-matter modules and pedagogical practices with coaching in classroom. Teacher training content will be supplemented with a module on the growth mindset, and gender-sensitive pedagogy that will allow teachers to recognize gender gaps in student participation and learning and provide specific support, including for children with specific needs. Training will be followed by ongoing mentoring and supervision throughout the school year to help navigate new content and master new pedagogical approaches. Crucially, the training will also include a dedicated module on how to effectively teach the new climate change content that has been integrated throughout the revised curriculum. This will ensure teachers have the knowledge, skills and resources needed to address topics on climate impacts, adaptation strategies, and mitigation behaviors in their lessons. In addition to the general teacher training, the professional development program will also cover climate resilience strategies, such as how to ensure continuity of learning during climate-related school closures. This will help equip teachers with the ability to maintain educational continuity in the face of climate shocks. b. Monitoring and supervision of teachers: the project will support educational advisors and inspectors in carrying out their respective functions. In particular, the project will support the implementation of the activity program plan for educational advisors and inspectors in connection with the support and monitoring of teachers (coaching, class observations, teacher evaluation). The project will support equipping the regional inspection offices (circonscriptions d’inspection pédagogiques régionaux) to enable educational advisors and inspectors to carry out their mission. c. Piloting digital access to new teacher guides including structured lesson plans with in-built interactive behavioral prompts and encouragements to provide timely completion of lessons that can be digitally tracked and systematically monitored.46 This subcomponent will be complemented with the proposed community-led teacher monitoring and support, as well as biometric attendance mechanism (under subcomponent 3.2) to enhance teacher accountability and performance. Component 2: Transforming the school environment to support student learning and well-being (US$12.62 million IDA) 20. Subcomponent 2.1: Supplying schools with adequate, resilient infrastructure (especially against heavy rains) and school-based digital learning centers (US$9.62 million). Schools must be conducive to learning, require regular 45 Structured pedagogy interventions have been rigorously evaluated. For example, evaluations in Brazil, Kenya, The Gambia, and South Africa have shown improvements in student learning outcomes. A meta-analysis of 216 interventions to improve student learning in low- and middle- income countries found that structured pedagogy approaches “had the largest and most consistent positive effects on improving learning outcomes.” 46 Electronic tablets will be procured for selected primary public schools under the project. Page 48 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) attendance, and enable timely grade progression and completion. To improve the physical conditions of schools, this project will include: a. Rehabilitating, repairing and/or retrofitting of schools, including making improvements to sites and functional components to ensure a resilient recovery of disaster-affected schools.47 Importantly, these rehabilitation efforts will incorporate climate adaptation measures to increase the resilience of school infrastructure against climate- related disasters like floods, storms, and heat waves. This could include upgrades to drainage systems, roofing materials, ventilation, and other structural elements to withstand the projected impacts of climate change in the project area. The selection of schools for rehabilitation will be based on a comprehensive vulnerability assessment that identifies those most at risk from climate-related hazards, as well as an analysis of past damage from climate events. The rehabilitated schools will be equipped with emergency standards, allowing them to be ready for crisis reception, as needed under appropriate supervision and coordination. Functional improvements would include the provision of additional toilets that are gender segregated and accessible to all, the provision of water points, and access to electricity, where possible. These improvements will follow energy efficient designs to minimize energy consumption and carbon footprint, including designs to maximize natural ventilation and light, the use of building materials with low embedded greenhouse gas (GHG) emissions such as low-carbon concrete, and the use of critical aspects like energy-efficient lightbulbs. b. Constructing and furnishing new preprimary classrooms to meet age-appropriate enrollment needs and to promote increased access to preprimary education in public schools. In schools without preprimary classrooms, and that will be rehabilitated under (a), the project will finance a preprimary classroom either with construction or adaptation of existing spaces. These will incorporate climate adaptation measures to enhance the buildings' resilience against floods, storms and extreme heat. Depending on the localized risk, this includes improved drainage, reinforced structures, and passive cooling features. Importantly, as with other public infrastructure, this infrastructure will be built with resilient standards to make the infrastructure ready for emergency reception, depending on the degree and scale of the crisis, with supervision and coordination of state services. By planning the schools as multi-purpose, climate-resilient structures, the project will help bolster overall community resilience. New classrooms will feature energy-efficient design elements including optimized natural lighting and ventilation, enhanced insulation, and sustainable building materials to minimize energy consumption and carbon footprint. c. Creating school district-based digital centers for flexible use. Given the geographic spread of Comorian islands and populations, the country needs a sustainable service delivery model that can bring training to teachers and schooling to students either through physical structures or via virtual learning. In a set of pilot schools, facility upgrades could include installation of internet access hotspots and setting up a smart classroom for flexible use, potentially as a digital center for lifelong learners, including out-of-school youth and community members. 21. Subcomponent 2.2: Extending schools as community hubs for enhanced support to student health, nutrition, and parent engagement (US$3 million). Schools are vital access points to monitor and support students’ health, developmental needs, and overall well-being. There are three main activities under this subcomponent: a. Providing a school-based annual health checkup and health booklets. This would occur in partnership with the local primary health clinics to (1) screen all students using a health checkup tool with a provision for referrals to health services; (2) administer deworming tablets; and (3) refer students to clinics to receive their age-relevant 47In accordance with the country’s building and design regulations (or international standards if not available in country), vulnerability reduction measures will be integrated into the project’s engineering design. These measures will enhance the performance against future climate, geological, and flood hazard events, or other main hazards which may affect schools, in line with the build back better approach. Results from an ongoing school assessment of all 340 public primary schools in Comoros in collaboration with the Water GP and the Safer Schools team will inform the scope of the interventions. Page 49 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) immunization package, including human papillomavirus vaccine. This subcomponent will complement the ongoing World Bank-financed health project, Comprehensive Approach to Health System Strengthening (P166013). b. Strengthening existing school snacks programs. In addition to providing simple snacks for breakfast targeted in the most vulnerable primary schools, the project will finance technical assistance for the development of a sustainable school meals sourcing and financing strategy, managed by communities. The project will explore partnerships with women farmers’ cooperatives to strengthen the links between small-scale farmers and local sourcing of food materials to schools. c. Informing parents and students on good nutrition, climate adaptation and mitigation, and health-seeking behaviors, including on sexual and reproductive health (SRH) and GBV response. In coordination with relevant stakeholders from Comorian schools and communities, a comprehensive package of learning modules and materials will be developed to promote healthy behaviors, prevent early pregnancy, and inform adolescent students on SRH, GBV response, and other related socioemotional health issues. The project will further finance literacy classes for parents, and behavior change campaigns to inform parents and communities about child health and development concerns, thereby fostering greater parental engagement in their children's education. Given the high level of vulnerability and exposure to climate and natural disasters, the project will also aim through this subcomponent to raise public awareness around mitigating and adaptation best practices and behavior. Community mobilization messaging will include key messages around climate and disaster preparedness. This public awareness, which will be prepared jointly with the disaster risk management sector, will help communities improve their knowledge of natural disasters (floods, droughts, volcanic eruption, cyclone, etc.) and increase their resilience by promoting habits and behaviors that can help improve communities’ response to such shocks. Component 3: Building capacity for sustainable sector reforms (US$5.0 million, including US$1.6 million GPE System Transformation Grant, US$2.2 million GPE Multiplier Grant, US$1.2 million IDA). 22. Subcomponent 3.1. Strengthening institutional planning, workforce management, and implementation capacity (US$3 million). While there are various and important institutional and sector development needs, this project will prioritize five main areas: a. Improving the national EMIS by providing technical support to simplify, digitize, and systematize regular and timely reporting and analysis of annual education statistics. b. Strengthening teacher workforce management systems and local accountability mechanisms. The project will support the creation of new human resources within the Ministry of Education (MOE) by implementing strategies that include (a) completing the census of civil servants, taking inventory of staff paid as civil servant teachers and as contractual teachers; (b) establishing a teacher management and information system to raise efficiency and effectiveness of teacher recruitment, promotions and deployment; (c) developing a teacher career framework to attract, retain, and motivate quality teaching; (d) supporting the MOE to better monitor teacher absenteeism by piloting (a non-biometric photo-based) system to track teacher attendance and activity;48 and (e) engaging community/village level structures to monitor and encourage greater accountability from teachers on attendance and schools on learning outcomes, and advocating for commensurate resources for schools. c. Developing a school health plan. The project will finance a school health strategy in collaboration with the Ministry of Health, including an action plan for inclusion of children with special needs. The project will further 48 The PIM shall include clear language on how data collected will be protected according to good international practices. Page 50 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) finance a GBV/SEA/SH mitigation plan that a code of conduct and training of teachers. It will also include grievance/case management mechanisms that will capture and address any cases/grievances. The Ministries will also receive capacity building and benefit from learning and exchange form other countries implementing programs to improve the wellbeing of children in schools. d. Enhancing the MOE’s capacity to support schools and ensure quality service delivery. The project will finance technical assistance to develop an inspection framework and build capacity within the MOE to oversee and regulate service provision in all schools, including private and religious schools. e. Enhancing the MOE’s capacity for budget preparation, planning processes, and evaluation. The project will support planning and monitoring units within the MOE to improve the education budget planning process, building on evidence and data collected from efforts supported by the project and aligned with education policies. f. Integrating climate change considerations into institutional capacity. The project will build MOE's ability to monitor climate impacts, assess infrastructure vulnerability, and establish early warning systems. This will enhance preparedness and responsiveness to climate shocks. The project will also incorporate a climate lens into the ministry's policy planning, implementation, and monitoring across the sector. This will ensure climate change is systematically integrated into strategies and decision-making. Additionally, the project will strengthen capacity to collect and utilize climate data within education management systems and assessments. Finally, the project will support drafting a specific policy on education and climate change to provide a comprehensive framework for building climate resilience. These climate-focused activities will complement the broader institutional strengthening efforts. 23. Subcomponent 3.2: Supporting project management and capacity (IDA: US$2 million). This subcomponent will support the implementation and overall administration of the project, including fiduciary, environmental and social risk management; regular reporting of implementation progress; and beneficiary feedback activities, including monitoring of, and response to, related complaints and suggestions. Activities to encourage collaboration between government ministries, such as aligning efforts to design and implement project-financed surveys, will also be covered under this subcomponent. 24. Component 4: Contingency Emergency Response (CERC) (no allocation of funds). Following an eligible crisis or emergency, the Recipient may request the World Bank to re-allocate IDA funds to support emergency response and reconstruction. This component would draw from the uncommitted grant resources under the project from other project components to cover emergency response. PROJECT IMPLEMENTATION A. Institutional and Implementation Arrangements 25. The project’s implementing agency is the MOE. The implementation arrangements will be elaborated in the project implementation manual (PIM) that shall be approved within two months of the project’s effectiveness. 26. Project implementation will be managed by a project implementation unit (PIU). The PIU will carry out the day- to-day management of the project and the coordination of its activities including: (a) procurement, disbursement, financial and technical reporting; (b) social and environmental management; (c) communication, monitoring and evaluation, ensuring the auditing of accounts; (d) coordinating the preparation, adjustments, and use of the project management tools, including any updates to the PIM, the Annual Work Plan and Budget, the procurement plan, and disbursement projections; (e) coordinating with key stakeholders on the technical aspects of the project; and (f) monitoring the progress of the PDO and intermediate indicators of the results framework. The PIU will also strengthen MOE capacity to manage Page 51 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) similar projects in the future. This capacity building will be ensured through partnering/twinning between PIU experts (i.e., consultants) and permanent staff within the MOE. Capacity building through twinning will ensure government ownership and contribute toward long-lasting institutional strengthening. Since the World Bank has not financed a project in the education sector in over 20 years, an education-specific PIU is not in place. In the first phase of the project, implementation will be supported by an existing PIU under the Ministry of Health and Social Protection. The PIU is currently supporting implementation of an ongoing social protection project, Shock Responsive and Resilient Social Safety Net Project (P179291). This will allow the project to start faster and rely on experienced staff, especially for matters concerning procurement, financial management (FM) and environmental and social (E&S) risk. Within three months of project effectiveness, the PIU will hire a project coordinator for education project activities and a technical education team to support implementation, including representation on each island. The FM, Procurement and E&S teams will also be reinforced to allow for sufficient capacity within the PIU to support implementation of the project. 27. A project steering committee will also be set up. The steering committee’s members will include representatives of the MOE, Ministry of Health and Social Protection, Ministry of Promotion of Gender, Ministry of Finance, and the General Secretariat of the Government. In compliance with the PIM, the steering committee will be in place within one month after the effective date and will meet at least twice a year to provide overall strategic oversight and guidance on project implementation, facilitate adequate coordination with relevant stakeholders, review and approve annual work plans, monitor the progress of project implementation, and make recommendations to improve implementation. While the PIU coordinator will be the same for the education project and other ongoing projects, the PIU coordinator will report to the steering committee that is specific to the education project and presided by a representative of MOE and co- presided by the Ministry of Finance. B. Results Monitoring, Evaluation, and Verification Arrangements 28. The monitoring and evaluation (M&E) team at the PIU will ensure the data and reports are of adequate quality and will liaise with all ministries and staff involved. Data to monitor proposed indicators will come primarily from existing education statistics and surveys that will be compiled and presented in a digital dashboard, including pictures of the development of the school rehabilitation work supported by the project. The proposed indicators also build on the technical assistance that the World Bank has provided through other projects to institutionalize key indicators that are crucial to human capital. The project will also benefit from the Geo-Enabling initiative for Monitoring and Supervision (GEMS) tool, which will be incorporated into the existing M&E systems of the relevant ministries to monitor progress at the school level that will benefit from the project. 29. Disbursement arrangements. The project will use an investment project financing modality. The IDA and GPE co- financing arrangement will be a parallel modality and will finance different goods, services, and other contracts across components. PROJECT APPRAISAL SUMMARY Technical, Economic and Financial Analysis Technical Analysis 30. The project incorporates innovative, evidence-based design elements that employ a whole-of-government approach to human capital development. Integrated service delivery, particularly when school-based, can have a positive impact on children’s well-being as well as on the community at large. Bringing integrated services in a single site through a holistic view of children’s well-being offers both demand-side and supply-side benefits. This integrated Page 52 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) approach has two benefits. At a beneficiary level, children benefit from educational and health services, which addresses a more comprehensive set of needs. At a system level, transaction costs in service delivery are reduced while optimizing available resources. The proposed project design reflects evidence on key lessons learned in what works to improve learning, including foundational learning and a focus on local language instruction in the early years, structured pedagogy, and remedial lessons. 31. The project has been designed to respond to key priorities of the government of Comoros to improve service delivery and education outcomes. The proposed activities are fully aligned with the objective of the 2023 Partnership Compact “to improve teaching and learning to guarantee Comorian children a quality, equitable, inclusive and resilient basic education.”49 The Government prepared an Economic Recovery Plan 2022-2026 that assessed the impact of recent global shocks and proposed short, medium, and long-term responses to development challenges. The MPA will contribute to government reforms in the education sector increase the quality of human capital in the medium term. Bank will focus on support for reforms in the education sector to increase the quality of human capital. The project is also aligned with the Country Partnership Framework (CPF) and the Performance and Learning Review of the CPF and the objective to improve the quality of education in Comoros.50 32. Climate and disaster risks. The project activities will be implemented throughout Comoros including in locations that are highly exposed to climate and disaster risks. Comoros is exposed to many natural hazards — storms, cyclones, droughts, floods, earthquakes, volcanic activity — that adversely affect the country’s natural capital, people, and physical infrastructure. The project’s locations include areas highly exposed to floods and cyclones and, to some extent, droughts. Extreme floods and cyclones could potentially affect the proposed new infrastructures to be built, ranging from moderate to severe impacts. To enhance climate resilience, proposed rehabilitations will be climate- resilient, and the project will include institutional capacity development for improved monitoring, planning and response to climatic events including food insecurity and infectious disease. 33. Paris Agreement alignment. The proposed project is aligned with the goals of the Paris Agreement, on both mitigation and adaptation. On mitigation, the project is consistent with the country’s strategies on climate change and does not hinder the achievement of national climate goals and commitments outlined in strategic documents, including the Economic Recovery Plan 2022-2026. Most project activities are considered to have a negligible impact on GHG emissions and are not likely to have an adverse effect on the country’s low-GHG-emission development pathway. While the project supports the rehabilitation of school infrastructure under subcomponent 2.1, these physical interventions will not pose major, irreversible impacts on GHG emissions, given their nature and relatively small scale. On adaptation, the project will integrate vulnerability reduction measures for school infrastructure in line with the requirements of the Comoros’ building code (and international standards if needed) to reduce flooding and cyclone residual risk to an acceptable level. The project is thus aligned with adaptation goals. Climate adaptation and resilience measures are central to the project’s design and will support activities that increase the adaptive capacity of the government and local communities to adapt to potential damage and/or to respond to destructive climate events. 34. Gender. While girls and boys have equal access to education, women in Comoros face many challenges later in life. Project activities will focus on school-based interventions as an entry point aimed at reshaping negative gender norms and supporting behavior change campaigns among students and parents, including sexual and reproductive health (SRH) and GBV response (Subcomponents 1.1 and 2.2), that can strengthen human capital outcomes for women 49 Pacte de Partenariat. Comores. 2023. https://www.globalpartnership.org/fr/content/pacte-de-partenariat-comores-2023. 50 Comoros - Country Partnership Framework for the Period of FY20-FY24, discussed by the Board on June 17, 2020 (Report No. 145699-KM) and Performance and Learning Review of the Country Partnership Framework for the Union of Comoros for the period of FY20-24, discussed by the Board on September 27, 2023 (Report No. 182628-KM). Page 53 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) in the long term. This activity is measured with an indicator to track students benefitting from behavior change campaigns or completing learning modules aiming to reduce restrictive gender norms. 35. Citizen engagement. Communications, citizen engagement, and stakeholder coordination activities during the project will be financed by Component 3 and managed by the PIU. These will include (a) the development of a comprehensive communication strategy for each district targeted as well as the preparation of all documentation and communication materials and, where appropriate, the organization of awareness raising events and the dissemination of innovation experiences; (b) the coordination of stakeholder involvement in project activities; and (c) the implementation of a citizen engagement plan and feedback mechanism to inform project implementation. Economic Analysis 36. The project will support interventions that are critical for human capital development . The rationale for investment in the education sector is justified by the benefits derived from the interventions supported by the project. These benefits include a higher rate of economic development, higher resilience to socioeconomic and climate crises, and stronger social cohesion. Additional benefits associated with improved education and human capital include better health outcomes, stronger political engagement, and more empowerment of girls and women. 37. Economic analysis of the project confirms its feasibility. It has a net present value (NPV) ranging from US$69 million to US$397 million, and an internal rate of return (IRR) between 11.6 and 24.6 percent. The model was estimated under the following assumptions: (a) students who benefit from the Program will enter the workforce 5 years after graduating from lower-secondary school at age 20 and retire at age 60 (after 40 years of work), (b) the country will have an average population growth of 1.8 percent estimated from World Bank data, and (c) a discount rate of 6 percent is used to estimate the cost-benefit analysis. The project will have a limited impact on Comoros’ education spending and fiscal accounts, implying that it will not undermine the country’s fiscal sustainability. The project is a grant that supports Comoros’ education spending, adding more resources with specific interventions. These additional resources support the education expenditures for the next four years, indicating a null negative impact on sector spending. Sustainability 38. The project will support activities that are key priorities for Comoros, with the development of human capital and social cohesion features as the priority of the government plan, which informs the country’s priorities of the next few years. This commitment from authorities establishes a conducive environment for the project to operate and build for sustainability beyond the life cycle of this project. While the project will support the strengthening of the institutions to deliver quality education services, Comoros will ensure that the necessary human and other resources are deployed and oriented toward the achievement of the project’s objectives, while also contributing to government plans. The project’s emphasis on strengthening community engagement with the schools as a central point for improved service delivery is a key foundation for sustainability. The project will engage communities from its design through completion, including consultations on the relevance of the proposed interventions and systematic feedback on the project’s implementation to address potential adjustments as needed. B. Fiduciary Financial Management 39. Overall, the proposed FM arrangements for the Project were assessed as partially satisfactory and, with the adoption of proposed risk mitigating measures, residual FM risk is assessed as moderate. An FM assessment of the Page 54 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) National MOE and the existing PIU, the project implementing agencies, concluded that their existing financial management arrangements need to be reinforced to provide reasonable assurance that World Bank provided funds will be used for the intended purposes. 40. Assurance that World Bank financing will be used for the purposes intended can be provided through ensuring the funds flow through the same public financial management systems a country uses for the management of its overall budget, provided these are assessed as being sound overall. With respect to Comoros Public Financial Management (PFM) system, several critical gaps in the areas of budget reliability, budget transparency, accounting and reporting, internal controls and audit and independent external oversight have been noted.51 In addition, the Comoros most recent Open Budget Index is in the lower quartile, with limited public participation and transparency, and weak legislative oversight while it is in the lower quartile of Transparency International’s Corruption Perception Index.52 As a result of these systemic weaknesses reliance will be placed on audit oversight bodies for the purposes of project transactions. 41. In close cooperation with the Government of Comoros continuing to implement reforms to strengthen its overall PFM systems, the MOE and PIU agreed to implement additional project specific arrangements to mitigate risks relating to weaknesses in Comoros’ existing PFM arrangements. These are: (i) recruitment of additional FM staff to support the implementation of the project based on qualifications agreed with the Bank, (ii) develop a project implementation manual that will clearly define segregation of duties of the various stakeholders involved in the project implementation as well as their interaction, clarify monitoring arrangements for infrastructure activities, determine assets management system, establish the funds flow arrangements for activities implemented at school districts and schools’ level including school subsidies transfers, (iii) reinforce the oversight bodies within the MOE to ensure the adequate monitoring of activities at decentralized level. 42. The PIM that will be prepared by the MOE and the PIU will specify in detail, arrangements for project financial management. This will include: the preparation and submission to the World Bank, within 45 days after the quarter end, of quarterly unaudited interim financial reports; the preparation of annual financial statements subject to audit by an independent external auditor, acceptable to the World Bank, and the submission of these to the World Bank along with a management letter, no later than six months after the end of each fiscal year-end. Procurement 43. The project procurement risk is substantial. The MOE does not have prior experience with World Bank Procurement Regulations. However, the project will be implemented by an existing PIU which has experience with World Bank Procurement Regulations. The project will address any procurement capacity gaps by recruiting a dedicated procurement officer, who has already been involved in the implementation of the World Bank Procurement Regulation. The World Bank procurement team will continue to provide coaching and continuous hands-on support. Procurement under the project will be guided (i) by the Procurement Regulations for IPF Borrowers’ fifth edition, September 2023; and (ii) by the World Bank’s Anti-Corruption Guidelines: ‘Guidelines on Preventing and Combatting Fraud and Corruption’ revised as of July 1, 2016, as well as provisions stipulated in the Financing Agreement. At the beginning of the Project and during its implementation, the project’s procurement manual will be set up and updated as necessary based on and in accordance with these documents. 44. All goods and non-consulting services will be procured in accordance with World Bank requirements. These requirements are set forth or referred to in Section VI. Approved Selection Methods: Goods, Works, and Non-Consulting 51 PEFA Report, October 2016. 52 OBI 2023: score Public participation: 2| Budget oversight: 39 | Transparency: 4 |TI Score 20/100 | ranking: 162/180. Page 55 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Services of the Procurement Regulations mentioned above and the Project Procurement Strategy for Development (PPSD) as well as the Procurement Plan approved by the World Bank. With World Bank guidance and support, the PPSD was developed. Given the specificity of the project, the market analysis concluded that the printing of manuals and guides and the procurement of works will use international open competition. The full PPSD providing the detailed approach to market and methods justification has been reviewed by the World Bank. 45. The PPSD and the project-level Procurement Plan covering the first 18 months of project implementation were submitted and approved by the World Bank. The Procurement Plan specifies for each contract (a) a brief description of the activities/contract, (b) the selection methods and the market approach options to be applied, (c) the estimated cost, (d) time schedules, (e) the World Bank’s review requirements, and (f) any other relevant procurement information. Any updates of the Procurement Plan shall be submitted for the World Bank’s approval with the corresponding update in the PPSD. The project will use the World Bank’s online procurement planning and tracking tools, STEP, to prepare, clear, and update its Procurement Plan and to carry out all procurement transactions. C. Environmental, Social and Legal Operational Policies 46. Environmental and Social Standards (ESS). The following seven standards have been assessed as relevant to the project: ESS 1: Assessment and Management of Environmental and Social Risks and Impacts; ESS 10: Stakeholder Engagement and Information Disclosure; ESS 2: Labor and Working Conditions; ESS 3: Resource Efficiency and Pollution Prevention and Management; ESS 4: Community Health and Safety; ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement; and ESS 8: Cultural Heritage. 47. Environmental risk is moderate. The negative risks and impacts are expected to be site-specific and manageable with appropriate and simple measures. A major part of the activities described within the proposed project will focus on training and capacity building and institutional reform where minor environmental risks and impacts would be expected. The development of educational materials, such as paper use and waste, needs to be evaluated for efficient use of resources and waste management. The school canteen program will also potentially generate biodegradable waste, and accumulated waste can create unhygienic conditions in and around canteens. Foul odors, pests, and unsightly surroundings can negatively impact health. The improvement/expansion of schools will also induce health and safety risks and impacts, generate construction waste, produce noise, and emit air pollution that can affect students and nearby communities. These risks are considered moderate to minor and manageable with generic mitigation measures. Other health-related risks of the project include immunization and deworming as well as the health services and provision of a starter-stock of medicines that will require appropriate waste management. The borrower has extensive experience with waste management and has recently updated their National Medical Waste Management Plan. No large scale, significant or irreversible negative impact is foreseen to be induced by the project activities. While an Environmental and Social Management Framework will not be developed in this project, the following requirements need to be met before the implementation of the related activities: (a) manage the environmental risks of sanitary, health and safety, and waste management procedures for the proposed canteen program; (b) use the Environmental and Social Management Plan (ESMP) as a generic instrument to be applied to all school infrastructures rehabilitation and construction works; and (c) ensure occupational health, safety and waste procedures for health care facilities, have been updated or established if necessary, to address any gaps with ESSs and environmental health and safety guidelines. The MoE undertook consultations on October 5, 2024, and disclosed the Stakeholder Engagement Plan (SEP) on December 4, 2024. The Environmental and Social Commitment Plan (ESCP) was disclosed on December 24. 48. The social risk rating is moderate. Project activities will have positive social impacts by improving health and education of children. However, some risks and impacts proportionate to the noncomplex design of the project may occur Page 56 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) but are not likely to be significant and are site-specific. The expected social risks and impacts of the project are mainly the following: (a) sexual exploitation and abuse/sexual harassment (SEA/SH) risks as a result of power abuse against some vulnerable groups; (b) potential small-scale land acquisition and access restrictions associated with expansion of infrastructure, which could lead to moderate-level economic displacement, but no physical displacement is expected; (c) community health and safety risks associated with the small- to medium-scale civil works in the making school improvements/building expansions; (d) labor risks including health, safety and conditions among different categories of workers; and (e) risk of elite capture of project benefits. The social risk rating will be further assessed throughout the project. The Environmental and Social Commitment Plan (ESCP) and the Stakeholders Engagement Plan (SEP) were disclosed on December 24, 2024, and on December 4, 2024, respectively. Public consultations were held on October 5, 2024. 49. The SEA/SH risk is moderate. The component that supports civil works, including expansion/improvement of schools may lead to an influx of labor (skilled, semi-skilled) into the areas. Workers may commit sexual abuse of some vulnerable people in the community. The abuse of power to students may also increase SEA/SH. This level of risk will require the preparation and the implementation of a SEA/SH action plan, including measures like SEA/SH sensitive grievance mechanisms, codes of conduct for project workers with SEA/SH provisions, and actions in ESMPs, among others. Referral services for GBV-response and SRH at associated health centers will be supported through schools. In addition, the PIU who is expected to implement this project should be experienced in SEA/SH action plan implementation and follow-up. 50. Grievance Mechanism. The Grievance Mechanism (GM) is described in the corresponding SEP and will be updated one month after the effective date. The GM provides details on the implementation structure, all steps including the different channels, the sorting based on the grievance sensitivity, the acknowledgement, and the follow -up, etc. The GM is also equipped to receive, register, and facilitate the resolution of SEA/SH complaints and refers to the Labor Management Plan for workers’ GM. KEY RISKS 51. The overall risk of the proposed project is substantial. The overall substantial risk rating reflects the substantial macroeconomic, political and governance, fiduciary, and institutional capacity risks. Risks will be reviewed once the implementation activities are finalized, and risk mitigation measures are adopted. • Political and governance risk is substantial. Political and governance risks include lack of coordination across ministries, and between central and decentralized structures. These risks will be mitigated by supporting the government in the implementation of the project activities which will be carried out across the country. The project will also have an important role in terms of strengthening coordination across government ministries and across central and local authorities. • Macroeconomic risk is substantial. Although Comoros has been experiencing steady economic growth with prudent macroeconomic management for the last decade, economic developments since 2019 have been challenging because of extraordinary events such as Cyclone Kenneth and COVID-19, highlighting how vulnerable the country’s economy is to external shocks. The Third Review for the International Monetary Fund Extended Credit Facility was approved by the Executive Board in December 2024, disbursing approximately US$4.7 million as a result. Additionally, Comoros is making good progress on structural reforms to manage debt, improve transparency and increase private sector participation in the real economy with the ongoing Comoros Second Fiscal Management and Resilient Growth Development Policy Financing (P181269); actions which further mitigate Page 57 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) some of the risk. This proposed project is also mitigating macroeconomic risks by supporting the most vulnerable communities with access education and building human capital. • Institutional capacity for implementation and sustainability risk is substantial. Given that the last World Bank financed education operation ended in 2004, the MOE has limited experience in managing World Bank-funded operations. A PIU will support the Ministry in the implementation and management of the project. The PIU will have technical education staff to coordinate with the MOE in addition to being responsible for fiduciary management and other project management aspects. In addition, the project will finance activities to strengthen institutional planning, teacher management, and implementation capacity. • The fiduciary residual risk rating is substantial. Based on the knowledge of the proposed interventions, which are partly similar to the current World Bank-funded human development projects in Comoros and given the current assessment of the implementation arrangements, the risk is set at substantial. The World Bank will continue to provide capacity building and built-in lessons learned from ongoing operations. Page 58 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ANNEX 2: ETHIOPIA EDUCATION TRANSFORMATION FOR LEARNING (P501017) Task team leaders: HAEE1: Abdul Hai Sofizada, Ademe Zeyede Hailu. Core team: HAEE1: Tina Asnake Belaynehe, Tibebu Bogale Derseh, Yeshihareg Damte Haile, Robert J. Hawkins, Yegetahun Agegnehu Masreha, Ravinder Madron Casley Gera, Kris McDonall, Fitsum Mulugeta, Alejandro Welch. GGGPE: Ellen Whitesides Kalisz. HMNED: Rajiv Aggarwal. HAEE2: Juan Manuel Moreno Olmedilla. OPSIL: Kumar Vivek. OPSCE: Sparsh Kansal. IEGHC: Peter Darvas. EAEG1: Girma Habte Weyesa. EAERU: Hussein Sebrie Siraj. SAEE2: Selam Tarkeghn Neda. SAES2: Aynalem Getachew Gashaw, Moges Woyessa Bowuso. LEGAM: Phoebe Evelyn Arde-Acquah, Christine Makori, Murat Cengizlier, Vivian Nwachukwu-Irondi. AECE3: Tsebaot Bekele Habte, Sophia Amare Felleke. DATASHEET BASIC INFORMATION Project Beneficiary(ies) Operation Name Ethiopia Ethiopia Education Transformation Operation for Learning Does this operation have an IPF Environmental and Social Risk Operation ID Financing Instrument component? Classification (IPF Component) Program-for-Results P501017 Yes Moderate Financing (PforR) Financing & Implementation Modalities [✓] Multiphase Programmatic Approach (MPA) [✓ ] Fragile State(s) [ ] Contingent Emergency Response Component (CERC) [ ] Fragile within a non-fragile Country [ ] Small State(s) [ ] Conflict [ ] Alternative Procurement Arrangements (APA) [ ] Responding to Natural or Man-made Disaster [ ] Hands-on Expanded Implementation Support (HEIS) Expected Approval Date Expected Closing Date Expected MPA Program Closing Date 6-Feb-2025 31-Dec-2029 17-Dec-2034 Bank/IFC Collaboration No Page 59 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) MPA Program Development Objective Increase equitable access and improve learning outcomes in basic education in Eastern and Southern Africa MPA FINANCING DATA (US$, Millions) MPA Program Financing Envelope 2,158.50 with an additional request to IBRD 300.00 with an additional request to IDA 1,240.00 Proposed Program Development Objective(s) The Program Development Objective is to increase equitable access and improve learning outcomes in pre-primary and primary education. Organizations Borrower: Federal Democratic Republic of Ethiopia Implementing Agency: Federal Ministry of Finance Contact: Berhanu Anbesa Head, International Financial Institutions Title: Cooperation Division Telephone No: 0906146467 Email: banbesa@mofed.gov.et Implementing Agency: Federal Ministry of Education Contact: Mezgebu Biazen Title: Executive for Strategic Affairs Telephone No: 0948753954 Email: mezgebubiazen@gmail.com MPA FINANCING DETAILS (US$, Millions) Board Approved MPA Financing Envelope 0.00 Page 60 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) MPA Program Financing Envelope: 2,158.50 of which Bank Financing (IBRD): 300.00 of which Bank Financing (IDA): 1,240.00 of which Other Financing sources: 618.50 COST & FINANCING (US$, Millions) Maximizing Finance for Development Is this an MFD-Enabling Project (MFD-EP)? No Is this project Private Capital Enabling (PCE)? No SUMMARY Government program Cost 1,200.00 Total Operation Cost 679.94 Total Program Cost 664.94 IPF Component 15.00 Total Financing 679.94 Financing Gap 0.00 Financing (US$, Millions) World Bank Group Financing International Development Association (IDA) 50.00 IDA Credit 50.00 Non-World Bank Group Financing Trust Funds 176.37 Global Partnership for Education Fund 46.37 Miscellaneous 1 130.00 Counterpart Funding 453.57 National Government 453.57 Page 61 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) IDA Resources (US$, Millions) Guarantee Credit Amount Grant Amount SML Amount Total Amount Amount National Performance-Based 50.00 0.00 0.00 0.00 50.00 Allocations (PBA) Total 50.00 0.00 0.00 0.00 50.00 Expected Disbursements (US$, Millions) WB Fiscal 2025 2026 2027 2028 2029 2030 Year Annual 20.00 27.10 41.83 45.83 45.83 45.78 Cumulative 20.00 47.10 88.93 134.76 180.59 226.37 PRACTICE AREA(S) Practice Area (Lead) Contributing Practice Areas Education Fragile, Conflict & Violence CLIMATE Climate Change and Disaster Screening Yes, it has been screened and the results are discussed in the Operation Document SYSTEMATIC OPERATIONS RISK- RATING TOOL (SORT) Risk Category Rating 1. Political and Governance ⚫ High 2. Macroeconomic ⚫ High Page 62 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 3. Sector Strategies and Policies ⚫ Low 4. Technical Design of Project or Program ⚫ Moderate 5. Institutional Capacity for Implementation and Sustainability ⚫ Substantial 6. Fiduciary ⚫ Substantial 7. Environment and Social ⚫ Substantial 8. Stakeholders ⚫ Moderate 9. Overall ⚫ Substantial Overall MPA Program Risk ⚫ Substantial POLICY 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 Legal Operational Policies Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Area OP 7.60 No ENVIRONMENTAL AND SOCIAL Environmental and Social Standards Relevance Given its Context at the Time of Appraisal E & S Standards Relevance ESS 1: Assessment and Management of Environmental and Social Risks and Relevant Impacts ESS 10: Stakeholder Engagement and Information Disclosure Relevant ESS 2: Labor and Working Conditions Relevant Page 63 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ESS 3: Resource Efficiency and Pollution Prevention and Management Relevant ESS 4: Community Health and Safety Relevant ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources ESS 7: Indigenous Peoples/Sub-Saharan African Historically Underserved Relevant Traditional Local Communities ESS 8: Cultural Heritage Not Currently Relevant ESS 9: 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 Legal Covenants Sections and Description Schedule 2, Section I.A.2.(c) The Recipient shall maintain during the period of implementation of the Operation, the following institutions with staffing and resources appropriate to fulfill their respective functions under the Program and/or the Project: the national and regional Program Coordination Offices (PCOs) under the ESA, responsible for overall implementation and coordination of Program activities across MoE directorates and the National Education Assessment and Examination Service (EAES), and REBs, and no later than three (3) month after the Effective Date recruit or hire key staff as set out in the Operations Manual to strengthen the PCOs. Schedule 2, Section I.B.1. The Recipient, through the MoE, shall no later than two (2) months after the Effective Date, prepare in accordance with terms of reference acceptable to the Association and furnish to the Association for its prior review, an Operations Manual setting out detailed institutional, administrative, financial, technical and operational guidelines, methods and procedures for the implementation of the Operation to achieve the agreed DLIs and PDO of the Operation. Schedule 2, Section I.C.(a). The Recipient shall appoint through the MoE by no later than three (3) months after the Effective Date and thereafter maintain, at all times during the implementation of the Program, (an) independent verification agency/ies under terms of reference acceptable to the Association (“Verification Agency/ies”), to verify the data and other evidence supporting the achievement of one or more Disbursement Linked Results (DLRs) as set forth in the table in Section III.A.1. of this Schedule 2 and recommend corresponding payments to be made, as applicable. Schedule 2, Section IV.A. (a) The Recipient shall no later than three (3) months after the Effective Date, assign the Occupational Health and Safety (OHS) expert at the federal level and hire/appoint one (1) environmental and social specialist in every region and two (2) environmental and social specialists at the federal level. Schedule 2, Section IV.A. (b) The Recipient shall no later than six (6) months after the Effective Date, assign focal persons for each Project implementing woreda. Page 64 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Conditions Type Citation Description Financing Source (a) the GPE Grant Agreement has been executed and delivered and all conditions precedent to its effectiveness or to the right of the Recipient to make withdrawals under it (other than the effectiveness of this Agreement) have been Effectiveness Article IV, 4.01 fulfilled; and (b) the MDTF IBRD/IDA Grant Agreement has been executed and delivered and all conditions precedent to its effectiveness or to the right of the Recipient to make withdrawals under it (other than the effectiveness of this Agreement) have been fulfilled. (b) The Financing Agreement has been executed and delivered and all conditions precedent to its effectiveness or to the right of the Recipient to make withdrawals under it (other than the Effectiveness Article IV, 4.01 Trust Funds effectiveness of this Agreement) have been fulfilled; and (c) The GPE/MDTF Grant Agreement has been executed and delivered and all conditions precedent to its effectiveness or to the Page 65 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) right of the Recipient to make withdrawals under it (other than the effectiveness of this Agreement) have been fulfilled. A. Country Context 1. Ethiopia is a large, diverse, and populous country located in the Horn of Africa, nearing lower-middle-income status. Covering approximately 1.1 million square kilometers, Ethiopia has an estimated population of around 126.5 million as of 2023, making it is the second most populous nation in Africa after Nigeria. While one of the fastest-growing economies in the region, with an estimated 7.2percent growth in FY2022/23, Ethiopia’s per capita gross national income is one of the lowest at $1,020. 2. Ethiopia is highly vulnerable to climate shocks, including droughts and floods, which are increasing in frequency and severity due to climate change. Additionally, the country faces multiple conflict drivers, including social and political grievances and rural-urban migration, which have affected incomes, economic growth, fiscal policy, access to services, and internal migration. Starting from a low base, while there have been improvements in human capital outcomes due to public investment in education and health, outcomes remain low. Inequities in service availability, lack of quality services, and constraints to household investments contribute to low education and health outcomes. B. Sector Context 3. The proposed Ethiopia Education Transformation Operation for Learning (ETOL) is part of phase 1 of the Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa Multiphase Programmatic Approach (MPA) and a key programmatic response to Government of Ethiopia’s (GoE) ambition to improve learning outcomes for all children in the country. ETOL contributes to the Ethiopia Education Transformation Programme (EETP), launched in 2023. This ambitious education reform agenda tackles barriers to learning achievement and retention in general education. It aligns with the government’s long-term goal to universalize access to general education and includes the implementation of the 2021 curriculum. With the nation’s Human Capital Index at 0.38 in 2020, by age 18, children in Ethiopia will only be 38 percent as productive as they could be if they had access to complete education and better health. The proposed investments under ETOL will improve outcomes in schooling and learning with an expected increase in productivity to drive long term economic growth which is central to poverty reduction. Other expected positive externalities include improvements in individual health indicators, better management of population growth, and greater resilience and social cohesion. 4. Despite substantial progress in expanding access to education in Ethiopia, significant challenges persist in achieving quality learning outcomes. With the abolition of school fees, there has been significant expansion of the general education system, increasing from 7.1 million students in 2000 to 26 million in 2020. The effects of the COVID-19 pandemic, food insecurity and conflict in the north of the country have stalled this progress, or in some cases modestly reversed it. Critically, learning outcomes have not risen appreciably, like the experience in much of Africa, with approximately 90 percent of 10-year-old children in the country unable to read and understand a simple text. More detailed national data from the 2019 National Learning Assessment shows that at grade 4, students were able to answer correctly approximately 30 percent of the questions in English and 40 percent in Math, with male students slightly outperforming female students. Poor outcomes in lower grades limit learning throughout the rest of the cycle. ETOL aims to respond to these challenges, ensuring equitable access and quality of teaching and learning. Page 66 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Teaching and learning 5. Improving the skills and effectiveness of teachers and school leaders is at the core of ETOL. Ethiopia has made substantial progress in upgrading the qualifications of teachers, but this has not always improved teacher competencies. About 71 percent of teachers failed the relicensing examination conducted by the Ministry of Education (MoE) in 2020. Studies have also found that many teachers lack subject content knowledge and pedagogical skills for effective instruction. For example, in 2023 only 6 percent of Grade 4 teachers were found to be proficient in the subjects they teach, and less than 20 percent demonstrated satisfactory pedagogical skills.53 Low skills are further magnified by the lack of teaching and learning materials (TLM) available in the classroom. Despite the government’s efforts to purchase TLM over the past decade or more, they are still in short supply. In 2021, the GoE launched a new curriculum for general education. Implementation of this curriculum requires access to the new and aligned textbooks for pre-primary and primary levels across the country. 6. School principals are generally not appointed based on their leadership skills and proven capacity in providing quality instructional support to their teachers. The Ethiopia ETOL recognizes the importance of strengthening professional development opportunities for principals and administrators, including areas of effective instructional practices and resource management, enhanced community engagement, improved administrative systems, and a shift from authoritarian to collaborative leadership approaches. Additionally, strengthening leadership capabilities in data collection, monitoring and evaluation, and stakeholder engagement would help create more effective educational improvements at the school level. Access to quality learning spaces 7. Despite improvements in access to pre-primary and primary education, there remain inequities in access to quality pre-primary education to some of the most vulnerable and disadvantaged children in Ethiopia. In the 2023/24 school year, the national average of the pre-primary gross enrollment ratio (GER) was 57.8 percent with some of the regions lagging below the national average. Evidence shows that those who complete pre-primary education are 26 percent more likely to complete secondary school compared to those who started their education career in primary school.54 The current World Bank-supported operation in the education sector, the General Education Quality Improvement Program for Equity (GEQIP-E – P163050), has supported the government to scale up early childhood education through a one-year program and, subsequently, supported the roll-out of the 2-year pre-primary education under the new curriculum. The government’s Early Childhood Development and Education Policy Framework endorsed in 2023 places strong emphasis, amongst other priorities, on increasing enrollment in quality and inclusive pre-primary education in Ethiopia. 8. At the primary level, despite the 106.1 percent GER, there are stark variations in access, by region, and for children with special needs. A poor rate of internal efficiency is evident in high rates of dropout (up to 22 percent in grade 1, 2023) and poor rates of survival to lower-secondary (39 percent for girls and 34 percent for boys, 2023). The 2023 report on out-of-school children and adolescents in Ethiopia indicates that children who do not have access to pre-primary education are more likely to drop out.55 The GoE is determined to ensure gender parity and uninterrupted student flow throughout primary and secondary grades, including for children with special needs. It is estimated that only about 12 percent of children with special needs are typically enrolled in primary school. Under GEQIP-E, tailored Inclusive Education Resource Centers (IERCs) are being set up within the primary cluster schools, catering to both primary and pre-primary 53 World Bank. "Better Data for Boosting Student Learning." Global Education Policy Dashboard. January 17, 2023. 54 Woldehanna, T. and Araya, M.W., 2017. Early Investment in Preschool and Completion of Secondary Education in Ethiopia: Lessons From Young Lives. 55 World Bank. A Flagship Report on Out-of-School Children and Adolescents in Ethiopia: Toward Effective Policies and Implementation. Report No: AUS0003410. Washington, DC: The World Bank, June 2023. Page 67 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) children. Children attending IERCs receive services such as provision of equipment, materials, and assistive devices to enhance the learning capacity of children with special needs, provision of necessary teaching expertise, and specialist support, which are essential to their education progress. 9. Good quality learning environments are essential to attract and keep children in school, as well as to deliver proper learning outcomes. In terms of infrastructure, only a third of primary and middle schools have a functional water supply and access to a source of electricity, with significant variations between regions. Thousands of schools need to be constructed or rehabilitated. As per the policy, pre-primary and primary classrooms are to be housed within the same premises. With the demand for increased enrollment in pre-primary education, the existing school infrastructure and capacity are stretched to provide adequate space for accommodating pre-primary classes. There is a demand for expanding the number of additional pre-primary classrooms and water, sanitation, and hygiene (WASH) facilities and upgrading some of the existing ones, mostly in the regions with poor infrastructure and a high pre-primary age population, resulting in enrollment rates below the national average. 10. The ETOL Program is integral to the Aim4Learning MPA and carefully draws upon its framework to support key interventions tailored for Ethiopia. It focuses on basic education (pre-primary and primary levels), where much remains to be done to provide a strong foundation for lifelong learning. Across basic education, ETOL will support EETP, building on previous lessons and interventions, and new global evidence of what works. C. Program Description 11. The Program Development Objective (PDO) is to increase equitable access and improve learning outcomes in pre-primary and primary education. Main indicators include aspects of equitable access to early learning, effective teachers, and greater learning outcomes. • Increase in enrolment in public pre-primary education in the selected regions below the national average (Percentage increase) • Share of primary school teachers achieving minimum proficiency in subject content knowledge (Percentage) • Share of Grade 3 students achieving functional reading level56 (Percentage) 12. The proposed ETOL will support key elements of the Government’s EETP, with a focus on the aspects which most directly contribute to the PDO. It uses a Program for Results (PforR) financing instrument supported by an Investment Project Financing (IPF) Component. The PforR provides a greater results orientation, incentivizing the government to undertake transformative education reforms as it aims to improve educational outcomes, placing an emphasis on disadvantaged students. The IPF component is included to support technical assistance activities for system strengthening and capacity building activities in support of the results of the Program. The MoE has experience with this instrument under GEQIP-E. The geographic scope is the same as the EETP, with ETOL being implemented in all regions of Ethiopia. Except that under the ETOL construction activities in high-risk conflict affected or conflict prone Program areas will be excluded. Such exclusion will be based on further assessments to determine the absence of landmine/unexploded ordnance during Program implementation. The required E&S due diligence would have to be carried out in the pertinent Program area and any occupational health and safety risk will be addressed through the relevant E&S instruments as detailed in the ESCP. In addition, the Program operations manual will be fine-tuned to align with the respective E&S documents. ETOL will have a greater emphasis on investing in underserved communities, meaning woredas and districts with poor education provision, as well as girls, refugees,57 and other disadvantaged groups. The timeline for ETOL is 56Functional reading in EGRA refers to reading with increasing fluency and comprehension and reading fluently with full comprehension. 57The intended next phase of the operation will expand to include refugee education at scale, building on GEQIP-E’s component on refugee education integration and harmonization. Page 68 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) extended to the end of 2029, to account for the long-term nature of the challenges under EETP and the time needed for completion of activities and verification of disbursement-linked results (DLRs). Table A2.1 summarizes the Program scope. Table A2.1: ETOL Program Boundary Government program PforR Program (ETOL) Reasons for non-alignment (EETP) Improved learning To increase equitable access and The Government program objective focuses on the long-term outcomes for all children improve learning outcomes in pre- goal of improving learning outcomes and generating skills in Ethiopia primary and primary education necessary for the socio-economic development of Ethiopia. The PforR objective is aligned with the objective of implementing key priorities in the government program, including the effective implementation of the new curriculum, with a limitation of the scope to pre-primary and primary education, and a focus on improving learning outcomes. 2024-2028 2025-2029 The government’s priorities are expected to continue beyond 2028. Adjustments to the Program beyond 2028 will be made as needed. National National Components: • Results Area 1 – Transforming Selection of the results areas (RAs) has been determined to 1. Transforming schools teaching and learning build on the current and emerging needs in education and the into effective learning implementation experience of GEQIP-E, with a focus on better centers • Results Area 2 – Transforming learning outcomes, while providing the best support to the 2. Transforming teaching schools into effective learning government program with the resources available and World and learning centers Bank expertise. In each RA, selected activities from EETP are 5. System strengthening included in the PforR boundary. US$1.2 billion US$0.665 billion 13. Results Areas. The proposed Program has two results areas (RAs) that draw on activities from three of the five components of the EETP. The achievement of results in each area will be supported by complementary technical assistance from an IPF Component. The Results Areas are a set of interventions that will support the achievement of the PDO in ETOL and contribute to the Program Development Objective of the MPA. Table A2.2 presents the disbursement-linked indicators for the two RAs. 14. Results Area 1: Transforming teaching and learning (US$102.00 million, of which $10.88 million equivalent from IDA, US$1.12 million from GPE, and US$90.00 million equivalent from MDTF). The proposed transformation under RA1 includes technical and administrative reforms for (a) continuous in-service teacher professional development, (b) strategic pre-service teacher training support, (c) enhanced school leadership capacity, and (d) equitable provision of TLMs aligned with the new national curriculum. (a) Continuous school-based in-service teacher professional development: The Program will enhance teachers' content knowledge and pedagogical skills through a renewed Continuous Professional Development (CPD) Package to be administered at school level. Focusing on pre-primary and Grades 1-6 teachers of mother-tongue languages and mathematics, the proposed CPD package will incorporate (i) training in-service teachers on pedagogical practices, using modeling and practice, that have proven to be effective in raising learning outcomes, and (ii) re-training targeted in-service teachers on subject content necessary for their specific Grade and subject. A key aspect of the reform in pedagogy training will be a shift towards ensuring that at least 50 percent of training hours are spent in hands-on training with the use of teacher guides aligned to the assigned student textbooks, other supplementary materials, as well as instruction-based formative assessments. Execution: The CPD package Page 69 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) will be developed collaboratively by the MoE departments, Educational Assessment and Examination Service (EAES), Colleges of Teacher Education (CTEs), universities, cluster schools, and individual schools. To administer this CPD package, the Program adopts a blend of face to face and digital learning approaches. It will form and strengthen Professional Learning Communities (PLCs) for peer learning and school-based teacher support. These communities bring together teachers who share common aspects of their work, such as grade level or subject matter, particularly in reading and mathematics. Teachers will meet twice monthly in groups of 3-10, focusing on specific improvements in teaching practice and content knowledge. The PLCs will be regularly supported with external resources such as master trainers and pedagogic coaches and digital access to subject matter trainings. Digital media, devices, and platforms will be used to facilitate PLC meetings and regular communication. The effectiveness of these interventions will be monitored and verified through the enhanced General Education Inspection Framework, with particular attention to the Teaching and Learning domains. DLI 1: Share of primary school teachers meeting minimum proficiency in subject-content matter (Percentage) will measure results to disburse against for this activity. (b) Strategic pre-service teacher training support: The Program aims to strengthen pre-service teacher training content, approaches, and priorities, to equip incoming teachers to effectively deliver the new curriculum. At a systemic level, the Program will support bringing classroom-based materials (teacher guides, textbooks, and other teaching aids) into pre-service training programs to make the training more practical and better aligned to the in- service teacher training content. Five instructors for pre-primary and primary subjects from each of the CTEs in the country will be provided with well-designed continuous professional development training. The Program will develop a monitoring framework to ensure teacher-instructors are adequately qualified and prepared to deliver training based on the new curriculum, as well as to provide coaching support during the school-based practicums. For greater capacity in educational research and practice, CTEs will be supported with learning exchanges to other CTEs as well as to relevant and aspiring regional and international contexts. (c) Enhanced school leadership capacity. This activity will build on the lessons and good practices developed under GEQIP-E and focus on generating a critical mass of female head teachers and school principals. Current and candidate school principals will be trained on key competency areas including professional development, resource management, community engagement, and administrative systems. The training aims to transform leadership approaches from authoritarian to collaborative styles, while building capabilities in data collection, monitoring and evaluation, and stakeholder engagement. This reformed approach to school leadership selection and development will create a more capable and diverse leadership corps equipped to drive educational improvements at the school level through evidence-based decision making and effective stakeholder engagement. Principals will be better positioned to support teachers in implementing new pedagogical approaches and managing the transformation of teaching and learning in their schools through enhanced administrative and leadership capabilities. DLI 2: Primary school leaders certified (Number) will measure results to disburse against for this activity. (d) Equitable provision of teaching and learning materials aligned with the new national curriculum . The Program provides a comprehensive suite of teaching and learning materials aligned with the new curriculum. These include essential print resources such as teacher guides, student textbooks, and supplementary materials for reading and mathematics. The digital component involves developing educational content specifically designed for reading and mathematics subjects, aligned with the pre-primary and primary grades (1-6) curriculum. This digital content is created through strategic partnerships with existing organizations, youth, and creative communities, with implementation guided by the Ethiopian Digital Education Strategy. The Program's reach is substantial, with an expected 19 million students benefiting from the provision of TLMs. DLI 3: Schools meeting minimum TLM standards (Number) will measure results to disburse against for this activity. Page 70 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 15. Climate change awareness will be integrated across all activities under RA1: The aim is to integrate climate education into various subjects through lessons and outdoor activities that will help children (and eventually, their communities) explore the science behind climate change (e.g., grasping causes and potential effects), understand the importance of local solutions (e.g., tree planting initiatives, reducing food waste, recycling, efficient water use) and showcase adaptation examples (e.g., practical skills to cope and adapt to climate impacts). Current and incoming teachers will be supported through online learning modules to understand climate science and teach students using age- and grade- appropriate strategies. 16. Results Area 2: Transforming schools into effective learning centers (US$109.4 million, of which $39.12 million equivalent from IDA, US$45.2 million from GPE, and US$25.00 million equivalent from MDTF). The Program aims to enhance equitable access to better learning environments at the pre-primary and primary education levels through three key intervention areas of (a) school infrastructure; (b) IERCs; and (c) school grants. These interventions address critical challenges in the education sector, particularly in pre-primary education where over 4 million children aged 4-6 remain unenrolled. School readiness is one of the major contributing factors to high drop-out rates at grade 1. (a) School Infrastructure. The Program will address the critical shortage of pre-primary facilities through the construction of 800 new classrooms with WASH facilities in low-performing non-conflict areas with enrollment rates below the national average. This intervention responds to the government's policy of making two years of pre-primary education free and compulsory for 5-6-year-olds. Currently, the system faces severe overcrowding with a pupil-teacher ratio exceeding 1:90 (36,131 teachers serving 3,314,417 children). While the overall need exceeds 100,000 new classrooms to achieve the target ratio of 1:60 with two shifts, ETOL's contribution of 800 classrooms represents a strategic investment on three accounts: (i) targeting the regions with limited infrastructure and low enrollment rates, (ii) modeling a cross-sector alignment to ensure connectivity to WASH facilities and other basic facilities; and (iii) refinements to the school construction and maintenance strategy to guide cost-effective designs, value for money material and service procurement, and compliance with environmental and social risk management. DLI 4: Increase in enrolment in public pre-primary education in the regions below the national average (Percentage increase) will measure results to disburse against for this activity. (b) Inclusive Education Resource Centers (IERCs). To strengthen inclusive education, the Program will establish 600 new IERCs and upgrade 1,400 existing centers across the country. These centers play a crucial role in improving educational access for children with special needs by providing specialized support services, learning materials, and assessment facilities. The upgraded centers will be equipped with modern assistive technologies and staffed by trained professionals. IERCs serve as resource hubs for surrounding schools, offering expertise and support in implementing inclusive education practices and ensuring that children with special needs receive appropriate educational support. The centers will support with mobilization and identification skills and processes to ensure greater enrolment of girls with disabilities, as they tend to be one of the most vulnerable and marginalized groups of beneficiaries. DLI 5: Students with special needs in Inclusive Education Resource Centers and satellite schools (Number) will measure results to disburse against for this activity. (c) School Grants: The Program will implement a targeted school grants system linked to School Improvement Plans (SIPs), empowering schools to enhance their learning environments. These grants enable schools to implement customized improvement plans that address their specific needs and challenges. Schools can utilize these funds for various purposes including procurement of teaching-learning materials, basic equipment, and minor facility repairs. This flexible funding mechanism ensures that resources are directed towards the most pressing needs identified by each school community, ultimately contributing to improved learning outcomes. DLI 6: Share of targeted schools receiving the correct amount of school grant on time will measure results to disburse against for this activity. Page 71 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 17. Infrastructure and WASH facilities constructed and rehabilitated under this RA will incorporate climate-resilient designs to enhance their resilience to the risks of floods and extreme heat. Solutions may include natural cross- ventilation systems; raising height of building floor from surrounding areas and design of water flow system on sloping sites to protect school buildings from extreme floods; emergency evacuation access to enhance preparedness and resilience to climate disasters; adding solar panels; using building materials with low embedded greenhouse gas (GHG) emissions such as low-carbon concrete; planting trees to cast shadows on the buildings and provide additional green cover on the site, and using other energy-efficient materials and fixtures (e.g., low energy bulbs, recycled materials). Table A2.2: Disbursement-Linked Indicators Financing allocated Of which, IDA Results Area DLI (US$, Millions) (US$, Millions) DLI 1: Mother-tongue/language and mathematics primary school teachers nationwide achieving minimum proficiency 34.00 3.74 in subject-content knowledge, as defined in the approved Transforming teaching teacher skills improvement framework. and learning DLI2: Primary school leaders nationwide certified by the 34.00 3.74 MoE in approved school leadership framework. DLI3: Pre-primary and primary schools in targeted Regions 34.00 3.40 meeting minimum TLM standards in key subjects. DLI 4: Enrolment in public pre-primary education in selected non-conflict affected Regions with enrolment 40.07 21.90 below the national average. Transforming schools DLI 5: Students with special needs enrolled in Inclusive into effective learning Education Resource Centers and satellite schools that meet 31.65 6.0 centers GEQIP-E standards for staffing and equipment. DLI 6: Targeted public pre-primary and primary schools receiving 100% of the allocated amount of school grant 37.65 11.22 within timeline specified in revised school grant guideline. TOTAL 211.4 50.0 Note: amounts reflect US$ equivalent at current SDR/US$ exchange rates and may be subject to exchange rate change. 18. IPF component (US$15.00 million equivalent from MDTF). Based on previous experience in Ethiopia, the MoE will be provided strong technical assistance (TA) to ensure effective Program implementation through an IPF component of US$15 million equivalent (table A2.3). This component will strengthen capacity at national, regional, and local levels to facilitate the achievement of an ambitious set of results expected through the DLIs. Specifically, the IPF will finance key areas such as (a) Education Technology (EdTech) solutions to strengthen systems and improve teaching-learning practices, (b) management and supervision of school construction, and (c) Program management and evaluation to ensure effective oversight. Table A2.3. Estimated expenditures for IPF component (US$ million) 2025/26 2026/27 2027/28 2028/29 Total Subcomponent 1 – EdTech solutions (US$5 million) Digitalization of key learning assessments, including pre-primary 0.50 0.50 0.50 0.50 2.00 education assessment and Early Grade Reading Assessment (EGRA) Full operationalization of the digitalized Education Management 0.25 0.25 0.25 0.25 1.00 Information System (EMIS) Page 72 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) The use of Information and Communications Technology (ICT) to enhance 0.25 0.50 0.50 0.25 1.50 teachers' classroom practices Scaled-up the textbooks tracking and tracing system 0.00 0.25 0.25 0.00 0.50 Subcomponent 2 – Management and supervision of school construction (US$4 million) Regional school construction management unit – facility 1.00 0.50 0.50 0.20 2.20 Federal and regional school construction management units – staffing 0.30 0.30 0.30 0.30 1.20 Targeted capacity-building training programs 0.05 0.05 0.05 0.05 0.20 Regular supervision and monitoring 0.10 0.10 0.10 0.10 0.40 Subcomponent 3: Program management and evaluation (US$6 million) Staffing 1.00 1.00 1.00 1.00 4.00 Regular implementation support and outreach 0.25 0.25 0.25 0.25 1.00 Verification 0.15 0.15 0.15 0.15 0.60 Financial, procurement, and environmental and social management 0.05 0.05 0.05 0.05 0.20 performance audits Mid-line and end-line Program evaluation 0.00 0.10 0.00 0.10 0.20 Total 3.90 4.00 3.90 3.20 15.00 D. Program Beneficiaries 19. Over the course of the Program, ETOL will benefit around 19.6 million children in pre-primary and primary schools across Ethiopia, including new entrants to the education system each year, 370,000 pre-primary and primary teachers, and 15,000 school leaders. Activities under RA1 aimed at improving the teaching skills of all pre-primary and primary teachers across the country will benefit all children at these levels of education. Additional support will be provided to targeted pre-primary and primary schools under RA2 with a focus on underserved regions, and 2,000 IERCs (existing and new) and their satellite schools. E. Role of Development Partners 20. The operation will complement other major reform programs ongoing during the period 2024-29, in particular: (i) the Global Partnership for Education (GPE) System Capacity Grant, implemented by the World Bank, which is expected to support a range of activities to the Program as well as investing in system capacity in a range of areas; (ii) the Global Partnership for Education for Ethiopia’s Education Transformation (GPE-EETP), financed by a GPE System Transformation Grant and implemented by UNICEF, which is expected to make complementary investments in TLM, secondary school construction, reducing out-of-school children and other areas, covering 150 woredas; and (iii) the World Bank-supported Human Capital Operation (HCO; P172284), which aims to improve learning outcomes and nutrition services for girls and boys in 42 Woredas, and to strengthen service delivery and accountability in all regions, including the low-performing areas. Development partners – including the United Kingdom Foreign Commonwealth and Development Office (FCDO), Norway, Finland and UNICEF - will also contribute to the PforR through a new multi-donor trust fund (MDTF), and the operation will leverage resources from the GPE Multiplier integrated in the proposed Program. F. Institutional and Implementation Arrangements 21. The Program will use existing government systems for implementation, oversight, financial management (FM), procurement, environmental and social risk management, monitoring and evaluation (M&E), and reporting, and will aim to strengthen these systems during implementation. 22. At the Federal level, the Program will be implemented by the MoE, and Ministry of Finance (MoF). The MoE will serve as the implementing agency and will have overall responsibility for policy guidance and oversight for Program Page 73 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) implementation. The Program Steering Committee (PSC) established under GEQIP-E will be maintained under ETOL to oversee the coordination, monitoring, and implementation of the Program. The office of Executive for Strategic Affairs (ESA - Planning and Project Management) of the MoE will be the main implementing agency with the task of preparing the Annual Work Plan and Budget (AWPB) and carrying out the Program activities, with the support of MoE directorates and agencies, and regional education bureaus (REBs). A Program Coordination Office (PCO) under the ESA established under GEQIP-E will be responsible for overall implementation and coordination of Program activities across MoE directorates and agencies, EAES, and REBs. Channel One Programs Coordination Department (COPCD), responsible for programs/projects financed by the World Bank, under MoF will be responsible for financial coordination of the Program’s finances, and consolidation of financial reports of Regional Bureaus of Finance (BoFs), Zonal Finance Offices (ZFOs) and Woreda Finance Offices (WFOs). 23. At the regional level, in each of Ethiopia’s twelve regions and two city administrations, the Program will be implemented by REBs and BoFs. REBs have responsibility for overseeing all regional and sub-regional Program implementation, including woredas. REBs report to MoE’s ESA. Under the REBs, the 14 regional PCOs established under GEQIP-E will be responsible for overall implementation and coordination of Program activities in the regions. 24. At the woreda level, the Program will be implemented by Woreda Education Offices (WEOs), WFOs, and schools. WEOs have responsibility for monitoring the Program’s implementation in schools and report to REBs. Some Regions also have Zonal Education Offices and ZFOs with oversight of Woreda-level implementation on behalf of the regional administrations. At the school level, where most of the Program’s expenditures are incurred, school management will be responsible for managing all school-level activities and the Parent-Student-Teachers Associations will have a monitoring role. Cluster Resource Centers in the field will provide training, management and monitoring support to schools. School leadership training, included as part of the Program activities, will strengthen the capacity of principals and other school leaders to oversee implementation at the school level. 25. The MoE will develop and adopt a Program Operations Manual (POM) satisfactory to the World Bank that will provide detailed guidelines and arrangements for implementation of Program activities to achieve the agreed DLIs and PDO of the Program. G. Program Assessments Summary Technical 26. A Technical Assessment was carried out to assess and confirm the adequacy of the Program arrangements in four key areas. These included: (a) strategic relevance and technical soundness; (b) expenditure framework; (c) results framework and M&E capacity; and (d) economic justification. The full Technical Assessment is disclosed separately. A summary of the key findings is discussed below. 27. Strategic relevance and technical soundness. The proposed operation supports the government’s EETP, which aims to improve learning outcomes for all children in Ethiopia by taking a transformational, holistic approach that focuses on the key drivers of teaching and learning, starting from the pre-primary level through basic education and non-formal education. The EETP was developed by a MoE task force in consultation with REBs and development partners to ensure all stakeholders are engaged in the design of the Program, reflecting priorities across all regions, and maximizing impact by harmonizing support. ETOL is aligned with the FY25-30 Country Partnership Framework (CPF) for Ethiopia, under preparation. The underlying Systematic Country Diagnostic (SCD) identifies addressing educational outcome deficits as a critical priority. It specifically highlights the need for multisectoral actions such increasing digitalization to reduce teacher absenteeism and enhance professional development, expanding school lunch programs to address learning and nutritional deficits, and investing in water and sanitation in regions with high dropout rates. The MPA draws on both global Page 74 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) experience of what matters most in improving education outcomes, and what has been learned in the local context in recent times, cognizant of the multiple crises that have impacted and continue to impact learning. The proposed operation supports EETP in critical areas intended to achieve maximum impact on long-term learning outcomes, notably by ensuring that students have access to foundational learning and ensuring quality learning environments and teaching practices. 28. The PforR will collaborate with other operations supported by the World Bank in Ethiopia to maximize effectiveness of interventions by increasing expertise and support in different areas critical to achievement of results and avoid duplication. In addition to the HCO, the MPA will implemented in collaboration with the One WASH - Consolidated Water Supply, Sanitation, and Hygiene Account Project (One WASH – CWA, P167794) on the WASH facilities under RA2. The MPA will also be implemented in collaboration with the Access to Distributed Electricity and Lighting in Ethiopia (ADELE, P171742) Project to maximize effective energy. Furthermore, the operation will work with the Ethiopia Digital Foundations Project (P171034), and the Ethiopia Digital ID for Inclusion and Services Project (P179040)) on the digital interventions supported by the IPF component. 29. Capacity building will be conducted in several key areas to enable achievement of the PforR objectives, supported by the IPF Component. Areas to be supported through capacity building investments include: (a) fiduciary and environmental and social (E&S) capacity at national, regional and Woreda levels; and (b) construction supervision at regional and woreda level. 30. Results framework and monitoring and evaluation capacity. Based on the lessons learned from GEQIP-E implementation, the proposed operation’s results framework has been streamlined and simplified to facilitate implementation and funds disbursement. REBs will take responsibility for data collection, sharing and use of data at school and woreda levels, and MoE through EMIS and the General Education Inspection Desk will be responsible for aggregation, quality assurance, and analysis of the data at the national level. In addition, the EAES will be responsible for administering learning assessments and reporting findings on time to assess progress in quality outcomes. Achievement of disbursement-linked results will be verified by one or more independent verification agencies according to the verification protocol outlined in the Verification Protocol Table. Program Expenditure Framework 31. The total cost of EETP is estimated at US$1.2 billion. For each subcomponent of EETP which is included in the ETOL Program boundary, the entire scope and budget of the subcomponent is included in the Program and in the Program Expenditure Framework (PEF), with the exception of Subcomponent 1.4, for which the PEF only includes construction and those grants which will be financed by the Program (excluding other, distinct grants which are financed by government). The PEF includes the cost of the relevant subcomponents of EETP (Table A2.4). The Program total cost is US$664.94 million, around 55 percent of the total cost of EETP. This includes the entire budget for provision of TLM, which is an existing government program which will be supported with Development Partner (DP) finance through ETOL. The remaining cost of EETP will be financed by the Government using other resources. 32. In addition, the IPF Component of US$15 million58 brings the total ETOL financing to US$679.94 million. Of this, US$50 million equivalent is expected to come from IDA, US$46.37 million from the GPE Multiplier, US$130 million from an MDTF,59 and US$453.57 million from counterpart financing. The overall adequate level of public financing of education (see Economic Analysis), combined with the fact that the largest items are existing Government programs, suggests that the required amount of counterpart financing is reasonable and likely to be achieved. 58 The IPF Component will be financed entirely from the MDTF. 59 The MDTF comprises US$110 million from FCDO, US$5 million from UNICEF, US$10 million from Finland, and US$5 million from Norway. Page 75 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 33. The PEF will consist of three key components. First, it will include 100 percent of the non-salary recurrent expenditures of pre-primary and primary education, which are currently transferred through general purpose grants (GPG) under the GEQIP-E PEF and will continue after its closure in April 2025. Second, it will incorporate 53 percent of preprimary and primary education salary expenditures, also transferred through GPG, which were previously in the PEF of the Enhancing Shared Prosperity through Equitable Services Project (P151432), which closed in November 2024. Lastly, the PEF will encompass selected non-recurrent expenditures under EETP, supported by ETOL through a special purpose grant (SPG) (Table A2.5). Table A2.4. Summary Expenditure Framework for ETOL Responsible Entity* List of Activities Cost (US$M) 2025/26 2026/27 2027/28 2028/29 1. Transforming Schools into More Effective Learning Centers TELD, EPQI 1.1 Strengthening school leadership 7.07 2.00 2.00 2.00 1.07 TELD 1.2 School-based CPD 9.75 1.00 5.00 2.00 1.75 1.3 Access to and utilization of new CD 279.45 70.95 69.5 69.5 69.5 curriculum textbooks EPQI, EMIS 1.4 School physical standards and facilities 74.00 18.5 18.5 18.5 18.5 & ICT, TELD 1.5 Teaching and enrolment of children with EPQI 29.45 9.45 8.00 8.00 4.00 special education needs 2.Transforming Teaching TELD, 2.2 Improved targeting of teacher 262.45 23.00 105.00 66.00 68.45 WSAMI upgrading 2.4 Teacher training curricula aligned to the CD, TELD 2.00 2.00 0.00 0.00 0.00 new curriculum 5. System Strengthening ESA 5.4 Review school grant modalities 0.77 0.77 0.00 0.00 0.00 Total PforR 664.94 127.67 208 166 163.27 *Key: CD – Curriculum Development; EMIS – Education Management Information System; EPQI - Educational Programmes and Quality Improvement; ESA – Executive for Strategic Affairs; ICT – Information and Communications Technology; TELD - Teachers and Education Leaders Development; WSAMI - Women, Social Affairs, Mainstreaming and Implementation Table A2.5: ETOL PforR and IPF, and Source of finance Total (US$M) 2025/26 2026/27 2027/28 2028/29 (i) General Purpose Grant (GPG): Preprimary and primary education recurrent expenditures Preprimary and primary education salary expenditures 427.1 106.78 106.78 106.78 106.78 (GPG) (53%) Preprimary and primary education non-salary 26.47 6.67 6.60 6.60 6.60 recurrent expenditures (GPG) (100%) Subtotal GPG: Government contribution to ETOL’s 453.57 113.45 113.38 113.38 113.36 PEF (ii) ETOL - Special Purpose Grant (SPG) 1. Transforming Schools into More Effective Learning 126.89 12.41 52.81 31.86 29.81 Centers Page 76 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 2.Transforming Teaching 83.71 7.96 33.45 21.03 21.27 5. System Strengthening 0.77 0.77 0.00 0.00 0.00 Subtotal SPG – Donor’s contribution 211.37 21.14 86.26 52.89 51.08 Total PforR 664.94 134.59 199.64 166.27 164.44 (iii) ETOL (IPF) ETOL’s IPF expenditures 15 3.9 4 3.9 3.2 Total Program finance 679.94 138.49 203.64 170.17 167.64 (iv) Source of Financing Government contribution (GPG) 453.57 113.45 113.38 113.38 113.36 Donor contribution (MDTF) - SPG 130.0 17.5 55.76 32.66 24.08 IDA contribution - SPG 50 6.5 18.71 12.46 12.33 GPE contribution - SPG 46.37 8.80 12.45 12.55 12.57 34. The Government’s budget for the Program will be allocated as consolidated grants to all regions across the country for implementation of EETP. The detailed budget allocation for the activities under the Program at the regional level will appear in their respective annual work plans. For the Program, the World Bank will rely on the existing audit mechanisms of the government and will monitor the regional audit reports providing adequately detailed expenditures identified under the Program boundary, audited by private firms over the Program implementation period. Details of the audit arrangements are documented in the Fiduciary Systems Assessment. 35. Assessment of PEF. The PEF has identified all costs required to deliver key result areas, including school improvement, teaching transformation, access expansion, and system strengthening. The cost estimates provided by the government under the EETP are appropriate, and the PEF reflects expenditures within the ETOL PforR Program boundary. These expenditures are critical to driving the proposed interventions in the theory of change and are considered adequate to achieve the intended results. The PEF is closely aligned with the priorities of the GoE. Despite the overall difficult macroeconomic situation in Ethiopia, the financial sustainability of the Program expenditures is assessed to be adequate given the ongoing economic reforms for debt sustainability and the significant ongoing investment in the Education sector. See the full Technical Assessment for more information. 36. Economic justification for the Operation. The economic and social rationale for ETOL is grounded in robust evidence demonstrating the transformative impact of education. Improved learning outcomes are strongly associated with higher economic productivity, better employment prospects, and increased earnings, particularly in urban settings, while rural areas experience enhanced agricultural productivity. Vulnerable communities also benefit through strengthened resilience and improved health, family, and social outcomes, such as reduced early marriage and improved maternal and child health. An economic analysis of the Program underscores its viability, with a Net Present Value (NPV) between US$1.9 billion and US$7.7 billion and an Internal Rate of Return (IRR) ranging from 11.8 percent to 28.7 percent. The evaluation confirms the public financing appropriateness for the Program, its substantial economic and social impact, and the value added by the World Bank’s support. The discount rate used to calculate the present value of costs and benefits was 8 percent. 37. While the analysis is conducted in fixed 2017 USD prices (purchasing power parity), the current 7.6 percent exchange rate gap indicates underlying foreign exchange constraints in Ethiopia. These constraints may indirectly impact project implementation through higher local costs for foreign-sourced inputs, procurement delays, or inflationary pressures on local labor and materials. Although the use of 2017 USD prices (purchasing power parity) ensure comparability across time and geographies, the dual exchange rate system has been factored into the analysis through Page 77 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) sensitivity testing, contingencies in cost assumptions, and acknowledgment in the macroeconomic risk assessment. This ensures a comprehensive understanding of potential risks and their implications for project feasibility. 38. Climate context: Ethiopia is the 32nd most climate-vulnerable nation in the world according to the 2022 Notre Dame Global Adaptation Index. The country is at high risk of natural disasters such as floods and drought, the latter being the most devastating climate-related hazard in the country.60 Climate projections show an increase in the frequency of heat waves, floods, droughts and rising temperatures, and intensification of natural disasters. These hazards can significantly affect the education sector: severe floods can damage buildings, preventing children from going to school; extended exposure to extreme heat can result in heat-related diseases, leading to missed school days and worse academic achievement, especially for young children and children with disability and special needs; high temperatures impair cognitive function and endurance;61 lack of rainfall may force children to spend more time on domestic labor and less in school, as households are under pressure to generate income.62 To avoid or reduce these damages across Ethiopia, this operation incorporates several measures to increase climate-resilience, with a total cost of about US$50 million, which will be financed by IDA (Table A2.6). 39. Paris Alignment. The operation is aligned with the goals of the Paris Agreement on both mitigation and adaptation. It is consistent with the country’s climate commitments, including: the updated Nationally Determined Contribution,63 by improving access to water and sanitation facilities, enhancing resilience to climate shocks, and promoting energy efficiency; Ethiopia’s Climate Resilient Green Economy National Adaptation Plan,64 by promoting environmental education on climate change vulnerability and impacts; the Climate-Resilient Green Economy Strategy, by adopting energy efficiency measures in classrooms; the Climate Change Education Strategy of Ethiopia 2017-2030,65 by integrating climate change education into curricula. Moreover, by adopting climate-resilient investments in the education sector, it is consistent also with Ethiopia’s Long-Term Low Emission and Climate Resilient Development Strategy (2020- 2050) 66 and with the Country Climate and Development Report. 67 The operation is also aligned with the World Bank Group’s Climate Change Action Plan 2021–2025, and the Action Plan on Climate Change Adaptation and Resilience. 40. Assessment and reduction of mitigation risks. The operation is aligned with the country’s transition to low GHG development pathways. Many activities focus on capacity building (e.g., training, curriculum development, awareness, communication) and digital technology (e.g., online platforms for teaching) which are considered universally aligned. Other activities include building classrooms and WASH facilities, which are compliant with national building codes and meet energy performance standards equivalent to the Level 1 EDGE certification, which are also universally aligned. The most important risk reduction measures integrated in the PforR design include (a) Capacity building, by training of school leaders, teachers, and children on the importance of climate mitigation; and (b) Climate-resilient infrastructure, e.g., adding solar panels, building materials with low embedded GHG emissions, planting trees, and adopting energy-efficient fixtures (e.g. low energy bulbs). 41. Assessment and reduction of adaptation risks. As many project activities aim at capacity building, they do not involve investments in tangible assets that may be affected by climate change. However, the Program also supports 60 World Bank. 2021. Climate Risk Country Profile: Ethiopia. 61 World Bank. 2024. High Temperature and Learning Outcomes: Evidence from Ethiopia. Prepared by B. Srivastava, K. Tafere and A. Behrer. 62 Randell, H. and C. Gray. 2016. Climate variability and educational attainment: Evidence from rural Ethiopia. Global Environmental Change 41. 63 Federal Democratic Republic of Ethiopia. 2021. Updated Nationally Determined Contribution (NDC) of the Federal Democratic Republic of Ethiopia. 64 Federal Democratic Republic of Ethiopia. 2019. Ethiopia’s Climate Resilient Green Economy National Adaptation Plan (NAP). 65 Federal Democratic Republic of Ethiopia. 2017. Climate Change Education Strategy of Ethiopia 2017-2030. 66 Federal Democratic Republic of Ethiopia. 2023. Ethiopia’s Long-Term Low Emission and Climate Resilient Development Strategy (2020-2050). 67 World Bank. 2024. Ethiopia Country Climate and Development Report. World Bank. Page 78 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) investments in physical infrastructure, such as building classrooms and WASH facilities. According to the results of the climate and disaster risk screening, the main climate risks that could affect these assets are high temperatures, drought, and extreme flooding. To keep any possible impacts to an acceptable level, the project design includes several risk reduction measures: capacity building, e.g., training teachers and students on climate possible impacts and on emergency evacuation access to enhance preparedness in case of climate disasters; and climate-resilient infrastructure, e.g., natural cross-ventilation systems to improve internal learning environment and reduce the incidence of heat-related diseases, construction of buildings with integration of climate-proof measures to protect against extreme heat and flooding, raising height of classroom floors to protect from ingress of rain water caused by extreme floods. Table A2.6: Climate actions incorporated into the proposed PforR and associated costs (all financed by IDA) Climate Action Total cost financed by IDA DLI 1. Share of primary school teachers meeting minimum proficiency. Teacher training will involve a targeted effort US$3,740,000 to integrate climate adaptation and mitigation content into various subjects (e.g., reading) through lessons and outdoor activities that will help children explore the science behind climate change (e.g., grasping causes and potential effects), understand the importance of local solutions (e.g., tree planting initiatives, reducing food waste, recycling, efficient water use) and showcase examples (e.g., waste recycling projects, practical skills to cope and adapt to climate impacts). The cost of integrating climate content is estimated at about 11 percent of the total DLI1 cost (i.e., US$3.74 million). DLI 2. Primary school leaders certified. Climate risks are a reality of today’s students in Ethiopia. Education can play US$3,740,000 a key role in building students’ capacity to fight climate change, but this strongly depends on the school officials’ understanding of climate risks and on their leadership on how to cope with them. The leadership training program will include: training modules and sessions for current and future teachers to understand climate science, to respond to climate shocks so as to minimize school disruptions and impacts, and to minimize learning losses following climate shocks; teaching climate issues using age-appropriate strategies; identifying grade-specific climate change digital resources (online platforms); and promoting initiatives that connect climate change t o the teachers’ existing curriculum (e.g., eco-clubs that promote nature-based learning, recycling, etc.) (about 11 percent of the DLI2 cost = US$3.74 million). DLI 3. Schools meeting minimum TLM standards. This will include new TLMs with integration of climate change across US$3,400,000 all curricula, for example, related to the environment (e.g., age-appropriate experiments and lessons about the climate impacts on animals, and the importance of efficient use of water and energy, recycling activities) (climate change materials will account for about 10 percent of the DLI3 cost = US$3.4 million). DLI 4. Increase in enrollment in public pre-primary education. US$21,900,000 Construction of classrooms. Given the high risk of floods and extreme heat in the country, the work will be done by: adopting climate-resilient designs that enhance the classrooms’ resilience to withstand extreme events, e.g. natural cross-ventilation systems by appropriately sizing and locating windows/ventilators to improve internal learning environment and reduce the incidence of heat-related diseases (US$2.4 million); raising height of building floor from surrounding areas and design of water flow system on sloping sites to protect school buildings from extreme floods (US$2.6 million); emergency evacuation access to enhance preparedness and resilience to climate disasters (US$0.4 million); adding solar panels to provide electricity in remote areas where electricity connection from national grid is not available (US$2.4 million); using building materials with low embedded GHG emissions such as low-carbon concrete, which is known to reduce carbon footprint68 (US$7.7 million); planting trees to cast shadow on the buildings and provide additional green cover on the site (US$0.8 million), and using other energy-efficient materials and fixtures (e.g., low energy bulbs, recycled materials) (US$0.2 million). It is important to note that, in addition to measures 68 See for example Labaran Y. H. et al. (2022). Carbon footprint management: A review of construction industry. Cleaner Engineering and Technology 9 (2022) 100531, https://www.sciencedirect.com/science/article/pii/S2666790822001367 Page 79 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ensuring the resilience of the classrooms themselves, the new classrooms will also be designed to serve as emergency shelters for the local community in a context of climate-exacerbated shocks. Construction of WASH facilities will include building materials with low embedded GHG emissions such as low-carbon concrete (US$3.9 million), raising height of building floor to protect against extreme floods (US$1.3 million), and adding systems to improve water supplies to respond to prolonged drought (e.g., rainwater harvesting) (US$0.2 million). DLI 5. Students with special needs in IERCs. Climate activities are expected to include refurbishing existing classrooms US$6,000,000 with equipment aimed at improving climate resilience, such as natural ventilation systems, energy efficient fixtures (low-energy light bulbs, motion sensitive automatic switch-off mechanisms), solar panels, and emergency evacuation access in case of climate disasters. Assuming that each of the 2,000 IERCs will cover at least one of the above measures, the total cost is estimated at about US$6 million. It should be noted that in addition to the measures ensuring the resilience of the classrooms, their refurbishment will be designed to serve as emergency shelter for local communities in a context of climate-exacerbated shocks (e.g., floods). DLI 6. Share of targeted schools receiving the correct amount of school grant. The school grants will particularly US$11,220,000 address school interventions that directly aim at increasing the education’s resilience to climate change, through measures such as: renovating WASH facilities to withstand extreme events, rehabilitating classrooms by adding natural ventilation systems to protect against extreme heat, establishing rainwater harvesting to improve water supplies to respond to prolonged drought, providing training materials to empower children with special needs understand and timely respond to climate-related disasters, interventions to meet the needs of the students during and after climate-induced school closures, and low-cost interventions to prevent / address water damage from climate shocks. In some instances, school grants will also support the lowering of energy consumption and carbon footprint through measures such as: promoting efficient use of natural resources such as waste segregation and recycling introducing clean cooking methods for school-based meals and expanding tree coverage in school premises to reduce heat and energy needs. Based on design of grant program and anticipated needs, the cost of the climate actions is estimated at about 30 percent of the total DLI6 cost = US$11.22 million 42. Gender gap. Available data indicates an underrepresentation of females in school leadership roles, perpetuating gender stereotypes and providing a leadership imbalance in the education system. This also impacts decisions made at the school level around gender-specific needs and responses to issues such as gender-based violence (GBV). According to the Education Sector Development Programme VI, the proportion of female school leaders (principals and vice-principals) at the primary level decreased from 16 percent in 2014/15 to 11 percent in 2018/19. The gap is even greater in some regions with only 70 female primary school principals and vice-principals out of a total of 1,875 (3.7 percent) in the Amhara region in 2019-20. 43. To address the gender imbalance in the share of female school leaders in Ethiopia, the Program will support the training of key teachers at the primary level as school-based trainers to enhance teaching effectiveness and leadership capacity. Special emphasis will be placed on targeting female teachers for these trainings in an effort to boost the pool of female candidates for leadership positions. These activities are expected to lead to an increase in the share of female primary school department heads and school leaders, which will be measured in the results framework. Further, trainings developed under the Program will ensure the use of gender-sensitive materials and the removal of any harmful gender stereotyping. The proposed trainings are crucial for tackling the underlying structural factors contributing to the underrepresentation of women, such as socio-cultural barriers that hinder women's leadership roles, by enhancing their qualifications for school administrative leadership positions. 44. In addition, one of the barriers to girls’ attendance and learning is GBV, which remains a significant sexual and reproductive health issue in Ethiopia. Several approaches to addressing GBV will be incorporated into the Program, including: the review and/or development of curricula and training materials for teacher and school leadership trainings under the Program will incorporate gender-responsive educational approaches and on preventing and responding to GBV; Page 80 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) development of engaging digital educational content for students will ensure content addresses gender-specific issues; and a pilot conducted under GEQIP-E raising awareness around issues related to GBV will be reviewed and scaled up. 45. Citizen Engagement. The Program has prioritized meaningful engagement with key stakeholders during the design and preparation stage. This includes the TA mission and consultation with the MoE and other partners. During implementation, the Program will continue to engage with citizens to ensure ownership and effective implementation. The Program will involve citizens in developing and formulating the school grant. The Program's community outreach activities will provide training for parents, caregivers, and community members to increase the enrollment of children with disabilities in pre-primary and primary schools. In addition, the Results Framework will facilitate strong citizen engagement and beneficiary feedback throughout implementation by ensuring that any grievances received are recorded, addressed, and used to improve future interventions, as necessary. Fiduciary 46. A Fiduciary Systems Assessment (FSA) was carried out for the Ethiopia ETOL consistent with the World Bank Policy, Directive, and FSA Guidance Note for Program-for-Results (PforR). The objective of the assessment was to review the system to determine whether it can provide reasonable assurance that financing proceeds will be used for the intended purposes. In general, the fiduciary assessment for the Program concludes that the examined Program financial management, procurement and governance, and anticorruption systems are adequate to provide reasonable assurance that the Program’s funds will be used for intended purposes, with due attention to principles of economy, efficiency, effectiveness, transparency, and accountability. 47. The fiduciary assessments reviewed the critical FM arrangements to identify risks and mitigating measures. The overall fiduciary risk of the operation is Substantial. Generic risks include the risk of conflict and its implications on the Program implementation and supervision, staffing challenges in fiduciary (FM and Procurement) including capacity limitations, turnover, etc.; gaps in adequately fulfilling fiduciary Program Action Plan (PAP), financial reporting, and auditing arrangements; the involvement of many implementing entities in the Program and level of decentralization; and the impact of recent forex reform on projects. In addition, specific risks and mitigation measures in Financial Management, Procurement, and Fraud and Corruption include those listed below. 48. Financial Management. Identified FM risks include: unrealistic budgeting; delay in preparation and implementation of the AWPB and slow implementation/budget utilization; delayed/low counterpart contribution; use of manual accounting system at lower levels; lack of proper coding and inconsistent application of chart of accounts (CoAs); weak monitoring of advances; gaps in public disclosure of budget execution and external audit reports impacting financial transparency; delay in transferring school grants (SG); noncompliance with SG funds guideline; and risk of double dipping with other PforR operations. 49. The mitigation measures proposed for FM risks include – designing pre, during and post conflict measures as Standard Operating Procedures to mitigate risk of conflict situations including the use of Geo-Enabling initiative for Monitoring and Supervision (GEMS) remote monitoring tools; staffing vacant posts in accounting and internal audit units; providing capacity building interventions/trainings; development/revision of FM Manual and POM; ensuring timely and realistic AWPB and timely notifications; strengthening implementation and utilization monitoring; development of Integrated Budget and Expenditure System (IBEX) structure suitable for the Program at the local level, provide user training, and ensuring its full rollout and integration with the IBEX main servers at the regional level; developing chart of accounts and mapping of expenditures codes for items of expenditure framework to address Program accounting and reporting needs; strengthening the internal control by close follow up/supervisions, training, support and strengthening internal audit oversight; establishing mechanisms of monitoring advances; ensuring counterpart fund contributions are timely planned and secured for use of the Program; agreeing the forms and content of the Program interim financial Page 81 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) report (IFR) and monitoring the timeliness and quality of the financial reports and audit reports; updating/revising the SG funds management manual, providing training, and monitoring compliance; incentivizing timely transfer of SG funds to schools through a DLI; strengthening treasury management, forex accounting and reporting, and cost planning to address the forex related risks; ensuring disclosure of regular reports; and closely following up with double dipping risk mitigation that include the maintenance of separate records, separate bank accounts, documentation and recording, and separate work plans and budgets. Overall, it is the conclusion of the assessment that the financial management risk is “Substantial”. The risk mitigation measures are outlined in the PAP, DLIs, and the TA component of the IPF support. 50. Procurement. Lack of experienced procurement and contract management experts at MoE and REB levels is a major procurement challenge. Lack of proper procurement documentation system, weak oversight mechanism, poor complaint management system including lack of independence of the top complaint handling body, delays in the procurement processing, inadequate contract administration and procurement oversight are among the major challenges. Price inflation, particularly in construction works inputs, is another challenge. Use of a considerable amount of direct award in procurement of goods and consultants; the security situation affecting competitiveness and transportation of construction materials, creating construction delays are also risks to be addressed. In addition, REBs do not have adequate capacity and experience in procurement and contract management of works and engineering consultancy services. 51. To mitigate the risks identified, MoE shall hire procurement and contract management consultants to carry out the Program implementation. In addition, the procurement and contract management capacity of the REBs need to be strengthened through training. Use of competitive procurement methods in all procurements and use of appropriate procurement approach and methods to minimize impact of security issues is recommended. The internal auditors, evaluators and procurement endorsing committee members shall be trained in procurement. The ESA of MoE shall proactively manage the project so that delays in project initiation are avoided. Regional school construction management units shall be strengthened within each REB, with extensive capacity provided to ensure effective oversight of construction activities. To strengthen external procurement oversight, an independent procurement audit shall be carried out annually on Program procurement by an independent consultant. 52. Governance and Anti-corruption (GAC). GAC risks identified include: challenges in access to fraud and corruption (F&C), grievance handling information; and risk of contracts under the Program awarded to entities debarred or suspended by the Bank. The mitigation measures proposed include the assignment of Ethics and Anti-Corruption (EAC) officers at federal, regional and woreda levels; capacity building of ethics liaison staff on specific fraud and corruption knowledge and analysis, recording, organizing, and reporting/information sharing; safeguarding the use of SG with strict adherence to the guidelines including the use of internal audit and close monitoring; and ensuring ETOL Program be aligned with the Anti-Corruption Guidelines. The Memorandum of Understanding (MoU) signed by the Federal Ethics and Anti-Corruption Commission with the World Bank is applicable, which provides a framework for cooperation and sharing of information on F&C allegations including the F&C related investigations and actions taken. In addition, the Government is committed to ensuring that the Program uses the World Bank’s debarment list to ensure that persons or entities debarred or suspended by the World Bank are not awarded a contract under the Program and this will be followed up. 53. High value contracts: There are no potential high-value contracts identified under the Program. The proposed Program is not expected to finance any contract at or above prevailing Operations Procurement Review Committee thresholds69 considering the estimated activity costs under substantial risk. High-value contracts under the Program shall 69 The threshold is a minimum of (i) US$70 million for works; (ii) US$50 million for goods, information technology, and non-consulting services; and (iii) US$20 million for consulting services. Page 82 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) be monitored during the supervision missions to ensure that the Program is in conformity with the World Bank’s policy on high-value contracts in PforR Financing. 54. Conclusion of the FSA. The FSA concludes that the examined Program’s financial management and procurement systems are adequate to provide reasonable assurance that the financing proceeds will be used for intended purposes, with due attention to principles of economy, efficiency, effectiveness, transparency, and accountability, and for safeguarding Program assets once the proposed mitigation measures have been implemented. Appropriate systems to handle the risks of fraud and corruption, including effective complaint-handling mechanisms, have been agreed on and established. Environmental and Social 55. The PforR component of ETOL requires carrying out an Environmental and Social Systems Assessment (ESSA) in accordance with the World Bank requirements and Guidance for PforR Financing (ESSA, September 2020).70 The ESSA is aimed at analyzing the capacity of the Borrower systems to plan and implement effective management of environmental and social risks/impacts related to Program activities. 56. The key findings of the ETOL ESSA acknowledges that the country has a reasonably sufficient legislative and regulatory basis and the institutions to ensure consistency with the six E&S Core Principles of PforR Financing. However, the implementation and enforcement of the legislative and regulatory framework are not consistently effective or efficient in areas of E&S risk screening and preparation and implementation of E&S instruments, particularly related to school response to GBV, sexual exploitation and abuse and sexual harassment (SEA/SH), discharges from school toilets, and occupational health and safety (OHS) and community health and safety risks. Gaps exist also in adequate monitoring and field supervision during Program operation, stakeholders’ consultation, and responding to the needs of vulnerable groups at all levels. Weak institutional capacity and limited training to school E&S focal points hampers E&S management at school level operations. 57. Assessment of E&S regulations, policies, and existing country context, including institutional capacity indicates the overall E&S risk of the ETOL Program is to be Substantial. The risks are mainly related to the construction related activities, ongoing conflict and armed violence in some areas of the country, limited coordination between schools and woreda environment offices, and limited commitment to E&S matters at all levels. As the upcoming ETOL will utilize the implementation arrangement of the ongoing GEQIP-E, MoE, REBs and WEOs will continue to be the main Program implementing entities, while targeted schools are grass root implementers. 58. A set of action items are proposed as ways to transform the identified strengths, weaknesses, and opportunities into a viable strategy to enhance the E&S management capacity and Program implementation performance at federal, regional, and school levels for upcoming ETOL implementation. Detailed discussion of the above measurable and time bound recommended action items is presented in section six of the ESSA and outlined in the PAP below. These include strengthening and utilizing the government’s grievance redress mechanism (GRM) system, which was also used under the General Education Quality Improvement Program for Equity (GEQIP-E – P163050) IPF appraisal 59. An IPF component is included, drawing on the experience of earlier operations that showed support is needed to strengthen achievement of the intended results. The IPF component provides technical support to the operation, particularly in areas where capacity in the government is thin, including EdTech, construction supervision, fiduciary and 70 The full ESSA will be disclosed separately. Page 83 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) E&S oversight, M&E, and independent verification of results. It also provides an opportunity to capitalize on international expertise where technological advances are changing rapidly. With ETOL supporting the transition to incorporate digital technologies in administration, management, teaching and learning, strong technical assistance in these areas will be critical. 60. To gauge the effectiveness of education interventions and the overall health of the education system, ETOL (through its IPF component) emphasizes the importance of comprehensive system-level assessments. These assessments are designed to monitor student learning outcomes across various disciplines and grade levels, providing critical data that can inform teaching practices, curriculum adjustments, and policy decisions. By implementing a holistic assessment framework that includes formative, summative, and diagnostic tools, educators and policymakers can gain a nuanced understanding of student learning, identify areas for improvement, and celebrate successes. The development of these assessments will be guided by principles of equity and inclusivity, ensuring that they provide valuable insights into the learning achievements of all students. GEQIP-E supported the MoE to design and implement several student assessments for pre-primary, primary and middle schools, including early learning, early grade reading, and national learning assessments, and disseminate and use the results to guide policy and programming. Assessments will be carried out within the existing national assessment and examination mechanisms with the aim of improving them and making them more responsive, rigorous, efficient and reliable. Financial Management 61. A Financial Management assessment was carried out at MoF, MoE, EAES, sample Regional & Woreda BoFs in accordance with the FM Manual (FMM) for World Bank Investment Project Financing Operations reissued on September 7, 2021, effective March 1, 2010. The project’s FM arrangements meet minimum requirements under the World Bank Policy and World Bank Directive on Investment Project Financing (IPF) and the FMM. The residual FM risk is rated as Substantial. Action plans were developed to mitigate identified risks. The MoF will coordinate and manage all FM aspects of the project through PCOs at MoE, EAES, regional, and woreda bureaus of finances that are staffed with core positions, including FM experts. The Project FM largely follows the government procedures but will address the peculiarities of this project using specific procedures in the Project FM manual. The project budgeting will follow the government budget procedures and will be included and proclaimed under the MoE on an annual basis. In addition, MoF will submit the project’s annual work plan and budget to the World Bank for ‘no objection’. The project will establish sets of accounts and maintain an adequate accounting system. The internal audit unit of the implementing entities will conduct an internal audit of the project. Quarterly IFRs will be submitted within 60 days of the end of the fiscal quarter end according to agreed IFR formats. All disbursement methods are available to the project. Channel 1 fund flow mechanisms are to be used where funds from IDA will flow to accounts managed by the MoF (COPCD). A Segregated Designated Account (DA) will be opened for the project at the National Bank of Ethiopia managed by the MoF. For advances to the DA and reimbursement methods, the project will use report-based disbursement, with the submission of a six-month forecast as part of quarterly IFR. The MoF will be responsible for having project financial statements audited annually by an independent auditor acceptable to IDA and submitting the audit reports to the World Bank within six months of the fiscal year-end. The project's eligible expenditures are costs incurred for activities as included in the approved AWPB and the cost categories as agreed upon and included in the FA. The categories include costs for Goods, Consultant costs or non-consulting services, Training costs, Travel and Workshops, and operating costs. 62. Advances. For the PforR component of the operation, an advance of 25 percent will be available from all three financing sources (GPE, IDA, and MDTF). For the IPF Component, financed by the MDTF, advances will be available in accordance with approved work plans and procurement plans. Procurement Management Page 84 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 63. Procurement will be carried out in accordance with the World Bank Procurement Regulations for IPF Borrowers, dated September 2023 (Procurement Regulations); Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants, dated October 15, 2006, and revised in January 2011 and as of July 1, 2016 (IPF Anti-Corruption Guidelines); and the provisions stipulated in the financing agreement. A draft Project Procurement Strategy for Development (PPSD), which includes market conditions, risks, and corresponding approaches resulting in an 18-month procurement plan (PP) have been prepared. STEP will be used to prepare, clear, and update PPs and to conduct all procurements. Environmental and Social Risk Management 64. The Overall E&S risk rating of the IPF component is rated as Moderate. No rehabilitation or construction of new infrastructure or TA-type activities that result in negative environmental impacts will be financed through the IPF component of the project. The Program activities will be undertaken in compliance with the World Bank’s Advisory Note on Technical Assistance and the Environmental and Social Framework (ESF). The impacts associated with primary classroom constructions will be overseen by the system that will be strengthened under the PforR arrangement. Measures to strengthen the existing Environmental and Social Management System have been proposed in the PAP. 65. The MoE has prepared and disclosed a Stakeholder Engagement Plan (SEP) and an Environment and Social Commitment Plan (ESCP) on November 28, 2024, with consultations conducted in March 2024. In addition, a SEA/SH Action Plan and a Security Management Plan (SMP) have been developed. The ESCP has included all the required E&S material actions including risk management instruments under the IPF i.e., SEP, GBV/SEA/SH Action Plan, SMP, and all other requirements in compliance with the ESF for the IPF component of the operation. Training and capacity support on the ESF and more specifically on the project E&S requirements will be provided to better ensure compliance. Program Action Plan Respons Action Description Source ibility Timing Completion Measurement 1.1 Maintain and strengthen Technical MoF, Other 1 month PSC and PCOs operational; Program Steering Committee (PSC) MoE, after additional staff in place to and Federal and Regional Program REBs effective strengthen for Program Coordination Offices (PCOs) ness coordination, implementation, M&E, fiduciary, and environmental and social 1.2 Scaled up and utilized online Technical CD, Recurrent Yearly System utilized by the government textbook distribution and inventory EMIS to track textbook distribution management system support 1.3 Handbook on inclusive Technical ESA, Other 1 Year Handbook on Inclusive Education education developed for primary NPCO, after Developed teachers EPQI, effective TELD ness 1.4 Framework developed for Technical ESA, Other 6 months Framework developed and appointing school principals NPCO, after endorsed TDP effective ness 1.5 Framework developed and Technical TELD Other 6 months Framework developed and approved for key teachers trained after approved. as school-based trainers effective ness Page 85 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 1.6 Strengthen regional school Fiduciary MoE, Other 6 months Units strengthened within REBs in construction management units Systems REBs after the the regions where the Program will effective finance construction ness 2.1 Enhance Program budgeting Fiduciary MoE, Recurrent Annually Program budgeting and execution and execution: Systems MoF systems and performances Follow government’s budget enhanced calendar to prepare the budget for the SPG, submit supplementary budget request on time; Prepare cash flow forecast to the end of the Program showing allocation from the government, DLI achievement timetable, and advance settlement schedule for the SPG. 2.2 Ensure Financial Transparency: Fiduciary MoF, Recurrent Annually Transparency of the use of the Disclose the Program audit, Systems MoE Program Resources ensured. Program budget, and Budget execution reports on the MoE/MoF website or other modalities. Post annual allocation and utilization of school grants on school notice boards. 2.3 Ensure Program Accounting and Fiduciary MoF Recurrent Within Program accounting and Reporting Reporting Requirements: Systems POM needs are met Developing chart of accounts and mapping of expenditure codes for items of expenditures in the PEF to address Program accounting and reporting needs. 2.4 Enhance/improve SG Fiduciary MoE, Recurrent Yearly SG funds management and management : (i) Provide training Systems REBs, compliance with SG guideline for SGM users once a year; (ii) WEOs improved cascade SG monitoring to REBs and WEOs to ensure ownership/ institutionalized support to SGs management at lower levels; (iii) ensure SG audits conducted with at least 3 percent of schools included in annual audit exercise; and (iv) MoE, MoF, and REBs to take timely action on all audit report findings within three months of receipt of their audit reports. 2.5 Assign full-time ethics and Fiduciary MoE, Other By year 1 EAC officers assigned in anticorruption (EAC) officer at all Systems REBs, and REBs/WEOs levels (MoE, REBs and WEOs) and WEOs maintain maintain throughout during implementation Page 86 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) impleme ntation 2.6 Improve GAC data/information Fiduciary MoE, Recurrent Yearly GAC data/information tracking and tracking and exchange: provide Systems REBs Exchange systems Improved refresher training once a year during the Program life to build capacity of EAC staff on F&C technical know-how; and both EAC and PCH staff on recording, reporting, and follow-ups of fraud and corruption and PCH aspects 2.7 Ensure Compliance on GAC Fiduciary MoE, Recurrent Yearly GAC related awareness and Provisions: Develop Standard Systems REBs compliance to requirements Operating Procedures including a ensured clear action plan to enforce information sharing between lower and higher levels and to enforce all the particulars in the MoU signed on October 3, 2011, between INT and FEAAC. 2.8 Ensure the Biannual Compliant Fiduciary ESA, Recurrent Semi- GAC report prepared and handling and Fraud and Corruption Systems PCO, Annually submitted timely; F&C issues report are submitted, and cases EAC timely addressed. followed up and resolved in a timely manner 2.9 Enhance the efficiency, Fiduciary MoE, Recurrent Yearly Robust procurement system transparency, and accountability of Systems REBs established with trained staff, the procurement processes and using competitive procurement system methods. 2.10 Conduct annual independent Fiduciary MoE, Other Year 2 – 4 Audit reports completed and procurement audits Systems PCO, submitted annually, with findings Procure and recommendations ment, documented, and identified Audit procurement issues addressed Office within six months of the audit 2.11 Biannual procurement Fiduciary ESA, Recurrent Semi- Timely progress report prepared progress report Systems PCO, Annually and submitted Procure ment 3.1 Strengthen and maintain the E&S MoE, Other Ongoing ES specialist positions filled, SMSG Environmental and Social Systems REBs, updated, E&S screening Management System WEBs, conducted, capacity building schools training provided, improved supervision reported 3.2 Strengthen the Grievance E&S MoE Other Ongoing A functioning GRM system Redress Mechanism (GRM) system Systems and is strengthened and utilized REBs Page 87 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 3.3 Conduct awareness raising on E&S MoE, Other Ongoing Report on briefings and environmental and social impacts Systems REBs, consultations, including WEOs, the number of participants by schools gender 3.4 Conduct environment and social E&S MoE, Recurrent Every Reports on the technical review management performance reviews Systems ESA, two years meetings, and environment and and audits NPCO, social audits every two years REBs 3.5 Prevention and Response to E&S MoE, Recurrent Ongoing Established school level GBV- school GBV/SEA/SH Systems ESA, specific GRM, facilitated referrals NPCO, & linkages with GBV-response REBs, service providers; strengthen & WEOs equipped safe spaces; conducted community and school level advocacy & sensitization 3.6 Hire/assign OHS specialist at the E&S MoE, Other 3 months Occupational health and safety federal level Systems ESA, after management system strengthened NPCO effective including adopted OHS policy & ness procedure; provided awareness & sensitization training on community & OHS issues 3.7 Strengthen schools waste E&S MoE, Recurrent Ongoing Sensitized school community on management system Systems ESA, sanitation and proper toilet NPCO, utilization; REBs Waste management guidelines developed and implemented 3.8 Timely consultation, E&S MoE, Recurrent Ongoing Conducted consultations; applied compensation, and resettlement of Systems ESA, exclusion criteria for subproject displaced Project-Affected People NPCO, activity that result in relocation of REBs more than 20 HHs; timely paid compensation; LRP is implemented as required; Documented VLD forms; consent/consultation done. H. Risks 66. The overall risk of the operation is Substantial. The high and substantial risks informing this are described below. 67. Political and Governance risk is rated High due to the recent conflict in the country, which continues to disrupt education services in parts of the country and may affect the operation’s implementation. Through the GEQIP-E, the World Bank is supporting the MoE to respond to some of the education-related needs created by the conflict, and this would be continued under the proposed operation. The World Bank will also continue to monitor the situation and respond accordingly. An SMP has been prepared that covers both the PforR and IPF components. Page 88 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) 68. Macroeconomic risk is rated High due to impacts of droughts, floods, and conflict, which place a burden on the government budget available for the operation’s implementation. The proposed operation is expected to be financed by multiple donors, who are working collaboratively to support the government to ensure education maintains its expected share of the overall budget. 69. Institutional Capacity for Implementation and Sustainability risk is rated Substantial due to limited institutional capacity of the MoE for implementation and monitoring of the operation. The World Bank has provided support to build this capacity through GEQIP-E and will continue through ETOL. Monitoring burden will be reduced under this operation through streamlined results framework indicators and DLIs. 70. Fiduciary risk is rated Substantial due to the nature of ETOL and its decentralization including the nationwide geographic coverage of the operation and the vast number of implementing entities/ public schools, coupled with the fragility and conflict situation in the country. The main FM, Procurement and Governance risks are indicated in Fiduciary Aspects above. Risk mitigation measures have been proposed both in the form of PAPs and DLIs. Furthermore, capacity- building activities will be included in the IPF component of the operation. 71. Environmental and Social risk is rated substantial as expansion efforts in pre-primary schools, investments in staff and equipment, and rehabilitation activities in underserved areas and where facilities are in the poorest condition contribute to the inherent E&S risks and impacts. They are mainly related to construction activities including OHS risks, noise, dust, waste management, minor vegetation clearance; GBV/SEA/SH risks, poor labor-management practice; impacts to vulnerable and disadvantaged groups, limited consultation; inaccessible and inadequate grievance redress mechanism; and contextual security risks and limitations. The ESSA proposed a set of action items as ways to transform the identified strengths, weaknesses, and opportunities into a viable strategy to enhance the E&S management capacity and Program implementation performance at federal, regional, and school levels for upcoming ETOL implementation. Page 89 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) RESULTS FRAMEWORK: Ethiopia Education Transformation Operation for Learning Program Development Objective(s) The Program Development Objective is to increase equitable access and improve learning outcomes in pre-primary and primary education. PDO Indicators by Outcomes Baseline Period 1 Period 2 Period 3 Period 4 Closing Period Increase equitable access to pre-primary and primary education Increase in enrolment in public pre-primary education in the regions below the national average (Percentage) DLI Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 2 5 8 11 15 Improve learning outcomes in pre-primary and primary education Share of primary school teachers achieving minimum proficiency on subject content knowledge (Percentage) DLI Dec/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 TBD Enhanced General Baseline established Baseline + 3% Baseline + 6% Baseline + 10% Education Inspection Framework Share of Grade 3 students achieving functional reading level (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 25 25 29 29 29 31 Intermediate Indicators by Results Areas Baseline Period 1 Period 2 Period 3 Period 4 Closing Period 1: Transforming teaching and learning Share of pre-primary and Grade 1-6 teachers receiving practice-based training (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 30 40 50 60 Pre-primary average early childhood education assessment score for pre-literacy (Percentage) Page 90 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 51.40 51.40 51.40 55.00 55.00 55.00 ➢Pre-primary average early childhood education assessment score for pre-literacy (females) (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 51.20 51.20 51.20 55.00 55.00 55.00 Pre-primary average early childhood education assessment score for pre-numeracy (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 64.00 64.00 64.00 68.00 68.00 68.00 ➢Pre-primary average early childhood education assessment score for pre-numeracy (female) (Percentage) Jun/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 62.80 62.80 62.80 67.00 67.00 67.00 Number of foundational learning teacher-instructors in Colleges of Teacher Education participating in targeted pre-service professional development (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 25 100 150 175 200 Share of Female Primary School Leaders (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 11.20 11.50 12 13 14 15 Primary schools with professional learning communities (Number) Aug/2024 Nov/2025 Nov/2026 Nov/2027 Nov/2028 Nov/2029 0 1,000 3,000 6,000 9,000 10,000 Share of teachers trained in Inclusive Education (Percentage) Aug/2024 Nov/2025 Nov/2026 Nov/2027 Nov/2028 Nov/2029 0 10 20 30 45 55 Primary School Leaders Certified (Number) DLI Aug/2024 Nov/2025 Nov/2026 Nov/2027 Nov/2028 Nov/2029 0 School leadership 3,000 9,000 12,000 15,000 framework approved Key Teachers in Primary Grades Trained as School-based Trainers (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 10,000 14,000 17,000 20,000 ➢Female Key Teachers in Primary Grades Trained as School-based Trainers (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 5,000 7,000 8,500 10,000 Schools meeting minimum TLM standards (Number) DLI Page 91 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 Updated Minimum 5,000 10,000 10,000 10,000 Standards approved 2: Transforming schools into effective learning centers Students enrolled in pre-primary schools with pre-primary facilities provided by the Program (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 0 12,000 34,000 57,100 ➢Female students enrolled in pre-primary schools with pre-primary facilities provided by the Program (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 0 5,840 16,550 27,750 Pre-primary classrooms constructed by the Program (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 Updated school 200 500 800 800 construction standards approved Share of targeted schools receiving the correct amount of school grant on time (Percentage) DLI Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 School grant formula 60 70 80 90 revised and approved Share of targeted schools implementing School Improvement Plan (Percentage) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 90 90 90 90 90 Students with Special Needs in the Inclusive Education Resource Centers and Satellite Schools (Number) DLI Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 157,000 160,000 180,000 211,000 244,000 244,000 New IERCs Established and Equipped by the Program (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 100 300 500 600 600 Number of teachers and students benefiting from climate smart school infrastructure and training/curricula with climate awareness incorporated (Number) Sep/2024 Dec/2029 0 918,000 IERCs Upgraded (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 300 500 1,000 1,400 1,400 Page 92 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) IPF Component Digitalize Early Childhood Education Assessment and EGRA (Yes/No) Sep/2024 Dec/2029 No Yes Early Childhood Education Assessment Completed and Report Prepared, Published, and Disseminated (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 0 1 1 1 EGRA Completed and Report Prepared, Published, and Disseminated (Number) Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 0 1 1 1 2 Corporate Results Indicator Students supported with better education, in early childhood education (Number of people) CRI Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 331,000 1,160,000 2,154,000 3,314,000 4,600,000 ➢Students supported with better education, in early childhood education - Female (Number of people) CRI Sep/2024 Dec/2025 Dec/2026 Dec/2027 Dec/2028 Dec/2029 0 220,000 770,000 1,430,000 2,000,000 2,200,000 Students supported with better education, in primary school (Number of people) CRI Sep/2024 Dec/2029 0 15,000,000 ➢Students supported with better education, in primary school - Female (Number of people) CRI Sep/2024 Dec/2029 0 6,300,000 Disbursement Linked Indicators (DLI) Period Period Definition Period 1 December 2025 Period 2 December 2026 Period 3 December 2027 Period 4 December 2028 Period 5 December 2029 Page 93 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Note: amounts reflect US$ equivalent at current SDR/US$ exchange rates and may be subject to exchange rate change. Baseline Period 1 Period 2 Period 3 Period 4 Period 5 1: Share of primary school teachers achieving minimum proficiency on subject content knowledge (Percentage) TBD Teacher skills Baseline + 10% improvement framework and enhanced school inspection framework approved 0.00 10,000,000.00 0.00 0.00 0.00 24,000,000.00 DLI allocation 34,000,000.00 As a % of Total DLI Allocation 16.37% 2: Primary School Leaders Certified (Number) 0 School leadership 15,000 framework approved 0.00 10,000,000.00 0.00 0.00 0.00 24,000,000.00 DLI allocation 34,000,000.00 As a % of Total DLI Allocation 16.37% 3: Schools meeting minimum TLM standards (Number) 0 Updated minimum 10,000 standards approved 0.00 4,000,000.00 0.00 0.00 0.00 30,000,000.00 DLI allocation 34,000,000.00 As a % of Total DLI Allocation 16.37% 4: Increase in enrolment in public pre-primary education in the regions below the national average (Percentage) 0 15 0.00 0.00 0.00 0.00 0.00 40,067,500.00 DLI allocation 40,067,500.00 As a % of Total DLI Allocation 19.26% 5: Students with Special Needs in the Inclusive Education Resource Centers and Satellite Schools (Number) 157,000 0 244,000 0.00 0.00 0.00 0.00 0.00 31,650,000.00 DLI allocation 31,650,000.00 As a % of Total DLI Allocation 15.24% 6: Share of targeted schools receiving the correct amount of school grant on time (Percentage) 0 Grant Formula Revised 60 70 80 90 0.00 10,000,000.00 17,150,000 3,500,000.00 3,500,000.00 3,500,000.00 Page 94 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) DLI allocation 37,650,000.00 As a % of Total DLI Allocation 16.37% Page 95 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Monitoring & Evaluation Plan: PDO Indicators by PDO Outcomes Increase equitable access to pre-primary and primary education Increase in enrolment in public pre-primary education in the regions below the national average (Percentage) DLI Measures the percentage increase in total enrollment in public pre-primary education in targeted regions where PPE Description enrollment is below the national average. Frequency Annual Data source EMIS (Education Management Information System) Methodology for Data The percentage increase in enrollment is calculated by comparing the total number of students enrolled in public pre- Collection primary schools in the targeted regions at the end of the current year with the total enrollment at baseline. Responsibility for Data Ministry of Education (MoE), Regional Education Bureaus (REBs) Collection Improve learning outcomes in pre-primary and primary education Share of primary school teachers achieving minimum proficiency in subject-content knowledge (Percentage) DLI This indicator measures the proportion of primary school mother-tongue language and Mathematics teachers who Description meet the minimum proficiency in the subject content they teach. Frequency Annual Data source School Inspection report The percentage is calculated by dividing the number of primary school mother-tongue/language and Mathematics teachers who meet the minimum proficiency in the subject content they teach by the total number of such teachers. Each observed teacher will be assessed and categorized as either meeting or not meeting the minimum proficiency in content knowledge for the subject they teach based on the minimum standard set for teachers under the inspection Methodology for Data framework. Collection The categorization is based on whether the teacher achieves at least a minimum score from an index of the enhanced school inspection standards, which focus on observing effective teaching practices in the classroom and assessing teachers. These standards are defined by a framework on effective teaching skills. Additional/Specific standards related with subject-content knowledge will be identified and included in the index as needed, and a minimum score will be set to define proficiency. Responsibility for Data Ministry of Education (MoE), Regional Education Bureaus (REBs) Collection Share of Grade 3 students achieving functional reading level (Percentage) This indicator measures the percentage increase in the proportion of public primary school students who achieve a functional reading level. This includes students who are reading with increasing fluency and comprehension, as well as Description those who are reading fluently with full comprehension. The assessment of these reading levels is determined by national assessments (Early Grade Reading Assessment, EGRA). Frequency 2026 and 2029 Data source EGRA assessment reports Methodology for Data The percentage is calculated by dividing the number of students who achieve minimum proficiency in literacy by the Collection total number of students assessed. Responsibility for Data MoE, EAES Collection Monitoring & Evaluation Plan: Intermediate Results Indicators by Results Areas 1: Transforming teaching and learning Share of Pre-primary and Grade 1-6 teachers receiving practice-based training (Percentage) DLI Measures the proportion of pre-primary and grade 1-6 Reading and Mathematics teachers receiving practice-based Description training/CPD to the total number of pre-primary and grade 1-6 reading and mathematics teachers. Results will be disaggregated by level of education, pre-primary and primary. Frequency Annual Data source EMIS, Teachers training report Methodology for Page 96 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Data Collection Calculate the percentage by dividing the number of pre-primary teachers and primary level Reading and Mathematics teachers trained by the total number of teachers requiring the training (pre-primary and Grade 1-6 Reading and Mathematics teachers). Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Pre-primary average early childhood education assessment score for Pre-literacy (Percentage) Assesses improvements in student learning outcomes in pre-literacy, using standardized assessments of pre-primary pre- literacy. Description This indicator measures the mean percentage scores of children's performances in literacy domain subtasks, which are: Expressive vocabulary; Listening comprehension; Initial letter sounds; Letter name knowledge and Name writing. Frequency 2027 Data source ECE assessment Reports, EMIS Methodology for Scores from the ECE assessments are used to determine the indicator. Data Collection Responsibility for MoE, EAES Data Collection Sub-indicator Gender Pre-primary average early childhood education assessment score for numeracy (Percentage) Assesses improvements in student learning outcomes in pre-numeracy, using standardized assessments of pre-primary numeracy. Description This indicator measures the mean percent scores of children performances in numeracy domain subtasks, which are: Producing a set; Mental addition; Number comparison; Number identification; Mental transformation; Spatial vocabulary and Verbal counting Frequency 2027 Data source ECE assessment Reports, EMIS Methodology for Scores from the ECE assessments are used to determine indicator. Data Collection Responsibility for MoE, EAES Data Collection Sub-indicator Gender Primary schools with professional learning communities (Number) Monitors the number of schools with active professional learning communities (PLCs) that foster school-based teacher learning, mentorship, and support systems. A professional learning community is defined as meeting the following criteria (i) meets 2 times in a month or more, (ii) contains teachers with some common aspect of their work (e.g. same grade level Description or same subject taught), (iv) contains between 3 and 10 teachers, (v) content of meeting focuses on specific improvements in teaching practice or content knowledge, and (iv) sources outside the group are regularly consulted (e.g. books, master teachers outside the group, trusted internet sources, articles, officials from the Woreda, REB, Zone, or MoE). May also be facilitated by on-line community or using technology as a resource. Frequency Annual Data source EMIS, PLC report, School Inspection report Methodology for Count the number of schools that have established and maintained PLCs meeting the specified criteria. Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Number of foundational learning teacher-instructors in Colleges of Teacher Education participating in targeted pre-service professional development (Number) Measures the number of Pre-primary and primary pre-service teacher- instructors in colleges of teachers Education (CTEs) who goes through continuous professional development training to improve their pedagogical skill and ensure Description their preparation to deliver the new curriculum effectively and ultimately aiming to improve the classroom practice of future teachers. Frequency Annual Page 97 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Data source REBs, CTEs training report, & MoE report Methodology for Count the number of pre-service teacher- instructors in each CTEs trained. Data Collection Responsibility for REBs and MoE Data Collection Share of teachers trained in Inclusive Education (Percentage) Measures the proportion of itinerant and satellite-school teachers trained in effective inclusive education teaching Description methods to the total number of teachers requiring training. Frequency Annual Data source EMIS, Teacher Training Records Methodology for Calculate the percentage by dividing the number of teachers trained in inclusive education by the total number of Data Collection teachers requiring training Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Primary School Leaders Certified (Number) DLI Monitors the number of primary school leaders who have completed training and achieved certification based on Description framework developed. Frequency Annual Data source EMIS, Certification Records The number is calculated by counting school leaders who have completed training and obtained certification and Methodology for comparing to a total number of primary school leaders. Certification must be achieved for a school leader to be included Data Collection in the count. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Key Teachers in Primary Grades Trained as School-based Trainers (Number) Measures the number of key teachers from primary grades trained as school-based trainers for enhanced teaching Description effectiveness and leadership capacity. Frequency (2026, 2027, 2028, 2029) Data source EMIS, Training Reports Methodology for Count the number of key teachers trained as school-based trainers, using EMIS and training reports. Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Sub-indicators gender Share of Female Primary School Leaders (Percentage) Measures the share of female primary school leaders, including primary school principals and vice principals, in the public Description education system. Frequency Annual Data source EMIS Annual statistics reports from EMIS calculate the share of female primary and middle school leaders as a percentage of Methodology for overall primary and middle school leaders. As primary and middle schools are in the same compound, the figure is the Data Collection same for primary alone. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Schools meeting minimum TLM standards (Number) DLI Measures the number of schools in targeted regions meeting the minimum Teaching and Learning Materials (TLM) standards for pre-primary and primary education in key subjects, supported by the Program. This includes the availability Description of play materials for pre-primary classrooms, and curriculum-aligned textbooks, teachers’ guides, and supplementary reading and numeracy materials for early primary grades in targeted regions. This also includes availability of digital formats for TLM. Frequency Annual Page 98 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Data source EMIS, School Inspection report Methodology for Count the number of schools that meet the TLM standards as reported in EMIS and School Inspection report Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection 2: Transforming schools into effective learning centers Students enrolled in pre-primary schools with pre-primary facilities provided by the Program (Number) Tracks the increase in the number of students enrolled in schools with constructed pre-primary classrooms. This indicator Description includes schools that have added new classrooms along with Water, Sanitation, and Hygiene (WASH) facilities for pre- primary education. Frequency 2026, 2027, 2028, 2029 Data source EMIS, Ministry of Education (MoE) Methodology for Enrollment numbers are derived from school reports submitted bi-annually to EMIS Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Sub-indicator gender Pre-primary classrooms constructed by the Program (Number) Measures the number of pre-primary classrooms and Water, Sanitation, and Hygiene (WASH) facilities provided by the Description Program in targeted regions, with PPE enrollment below the national average. Frequency Annual Data source EMIS, Infrastructure Improvement Monitoring Reports Methodology for Count the number of classrooms constructed according to EMIS data and cross-verified with infrastructure improvement Data Collection monitoring reports. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Share of targeted schools receiving the correct amount of school grant on time (Percentage) DLI Tracks the share of public primary schools receiving the correct amount of school grant on time, according to a revised Description formula and School Improvement Plan (SIP). The revised formula, to be developed in Year 1, addresses diverse needs, especially for schools in underserved or remote areas and those serving students with special needs. Frequency Annual Data source EMIS, Financial Audit Reports The percentage is calculated by dividing the number of schools that received the correct amount of grant on time by the Methodology for total number of targeted public primary schools. Data is cross-referenced with financial audit reports and SIP Data Collection documentation. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Share of targeted schools implementing School Improvement Plan (Percentage) Measures the proportion of schools that have implemented their School Improvement Plans (SIPs) and demonstrated Description improvements in school performance, as agreed with the Bank. Frequency Annual Data source EMIS, SIP Records, Audit report Methodology for The percentage is calculated by dividing the number of schools that implemented their SIP by the number schools that Data Collection received the correct amount of the school grant. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs) Data Collection Students with Special Needs in the Inclusive Education Resource Center and satellite schools (Number) DLI Tracks the number of children with disabilities and special needs enrolled in Inclusive Education Resource Centers (IERCs) Description and satellite schools that meet standards established under GEQIP-E for staffing and equipment. It measures both the students at the newly established IERCs and existing IERCs with upgraded facilities. Frequency Annual Page 99 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Data source EMIS, Special Education Needs Data Reports The indicator is measured by calculating the number of children with disabilities and special needs enrolled in functional Methodology for Inclusive Education Resource Centers (IERCs) and satellite schools that meet the standards established under GEQIP-E for Data Collection adequacy of staffing and equipment. Data is gathered from EMIS and cross-verified with special education needs data reports. One IERC has 4-6 satellite schools. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs), Inclusive Education Resource centers Data Collection IERCs Upgraded (Number) Monitors the number of functional Inclusive Education Resource Centers (IERCs) and satellite schools that conduct community outreach activities, are provided with appropriate learning materials and assistive devices, and are staffed Description with skilled itinerant teachers to support inclusive education. This includes building the capacity of existing IERC and satellite school staff. Frequency Annual Data source EMIS, Community Outreach Reports from IERCs Methodology for Count the number of IERCs that are operational with the required components. Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs), Inclusive Education resource centers Data Collection New IERCs Established and Equipped by the Program (Number) Tracks the number of new Inclusive Education Resource Centers (IERCs) established and equipped by the Program to Description provide comprehensive care and support for children with disabilities and special needs. Equipping includes provision of assistive devices, learning materials and services. Frequency Annual Data source EMIS, Health and Rehabilitation Service Reports, Progress Reports Methodology for The number is calculated by calculating the number of newly established IERCs by the Program. Data Collection Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs), Inclusive Education resource centers Data Collection Number of teachers and students benefiting from climate smart school infrastructure and training/curricula with climate awareness incorporated (Number) Measures the number of teachers and students benefiting from climate smart school infrastructure, provided through the pre-primary expansion, and the number of teachers and students benefiting from training/curricula with climate Description awareness incorporated. Key teachers training programs will have climate awareness integrated, and students of these teachers will benefit from this through lessons in the classroom. Frequency Annual Data source EMIS, Training report, Infrastructure Improvement Monitoring Reports This indicator aggregates the number of key teachers that are trained, the number of students of these teachers (estimated Methodology for at 41 students per teacher), and the number of teachers and students benefiting from preprimary classrooms provided by Data Collection the Program. Responsibility for Ministry of Education (MoE), Regional Education Bureaus (REBs), Data Collection IPF Component Digitalize ECE assessment and EGRA (Yes/No) Measures the extent to which the collection and management of ECE assessment and EGRA data have been digitalized Description and integrated with the Education Management Information System (EMIS) to improve data accuracy and utilization. Frequency Once Data source EAES report Methodology for Review of document(s) Data Collection Responsibility for EAES, MoE Data Collection Page 100 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) ECE Assessment Completed and Report Prepared, Published, and Disseminated (Yes/No) Description Ensures the completion, publication, and dissemination of the ECE assessment report. Frequency Once Data source ECE assessment Data, EMIS, MoE Reports Methodology for Review of document(s) Data Collection Responsibility for Ministry of Education (MoE), Educational Assessment and Examinations Services (EAES) Data Collection EGRA Completed and Report Prepared, Published, and Disseminated (Yes/No) Description Tracks the completion, publication, and dissemination of the Early Grade Reading Assessment (EGRA) report, Frequency Once Data source EGRA Assessment Data, EMIS, MoE Reports Methodology for Review of document(s) Data Collection Responsibility for Ministry of Education (MoE), Educational Assessment and Examinations Services (EAES) Data Collection Corporate Results Indicator Millions of students benefited with better education (CRI) Counts number of students at the pre-primary level benefitting from improved access and quality of pre-primary Description education, plus the number of students at the primary level benefitting from improved learning environments and quality of teaching. Frequency Annually Data source EMIS, MoE Reports Methodology for Data Collection Responsibility for Ministry of Education (MoE) Data Collection Sub-indicators Disaggregated by level of education (pre-primary and primary), disaggregated further by gender. Page 101 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) Verification Protocol Table: Disbursement Linked Indicators Note: amounts reflect US$ equivalent at current SDR/US$ exchange rates and may be subject to exchange rate change. 1: Share of primary school teachers achieving minimum proficiency in subject-content knowledge (Percentage) DLR 1.1: $10M lumpsum payment upon achievement Formula DLR 1.2: $1.2M for every half percentage point increase above previous year up to the end target Increase in the share of pre-primary teachers and grade 1-3 Reading and Mathematics primary school teachers Description achieving minimum proficiency in subject-content knowledge. Data source/ Agency Inspection Verification Entity Verification Agent (VA) contracted by the MoE DLR 1.1: The result is achieved when the government has developed and approved a teacher skills improvement framework agreed with the Bank for improvement of knowledge and skills of teachers on the subject they teach, including identified effective teaching skills to targeted teachers, improved induction plans, an upgraded system of continuous professional development (CPD) at school level, frameworks for professional learning communities, and other interventions. The new framework will include specific teaching skills to be measured and tools for measuring them including enhanced school inspection standards. The index in school inspection standards, which focus on observing effective teaching practices in the classroom and discussions with teachers and additional similar index will be identified and enhanced and a score rubric set to classify a teacher as achieving the minimum proficiency. The MoE will verify the achievement based on notification issued. DLR 1.2: The result is measured by calculating the ratio of primary school mother-tongue language and Mathematics teachers who meet the minimum proficiency in the subject content they teach, and the total number of public primary Procedure school teachers in the specified subjects. Minimum proficiency in subject-content knowledge is defined in the teacher skills improvement framework and measured using an index of specific content knowledge and skills in school inspection standards, and these results are conditional to DLR 1.1 being achieved. The data on the number of teachers would be from the EMIS (or other similar) portal. Each observed teacher will be assessed and categorized as either meeting or not meeting the minimum proficiency in content knowledge for the subject they teach based on the enhanced inspection framework. The VA will cross-check these figures against the inspection report, EMIS or other portal, in consultation with MoE. The VA will also verify the figures using a statistically significant sampling approach to visit schools, undertake classroom observations, teachers’ assessment and cross-checking the categorization against the defined inspection standards and minimum score index and ensure the figure reported for the selected period corresponds to what is seen from the classroom teaching practices. The allocated amount available for disbursement is scalable, and the achievements are not time-bound (i.e., this DLR can be partially or fully paid before the year in which it appears). 2: Primary School Leaders Certified (Number) DLR 2.1: $10M lumpsum payment upon achievement Formula DLR 2.2: $160,000 for every 100 school leaders certified up to the end target Description Increase in the number of school leaders completing training and achieving minimum certification standards. Data source/ Agency EMIS Verification Entity Verification Agent (VA) contracted by the MoE DLR 2.1: The result is achieved when the government has developed and approved a competency-based school leadership framework agreed with the Bank describing minimum proficiency standards, assessment norms for certification of school leaders against those standards, competency-based guidelines for appointment, and identifying training needs for school leaders across public primary schools. The MoE will verify the achievement based on Procedure notification issued. DLR 2.2: The result is measured by calculating the total number of school leaders certified as per the school leadership framework, and these results are conditional to DLR 2.1 being achieved. The data on the number of school leaders would be from the EMIS (or other similar) portal. The VA will cross-check these figures against the EMIS or other portal, Page 102 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) in consultation with MoE. The VA will also verify the figures using a statistically significant sampling approach to visit schools, and ensure the figure reported in the EMIS portal for the selected period corresponds to what is seen in the school. The allocated amount available for disbursement is scalable for each 1,000 school leaders certified, and the achievements are not time-bound (i.e., this DLR can be partially or fully paid before the year in which it appears). 3: Schools meeting minimum TLM standards (Number) DLR 3.1: $4M lumpsum payment upon achievement Formula DLR 3.2: $3,000 for every additional school above previous year up to the end target Increase in the number of schools in targeted regions meeting minimum teaching and learning materials (TLM) Description standards in pre-primary and key subjects in primary classrooms. Data source/ Agency EMIS, School inspection reports Verification Entity Verification Agent (VA) contracted by the MoE DLR 3.1: The result is achieved when the government has updated and endorsed minimum standards for teaching and learning materials (TLM) availability in pre-primary and key subjects in primary school agreed with the Bank. The MoE will verify the achievement based on notification issued. DLR 3.2: The result is measured by calculating the number of schools in selected regions (to be defined in the POM) meeting minimum teaching and learning materials (TLM) standards in pre-primary and key subjects in primary Procedure classrooms. This data would be from the EMIS (or other similar) portal. The VA will cross-check these figures against the EMIS or other portal, in consultation with MoE. The VA will sample a reasonable and nationally representative number of schools listed in each report and undertake classroom observations, via field visits – to ensure the figure reported in the EMIS portal for the selected period corresponds to what is seen from the school documents. The allocated amount available for disbursement is scalable, and the achievements are not time-bound (i.e., this DLR can be partially or fully paid before the year in which it appears). 4: Increase in enrolment in public pre-primary education in the regions below the national average (Percentage) Formula Scalable - $2,671,167 for each 1% increase above baseline up to the end target Description Increase in total enrollment in public pre-primary education in regions below the national average Data source/ Agency EMIS Verification Entity Verification Agent (VA) contracted by the MoE DLR 4.1: The result is measured by comparing the total number of students enrolled in public pre-primary schools in selected regions (to be defined in the POM) with PPE enrollment rate below the national average at the end of the current year with the total enrollment at the end of the previous year. The total enrollment in public pre-primary education is calculated based on the ESS projections and MoE’s annual statistical data. The VA will cross-check these Procedure figures against the EMIS or other portal, in consultation with MoE. The VA will also sample a reasonable and representative number of all pre-primary education enrolments listed in each report, via field visits – to ensure the figure reported in the EMIS portal for the selected period corresponds to what is seen from the school registers. The allocated amount available for disbursement is scalable for each 1% incremental increase over the baseline value, and the achievements are not time-bound (i.e., this DLR can be partially or fully paid before the year in which it appears). 5: Students with Special Needs in the Inclusive Education Resource Center Cluster Schools (Number) Formula Scalable - $1m for each 2,749 enrolments increase above baseline The number of children with disabilities and special needs enrolled in Inclusive Education Resource Centers (IERCs) Description which meet the standard established under GEQIP-E for adequacy of staffing and equipment. Data source/ Agency EMIS Verification Entity Verification Agent (VA) contracted by the MoE DLR 5.1: The result is measured by calculating the number of children with disabilities and special needs enrolled in the functional Inclusive Education Resource Centers (IERCs) which meet the standard established under GEQIP-E for adequacy of staffing and equipment at the time of measurement. It measures both the students in the newly Procedure established IERCs and existing IERCs with upgraded facilities. The enrollment is calculated based on the annual report for the year. The VA will cross-check these figures against the EMIS or other portal, in consultation with MoE. The VA will sample a reasonable and nationally representative number of children listed in each report, via field visits – to ensure the figure reported in the annual report for the selected period corresponds to what is seen from the school Page 103 The World Bank Advancing Innovative Methods to Promote Learning (AIM4Learning) in Eastern and Southern Africa MPA Program (P507220) registers. The allocated amount available for disbursement is scalable for each 1% incremental increase over the baseline value, and the achievements are not time-bound (i.e., this DLR can be partially or fully paid before the year in which it appears). 6: Share of targeted schools receiving the correct amount of school grant on time (Percentage) DLR 6.1: $10M lumpsum payment upon achievement Formula DLR 6.2: $9.65M for first 30% schools; $2.5M for every 10 percentage points increase thereafter DLR 6.3, 6.4, 6.5: $3.5M for every 10 percentage points increase above previous year Increase in the share of targeted public primary schools receiving the correct amount of school grant on time Description according to revised formula and School Improvement Plan (SIP) Data source/ Agency EMIS Verification Entity Verification Agent (VA) contracted by the MoE DLR 6.1: The result is achieved when the government has revised the formula for school grants to more equitably address the needs of disadvantaged schools and those serving vulnerable populations, in agreement with the Bank. The MoE will verify the achievement based on notification issued. DLRs 6.2, 6.3, 6.4: The result is measured by calculating the ratio of the number of schools receiving the correct amount of school grant on time (On time indicates the first and second quarter of Ethiopia's fiscal year, which is between July Procedure and December every year) according to revised formula and School Improvement Plan (SIP), and the total number of public primary schools. This data would be from the EMIS (or other similar) portal. The VA will cross-check these figures against the EMIS or other portal, in consultation with MoE. The VA will sample a reasonable and nationally representative number of schools listed in each report, via field visits – to ensure the figure reported in the EMIS portal for the selected period corresponds to what is seen from the school documents. The allocated amount available for disbursement is scalable, and the achievements are time-bound (i.e., this DLR cannot be paid after the year in which it appears). Page 104