Report No: PADHI01027 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT APPRAISAL DOCUMENT ON A PROPOSED CREDIT IN THE AMOUNT OF JPY 14.9 BILLION (US$100 MILLION EQUIVALENT) TO THE ISLAMIC REPUBLIC OF PAKISTAN FOR A GETTING RESULTS: ACCESS AND DELIVERY OF QUALITY EDUCATION SERVICES IN BALOCHISTAN PROJECT MAY 8, 2025 Education Global Practice South Asia Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS Exchange Rate Effective March 31, 2025 Currency Unit = US$1 US$ = JPY149.325 US$= PKR280.28 FISCAL YEAR July 1 – June 30 Regional Vice President: Martin Raiser Regional Practice Director: Stefano Paternostro Division Director: Najy Benhassine Practice Manager: Keiko Inoue Task Team Leader(s): Inga Afanasieva ABBREVIATIONS AND ACRONYMS AM Accountability Mechanism B-PPPA Balochistan Public Private Partnership Authority BEF Balochistan Education Foundation BHCIP Balochistan Human Capital Investment Project CERC Contingent Emergency Response Component CPD Continuous Professional Development CPF Country Partnership Framework CSC Community Scorecard CWD Children with Disabilities DA Designated Account DoES Directorate of Education Schools ECE Early Childhood Education EEP Eligible Expenditure Program EMIS Education Management Information System ESF Environmental and Social Framework ESMF Environmental and Social Management Framework FY Fiscal Year GBV Gender-based Violence GDP Gross Domestic Product GEPD Global Education Policy Dashboard GHG Greenhouse Gas GRADES-Balochistan Getting Results: Access and Delivery of Quality Education Services in Balochistan GRM Grievance Redress Mechanism GRS Grievance Redress Service IMF International Monetary Fund IPF Investment Project Financing IRR Internal Rate of Return IUFR Interim Unaudited Financial Report km Kilometer LMS Learning Management System M&E Monitoring and Evaluation MoU Memoranda of Understanding NAT National Achievement Test OHS Occupational Health and Safety OOSC Out-of-school Children PBC Performance-Based Condition PCC Project Coordination Committee PDO Project Development Objective PITE Provincial Institute of Teacher Education PMU Project Management Unit POM Project Operations Manual PPIU Policy Planning and Implementation Unit PPP Public-private Partnership PPSD Project Procurement Strategy for Development PSC Project Steering Committee PTSMC Parent Teacher School Management Council RFP Request for Proposal SED School Education Department SEP Stakeholder Engagement Plan STEP Systematic Tracking of Exchanges in Procurement STEP-Balochistan System Transformation of Early Education Project TOR Terms of Reference TPV Third-party Verification UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund VAC Violence Against Children WASH Water, Sanitation, and Hygiene The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) DATASHEET ........................................................................................................................... i I. STRATEGIC CONTEXT ..................................................................................................... 1 A. Project Strategic Context .................................................................................................................1 B. Sectoral and Institutional Context ...................................................................................................1 II. PROJECT DESCRIPTION .................................................................................................. 5 A. Project Development Objective .......................................................................................................5 B. Theory of Change and PDO Indicators .............................................................................................5 C. Project Beneficiaries ........................................................................................................................7 D. Project Components ........................................................................................................................7 E. Role of Partners ..............................................................................................................................14 F. Lessons Learned and Reflected in the Project Design....................................................................15 III. PROJECT IMPLEMENTATION ........................................................................................ 16 A. Institutional and Implementation Arrangements ..........................................................................16 B. Results Monitoring, Evaluation, and Verification Arrangements ..................................................16 C. Disbursement Arrangements .........................................................................................................16 IV. PROJECT APPRAISAL SUMMARY .................................................................................. 17 A. Technical, Economic, and Financial Analysis .................................................................................17 B. Fiduciary .........................................................................................................................................20 C. Environmental, Social and Legal Operational Policies ...................................................................22 V. KEY RISKS .................................................................................................................... 23 ANNEX 1. RESULTS FRAMEWORK ........................................................................................ 27 ANNEX 2: IMPLEMENTATION ARRANGEMENTS AND SUPPORT PLAN .................................. 45 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) @#&OPS~Doctype~OPS^dynamics@padbasicinformation#doctemplate DATASHEET BASIC INFORMATION Project Operation Name Beneficiary(ies) Pakistan Getting Results: Access and Delivery of Quality Education Services in Balochistan Environmental and Social Risk Operation ID Financing Instrument Classification Investment Project P507512 Substantial Financing (IPF) @#&OPS~Doctype~OPS^dynamics@padprocessing#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 30-May-2025 28-Jun-2030 Bank/IFC Collaboration No Proposed Development Objective(s) Increase girls’ and boys’ enrollment in pre-primary and primary grades, and improve reading and numeracy proficiency in primary grades, all in project-supported schools Components Component Name Cost (US$) i The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Getting Results Agenda 29,720,000.00 Expand access to education 63,280,000.00 Technical assistance, evaluation and project implementation 7,000,000.00 Contingent Emergency Response 0.00 @#&OPS~Doctype~OPS^dynamics@padborrower#doctemplate Organizations Borrower: Islamic Republic of Pakistan Contact Title Telephone No. Email Dr. Kazim Niaz Secretary, Ministry of 0092519210629 secretary@ead.gov.pk Economic Affairs Implementing Agency: Planning and Development Department, Government of Balochistan Contact Title Telephone No. Email Hafiz Abdul Basit Additional Chief Secretary 0092819204427 habasit@gmail.com @#&OPS~Doctype~OPS^dynamics@padfinancingsummary#doctemplate PROJECT FINANCING DATA (US$, Millions) Maximizing Finance for Development Is this an MFD-Enabling Project (MFD-EP)? No Is this project Private Capital Enabling (PCE)? No SUMMARY Total Operation Cost 100.00 Total Financing 100.00 of which IBRD/IDA 100.00 Financing Gap 0.00 DETAILS World Bank Group Financing International Development Association (IDA) 100.00 ii The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) IDA Credit 100.00 IDA Resources (US$, Millions) Guarantee Credit Amount Grant Amount SML Amount Total Amount Amount National Performance-Based 100.00 0.00 0.00 0.00 100.00 Allocations (PBA) Total 100.00 0.00 0.00 0.00 100.00 @#&OPS~Doctype~OPS^dynamics@paddisbursementprojection#doctemplate Expected Disbursements (US$, Millions) WB Fiscal Year 2025 2026 2027 2028 2029 2030 Annual 0.00 5.10 12.00 30.00 31.00 21.90 Cumulative 0.00 5.10 17.10 47.10 78.10 100.00 @#&OPS~Doctype~OPS^dynamics@padclimatechange#doctemplate PRACTICE AREA(S) Practice Area (Lead) Contributing Practice Areas Education Transport 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 ⚫ High iii The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 2. Macroeconomic ⚫ Substantial 3. Sector Strategies and Policies ⚫ Substantial 4. Technical Design of Project or Program ⚫ Substantial 5. Institutional Capacity for Implementation and Sustainability ⚫ Substantial 6. Fiduciary ⚫ Moderate 7. Environment and Social ⚫ Substantial 8. Stakeholders ⚫ Moderate 9. Other ⚫ High 10. Overall ⚫ 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 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 iv The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 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 Project Agreement (PA): Section I.A.1 of Schedule: The Project Implementing Entity shall establish by no later than 90 days after the Effective Date, and maintain throughout the period of the implementation of the Project, the Project Steering Committee with composition and terms of reference satisfactory to the Association. PA: Section I.A.2 of Schedule. The Project Implementing Entity shall establish by no later than 60 days after the Effective Date and maintain throughout the period of the implementation of the Project, the PMU under SED, with composition and terms of reference satisfactory to the Association. PA: Section I.A.4 of Schedule. Before deciding to replace any key management, fiduciary or technical staff member or consultant of the PMU, the Project Implementing Entity shall exchange views with the Association and the Recipient on: (a) the performance of such staff member; (b) the justification for such replacement; (c) the potential adverse impact of such replacement on the satisfactory implementation of the Project and the achievement of its objective, and (d) proposed mitigation measures of such impact on the Project. PA: Section I.B.1 and 2 of Schedule. The Project Implementing Entity shall, through SED to approve and disburse the Community School Grants and PPP Schol Grants to the respective beneficiaries in accordance with the eligibility, selection criteria, disbursement procedures and criteria, monitoring procedures and other provisions relating to such Grants set out in the Community School Grants Manual and PPP School Grants Manual, respectively, to carry out the activities for the Community Schools and PPP Schools according to the Partnership Agreement entered into between the SED and the Beneficiary. PA: Section I.B.4 of Schedule. The Project Implementing Entity shall, through SED, to approve and disburse the Scholarship, in accordance with the eligibility and selection criteria, disbursement procedures and criteria, monitoring procedures and other provisions relating to such Scholarship set out in the Scholarship Manual. PA: Section I.C.1 of Schedule. The Project Implementing Entity shall, throughSED, to approve and disburse the School Transportation Subsidy, in accordance with the eligibility and selection criteria, disbursement procedures and criteria, monitoring procedures and other provisions relating to such Subsidy set out in the School Transportation Subsidy Manual. PA: Section I.D.1 of Schedule. The Project Implementing Entity shall prepare and adopt a Project Operations Manual no later than 3 months after the Effective Date, satisfactory to the Association, and ensure that the Project is carried out in accordance with the Project Operations Manual. PA: Section I.D.3 of the Schedule. The Project Implementing Entity shall ensure that the collection, use and processing of any Personal Data shall be carried out with due regard to appropriate data protection and privacy standards and practices. v The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) PA: Section I.A.3 of Schedule. The Project Implementing Entity shall ensure that: (a) staff and consultants of the PIU are at all times selected or recruited on the basis of terms of reference, qualifications and experience satisfactory to the Association; (b) full financial and administrative authority for the Project is delegated to the Project Director; (c) the Project Director is working full time as Project Director for the Project; and (d) the annual work plans and budgets are submitted to the Association in a timely manner. @#&OPS~Doctype~OPS^dynamics@padconditions#doctemplate Conditions Type Citation Description Financing Source No withdrawal shall be made under: (i) Category (1)(a) for Goods, works, non-consulting services, consulting services, Incremental Operating Costs, and Training, for Eligible Expenditures for PBCs (EEPBCs) under the Project; (ii) Category (1)(b) for Community School Financing Agreement (FA): Grant for EEPBCs under the Disbursement Section III.B.1(b) of IBRD/IDA Project; (iii) Category (1)(c) Schedule 2 for PPP School Grant for EEPBCs under the Project; and (iv) Category (1)(d) for Scholarship for EEPBCs under the Project, until and unless the Recipient has furnished evidence satisfactory to the Association that the PBC indicated in the Annex to Schedule 2 has been met No withdrawal shall be made under Category (1)(b) for Community School Grants, until and unless the FA: Section III.B.1(c) of Disbursement Project Implementing IBRD/IDA Schedule 2 Entity has adopted the Community School Grants Manual, satisfactory to the Association FA: Section III.B.1(d) of No withdrawal shall be Disbursement IBRD/IDA Schedule 2 made under Category (1)(c) vi The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) for PPP School Grants, until and unless the Project Implementing Entity has adopted the PPP School Grants Manual, satisfactory to the Association No withdrawal shall be made under Category (1)(d) for Scholarship, until and FA: Section III.B.1(e) of unless the Project Disbursement IBRD/IDA Schedule 2 Implementing Entity has adopted the Scholarship Manual, satisfactory to the Association No withdrawal shall be made under Category (3) for School Transportation Subsidy, until and unless FA: Section III.B.1(f) of the Project Implementing Disbursement IBRD/IDA Schedule 2 Entity has adopted the School Transportation Subsidy Manual, satisfactory to the Association No withdrawal shall be made under Category (4) for Emergency Expenditures under Part 4 FA: Section III.B.1(g) of Disbursement of the Project, unless and IBRD/IDA Schedule 2 until the conditions related to Part 4 of the Project have been met in respect of said expenditures. vii The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) I. STRATEGIC CONTEXT A. Project Strategic Context 1. Pakistan has made recent progress towards macroeconomic stabilization, but risks remain high and faster sustained growth will require substantial reform. At the beginning of fiscal year (FY) 2024, following the COVID-19 crisis, the 2022 catastrophic floods that hit the country, and rising global commodity prices, Pakistan's economy faced a severe crisis in the context of political uncertainty, global monetary policy tightening, and fiscal and external imbalances that led to pressures on domestic prices and foreign reserves. Measures to manage imports and capital outflows were introduced, which disrupted local supply chains and economic activity, and exacerbated inflationary pressures. Under the interim government, an International Monetary Fund (IMF) Stand-By Arrangement was approved in July 2023. Consequently, exchange rate flexibility was restored, import controls were relaxed, and steps were taken to contain the fiscal deficit. Political uncertainty also diminished. Coupled with favorable weather conditions and easing external conditions, the economy began recovering in FY24 and inflation was brought down significantly. Growth of real gross domestic product (GDP) is estimated to have risen to 2.5 percent year-over-year in FY24, after contracting by 0.2 percent in FY23. Downside risks remain however high, with the outlook predicated on the new IMF Extended Fund Facility program remaining on track, continued fiscal restraint, and additional external financing. Heavy banking sector exposure to sovereign debt, domestic policy uncertainty, and geopolitical factors pose significant risks to the outlook. Robust economic recovery over the medium term will require the steadfast implementation of fiscal, energy, trade, and other economic reforms. 2. The Getting Results: Access and Delivery of Quality Education Services in Balochistan (GRADES-Balochistan) project is fully aligned with the World Bank Group Country Partnership Framework (CPF) FY26-35; Report No. CPF0000037, which was discussed by the World Bank Board of Executive Directors on January 14, 2025. This operation will directly contribute to CPF’s Outcome 2 – Reducing Learning Poverty. Specifically, the project aims to support a total of 240,000 students with better education services, divided into sub-indicators 90,000 students in early childhood education and 150,000 students in primary school. This will contribute to CPF Outcome Indicator 2.1, which targets 12 million students supported with better education. B. Sectoral and Institutional Context 3. Pakistan faces an unfinished agenda on human development, which compounds its structural macro fragility and creates a drag on the economy. The country’s Human Capital Index is 41, meaning that a child born in Pakistan today will be 41 percent as productive when he/she grows up as he/she could be if he/she enjoyed complete education and full health. The stunting rate of children under five remains among the highest in the world at 40 percent. 4. Balochistan’s Human Capital Index value stands at 0.32, placing it among the lowest in the world. Three-fourths of the population (73.4 percent) lives in a rural area, and 15.1 percent of the population is under the age of five. All social groups in Balochistan suffer from low human capital, even the population in the top quintile of Pakistan’s wealth distribution. In Balochistan, 46.6 percent of children under five are stunted and 18.5 percent under five are wasted. Only 22.3 percent of children receive age-appropriate complementary feeding, and 39.1 percent children ages three to four are developmentally on track, which raises concerns about the preparedness of these children for formal schooling and their overall cognitive and social development. 5. Pakistan is grappling with a significant challenge in educational attainment, as evidenced by the high incidence of learning poverty. Learning poverty in Pakistan stands at 80 percent,1 with 34.1 percent of children being out of school and 65 percent of those in school unable to read at the appropriate level by the end of primary education. Pakistan has the region’s second highest learning poverty rate after Afghanistan. The indicator for Pakistan has likely worsened since 1 World Bank. April 2024. Pakistan Learning Poverty Brief Pakistan. Page 1 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) the pandemic2 and the devastating floods of 2022. Despite recent strides in lowering the percentage of out-of-school children (OOSC) from 44 percent in 2016–17 to 39 percent in 2021–22, the absolute number has increased from 22.02 million to 26.21 million due to the inability of the sector to keep up with the high population growth. Although subnational estimates of learning poverty are not available, it is likely that Balochistan's learning poverty rate exceeds the national average. This is due to the higher proportion of OOSC and the relatively low educational quality. 6. Over 2.9 million children (58 percent) in Balochistan are not in school, with 45 percent of them at primary level.3 The issue of OOSC in Balochistan presents a multifaceted challenge, exacerbated by various factors, including limited access to education facilities and low penetration of early childhood development and ECE for school readiness. Overall, based on the skewed nature of distribution, one in four schools doesn’t have a road within a 1-kilometer (km) radius, with the situation being much worse in rural areas; this poses a considerable hurdle for many children in accessing educational opportunities. The accessibility of public schools has worsened since the floods of 2022. Before the floods, about two out of three public schools were at a distance of more than 20 minutes of travel time; estimates now suggest that this figure has increased to 97 percent, indicating worsening of school accessibility.4 There are 15,270 schools in Balochistan, of which 81 percent (12,286) are primary schools. 7. Despite the improvements in gross enrollment rates at primary level in the province over time, it is still much lower when compared to the national average, especially for girls and children with disabilities (CWD). The enrollment rates in Balochistan increased from 53 percent boys and 37 percent girls in 2016 to 63 and 46 percent, respectively, in 2020. However, enrollment rates remain low compared to international standards and in relation to Pakistan’s average (which suggests that one in three children are not enrolled). Particularly concerning is girls' enrollment in Balochistan, which has been consistently below the 50 percent mark for the past decade. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Education Monitoring Report 2019, CWD are two to three times more likely to be out of school than their non-disabled peers. In Pakistan, only 3.4 percent of CWD complete primary education, and a mere 1.4 percent complete secondary education. The number of students with disabilities reported in the Balochistan Education Management Information System (EMIS) is 1,753—or 0.16 percent of total enrollment—compared with 3.1 percent national average and 15 percent global average. 45.6 percent of students reported with disability are from the primary age group. There is a greater number of male students (61.7 percent) who have been reported as having a disability. At the primary level, 69 percent of schools are for boys, and only 25 percent are for girls. More than one-quarter of primary schools are single-room schools managing multiple levels of students in one classroom; of these, 70 percent are boys' schools, 22 percent are co-ed, and only 8 percent are girls' schools. 8. The legislative and regulatory framework for inclusive education in Balochistan is guided by several national and international commitments. At the national level, the Balochistan Compulsory Education Act of 2014 emphasizes the right to education for every child, making education accessible and compulsory. Additionally, the Balochistan Persons with Disability Act of 2017 aims to promote the rights and inclusion of persons with disabilities, ensuring equal opportunities, non-discrimination, and full participation in all aspects of life. In terms of international commitments, Pakistan has ratified several treaties, including the United Nations Convention on the Rights of the Child, which emphasizes the right to education for all children, regardless of their abilities or disabilities; and the United Nations Convention on the Rights of Persons with Disabilities, which aims to promote the rights and inclusion of persons with disabilities. To implement these commitments, the Government of Balochistan has established the Balochistan Child Protection Commission and the Balochistan Social Welfare Department, which work to promote inclusive education and protect the rights of children and persons with disabilities. 2 Geven, Koen Martijn, and Amer Hasan. 2020. Learning Losses in Pakistan Due to COVID-19 School Closures : A Technical Note on Simulation Results (English). Washington, DC: World Bank Group. 3 Pakistan Bureau of Statistics. 2023. Population Census 2023. Government of Pakistan. 4 Floods Dashboard. 2024. Page 2 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 9. Due to geographic remoteness and the limited number of public schools, the private sector offers significant potential for support, especially in urban areas. Overall, one in three public schools have a private school within a 2 km radius, and one in four public schools are located within 1 km of a private school. This figure increases in urban areas, with nearly half of public schools having one or more private schools within a 2-kilometer radius. Although private school coverage is low in rural areas, partnering with the private sector in urban settings presents a valuable opportunity. Private schools also cater to a large share of the population in Pakistan, with one in three children between the ages of 5–16 years of age attending private schools, and one in two in urban areas attending private schools. Younger cohorts are more likely to be in private schools. 10. Insufficient investment towards fostering children's readiness for learning, including in ECE, hinders Balochistan’s overall human capital development. Balochistan has an estimated population of 1.36 million children aged three to five, with approximately 14 percent enrolled in public schools and nearly 5 percent in private schools.5 There are 1,430 ECE classrooms in the province and only about 4.3 percent of the total budget of PKR 83 billion is allocated to ECE initiatives. In 2015, Balochistan introduced an ECE policy aimed at the four-to-eight age group, which remains rudimentary with limited guidance for ECE interventions and inadequate integration across the health, nutrition, and education sectors.6 Consequently, disparities persist in service delivery, hindering efforts to ensure quality ECE and exacerbating accessibility gaps between boys and girls. These shortcomings underscore the urgent need for improvement and increased investment in both policy and service delivery mechanisms in Balochistan. 11. The overall strategy to address this crisis in the province requires targeting both access and quality. To improve access, a range of complementary initiatives may be effective, including the innovative use of existing school infrastructure through public-private partnerships (PPPs), supported by transportation arrangements and education stipends to enhance access and demand. Management of non-functional and shelterless schools could be outsourced to the private sector, while overcrowding and multigrading in single and two-classroom schools can be mitigated by distributing students into multiple shifts. Currently out of a total of 15,270 schools, 1,910 schools are shelterless7 and 3,152 schools are non-functional.8 To deliver quality education, teacher training needs to be redesigned, expanded, and focused on all education levels. Finally, prioritizing foundational learning at the primary and pre-primary levels, with an emphasis on literacy, expanding ECE, and teaching at the right level, are essential to improve school readiness. 12. The regulatory framework for PPPs in Balochistan is overseen by the Directorate of Education Schools (DoES). DoES took over the responsibility of registering and regulating the private sector under the Balochistan Private Educational Institutions Registration, Regulation and Promotion Act from the Balochistan Education Foundation (BEF) in 2022. The private education sector in Balochistan, similar to the rest of the country, is diverse, encompassing high-end chains, low-fee non-governmental organization-run institutions, Deeni Madaris (religious schools), PPP schools, and schools operated by individuals. It is estimated that there are some 2,200 private schools in Balochistan, with most of them in urban areas; however, the exact distribution of these institutions is not known. 13. Limited access to education poses the primary challenge for Balochistan; however, simply improving access will not address low education outcomes in the province across all levels of education. Even when children attend school regularly, they are not learning at par with their peers across the world and are not able to meet basic grade level standards. Data from the Global Education Policy Dashboard Survey (GEPD), conducted with a representative sample 5 Public enrollment statistics are from the Annual School Census of each province. Private enrollment statistics are computed based on the share of the population that reports being enrolled in a private school. The number of ECE teachers and classrooms is estimated based on the figures reported for the primary level in each province's Annual School Census. 6 Many primary schools have a traditional “kachi” class where preprimary school children are grouped. Some primary schools will have more established ECE programs based on a structured curriculum built on ECE’s modern precepts; however, these schools are a minority. 7 A shelterless school is a school that operates without a formal building or physical structure. Classes take place outdoors, often under trees or in open spaces, with no basic facilities such as toilets and clean drinking water. 8 EMIS. Balochistan Education Statistics 2023–2024. Page 3 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) of schools in Balochistan, reveals that many Grade 1 and Grade 4 students are unable to meet basic Grade 1 standards, such as letter recognition, word recognition, and number recognition. In Grade 4, one in four children still struggle to identify letters presented out of order, which is only slightly better than the letter recognition skills seen at the Grade 1 level. In terms of word recognition, even at Grade 1, two out of three children cannot recognize a word, and by Grade 4, one in four still cannot do so. Listening comprehension is also concerning, with fewer than one-third of children demonstrating proficiency. Reading comprehension is particularly alarming, as only 1.2 percent of Grade 4 students are proficient. In numeracy, nearly one-quarter of children cannot recognize numbers by Grade 4. At the Grade 1 level, a significant number of children cannot compare two numbers; and by Grade 4, fewer than one-half can compare multiple numbers, which is the expected skill level at that stage.9 14. There is a shortage of qualified teachers in Balochistan. The government has not hired any new teachers since 2019 and has an average of 300 teachers retiring each month. The hiring of 9,000 teachers was initiated in 2024 and is expected to be completed by mid-2025. At Grade 4 level, the sample-based survey reveals that 72 percent of the teachers are in multigrade setting; the problem is much worse in rural areas, where 82 percent of the Grade 4 teachers are in a multigrade setting. The prevalence of multigrade classrooms, where children ranging from ages three to eight are grouped together, is a common challenge observed at both preprimary and primary levels. Coupled with overcrowding in some places, these conditions create significant hurdles for teachers, hindering effective instruction and personalized learning experiences for students. Distribution of existing teachers is also inequitable with high concentration in urban areas. Out of the 15,168 schools, 65 percent of the schools have two classrooms or more and hence may have the ability to enroll students in multiple shifts, yet only 42 schools currently practice double shift in the province. 15. Primary-level teachers exhibit low content knowledge and pedagogical practices due to low quality continuous professional development (CPD) programs and a lack of teacher support and mentorship programs. Teachers demonstrate low to medium-low levels of classroom quality standards (aspects such as classroom culture, teacher instruction, and socio-emotional skills). According to the GEPD survey, primary school teachers fare worse, with most scoring within the medium-low range on the TEACH quality standard bands. The current programs fail to provide the mentoring and support that teachers require to improve children’s ability to read and perform numeracy. Existing teacher training programs have failed to produce a discernible impact on student learning outcomes. Addressing these challenges is crucial to enhancing the quality of education and ultimately improving student achievement levels. GEPD data also shows that less than one-half of the teachers report having their classroom visited or observed, and when classrooms are visited, it is usually for monitoring purposes and the observation time is less than 10 minutes. This suggests that teachers are not receiving the mentorship and support that they need for improving teaching practices. 16. The GRADES-Balochistan Project is relevant to the Balochistan Education Partnership Compact 2024-2028 (BEPC), a strategy to improve learning outcomes at the ECE and primary levels. BECP was developed with broad stakeholder participation, including the Local Education Group and its sub-technical working group, and was approved by the School Education Department (SED). The Local Education Group and the Compact Task Team jointly completed the enabling factors analysis identifying key challenges, opportunities, and priorities in the education system in Balochistan. BEPC identifies “transforming the education system in the province through improving learning outcomes at the ECE and primary levels” as the focus to direct joint efforts led by the government and supported by development partners. It underlines the importance of combined efforts aimed at improving access to primary and ECE schooling, foundational learning of children, and teachers’ professional development aligned with effective management and governance systems. These reform areas address key challenges in access, equity, inclusion, and quality, building upon the Balochistan Education Sector Plan 2020-2025. In addition to GRADES-Balochistan, the World Bank will support 9Primary grades in Pakistan are 1–5. The National Achievement Test will shift from testing Grade 4 to testing Grade 5 as end of primary in the National Achievement Test (NAT) of 2025. Page 4 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) BECP through the System Transformation of Early Education Project (STEP-Balochistan, P507717). STEP-Balochistan is a grant of the Global Partnership for Education that aims to improve access and learning environments for girls and boys at early childhood education and enhance reading and numeracy proficiency at primary levels in project- supported schools. The project involves developing a new, all-inclusive ECE curriculum, updating the ECE pedagogical guide, and creating age-appropriate, gender-responsive learning materials. Additionally, STEP-B will expand access to quality ECE by constructing and rehabilitating ECE rooms in selected districts, prioritizing areas with high poverty and out-of-school children. II. PROJECT DESCRIPTION A. Project Development Objective 17. The Project Development Objectives (PDO) are to increase girls’ and boys’ enrollment in pre-primary and primary grades, and improve reading and numeracy proficiency in primary grades, all in Project-supported schools. B. Theory of Change and PDO Indicators • Improved reading proficiency of children in Grade 2 in Project-supported schools (percentage, disaggregated by gender). • Improved numeracy of children in Grade 2 in Project-supported schools (percentage, disaggregated by gender). • Improved reading proficiency of children in Grade 5 in Project-supported schools (percentage, disaggregated by gender). • Increased enrollment in Project-supported ECE classrooms (number, disaggregated by gender). • Improved numeracy of children in Grade 5 in Project-supported schools (percentage, disaggregated by gender). • Increased enrollment in Project-supported primary schools (number, disaggregated by gender). 18. The GRADES-Balochistan Project's theory of change is centered on addressing the key challenges, including limited access to quality education at pre-primary and primary levels, insufficient teacher recruitment and development, and low learning outcomes. The Project will enhance school readiness through quality ECE by providing in-service training of teachers, refurbishing classrooms, and providing essential teaching and learning materials. This will create a strong foundation for children’s cognitive and social development, preparing them for primary education. To address the shortage of infrastructure and reliance on multigrade teaching, the Project will introduce double shifts and establish PPPs and community schools in underserved areas. Along with transportation services and the construction of climate-resilient classrooms with updated water, sanitation, and hygiene (WASH) facilities, the Project will create safe and conducive learning environments and ensure that more children, especially girls, have access to education. Additionally, the Project will implement a CPD model for teachers, improving classroom pedagogy and ensuring that teachers are well-equipped to deliver quality education. The Project aims to improve teacher recruitment and career management, particularly for female teachers, by creating a teaching cadre and reconsidering the incentives for teaching in underserved areas and by implementing a scholarship program for 400 female high-school graduates to pursue a teaching degree and return to Balochistan. The specific activities, expected outputs and outcomes, and the logic of the results chain are detailed in Table 1. 19. The Project is expected to have a transformational and long-lasting impact through innovative, targeted, and results-based financing of some critical interventions. It will incorporate seven Performance-Based Conditions (PBCs) to support the introduction and institutionalization of key mechanisms, ensuring the sustainability of core interventions. The expected long-term impact of the Project will include a teaching cadre with clear rules for career progression, comprehensive teacher professional development, increased school capacity through double shift introduction and a more efficient use of resources, and improved foundational literacy in primary. To support CWD, the Project will incorporate Universal Design for Learning (UDL) principles in teacher training and curriculum Page 5 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) development. Specifically, the Project will: (i) provide accessible infrastructure, including ramps, elevators, and adapted classrooms and WASH facilities; (ii) train teachers on disability awareness, inclusive education, and UDL principles; (iii) develop individualized education plans for CWD and provide assistive technology and devices; and (iv) conduct awareness campaigns to promote inclusive education and disability rights. These interventions will ensure that CWD have equal access to quality education and opportunities for empowerment. 20. The Project’s success will rely on the continued strong commitment and support from the Government of Balochistan, particularly in policy implementation and resource allocation. Effective collaboration with key stakeholders—including local communities, educators, and parents—is crucial for successfully executing project activities. The Project assumes a stable socio-political environment in Balochistan, with no significant disruptions to ensure uninterrupted implementation. Robust monitoring and evaluation mechanisms will track progress, allowing for necessary adjustments to achieve desired outcomes. Additionally, the availability of an experienced and well- staffed implementing agency will be essential for ensuring smooth implementation and achieving the expected results. Table 1. Theory of Change Challenges Activities Outputs Outcomes PDO Component 1: Getting Results Agenda Low school readiness Refurbish classrooms and Improved learning Enhanced ECE due to insufficient equip with furniture and environments in 3,000 ECE enrollment investments in ECE teaching and learning classrooms (PBC 1) materials Shortage of Introduce and scale up 30 PPPs and 60 community Increased primary infrastructure and PPP models and double schools established enrollment including reliance on multigrade shifts for girls and CWD Double-shift policy developed teaching Increase girls’ Establish primary level and implemented in schools PPP funding is and boys’ Low foundational community schools in (PBC 2) reflected in the enrollment in literacy and numeracy underserved areas provincial budget (PBC pre-primary levels at the primary 3) and primary level Teacher CPD program for Teachers have improved Improved school grades, and ECE and primary levels pedagogical skills, more efficient readiness, learning improve that includes coaching in their teaching, and supported outcomes of children, reading and and mentorship by the system as measured at Grade numeracy 2 and Grade 5 proficiency in primary Improved classroom (Grades 1–5) Implement a CPD model 5,000 ECE and Primary teachers pedagogy measured Inadequate teaching for ECE and primary enrolled in CPD and trained (PBC through standardized quality at both ECE teachers 5) surveys and primary levels and shortage of female 400 high-school female CPD program funding Develop and adopt a teachers in rural and graduates pursued teaching included in the teacher recruitment and underserved areas degrees and took teacher recurrent provincial career management positions in remote schools education budget policy and a scholarship (PBC 6) (PBC 4) program for girls Page 6 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Component 2: Expand Access to Education Barriers to education Construct climate- Improved learning Increase girls’ and access due to resilient and disability- environments in selected boys’ enrollment rates infrastructure gaps, responsive classroom and schools in pre-primary and distance, security boundary walls, enhance primary grades, and issues and cultural WASH facilities, provide improve reading and barriers learning materials numeracy proficiency in primary (Grades 1– Develop safe transport Dedicated transportation routes 5) services for children at available and subsidized for the primary level female students and CWD Implement parental Increased parental engagement awareness and in their children’s learning educational programs for journey pre-primary and primary level children. Component 3: Technical Assistance, Evaluation and Project Implementation Weak institutional Conduct a functional SED conducts impartial reviews Improved education capacity for education review of SED and of its affiliated departments, planning, monitoring planning and strengthen its capacity tracks project progress and evaluation (M&E), implementation and data systems and service delivery Critical Assumptions: (i) continued strong commitment and support from the Government of Balochistan; (ii) effective collaboration with key stakeholders; (iii) stable socio-political environment in Balochistan; (iv) robust monitoring and evaluation mechanisms; (v) availability of an experienced and well-staffed implementing agency. C. Project Beneficiaries 21. The primary beneficiaries of the GRADES-Balochistan Project are the children of Balochistan, particularly those in ECE and primary grades. The Project will benefit 240,000 students of ECE and primary age, of which at least half are female, by enhancing enrollment and improving their foundational literacy and future learning outcomes. This represents 30 percent of the current ECE and primary student population. The Project will support 5,000 teachers through CPD programs, equipping them with the necessary skills and knowledge to deliver effective education services. The Project also includes scholarships for 400 female students assisting them to pursue teacher pre-service education. They will return and teach in assigned schools and serve as mentors to other teachers, contributing to the region's sustainability and quality of education. The Project will target parents, providing them with strategies and tools to support their children's foundational literacy and numeracy at home, thereby fostering a holistic learning environment. Furthermore, the Project will undertake sensitization of communities, especially parents and siblings, on inclusive education, promoting acceptance and support for CWDs. The Project targets all districts in Balochistan. D. Project Components Component 1: Getting Results Agenda (US$29.72 million) Page 7 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 22. This component supports Balochistan’s education reform agenda with interventions that will improve access to and quality of education in ECE and primary levels and lay a strong foundation for lifelong learning and holistic development of children. 23. Enhance School Readiness through Quality ECE (US$4.92 million). The Project will support scaling across the province the updated ECE curricula, teaching and learning materials, and teacher training that the Government of Balochistan is developing and are expected to be ready by December 31, 2025. GRADES-Balochistan will use the feasibility study from STEP-Balochistan on suitable alternative models for access to quality ECE in Balochistan to expand the service delivery through non-public actors. Early childhood cognitive, social, and emotional development will be tracked as measured through established ECE assessment tools. The financed activities will include the establishment of new ECE classrooms, the provision of ECE kits to new and existing ECE classrooms and teacher training on the new ECE curricula, distribution of teaching and learning materials, refurbishment of ECE classrooms and provision of furniture, printing of textbooks and learning materials. 24. Introduce double-shift to enhance access at the primary level (US$2 million). The Project will finance the development of the guidelines, procedures and qualification criteria for implementing the double shift in existing schools. GRADES-Balochistan will conduct a feasibility study to assess the primary schools with a minimum of two classrooms (which are 65 percent of the total number of schools) for second shift introduction to break the multigrade classrooms and accommodate a larger number of students. The Project will also finance the provision of training for the qualified teachers who cover a second shift, including the provision of teacher learning materials, and improvement of classrooms to adopt the double shift use, such as equipment and furniture, ensuring that students in both shifts receive a quality education. The recruitment of additional teachers will be the responsibility of the government and teacher salaries will not be funded by the Project. The government has recently amended the teacher hiring rules, allowing for contract hiring (as opposed to open-term civil servants contracts), which permits for a more expedient staffing of schools. Schools that adopt the double shift will be prioritized for infrastructure upgradation. Schools that adopt the second shift should expect an influx of students who have been out of school for prolonged periods of time and who will need additional support. For this, the Project will fund remedial programs as extracurriculars on school premises to close the learning gap of students. 25. Private sector management of government schools through PPPs (US$4.73 million). The Project will target improved access and quality of education through the establishment and scaling up of PPPs. The Project will leverage the 2021 PPP framework and will support the Government of Balochistan to launch some of the first PPPs in education as per the technical and financial model developed by the Balochistan Public Private Partnership Authority (B-PPPA). The Project will support the government in the establishment of PPP schools through the provision of PPP School Grants to Private Partners, and provision of technical assistance to the Project Implementing Entity to develop clear performance metrics and accountability mechanisms, capacity building programs to enhance the skills of the government officials in managing and overseeing PPP agreements. The private partners will be selected by the SED competitively, based on their proven track record of delivering education outcomes in partnership with the government. Finally, the Project will establish a robust monitoring and evaluation system to track progress, assess impact, and make necessary adjustments to the PPP arrangements. The schools will be selected based on the criteria developed by SED and District Education Officers, which will also assess their compliance with the Project’s Environmental and Social Management Framework 26. The Project will also support the establishment of basic community schools for the primary level by engaging the local communities in school management (US$3.27 million). Specifically, the Project will support the provision of Community School Grants to BEF and/or the community school’s implementation partners to establish basic community schools for primary level. Community schools will be established in partnership with BEF and/or non- governmental organizations and in rural and underserved areas where at least 20 students can be mobilized. Parent Teacher School Management Committees (PTSMC), composed of residents, will be pivotal in managing the schools; Page 8 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) they will be responsible for hiring qualified teachers, maintaining financial records, and monitoring student attendance. The Project will also support the provision of training to PTSMCs for ensuring efficient school operations, including the necessary supplies. The community is expected to contribute land for the construction of the school. The Project will support the operational expenses of community schools for the life of the project, after which the Government of Balochistan is expected to take over. 27. Strengthen and expand CPD for ECE and primary (US$6.8 million). This initiative aims to improve teacher quality, crucial for learning outcomes, through a province-wide CPD rollout for ECE and primary. The Project will fund a CPD program at the Provincial Institute for Teacher Education (PITE) to support teachers with mentorship, coaching, and updated pedagogical tools and methodologies. This will also support the professional development of newly inducted teachers. The goal of CPD will be to enhance teacher skills on pedagogical methods most suited for enhancing students’ ability to read. The Project will support a CPD Learning Management System (LMS) platform/ digital material that would offer access to an array of teaching and learning materials to enhance teachers' instructional practices and support student learning. The LMS will include bite-sized videos and assessments to enable self-paced learning covering classroom delivery and subject-specific knowledge building for teachers, scripted lesson plans in line with the textbooks, and tools that allow teachers to generate and grade assessments. The CPD will support teacher coaching through classroom observations. GRADES-Balochistan will explore two mentorship approaches—school- based headteacher-led vs. subject-teacher-led, informed by an ongoing Data and Research in Education Trust Fund evaluation. Remote in-service training will be enhanced via technology and regular opportunities for teachers to collaborate and solve problems inside and across school clusters by forming local teacher hubs. The World Bank’s TEACH and COACH tools will be employed to assess teaching quality and improve the program's performance. 28. Improve Teacher Recruitment and Career Management and Supply of Qualified Female Teachers (US$8 million). The Project will support the government to develop and implement a comprehensive teacher recruitment and career management policy. Current recruitment practices incentivize teachers to take positions in relatively better functioning urban schools and divert teachers away from remote, non-functioning schools where they are most needed. The amended policy will revisit the incentives for teacher assignments and introduce the teaching cadre with formalized grades and rules of promotion. This Project also aims to reduce the gap in number of female teachers in Balochistan and address a key constraint for girls’ schooling and retention by financing scholarships for female high- school graduates to pursue degrees at universities in Pakistan. Upon completion of their studies, female graduates will be required to teach at assigned schools for a minimum period. The purpose of the scholarship program is to create a pipeline of qualified female teachers for the underserved areas where girls’ enrollment is low and thereby uplift the education landscape in Balochistan. While the Project will provide the opportunity to pilot this with 400 teachers, it will also explore pathways for sustainability and scaling. One potential pathway is the Out of School Children Support Fund of Balochistan, a performance-based endowment fund managed by SED. The Challenge Fund could potentially create a scholarship window for future female students in the province. Component 2: Expand Access to Education (US$63.28 million) 29. This component focuses on increasing opportunities for all students to enroll and participate in quality education programs by addressing barriers to access and ensuring equitable resources and support for ECE and primary level education. Subcomponent 2.1: Climate-Smart Classrooms for a Sustainable Expansion of the School System (US$59.88 million) 30. This subcomponent will fund construction and rehabilitation of classrooms, including low-cost climate-smart features and climate change mitigation measures, to accommodate a large number of students, reduce overcrowding and multigrade, and increase access to ECE for girls and CWDs. This subcomponent will also include the provision of: (a) WASH facilities (new or upgraded); (b) furniture that can be adapted for accommodation needs, such as being flexibly arranged, accessible wheelchair ramps, and handrails; and (c) basic school supplies and learning Page 9 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) materials. It will incorporate low-cost climate-smart features, such as heat insulation, maximization of natural ventilation and natural light, raised plinths, reflective roofs, and climate change mitigation for schools, such as water conservation fittings, tree planting/afforestation on school grounds, and solarization of schools. This subcomponent will prioritize the schools that adopt the double shift and girls’ and co-ed schools that can enroll more girls. Other selection criteria will include: (i) missing facilities; (ii) overcrowding and multigrade; (iii) suitability for double shift conversion; (iv) population density; and (v) geographic remoteness, amongst others. Shelterless schools in underserved areas will be provided with essential facilities, including two classrooms and two toilets with handwashing stations. The Project will utilize the RIGHT+ approach10 for decisions on the improvement of physical learning environments. Subcomponent 2.2: Strengthen Parental Engagement (US$1.4 million) 31. GRADES-Balochistan will fund the design and implementation of a program to engage parents and communities in improving foundational literacy of children, including distribution of learning resource packs, and an impact evaluation of the added value of parental engagement in ECE and primary education initiatives. A vast body of research has linked literacy-related features of the child’s home environment to the successful acquisition of literacy and language skills. These features include the presence of a range of reading materials in the home and the practice of literacy activities by the child and their family. Engaging in literacy activities such as reading storybooks or playing with print material as a source of entertainment has been found to be predictive of early literacy competence. By sharing books, singing songs, and drawing pictures with their children, parents provide direct literacy and language experiences to their children. Similarly, verbal interaction between parents and children appears to be strongly linked to early language and literacy development. The activities will also cover inclusive education to value diversity and promote literacy skills for all children, regardless of their abilities. By promoting inclusive education, GRADES-B encourages parents to create an inclusive home environment that fosters early literacy competence, including for CWD. 32. This subcomponent will support SED in designing and implementing a program to engage parents and communities in improving the foundational literacy of children. The program will include activities that will empower both literate and non-literate parents to actively participate in their children's learning by providing them with practical strategies and activities to support literacy development at home, based on their literacy level. In the low-literacy environment of Balochistan, the program will focus on oral language development and everyday activities that promote reading readiness. When combined with effective materials, these verbal interactions can be leveraged for improving phonemic awareness and decoding ability in children, both of which are vital for literacy development in a child. 33. The program will target parents of pre-primary and primary school children who currently lack access to such programs. In communities where ECE and primary classrooms will be introduced, this model will also support parents and home-based caregivers, including those caring for CWD, by providing training and resources to continue play and learning activities at home, thereby improving children's reading skills. The PTSMCs will serve as a forum to identify families and children who would benefit from these playgroups and nominate and select facilitators to lead parent training sessions. The facilitators will receive training in a uniform manner to deliver the intervention to parents. The first step will involve identifying relevant groups of parents or caregivers of no more than 10 children per group, who will attend the ECE classes in the newly constructed classrooms. In some communities, both parents will be engaged; in others, only the primary caregiver will be involved. The goal of this will be to understand if the engagement of household members beyond the primary caregivers can provide additional benefits. 34. Parents will receive learning resource packs as part of the program designed to support children of all abilities. 10Enhancing Resilient Infrastructure through Inclusive Design is a World Bank initiative that provides actionable strategies to enhance the inclusivity and resilience of infrastructure operations. The focus is on integrating inclusivity into infrastructure planning and execution to better address the needs of vulnerable populations, including women, persons with disabilities, and marginalized communities. Page 10 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) These packs will be curated in the early stages of the Project, based on guidance from the Read@Home, Early Learning Resource Network, and existing locally developed materials. Facilitators, identified and locally recruited by the PTSMCs in each group/community, will be trained and equipped with these materials to prepare parents for interacting with their children using these resources. Parents will be trained to use locally available materials to engage in simple and practical learning activities with their children. Facilitators will hold monthly meetings with parents over the course of one year, including provide guidance on learning for CWD. The learning kits will follow a sequential learning path, each building on the previous one. During these sessions, parents will also interact with each other, sharing experiences and lessons on how they utilized the materials and engaged their children. Parents will be asked to rate and track their child's perceived learning progress. 35. Facilitators will teach parents how to use the materials to engage their children effectively and will incorporate inclusive education principles. This will include teaching parents to tell stories, sing songs, and play simple games that support literacy and numeracy skill development, with consideration for CWD. The facilitators will also train primary caregiver on practices related to how to engage other caregivers in the household. The program will also include community-based activities such as reading clubs, book banks, and reading festivals to create a supportive literacy environment. Additionally, the Project will enlist and train local volunteers to lead these sessions, ensuring community ownership and sustainability. By involving parents and providing them with the necessary tools and support, this intervention aims to create a strong home learning environment that complements school efforts and ensures children in Balochistan achieve reading fluency early in life. 36. The impact evaluation of this program will focus on assessing the added value of parental engagement in ECE and primary education initiatives, as well as impact on CWD. The evaluation will include three treatment arms and one control group: one with access to ECE/primary education alone, one with parent engagement alone, and one combining these two. The goal is to assess the added value of parental engagement in terms of improvements in parental awareness, engagement in their child's development and education, including CWD, perception of their child's learning, and the child's learning outcomes. Data on these metrics, expectations about their child’s mid-term performance, and other outcomes such as parental time use, will be collected through household surveys in both treated and untreated communities. By comparing the two treatment arms, the evaluation will provide insights into how much additional benefit parental engagement brings to children's educational development in Balochistan. The evaluation will be jointly conducted in collaboration with the World Bank Pakistan Data and Evidence Lab. Subcomponent 2.3: Safe and Affordable School Journeys for Girls (US$2 million) 37. This subcomponent focuses on overcoming barriers to girls' education in three key aspects: (i) reducing the cost of transportation, making it more affordable for families; (ii) ensuring reliable transport options are available to girls; and (iii) promoting safety by using vetted drivers and limiting passengers to other women. The World Bank is conducting a study (to be completed by August 2025) to assess the feasibility and design of a transportation intervention aimed at improving access to education for girls in Balochistan. The study is looking at the current transportation challenges faced by students, particularly girls, and will propose solutions to address these barriers. The study involves a spatial analysis of existing data, an assessment of the availability of transportation services, and an analysis of the demand for transportation services. The study will also develop recommendations for safe, reliable, and cost-effective transportation options tailored to the needs of students in different geographic areas, explore the feasibility of implementing subsidized transportation services, and suggest measures to ensure the sustainability and long-term viability of the proposed solutions. The transportation services will be available to other vulnerable groups as well. 38. The subcomponent will fund two main activities: (i) the support of school transportation services in the Selected Districts; and (ii) the provision of subsidies for such transportation costs for girls to enhance girls’ access to education. Target districts will be selected based on a high proportion of out-of-school girls, marginalization, and high incidence of poverty. The selection process will be refined through detailed surveys of vulnerable populations and Page 11 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) local transportation availability. The focus for selecting school beneficiaries will be on determining transport routes that improve access to schools receiving investments for additional classrooms under the Project, thereby maximizing the overall impact. The Project will cover a significant share of transportation costs, with parents contributing the remainder. After Project closure, the government will assume the cost by supplementing the cluster and school budgets. The level of subsidy will be determined through a survey of households that is part of the above-mentioned study. This study will also inform the relevant distance threshold and the need for female chaperones. The Project will leverage existing transport service providers, with PTSMCs signing and monitoring contracts with vetted local transport providers, ensuring safety and service standards. 39. The subcomponent will include an impact evaluation of the pilot transportation services to compare the impacts of providing access to transportation (via different modes of transport interventions detailed in (i) and (ii) above) versus increasing the capacity of schools. This evaluation aims to determine which approach is more effective in reducing the number of OOSC, particularly girls and vulnerable groups, in remote and geographically challenging areas such as those of Balochistan. The Project will increase access to schooling by implementing access interventions like double shift, community schools, and the building of new classrooms in some communities while providing transportation access in others. This will help assess the cost-effectiveness of improving transportation access or bringing schools closer to children in such contexts, and how impacts may differ between boys and girls. The evaluation will also look at how perceptions of security and wellbeing are impacted by these interventions. The impact evaluation will be jointly conducted with the World Bank Pakistan Data and Evidence Lab, with data collection and baseline and endline surveys being conducted through Component 3 of the Project. Component 3: Technical Assistance, Evaluation and Project Implementation (US$7 million) 40. This component will fund support for the Project implementation, monitoring, including third party monitoring, management and communication, supervision and monitoring of environmental and social requirements, and development of a capacity building plan with annual implementation targets. The existing Project Management Unit (PMU) that is managing BHCIP will be strengthened to support the implementation, while supervision and monitoring will ensure compliance with environmental and social (E&S) requirements during classroom construction. It will also support management of risks through awareness raising on child protection issues, community mobilization and local monitoring of civil works, and oversight of transport service providers. A functional review of the SED will be conducted, followed by the development of a capacity-building plan with annual implementation targets. In addition, capacity-building support to PITE and the Balochistan Assessment and Examination Commission that was initiated under the Balochistan Human Capital Investment Project (BHCIP, P166308) will continue under GRADES-Balochistan. School and community surveys will be conducted to capture changes in teachers’ knowledge and practices, student learning outcomes, school systems and community involvement. 41. The student learning outcomes on literacy and numeracy for Grades 2 and 5 will be captured at baseline, midline, and endline using the National Achievement Test (NAT), which will be administered to a sample of Project schools. These schools will be selected based on the relative weight given to various interventions and their overlap. The first round of testing will be conducted in 2026 to establish the baseline, followed by the midline in 2028 and the endline in 2030. This phased approach allows for a comprehensive assessment of the Project's impact over time, ensuring that any changes in student performance can be accurately tracked and analyzed. 42. In addition to testing student outcomes, data will also be tracked on student attendance and the year they joined the school. This will help disentangle the impact of bringing OOSC into the system, which could potentially lower learning outcomes. By monitoring attendance and enrollment patterns, the Project can better understand the dynamics at play and make informed decisions to support these students effectively. Furthermore, enrollment data, disaggregated by gender, will be captured every year at the start and end of the school year. This detailed tracking will provide valuable insights into gender-specific trends and help identify any disparities that need to be addressed. Page 12 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Overall, this comprehensive approach ensures that the Project can monitor and evaluate the effectiveness of its interventions over time, providing valuable insights into both student performance and attendance trends. Component 4: Contingent Emergency Response Component (CERC, US$0 million) 43. Provision of immediate response to an Eligible Crisis or Emergency, as needed. 44. Lending Instrument: The lending instrument is Investment Project Financing (IPF) with PBCs, with US$29.72 million of total financing allocated towards the achievement of PBCs to create suitable incentives for results in the following priority areas: • PBC1: ECE classrooms supplied with appropriate ECE kits and learning materials (US$4.92 million). The Project will aim to improve ECE quality, which is crucial for enhancing school readiness and long-term educational outcomes. By investing in quality ECE, the Project will provide young children with a strong foundation in cognitive, social, and emotional skills, thereby increasing their chances of success in primary education and beyond. The Project targets at least 3,000 ECE classrooms. • PBC2: Double-shift policy introduced (US$2 million). The Project aims to increase access to education through efficient resource utilization by introducing the second shift in existing primary schools to expand access to education. This approach will maximize the use of existing infrastructure, thereby accommodating more students without the need for new construction. By implementing double shifts, the government will reduce overcrowding and improve the learning environment, increase enrollment rates, and ensure equitable access to quality education in Balochistan. This PBC targets at least 900 schools adopting the double-shift. • PBC3: Private sector management of government schools through PPPs (US$4.73 million). The Project will support the Government in establishing a partnership with the private sector and bring in private sector expertise, innovation, and resources to complement public efforts in education. This approach is expected to improve the efficiency and effectiveness of service delivery, thereby increasing enrollment rates and improving learning outcomes. • PBC4: Basic community schools established (US$3.27 million). The Project will provide access to education in remote and underserved areas by partnering with communities to establish 60 basic community schools. • PBC5: Teachers participating in CPD (US$6.8 million). The Project will target improved pedagogy and classroom experience in ECE and primary. Investing in CPD will equip teachers with the necessary skills and knowledge to deliver effective and engaging instruction, thereby improving student learning outcomes. The Project will build the capacity of the PITE and other stakeholders for continued support to teachers beyond GRADES-Balochistan. • PBC6: Scholarships for female high-school graduates (US$6.8 million). Address the critical shortage of qualified female teachers by establishing a scholarship program for 400 high school graduates to pursue a teaching degree. The beneficiaries will be contractually required to teach in an assigned school in Balochistan for a period of time. • PBC7: Teacher recruitment and career management policy (US$1.2 million). Review the teacher recruitment and career management policy to ensure that the sector attracts and retains high-quality educators. 45. The GRADES-Balochistan Project will layer interventions for maximum impact. Schools with sufficient infrastructure will receive quality improvements through the introduction of quality interventions. For schools lacking necessary infrastructure, the Project will first create an enabling environment by introducing double shifts in schools with more than two rooms, implementing transportation interventions in schools with capacity, and establishing PPPs where expanding the public sector is challenging. In schools with fewer than two rooms, the Project will build additional classrooms, introduce double shifts, and add transportation components. Once the enabling environment is Page 13 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) established, quality interventions will be added. The Project's endline PDO indicator will be measured in a sample of Project-supported schools, with the sample weighted by the distribution of Project interventions to capture changes from various intervention pairings. Figure 1. GRADES-Balochistan Project Design E. Role of Partners Page 14 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Name of Partner Nature of Involvement /Description United Nations UNICEF is active in ECE and primary education in Balochistan through their current program Children's Fund that is funded by Global Partnership for Education and the European Union. UNICEF will (UNICEF) continue to invest in ECE and primary through the System Transformation Grant (2025-2029). The World Bank and UNICEF activities are coordinated as part of the Compact for Education. UNESCO UNESCO is developing the ECE strategy for Balochistan as part of System Capacity Grant. F. Lessons Learned and Reflected in the Project Design 46. The design of GRADES-Balochistan is influenced by experiences from the World Bank's involvement in the education sector in Balochistan, as well as other education projects nationally and internationally. The following observations shape the Project's design: • Structured pedagogy for teachers, which includes lesson plans, learning materials, and continuous mentorship support, is an intervention that has been proven to be cost-effective and based on strong evidence. These methods have shown to improve learning outcomes in different countries such as Kenya, Liberia, and South Africa. This approach is integrated into the GRADES-Balochistan design through the inclusion of CPD at scale for ECE and primary teachers. • Balochistan requires PPP models due to service delivery gaps and rapid population growth. With only 1,591 new schools built in the last five years, Balochistan is far from meeting the infrastructure needs of its education system. The public sector alone cannot meet this demand. Successful PPP models in Punjab, supported by the World Bank's Punjab Education Sector Project (P154524), increased both access and quality. For instance, the Punjab Education Foundation expanded from 1,406 schools with 544,210 students in 2009 to 7,589 schools serving 2,757,654 students by June 2022. • The design of the parental engagement program draws on valuable lessons from various international contexts and the Literacy Academy of the World Bank and UNICEF. • Alternative models can address service delivery shortcomings. Cost-effective strategies to improve education access include community schools in existing buildings, especially where children live far from schools. These schools increase participation and learning at a lower cost than constructing new ones. Community-run schools with community teachers have shown to improve enrollment and test scores, particularly for girls, as shown in the Smart Buys report. The proposed model under GRADES-Balochistan has demonstrated effectiveness in previous World Bank projects in the province, such as Promoting Girls’ Education in Balochistan (P128096), Balochistan Education Support Project (P094086), and Balochistan Education Project (P170305), where community schools were established through the BEF. They provide an alternative to government services in underserved and conflict-prone areas. The double shift system can also enhance access by utilizing existing infrastructure, a method tried under the ongoing Khyber Pakhtunkhwa Human Capital Investment Project (P166309). • Funding teacher salaries through Project funds is unsustainable. The delays in hiring teachers under the BHCIP project highlight this issue. GRADES-Balochistan will therefore focus on teacher training and quality, while the government will recruit new teachers and fund their salaries. • Implementation, monitoring, and evaluation arrangements consider the volatile security conditions in the province. Remote supervision using the GEMS model and third-party monitoring will be employed. Additionally, a comprehensive security management plan will be developed. Page 15 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) III. PROJECT IMPLEMENTATION A. Institutional and Implementation Arrangements 47. The SED will be the implementing agency of GRADES-Balochistan. SED has significant experience implementing World Bank operations, including the ongoing BHCIP; however, this is their first IPF project with PBCs. SED will strengthen the existing PMU of BHCIP to plan and manage the GRADES-Balochistan activities; monitor and report on progress, including fiduciary and safeguards requirements; and liaise with the World Bank and other development partners. The PMU, led by a project director, will include a sector specialist, an environmental safeguards specialist, a social safeguards specialist, an M&E specialist, a procurement specialist, and a financial management specialist. 48. The PMU will coordinate with and provide technical support to all the key stakeholders. This will include PITE for the implementation of the ECE and primary CPD program. This collaboration will involve both provincial and district- level PITE offices to ensure effective program delivery. Coordination with the Policy Planning and Implementation Unit (PPIU) will be crucial to address matters related to EMIS. B-PPPA, housed in the Planning and Development Department, will be a key partner for PPPs in education. The PMU will coordinate with the Transportation Department to implement subcomponent 2.3. 49. A Project Steering Committee (PSC) will be set up to provide strategic guidance and oversight. This will have representation from all the key stakeholders for the Project including Finance Department, SED, B-PPPA, and any other relevant department. The PSC will be chaired by the Additional Chief Secretary (Development) and will meet biannually or as needed. B. Results Monitoring, Evaluation, and Verification Arrangements 50. The PMU will be responsible for the overall M&E of the activities under GRADES-Balochistan. The progress against indicators will be determined through multiple sources, including EMIS, provincial and national assessments, and school and community surveys, ensuring that inclusive education principles are integrated throughout the indicators and their monitoring. The PMU will be responsible for reporting the progress to the World Bank and PSC on a biannual basis. A Third-party Verification (TPV) agent will be hired for monitoring and verifying PBC achievement. Monitoring of PBCs will follow detailed protocols specified in the PBC matrix in the Results Framework and Monitoring Section. The PMU will conduct regular sample-based verification of infrastructure activities and E&S safeguards compliance. The Project will use GEMS to leverage field-appropriate technology for remote supervision, enhancing the accuracy and transparency of the M&E process, particularly in areas with limited access due to security considerations. These tools and methods will also help enhance the accuracy and transparency of M&E. 51. The PMU will submit to the World Bank the annual work plan and budget for the Project approved by the PSC for each subsequent year, using a pre-agreed format, no later than January 31 of each year. No later than three months after submitting the annual work plan and budget, the SED will finalize and adopt it and will ensure that the PMU carries out the plan and budget. C. Disbursement Arrangements 52. Disbursement for the Project will be report-based. The PMU, on behalf of the government, will prepare and submit Interim Unaudited Financial Reports (IUFRs) within 45 days of the end of each six months. Disbursements in US dollars will be converted to Pakistani Rupees by the State Bank of Pakistan, and the local currency will be used for accounting. Funds for Component 1 will be transferred to the Provincial Consolidated Account 1 (Non-Food). Disbursements for the PBCs part of the Project will be based on the SED meeting pre-specified PBCs, verified by a TPV. Up to US$29.72 million will be available for reimbursement upon PBCs achievement, with the remaining US$70.28 million disbursed traditionally to a Designated Account (DA) that will be set up and maintained at the designated branch of the National Bank of Pakistan for IPF components. On an exceptional basis, advances against PBCs will be released and adjusted by Page 16 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) the Bank upon achievement of PBCs. The government will ensure timely budget allocation and release to meet PBCs for smooth Project disbursement and implementation. 53. For the traditional IPF components, funds will be disbursed to the DA based on six-month cash forecasts provided in IUFRs submitted within 45 days of the end of each semester ending March 31 and September 30. The Project will submit IUFRs in the agreed format within 45 days of the close of each semester. The Bank will document expenditures against advances disbursed in DA based on IUFRs. Withdrawal applications will be supported by IUFRs and Budget Execution Reports detailing expenditures in each agreed Eligible Expenditures Plan under Component 1 and expenditure reports for traditional IPF components. The project includes a provision for retroactive financing of up to US$ 120,000. This financing will cover eligible expenditures incurred prior to the signing of the loan agreement, ensuring that critical project activities can commence without delay. For the PBCs disbursement, the Project will report expenditure in code A01, A03, and A13 in the IUFR as expenditure under the Eligible Expenditure Programs (EEPs) from PBCs reimbursement. The budget and actual expenditures from the last two completed fiscal years under the EEPs from the SED budget are outlined in Table 2. Table 2. Budget and Expenditures under EEP FY23–24 FY2022-23 FY2023-24 Code OBJECT Budget - PKR Utilization - PKR Budget - PKR Utilization - PKR A01 A01-EMPLOYEES RELATED EXPENSES 50,565,598,910 49,865,797,924 61,155,823,480 61,095,704,448 A03 A03-OPERATING EXPENSES 5,161,269,956 3,939,454,891 4,346,073,993 4,152,245,730 A13 A13-REPAIRS AND MAINTENANCE 537,927,980 532,044,816 557,364,000 546,789,404 Grand Total 56,264,796,846 54,337,297,631 67,109,718,987 66,738,094,773 IV. PROJECT APPRAISAL SUMMARY A. Technical, Economic, and Financial Analysis 54. GRADES-Balochistan aims to improve access to and the quality of primary education. This economic analysis focuses on the Project's impact on these two critical areas, highlighting the anticipated benefits and justifying the investment. 55. One of the primary objectives of GRADES-Balochistan is to enhance access to primary education by constructing 1,300 new classrooms and rehabilitating 1,300 existing ones. This expansion is expected to accommodate more children, reducing the number of OOSC in Balochistan. By providing more children with access to quality education, the Project addresses a critical gap in the education system. Increased enrollment rates will lead to higher literacy rates and better educational outcomes in the long term. The economic benefits of this increased access are substantial. Children who receive quality primary education are more likely to succeed in subsequent educational stages, leading to higher educational attainment, better job prospects, and increased lifetime earnings. This, in turn, contributes to the overall economic development of the region by creating a more educated and skilled workforce. 56. In addition to improving access, GRADES-Balochistan focuses on enhancing the quality of education through comprehensive professional development of teachers. The Project plans to train 5,000 primary school teachers, equipping them with the necessary skills and knowledge to deliver high-quality education. Well-trained teachers are crucial for improving student learning outcomes, as they can employ effective teaching practices and create a conducive learning environment. The benefits of improved teaching quality are manifold. Enhanced learning outcomes for students lead to better cognitive and social development, which are essential for their overall growth and future success. Moreover, improved educational quality reduces dropout rates and increases the likelihood of students completing their education, thereby contributing to a more educated population. The economic impact of these improvements is significant, as better-educated individuals are more productive and can contribute more effectively to the economy. Page 17 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 57. The economic benefits of GRADES-Balochistan are substantial and justify the investment in the Project. By focusing on both access and quality with a strong emphasis on equity and inclusive education, the Project aims to create a sustainable and impactful improvement in the education system of Balochistan. The construction and rehabilitation of classrooms, coupled with comprehensive teacher training, will lead to increased enrollment rates and improved learning outcomes. These improvements will have long-term socioeconomic benefits, including higher productivity, increased earnings, and overall economic development, ultimately contributing to a more equitable and prosperous society. By addressing the disparities in education, the Project will help reduce the gaps in access and learning outcomes, promoting a culture of inclusion and social justice. 58. To assess the economic viability of the Project, we calculate the internal rate of return (IRR) based on the net benefits. The IRR is a critical metric that indicates the Project's potential to generate economic returns. The following assumptions are made for the IRR calculation: costs include the construction of 1,300 new classrooms, rehabilitation of 1,300 existing classrooms, and training of 5,000 primary school teachers. Benefits include increased enrollment rates leading to higher future earnings and improved learning outcomes resulting in better job prospects and productivity. Based on these assumptions, the IRR for the Project is estimated to be in the range of 16 percent to 21 percent. This range accounts for variations in the actual costs and benefits, as well as potential risks and uncertainties. The optimistic scenario (21 percent IRR) assumes more optimistic benefits and lower costs. This means that the Project achieves higher-than-expected improvements in enrollment rates, including through double shift at full capacity in Project supported schools, improved learning outcomes, and lower costs due to efficient implementation and cost- saving measures. 59. In the conservative scenario (16 percent IRR), we assume more conservative benefits and higher costs . This means that the actual increase in enrollment rates and learning outcomes might be lower than expected, and the costs of construction, rehabilitation, and training might be higher due to unforeseen challenges or inefficiencies. Overall, costs of construction in Balochistan is above the Pakistan average and it can be attributed to climate-smart features designed to withstand climate change impacts and seismic forces, and to protect against effects of disasters and extreme weather events. Climate-smart features, including maximization of natural ventilation and natural light, raised plinths, reflective roofs, water conservation fittings, tree planting and afforestation on school grounds, solarization of schools, WASH facilities for new toilets, adequate use of steel and concrete to withstand earthquakes contribute to the high costs. Given Balochistan’s geographic remoteness, transportation costs in rural areas factor into the overall higher costs. 60. Based on these, GRADES-Balochistan is a strategically important initiative that addresses critical gaps in access to and the quality of primary education. The economic analysis highlights the substantial benefits of the Project, justifying the investment and underscoring its potential to contribute to the long-term socioeconomic development of the region. By improving access to education and enhancing its quality, the Project aims to create a brighter future for the children of Balochistan and, ultimately, for the entire region. 61. Paris Alignment: The Project is aligned with the goals of the Paris Agreement on both mitigation and adaptation. The Project aligns with the country’s Nationally Determined Contribution by supporting adaptation and mitigation measures, including: (i) building climate-smart classrooms; (ii) afforestation in schools to support Nature- Balochistanased Solutions; and (iii) using elevated school designs in flood-prone areas for increased disaster resilience. It also adheres to Pakistan's National Climate Change Policy by focusing on climate-resilient infrastructure and enhancing provincial planning for public school construction. Additionally, it aligns with the Country Climate and Development Report’s priority of strengthening human capital for sustained, equitable development and climate resilience. The Project is also aligned with the Pakistan National Adaptation Plan (NAP), which provides a framework for implementing an adaptation agenda. The Project interventions are closely aligned with at least three of six key areas for adaptation strategy and priorities as laid out in the NAP. These three areas include: (i) human capital; (ii) disaster risk management; and (iii) gender, youth, and social inclusion. Page 18 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 62. Assessment and reduction of mitigation risks: the Project activities are universally aligned with the Paris Agreement’s mitigation goals. The Project activities will have negligible impact on greenhouse gas (GHG) emissions and are not likely to have an adverse effect on the countries’ low GHG emissions development pathways. The Project will incorporate low-cost climate-smart features in the construction of classrooms, such as heat insulation, natural ventilation, natural light, and solarization of schools. Additionally, water conservation fittings and tree planting on school grounds can further reduce the Project's carbon footprint. By adopting these measures, the Project not only contributes to global efforts to limit temperature rise but also promotes sustainable practices within the community. The newly constructed climate-smart classrooms can be used as emergency shelters enhancing climate and disaster resilience. 63. Assessment and Reduction of Adaptation Risks: the Project will also address adaptation risks to enhance resilience against climate change impacts. The construction of new classrooms and the introduction of double shifts in existing schools can be affected by extreme weather events such as floods and heatwaves. Additionally, the establishment of community schools in rural and underserved areas may face challenges related to water scarcity and unreliable access to essential resources. The Project will prioritize the construction of raised plinths, design features for rainwater harvesting and reflective roofs to mitigate the effects of potential flooding and extreme heat. Furthermore, ensuring that schools have access to reliable water sources and are equipped with WASH facilities will help improve the climate resilience of schools, students, teachers, and communities to better cope with climate variability. The Project will also prioritize tree planting and afforestation on school grounds to reduce the heat-island effect and foster environmental awareness among students. By integrating these adaptation strategies, the Project not only safeguards its objectives but also supports the broader goal of building climate-resilient communities. 64. Gender: In Balochistan, women make up 38.7 percent of the teaching workforce (18,885 female teachers versus 29,955 male teachers).11 This proportion is even lower in rural areas due to historically low levels of girls’ education and heightened security, which has limited the pool of qualified female teachers. With fewer women completing secondary education and financial and social barriers to completing a bachelor’s degree, rural schools struggle to recruit and retain qualified female teachers. Inadequate incentives and difficult working conditions, discourage the female teachers that are already in the system from remaining in these areas. To address this, the Project introduces scholarships for female high-school graduates to expand the supply of female teachers in underserved areas. The scholarship recipients will be required to teach in rural schools for a minimum period. Additionally, the Project will support a teacher recruitment and career management policy that includes quotas for female recruitment and/or financial incentives such as rural hardship allowances to attract and retain female teachers in rural schools. By increasing supply of qualified female teachers through scholarships and improving incentives for rural placements, the Project aims to address both the shortage of qualified female teachers and the challenges of retention in underserved areas. 65. While increasing the number of female teachers is essential, ensuring access to schools remains a critical challenge. Distance to schools and the risk of sexual harassment and violence for girls is a constraint for girls’ enrollment and regular school attendance. To address this, the Project will conduct a feasibility study to determine strategies of making school transportation reliable, safe, and affordable. The Project will pilot school transport services and subsidies in high-poverty districts with higher rates of out-of-school girls, refining selection through local surveys. Gender-balanced and sensitized PTSMCs will contract and monitor vetted transport providers, and an impact evaluation will compare the effectiveness of transport services versus school expansion, guiding future strategies. Expanding the presence of female teachers makes schools more accessible for girls, while safe transport options ensure that distance is no longer a constraint. To further support these efforts, schools that introduce the second shift will be prioritized for infrastructure upgrades under subcomponent 2.1, including WASH facilities and climate-smart 11 Pakistan Education Statistics 2021-2022. Page 19 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) features. Through the introduction of the double shift, the Project will promote opening a girls shift in boys’ schools. In addition, SED will allocate a percentage of schools under the PPP initiative for girls and will establish community schools for girls in underserved areas, managed by PTSMCs with adequate women’s representation to ensure gender- sensitive decision-making. 66. These interventions can be measured by the following indicators: (i) Female students supported with better education; (ii) Share of female students benefiting from subsidized transport services under the Project; (iii) Number of community schools for girls operational in underserved areas that meet quality standards (e.g., teacher availability, infrastructure, and safety); (iv) Number of scholarship recipients graduating with bachelor’s degree; and (v) Increase in enrollment of girls in primary. 67. Citizen Engagement: The Project will seek the views of vulnerable groups, as identified in the Stakeholder Engagement Plan (SEP). These groups will be reached through community meetings held in accessible locations, focused group discussions with gender and disability inclusivity and household surveys for those unable to attend public forums. To ensure full participation, materials will be provided in local languages and in formats accessible to the illiterate or disabled. In addition to the Grievance Redressal Mechanism (GRM), the Project will also institute community scorecards (CSCs) in selected districts. The CSC exercises will be focused on monitoring at the local or facility level. By involving the community in the monitoring process, the scorecards will promote transparency in the management of school resources and activities and provide a platform for communities to monitor the quality and efficiency of education services. They will enable parents, students, and community members to give feedback on various aspects of school management, teaching quality, and infrastructure. This feedback will be used to identify areas needing improvement and to develop action plans for addressing these issues. 68. Inclusive Education: The Project includes the construction of climate-resilient classrooms with accessible infrastructure and WASH facilities, ensuring that education systems are accessible to all children. Additionally, the Project emphasizes the importance of teacher recruitment and career management, particularly for female teachers, by providing scholarships for female high-school graduates to pursue teaching degrees and return to Balochistan. The Project also focuses on strengthening parental engagement and providing safe and affordable school transportation, which are crucial for enhancing access to education for girls and CWD. B. Fiduciary Financial Management 69. The PMU, housed in the SED of Balochistan, has experience with World Bank financed projects. The Financial Management (FM) unit within the PMU will manage the Project's financial aspects, supported by adequate systems and human resources. A recent assessment rated the overall FM risk as Substantial. The FM arrangements will be detailed in the Project Operations Manual (POM), which is expected within three months of the Project's start date. The manual will include a dedicated FM chapter covering budgeting, financial reporting, audits, internal controls, and asset management. The FM unit, led by an experienced specialist reporting to the Project director, includes an accounts officer and a finance assistant. The World Bank will provide orientation sessions on the PBCs FM arrangements once the Project is approved. 70. The SED budget section, in consultation with the FM specialist, will prepare the Project's annual budget. The established budgeting process within the PMU will be followed for GRADES-Balochistan. The budgeting schedule and forms will be circulated during the year with deadlines for compliance. The final Project budget is included in the SED annual budget and approved by the government. Policies are in place for approvals required for deviations from budgeted activities and costs. The FM specialist generates a budget versus actual comparison statement quarterly, submitted to the Project Director for analysis. The Project Director will submit the budget to the PSC for approval. The SED will ensure adequate budgetary provisions for expenditures under Components 2, 3, and, as necessary, Component Page 20 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 4, and sufficient budget for achieving the PBCs under Component 1. 71. Allocation of inadequate funds and delays in fund release by the Finance Department pose risks to Project implementation. Timely allocation and release of funds are critical for effective implementation. The SED is committed to timely processing payments to ensure effective utilization of the budget. Disbursements will be IUFR-based, with IUFRs submitted within 45 days of the end of semesters. Funds for Component 1 will be transferred to the Provincial Consolidated Account 1 (Non-Food). Disbursements for PBCs will be based on SED meeting pre-specified PBCs, verified by a TPV. To ensure sustainability of reforms and of the activities initiated under GRADES-Balochistan, several PBC targets are linked to SED budgeting them in the subsequent fiscal year. Funds for traditional IPF components will be disbursed to a DA at the National Bank of Pakistan. 72. The SED uses cash basis accounting and a Chart of Accounts for classifying transactions. The PMU uses a web-based financial management information system that includes Financial Accounting, Human Resource, and Material Management and Procurement. The system captures sufficient data for external and internal reporting. Necessary arrangements, such as opening a separate fund center, will be made to capture GRADES-Balochistan-related expenditures. 73. There is no functional internal audit in place in SED. The PMU will hire a firm to conduct the internal audit of the Project. The Bank will review and clear the terms of reference (TORs). The scope and report periodicity will be included in the TORs. In the first year, the firm is expected to conduct the internal audit semi-annually, with the frequency potentially changing to annual based on results. Project financial statements, with comprehensive disclosure of operations, resources, and expenditures, will be prepared, audited, and submitted along with the auditor’s management letter to the Bank within six months of the close of each financial year. The Auditor General of Pakistan will conduct the audit. The audit report for the financial year ending June 30 is due by December 31 each year. There are no overdue audit reports against SED. Procurement 74. Procurement activities will be carried out following the World Bank’s Procurement Regulations for IPF Borrowers (Procurement in Investment Project Financing, Goods, Works, Non-Consulting and Consulting Services – Sixth Edition, February 2025). Some of the procurement activities may follow the provincial procurement procedures through national competition subject to conditions specified in the procurement plan agreed and approved by the Bank team. For PBCs, when procurable items are organized as a budget line, the Bank’s procurement regulations will apply to the entire budget line, not just the part financed by the Bank. The Project will be subject to the World Bank’s Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants (revised as of July 1, 2016, Anti-Corruption Guidelines). All procurement activities will be recorded in the Systematic Tracking of Exchanges in Procurement (STEP) system. 75. Procurement will be implemented by the PMU under SED. Specifically, the project director is in charge of procurement implementation with support of a procurement specialist, procurement committee, and related technical experts. Additionally, a team of design and supervision consultants will be employed under this Project to provide technical assistance including contract administration support. Also, a strong monitoring oversight mechanism needs to be in place for covering the widespread geographic range of the activities. A Project Procurement Strategy for Development (PPSD) was developed by PMU SED and has been approved through STEP. 76. The World Bank carried out a procurement risk assessment of the existing PMU under SED. The major findings of this assessment are: (i) the project agency has experience with implementing procurement under World Bank financed projects in the past, through implementing Balochistan Education Support Project (P094086), Balochistan Education Project (P144454), and by currently implementing BHCIP (P166308); (ii) the Project will involve large number of small scale civil works procurements; (iii) the current PMU has gained experience in implementing the procurements using Page 21 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) the World Bank procurement regulations; however, for the upcoming Project, the capacity of PMU needs to be enhanced through open competition, given that the Project is large in scale compared to the existing BHCIP. The key procurement related risks include: security concerns that impact the supply and bidding market; use of pre-registered bidders that are restricting the open access to procurement opportunities and competition; and low capacity of the bidders and supply market as well as low technical capacity of the PMU in handling the procurement and contract administration function of such scale. To mitigate these risks, the agreed measures are: (i) access to procurement opportunities shall not be restricted to firms that have pre-registered and provide public notices in advance for procurement opportunities and allow sufficient time to suppliers for submission of bids; (ii) familiarization of prospective consultants and bidders in pre-proposal conference and pre-bid meetings about important qualification requirements including the environmental, social, health and safety risks and requirements; and (iii) enhancement of the procurement section by hiring experienced and qualified procurement specialist, procurement staff and contract management staff from the open market. With these mitigation measures, the residual Project procurement risk rating is Moderate and will be reviewed and adjusted during implementation. 77. To address risks related to fraud and corruption, following mitigation measures will be included: (i) expanding the pool of bidders and providing public notices to allow sufficient time for bid submission by all interested bidders; (ii) enhancing procurement and contract management capacity in the implementing unit by hiring experts from the open market; and (iii) strengthening oversight of the project through regular internal audits to be done by a firm. 78. Oversight and Monitoring. The Bank team will conduct annual (or ad hoc, as needed) procurement post review in addition to prior review as required in the procurement plan and regular implementation support missions. The procurement activities are also subject to auditing by the Accountant General’s office and other relevant authorities. C. Environmental, Social and Legal Operational Policies @#&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 79. The overall Environment and Social risk classification for the Project is Substantial, with social risks rated as Substantial and Environmental risks rated as Moderate. The construction and rehabilitation of classrooms are expected to result in temporary and localized environmental impacts. These impacts primarily arise from the physical construction process and include air and noise pollution, waste management challenges, health and safety risks to workers and nearby communities, as well as occupational health and safety (OHS) risks such as accidents, falls, electrical hazards, and equipment-related injuries. 80. Social risks stem from the potential exclusion of marginalized groups, including rural populations, ethnic minorities, and refugees, from accessing Project benefits. Gender disparities pose a significant risk, with barriers to girls’ enrollment in schools potentially excluding girls from the intended benefits of ECE expansion and women’s employment as teachers. Social norms and cultural practices can prevent girls from enrolling in or continuing their education, and there may be resistance to Project activities in some communities. Project activities may also increase the likelihood of gender-based violence (GBV) and violence against children (VAC) due to an increase in enrollment in Page 22 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) rural and remote schools, and during the provision of school transport services. Moreover, the proposed scholarship program for female teachers risks excluding rural women, and PPP models could exacerbate existing inequalities without deliberate equity-focused planning. Project activities may require land, and these needs will be met through government-owned land or voluntary land donation. The construction activity in existing schools may involve small scale, temporary impacts on livelihoods due to reduced access, particularly in urban schools. 81. To address these risks, the Project has prepared an Environmental and Social Management Framework (ESMF). The ESMF has established a systematic screening process for subprojects, determining appropriate tools and methods to manage E&S risks effectively. It also addresses broader social concerns, including child protection, gender equity, social inclusion, and citizen engagement. As part of the ESMF, a resettlement procedure has been prepared to address any impacts related to livelihood and land taking (if required). It includes a protocol for land donations compatible with ESS5 requirements, as the experience with voluntary land donation in Balochistan in the education sector has, so far, not been adequately documented. The ESMF and SEP has been consulted upon and disclosed both in-country and on the Bank’s website12. Key risk management measures have been incorporated into the Environmental and Social Commitment Plan and will be included in the POM. These measures include OHS protocols, security management, and broader approaches to mitigate identified risks. 82. SED has developed significant capacity to manage E&S risks, including dedicated staff, effective monitoring of construction activities, and a functioning sector-wide GRM under previous World Bank funded projects. These efforts have maintained a Satisfactory rating under BHCIP and demonstrated proactive risk management. However, this will be SED’s first project under the World Bank's Environmental and Social Framework (ESF), which introduces additional requirements. Key areas for capacity building include stakeholder engagement, GBV and sexual exploitation and abuse/sexual harassment risk management, and effective collaboration with the private sector in PPP models. To address these gaps, the Project will incorporate targeted training, monitoring, and technical assistance to enhance SED’s capacity and ensure compliance with ESF standards for sustainable implementation. Grievance Redress Services 83. 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. 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 12 The ESCP, SEP and ESMF were disclosed on the School Education Department's website on April 11, 2025. Page 23 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) 84. The overall risk rating for this Project is Substantial as many of the SORT risk categories are assessed Substantial or High and potential security risks are identified that may affect access to Project areas. The risk ratings and mitigation measures are outlined below: Category Risk Rating Explanation of Risk Rating Mitigation Measures Political and High While the Project-supported The PSC will facilitate inter- Governance interventions are expected to agency cooperation and remain a priority, implementation collaboration and help may slow down due to potential manage possible political frequent transfers of government and governance changes as officials working on the project. they arise. Substantial Pakistan has achieved substantial Risks are partly mitigated by progress towards government commitment macroeconomic stabilization, to implementation of including under the IMF EFF reforms under the ongoing program. With continued slow IMF program and World growth and limited policy buffers, Bank support to structural Macroeconomic however, significant risks remain. policy reforms in the fiscal Risks include the potential and power sectors. worsening of external conditions, further natural disasters, and a slowdown or reversals in policy reform. Institutional Substantial While the SED has considerable Thorough consultations will Capacity for experience with IPFs, this is the be conducted with all Implementation first time SED will deliver PBCs. stakeholders on the and This may lead to implementation technical design, Sustainability challenges due to limited implementation, and understanding of the approach. disbursements against the PBCs accompanied by strong capacity-building and implementation support to SED. Technical Design Substantial There is a substantial teacher The risk is partly mitigated shortage in Balochistan. While by a) initiating the hiring of the Project focuses on improving teachers early, b) revising teacher quality through training, the Teacher Hiring and it will not hire or pay teacher Career Management Policy salaries to ensure sustainability, to increase the relying instead on the attractiveness of the government for recruitment. profession and to improve There is a risk that the the supply of teachers in government may fail to hire remote areas, b) enough teachers or may even introduction of PBCs that Page 24 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) increase the burden on current bring in private sector teachers through double shifts, participation (PBC 3 and 4), which could undermine Project c) supporting policies on investments. teacher rationalization by drawing more teachers With no government contribution from urban to rural areas to GRADES-Balochistan to and providing scholarships support the project for future female teachers implementation, there is a risk of (PBC 6). project investments being discontinued once GRADES- To ensure the sustainability Balochistan closes. of GRADES-Balochistan activities - such as continuing the CPD program, funding the PPPs, and community schools - several targets under the respective PBCs will be disbursed when the activities are reflected in the FY budget following GRADES closure. Sector Substantial There is a risk that key policies Specific policy reforms are Strategies and such as introduction of double supported via PBCs (PBC 2 Policies shift policy and teacher and PBC 5). In addition, recruitment and career allying with key management policy, which are stakeholders and important for the operation’s champions in the SED and success, may face resistance. the Balochistan Ministry of Education to advocate for the required policy shift will help counter resistance. Environment Substantial The construction and Most of the E&S negative and Social rehabilitation of classrooms are impacts are temporary, expected to result in temporary site-specific, and largely and localized environmental reversible and can be impacts as well as OHS risks such. managed and mitigated Social risks stem from the through appropriate potential exclusion of screening and mitigation marginalized groups, including measures. rural populations, ethnic minorities, and refugees, from accessing Project benefits, and the increased likelihood of GBV and VAC. Page 25 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Other (security) High The current security situation in A security management Balochistan may restrict access to plan will be developed for Project areas. the Project. The security measures identified in this plan will be part of work contracts in sensitive areas. In addition, strong third- party monitoring will be used to support supervision. Page 26 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) ANNEX 1. RESULTS FRAMEWORK @#&OPS~Doctype~OPS^dynamics@padannexresultframework#doctemplate PDO Indicators by PDO Outcomes Baseline Period 1 Period 2 Period 3 Period 4 Closing Period Increased access and quality of education Improved reading proficiency of children in Grade 2 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 2pp 4pp ➢Improved reading proficiency among girls in Grade 2 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 2pp 4pp Improved numeracy of children in Grade 2 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 2pp 4pp ➢Improved numeracy among girls in Grade 2 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 2pp 4pp Improved reading proficiency of children in Grade 5 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 1.5pp 3pp ➢Improved reading proficiency among girls in Grade 5 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 1.5pp 3pp Increased enrollment in Project-supported ECE classrooms (Number) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 10,000 20,000 40,000 60,000 90,000 ➢Increased enrollment of girls in Project-supported ECE classrooms (Percentage) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 50 50 50 50 50 Page 27 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) ➢Increased enrollment of children with disabilities in Project-supported ECE classrooms (Number) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 To be calculated To be calculated To be calculated To be calculated To be calculated To be calculated Improved numeracy of children in Grade 5 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 1.5pp 3pp ➢Improved numeracy among girls in Grade 5 in Project-supported schools (Percentage) Jun/2025 Jun/2026 Jun/2028 Mar/2030 0 NAT26 as baseline 1.5pp 3pp Increased enrollment in Project-supported primary schools (Number) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 10,000 30,000 70,000 110,000 150,000 ➢Increased enrollment of girls in Project-supported primary schools (Percentage) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 50 50 50 50 50 ➢Increased enrollment of children with disabilities in Project-supported primary schools (Number) Jun/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 To be calculated To be calculated To be calculated To be calculated To be calculated To be calculated Intermediate Indicators by Components Baseline Period 1 Period 2 Period 3 Period 4 Closing Period Getting Results Agenda Students supported with better education, in early childhood education (Number of people) CRI Jun/2025 May/2026 May/2027 May/2028 May/2029 May/2030 0 10,000 20,000 40,000 60,000 90,000 ➢Students supported with better education, in early childhood education - Female (Number of people) CRI Jun/2025 May/2026 May/2027 May/2028 May/2029 May/2030 0 5,000 10,000 20,000 30,000 45,000 Students supported with better education, in primary school (Number of people) CRI Jun/2025 May/2026 May/2027 May/2028 May/2029 May/2030 0 10,000 30,000 70,000 110,000 150,000 ➢Students supported with better education, in primary school - Female (Number of people) CRI Page 28 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Jun/2025 May/2026 May/2027 May/2028 May/2029 May/2030 0 5,000 15,000 35,000 55,000 75,000 ECE classrooms supplied with appropriate ECE kits and learning materials (Number) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 600 1,200 1,800 2,400 3,000 Double-shift policy introduced (Text) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 SED developed the double Double shift policy notified A min of 300 schools Additional 300 schools Additional 300 schools shift policy in consultation by SED converted to double shift converted to double shift converted to double shift with stakeholders. Feasibility study completed Private sector management of government schools through PPPs (Text) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 SED has advertised the RFP SED has signed the PPP SED has signed PPP SED has signed PPP SED has included the PPP for PPP schools contract(s) for at least 10 contract(s) for 10 contract(s) for 10 schools in the following year PPP schools additional PPP schools additional PPP schools budget for handover from Project to government funding Basic Community Schools established (Text) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 SED has established 12 (a) SED has established (a) SED has established (a) SED has established (a) SED has established basic Community Schools additional 12 basic additional 12 basic additional 12 basic additional 12 basic community at primary level with community schools at community schools at community schools at schools at primary level with minimum of 240 students primary level with primary level with primary level with minimum 240 students enrolled, of which, at least minimum of 240 students minimum of 240 students minimum of 240 students enrolled, of which at least 50 50 percent are girls enrolled, of which at least enrolled, of which at least enrolled, of which at least percent are girls (b) 48 basic 50 percent are girls (b) 12 50 percent are girls (b) 24 50 percent are girls (b) 36 Community Schools created in basic Community Schools basic community schools basic community schools Year 1, Year 2, Year 3 and Year created in Year 1 are created in Year 1 and Year created in Year 1, Year 2 4 are operational (c) The operational 2 are operational. and Year 3 are operational operational expenses of 60 (c) The operational basic Community Schools are expenses of 12 basic reflected in the budget of the Community Schools are following FY. reflected in the budget of the following FY. Page 29 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Teachers participating in CPD (Number) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 1,000 2,000 3,000 4,000 5,000 Scholarships for female high-school graduates (Number) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 0 400 400 400 400 Set-up Parent Teacher School Management Committee (PTSMCs) for community schools, with at least 50 percent female representation (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 12 24 36 48 60 Number of students benefiting from remedial programs in double-shift schools (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 To be calculated To be calculated To be calculated To be calculated To be calculated Teacher recruitment and career management (Text) PBC Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 Teacher Recruitment and Teacher Recruitment and Implementation plan for Implementation plan for Teacher Recruitment and Career Management Policy Career Management Policy Teacher Recruitment and Teacher Recruitment and Career Management Policy developed in consultation notified and Career Management Policy Career Management Policy implemented across with stakeholders and implementation plan successfully achieved year successfully achieved year Balochistan includes an initiated 1 milestones 2 milestones implementation plan Expand access to education People benefiting from climate resilient infrastructure (Number of people) CRI Jul/2025 Jun/2026 Jul/2027 Jul/2028 Jul/2029 Jun/2030 0 10,000 30,000 50,000 80,000 110,000 ➢People benefiting from climate resilient infrastructure - Female (Number of people) CRI Jul/2025 Jun/2026 Jul/2027 Jul/2028 Jul/2029 Jun/2030 0 5,000 15,000 25,000 40,000 55,000 ➢People benefiting from climate resilient infrastructure - Youth (Number of people) CRI Jul/2025 Jun/2026 Jul/2027 Jul/2028 Jul/2029 Jun/2030 0 0 0 0 0 0 New classrooms constructed (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 200 400 700 1,000 1,300 Classrooms rehabilitated (Number) Page 30 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 200 400 700 1,000 1,300 Constructed and/or rehabilitation of WASH facilities (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 200 400 800 1,200 1,500 ECE and primary schools built to replace shelterless schools (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 60 150 240 270 300 Parents enrolled in programs to support foundational literacy of children (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 1,000 2,000 3,000 4,000 5,000 Parents receiving home learning materials to engage with children at home (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 500 1,000 1,500 2,000 2,500 Reliable and affordable transport services established in a selected number of districts (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 2 4 6 8 10 Share of girls benefiting from subsidized transport under the project (Percentage) Jun/2025 May/2026 May/2027 May/2028 May/2029 May/2030 0 75 75 75 75 75 Technical assistance, evaluation and project implementation Schools with community scorecards (Number) Jul/2025 Jun/2026 Jun/2027 Jun/2028 Jun/2029 Jun/2030 0 50 100 150 200 250 Contingent Emergency Response Performance-based Conditions (PBC) Period Period Definition Period 1 July 2025 until June 2026 Period 2 July 2026 until June 2027 Period 3 July 2027 until June 2028 Period 4 July 2028 until June 2029 Page 31 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Period 5 July 2029 until June 2030 Baseline Period 1 Period 2 Period 3 Period 4 Period 5 1:ECE classrooms supplied with appropriate ECE kits and learning materials (Number ) 0 600 ECE classrooms Additional 600 ECE Additional 600 ECE Additional 600 ECE Additional 600 ECE classrooms provided with teaching classrooms provided with classrooms provided with classrooms provided with provided with teaching and and learning materials, teaching and learning teaching and learning teaching and learning learning materials, textbooks, textbooks, ECE Kits, materials, textbooks, ECE materials, textbooks, ECE materials, textbooks, ECE ECE Kits, furniture furniture Kits, furniture Kits, furniture Kits, furniture 0.00 984,000.00 984,000.00 984,000.00 984,000.00 984,000.00 PBC allocation 4,920,000.00 As a % of Total PBC Allocation 16.55% 2:Double-shift policy introduced (Text ) 0 i) SED has developed the SED has notified the At least 300 schools adopt Additional 300 schools Additional 300 schools adopt double shift policy in double shift policy the double shift adopt the double shift the double shift consultation with stakeholders; ii) SED has conducted the feasibility study to identify schools to adopt the double shift 0.00 500,000.00 300,000.00 400,000.00 400,000.00 400,000.00 PBC allocation 2,000,000.00 As a % of Total PBC Allocation 6.73% 3:Private sector management of government schools through PPPs (Text ) 0 SED has advertised the RFP SED has signed the PPP SED has signed PPP SED has signed PPP SED has included the PPP for PPP schools contract(s) for at least 10 contract(s) for 10 contract(s) for 10 schools in the budget in the PPP schools additional PPP schools additional PPP schools following year for handover from project to government funding 0.00 182,000.00 1,461,820.00 1,461,820.00 1,461,820.00 159,815.00 PBC allocation 4,727,275.00 As a % of Total PBC Allocation 15.9% 4:Basic Community Schools established (Text ) 0 SED has established 12 (a) SED has established (a) SED has established (a) SED has established (a) SED has established basic Community Schools additional 12 basic additional 12 basic additional 12 basic additional 12 basic at primary level with Community Schools at Community Schools at Community Schools at Community Schools at primary minimum of 240 students primary level with primary level with primary level with level with minimum of 240 minimum of 240 students minimum of 240 students minimum of 240 students students enrolled of which, at Page 32 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) enrolled, of which, at least enrolled of which, at least enrolled of which, at least enrolled of which, at least least 50 percent are girls. (b) 50 percent are girls. 50 percent are girls. (b) 12 50 percent are girls. (b) 24 50 percent are girls. (b) 36 48 basic Community Schools basic community schools basic Community Schools basic Community Schools created in Year1, Year 2, Year created in Year 1 are created in Year 1 and Year created in Year 1, Year 2 3 and Year 4 are operational operational. 2 are operational. and Year 3 are operational. (c) The operational expenses of 60 basic Community Schools are reflected in the budget of the following FY. 0.00 600,000.00 624,000.00 648,000.00 672,000.00 732,725.00 PBC allocation 3,276,725.00 As a % of Total PBC Allocation 11.02% 5:Teachers participating in CPD (Number ) 0 i) CPD coaches identified Additional 1000 ECE Additional 1000 ECE (a) Additional 1000 ECE i) Additional 1000 ECE and/or and trained; ii) 1,000 ECE and/or primary teachers and/or primary teachers and/or primary teachers primary teachers enrolled and and/or primary teachers enrolled and completed enrolled and completed enrolled and completed completed CPD; ii) The enrolled and completed CPD CPD CPD; (b) SED develops a education budget for the CPD sustainability plan for the following FY provides CPD program spending for the CPD program. 0.00 1,400,000.00 800,000.00 800,000.00 1,900,000.00 1,900,000.00 PBC allocation 6,800,000.00 As a % of Total PBC Allocation 22.88% 6:Scholarships for female high-school graduates (Number ) 0 Scholarship program 400 female students 400 female students 400 female students 400 female students have finalized in line with enrolled and completed completed second year of completed third year of graduated and were assigned criteria and student first year of university university studies university studies teaching positions in services established. 400 studies underserved areas scholarships advertised and awarded 0.00 1,600,000.00 1,600,000.00 1,600,000.00 1,600,000.00 400,000.00 PBC allocation 6,800,000.00 As a % of Total PBC Allocation 22.88% 7:Teacher recruitment and career management (Text ) 0 Teacher Recruitment and Teacher Recruitment and Implementation plan for Implementation plan for Career Management Policy Career Management Policy Teacher Recruitment and Teacher Recruitment and developed in consultation and implementation plan Career Management Policy Career Management Policy with stakeholders and notified successfully achieved year successfully achieved year 1 milestones 2 milestones Page 33 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) includes an implementation plan 0.00 300,000.00 300,000.00 300,000.00 300,000.00 0.00 PBC allocation 1,200,000.00 As a % of Total PBC Allocation 4.04% Page 34 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Monitoring & Evaluation Plan: PDO Indicators by PDO Outcomes The Project Development Objectivea are to increase girls’ and boys’ enrollement in pre-primary and primary grades, and improve reading and numeracy proficiency in primary grades, all in project-supported schools Increased enrollment in project-supported primary schools Description Total number of students enrolled in primary in project supported schools. Frequency Annual Data source EMIS Methodology for Data EMIS populated with the Annual School Census Collection Responsibility for Data SED Collection Increased enrollment in Project-supported ECE classrooms Description Total number of students enrolled in ECE level in project supported schools. Frequency Annual Data source EMIS Methodology for Data EMIS populated with the Annual School Census Collection Responsibility for Data SED Collection Improved reading proficiency of children in Grade 2 in Project-supported schools (disaggregated by gender) (percentage) Foundational learning assessments to determine the proportion of students above minimum proficiency levels in Description reading Frequency Baseline, midline and endline Data source Foundational Learning Assessment Assessment will be conducted at baseline, midline, and endline to correspond with NAT26, NAT28, and NAT30 by Methodology for Data extending participation of project schools beyond the provincial sample. The 2 pp increase by year 3 and 4 pp increase Collection by end of project life is based on a 0.2 standard deviation change expected over the project life from the package of interventions being proposed. Responsibility for SED/PMU Data Collection Improved numeracy of children in Grade 2 in Project-supported schools (disaggregated by gender) (percentage) Foundational learning assessments to determine the proportion of students above minimum proficiency levels in Description numeracy Frequency Baseline, midline and endline Data source Foundational Learning Assessment Assessment will be conducted at baseline, midline, and endline to correspond with NAT26, NAT28, and NAT30 by Methodology for Data extending participation of project schools beyond the provincial sample. The 2 pp increase by year 3 and 4 pp increase Collection by end of project life is based on a 0.2 standard deviation change expected over the project life from the package of interventions being proposed. Responsibility for SED/PMU Data Collection Improved reading proficiency of children in Grade 5 in Project-supported schools (disaggregated by gender) (percentage) Description Grade 5 Learning Assessment for language to determine the proportion of students above minimum proficiency levels Frequency Baseline, midline and endline Data source Grade 5 Learning Assessment for language Assessment will be conducted at baseline, midline, and endline to correspond with NAT26, NAT28, and NAT30 by Methodology for Data extending participation of project schools beyond the provincial sample. The 1.5 pp increase by year 3 and 3 pp Collection increase by end of project life is based on a 0.2 standard deviation change expected over the project life from the package of interventions being proposed. Responsibility for SED/PMU Data Collection Improved numeracy of children in Grade 5 in Project-supported schools (disaggregated by gender) (percentage) Description Grade 5 Learning Assessment for mathematics to determine the proportion of students above minimum proficiency Page 35 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) levels Frequency Baseline, midline and endline Data source Grade 5 Learning Assessment for mathematics Assessment will be conducted at baseline, midline, and endline to correspond with NAT26, NAT28, and NAT30 by Methodology for Data extending participation of project schools beyond the provincial sample. The 1.5 pp increase by year 3 and 3 pp Collection increase by end of project life is based on a 0.2 standard deviation change expected over the project life from the package of interventions being proposed. Responsibility for SED/PMU Data Collection Monitoring & Evaluation Plan: Intermediate Results Indicators by Components Component 1: Getting Results Agenda Students supported with better education in early childhood education (Number of people) CRI Total number of children enrolled in ECE benefiting from improvements to teaching and learning as a consequence of Description project interventions. Frequency Annually Data source EMIS Methodology for Data Annual School Census conducted by SED Collection Responsibility for Data SED/PMU Collection Students supported with better education in early childhood education - Female (Number of people) CRI Total number of girls enrolled in ECE and benefiting from improvements to teaching and learning as a consequence of Description project interventions. Frequency Annually Data source EMIS Methodology for Data Annual School Census conducted by SED Collection Responsibility for Data SED/PMU Collection Students supported with better education in primary school (Number of people) CRI Total number of children enrolled in primary school benefiting from improvements to teaching and learning as a Description consequence of project interventions. Frequency Annually Data source EMIS Methodology for Data Annual School Census conducted by SED Collection Responsibility for Data SED/PMU Collection Students supported with better education in primary school - Female (Number of people) CRI Total number of females enrolled in primary benefiting from improvements to teaching and learning as a consequence of Description project interventions. Frequency Annually Data source EMIS Methodology for Data Annual School Census conducted by SED Collection Responsibility for Data SED/PMU Collection ECE classrooms supplied with appropriate ECE kits and learning materials PBC 1 Page 36 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Number of classrooms supplied with new and improved classroom facilities including ECE kits, furniture, textbooks and Description learning materials for both students and teachers Frequency Annually Data source Project progress report, records of distribution of kits and reading materials Methodology for Data School visits and records of distribution Collection Responsibility for Data SED/PMU Collection Double-shift policy introduced PBC 2 Number of schools where double shift policy is implemented and classrooms are staffed with teachers, rehabilitated with WASH facilities, furniture, climate-smart and climate change mitigation fetaures and basic school and learning materials. Schools that adopt the double shift, will introduce remedial programs to support the additional enrollees. It is expected Description that by opening the second shift schools will enroll from OOSC who will require support to catch up to their peers. This indicator will measure the number of children that were enrolled in the program, completed it, and regularly attend the school (i.e., at least 75 percent of the school year). Frequency Annually Project progress reports and SED records of schools adopting double shift policy. Records of additional teachers hired, Data source completion of infrastructure works, and operational accelerated learning programs (ALP) or remedial programs at the school. Methodology for Data Desk review and field visits Collection Responsibility for Data SED/PMU Collection Number of students benefiting from remedial programs for OOSC in double-shift schools (Number) Schools that adopt the double shift will introduce remedial programs to support the additional enrollees. It is expected that by opening the second shift schools will enroll from OOSC who will require support to catch up to their peers. This Description indicator will measure the number of children that were enrolled in the program, completed it, and regularly attend the school (i.e., at least 75 percent of the school year). Frequency Annually Data source School records of programs running, fully staffed, enrollment numbers, schedule, lesson plans Methodology for Data Schools keep digital records. Collection Schools share records with DoES/SED, PMU Responsibility for Data DoES and PMU Collection Private sector management of government schools through PPPs PBC3 Description Number of PPPs established for private sector management of underperforming government schools. Frequency Annually Data source PPP contracts, contracts/MoU with communities, records of infrastructure supervision firm and school register Methodology for Data B-PPA to collect data and share with PMU Collection Responsibility for Data SED/PMU/B-PPA Collection Basic community schools established PBC4 Number of basic community schools established that can accommodate a minimum of 20 students, of which at least 50 Description percent girls, and meet the quality standards Frequency Annually Data source Supervision firm and school register Methodology for Data Supervision firm to share data with PMU and Annual School Census by SED Collection Responsibility for Data SED/PMU Page 37 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Collection Teachers participating in CPD PBC 5 Description Number of teachers enrolled in CPD at ECE and primary levels to improve teacher quality. Frequency Annually Data source Training attendance records and administrative data from LMS, DoES, PITE Methodology for Data Data will be collected through training program records, participant lists, and, if needed, surveys administered to Collection teachers and school administrators Responsibility for Data SED/PMU Collection Scholarships for female high-school graduates PBC6 Number of female high-school graduates who complete degree programs from universities and commit to teach upon Description graduation in assigned schools for a minimum period. SED will establish student services to support the participants. Frequency Annually Data source High-schools and university records, student services records Methodology for Data Desk review of SED records of contracts signed with the scholarship beneficiaries and contracts with universities. Collection Responsibility for Data SED Collection Set up PTSMCs for community schools Description Number of PTSMCs established to manage community schools Frequency Annually Data source Community school records Methodology for Data Community school will keep records of PEC formation, its membership, and meeting schedule Collection Responsibility for Data PMU & SED Collection Teacher recruitment and career management policy PBC 7 Description Teacher recruitment and career management policy developed, notified, and implemented Frequency Annually Government notification; SED's HR Management Information System; scholarship contracts specifying the conditions, Data source including the commitment to teach in assigned school for a minimum period. Methodology for Data Desk review of policy notification, records of policy consultation of stakeholders, progress of implementation plan Collection Responsibility for Data SED Collection Component 2: Expand access to education New classrooms constructed Number of new classrooms constructed with (i) low-cost climate-smart features (ii) furniture (iii) basic school supplies Description and learning materials. Priority will be given to schools that adopt double shift Frequency Annually Data source Progress review reports Methodology for Data Supervision firm will track the completion of works Collection Responsibility for Data PMU Collection Classrooms rehabilitated Number of classrooms rehabilitated with (i) low-cost climate-smart features (ii) furniture (iii) basic school supplies and Description learning materials. Priority will be given to schools that adopt double shift Frequency Annually Data source Progress review reports Page 38 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Methodology for Data Supervision firm will track the completion of works Collection Responsibility for Data PMU Collection Constructed and/or rehabilitated of WASH facilities Description Number of WASH facilities constructed and/or rehabilitated Frequency Annually Data source Progress review reports Methodology for Data Supervision firm will track the completion of works Collection Responsibility for Data PMU Collection ECE and primary schools built to replace shelterless school Description Number of shelterless schools replaced with construction of two classrooms and WASH facilities with two blocks. Frequency Annually Data source Progress review reports Methodology for Data Supervision firm will track the completion of works Collection Responsibility for Data PMU Collection Parents enrolled in programs to support foundational literacy of children Description Number of parents enrolled in programs to support foundational literacy development at home Frequency Annually Data source Attendance reports by the firm and spot checks Methodology for Data Attendance will be taken at the time of program implementation Collection Responsibility for Data PMU Collection Parents receiving home learning materials to engage with children at home Description Number of learning materials distributed to parents to support foundational literacy development at home Frequency Annually Data source Distribution reports Methodology for Data Distribution records, sample surveys Collection Responsibility for Data PMU Collection Reliable and affordable transport services established in selected number of districts Description Number of districts that signed contracts for subsidized and safe school transportation provision Frequency Annually Data source Transportation contracts Methodology for Data Records of transportation services contracted in the districts Collection Responsibility for Data District transportation authority Collection Share of girls benefiting from subsidized transport services under the project Share of girls attending school supported through subsidized and safe transport. At least 75 percent of the beneficiaries Description will be girls. Frequency Annually Data source School attendance records and transportation records Page 39 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Methodology for Data Triangulate the records of school attendance and records of transportation services provided with regularity in project- Collection supported schools. Responsibility for Data PMU Collection People benefiting from climate-resilient infrastructure (Number of people) CRI Description Number of students enrolled in schools that benefit from infrastructure upgrade with climate resilient features Frequency Annual Data source Progress reports Methodology for Data Records of schools that recieved infrastructure upgrade and their enrollment Collection Responsibility for Data PMU Collection Component 3: Technical Assistance, Evaluation and Project Implementation Number of schools with community scorecards Number of project supported schools that develop and track community scorecards including public display of student enrollment, attendence, budget utilization, and hold meetings to provide the community members the opportunity to Description participate in school management, teaching qualty, and infrastructure upgradation. The feedback will be used to identify areas needing improvement and to develop action plans for addressing these issues. Frequency Annually School records of meetings, evidence of school data such as annual enrollment, attendance, and budget utilization Data source displayed publicly Methodology for Data Collection PMU will survey the project schools and collect records Responsibility for Data PMU Collection Page 40 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Verification Protocol: Performance-Based Conditions 1. ECE classrooms supplied with appropriate ECE kits and learning materials Year 1: (i) US$984,000 for 600 ECE classrooms (US$1,640 for each ECE classroom) Year 2: (i) US$940,000 for additional 600 ECE classrooms (US$1,640 for each ECE classroom) Year 3: (i) US$984,000 for additional 600 ECE classrooms (US$1,640 for each ECE classroom) Year 4: (i) US$984,000 for additional 600 ECE classrooms (US$1,640 for each ECE classroom) Year 5: (i) US$984,000 for additional 600 ECE classrooms (US$1,640 for each ECE classroom) Formula Year 1 Total: US$984,000 Year 2 Total: US$984,000 Year 3 Total: US$984,000 Year 4 Total: US$984,000 Year 5 Total: US$984,000 Grand total: US$4,920,000 This PBC will fund and support enhanced school readiness through quality ECE. Classrooms will be equipped with Description new and improved facilities including ECE kits, furniture, textbooks and learning materials for both students and teachers. Data source/ Project progress report, records of distribution of kits and reading materials Agency Verification Entity Third Party Verification Procedure SED/PMU 2. Double-shift policy introduced Year 1: (i) US$200,000; (ii) US$300,000 Year 2: (i) US$300,000 Year 3: (i) US$400,000 (US$1,333 for each school) Year 4: (i) US$400,000 (US$1,333 for each school) Year 5: (i) US$400,000 (US$1,333 for each school) Formula Year 1 Total: US$500,000 Year 2: (i) US300,000 Year 3 Total: (i) US$400,000 Year 4 Total: (i) US$400,000 Year 5 Total: (i) US$400,000 Grand Total: US$2,000,000 This PBC will fund the development and implementation of the double shift policy and the rehabilitation of Description schools where double shift policy is implemented, including classrooms, WASH facilities, furniture, climate-smart features and basic school and learning materials. Data source/ Project progress reports and SED records of schools adopting double shift policy. Records of additional Agency teachers hired, completion of infrastructure works, and operational ALP or remedial programs at the school. Verification Entity Third Party Verification Procedure SED/PMU 3. Private sector management of government schools through PPPs Year 1: (i) US$182,000; Formula Year 2: (i) US$1,461,820 (US$146,182 for each PPP school); Year 3: (i) US$1,461,820 (US$146,182 for each PPP school); Page 41 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Year 4: (i) US$1,461,820 (US$146,182 for each PPP school); Year 5: (i) US$159,815; Year 1 Total: US$182,000 Year 2 Total: US$1,461,820 Year 3 Total: US$1,461,820 Year 4 Total: US$1,461,820 Year 5 Total: US$159,815; Grand Total: US$4,727,275 This PBC will fund the establishment of 30 PPP schools with a minimum enrollment of 100 students each, at least Description 50 percent are girls. Data source/ PPP contracts, contracts/MoU with communities, records of infrastructure supervision firm and school register Agency Verification Entity Third Party Verification Procedure SED/PMU 4. Basic community schools established Year 1: (i) US$600,000 (US$50,000 for each basic community school); Year 2: (i) US$600,000 (US$50,000 for each basic community school); (ii) US$24,000 (US$2,000 for each basic community school) Year 3: (i) US$600,000 (US$50,000 for each basic community school); (ii) US$48,000 (US$2,000 for each basic community school) Year 4: (i) US$600,000 (US$50,000 for each basic community school); (ii) US$72,000 (US$2,000 for each basic community school) Year 5: (i) US$600,000 (US$50,000 for each basic community school); (ii) US$96,000 (US$2,000 for each basic Formula community school); (iii) US$36,725 Year 1 Total: US$600,000 Year 2 Total: US$624,000 Year 3 Total: US$648,000 Year 4 Total: US$672,000 Year 5 Total: US$732,725 Grand Total: US$3,272,725 This PBC will fund the establishment of 60 basic community schools with a minimum enrollment of 20 students Description each, of which at least 50 percent are girls. Data source/ PPP contracts, contracts/MoU with communities, records of infrastructure supervision firm and school register Agency Verification Entity Third Party Verification Procedure SED/PMU 5. Teachers participating in CPD Year 1: (i) US$600,000 (ii) US$800,000 (US$800 for each teacher) Year 2: (i) US$800,000 (US$800 for each teacher) Year 3: (i) US$800,000 (US$800 for each teacher) Year 4: (i) US$800,000 (US$800 for each teacher); (ii) US$1,100,000 Year 5: (i) US$800,000 (US$800 for each teacher); (ii) US$1,100,000 Formula Year 1 Total: US$1,400,000 Year 2 Total: US$800,000 Year 3 Total: US$800,000 Year 4 Total: US$1,900,000 Year 5 Total: US$1,900,000 Page 42 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Grand Total: US$6,800,000 Description This PBC will fund the training of teachers enrolled in CPD in ECE and primary levels to improve teacher quality Data source/ PITE/LMS/Training attendance records and administrative data Agency Verification Entity Third Party Verification Data will be collected through training program records, participant lists, and, if needed, surveys administered Procedure to teachers and school administrators 6. Scholarships for female high-school graduates Year 1: (i) US$1,600,000 (US$4,000 for each scholarship) Year 2: (i) US$1,600,000 (US$4,000 for each scholarship) Year 3: (i) US$1,600,000 (US$4,000 for each scholarship) Year 4: (i) US$1,600,000 (US$4,000 for each scholarship) Year 5: US$400,000 Year 1 Total: US$1,600,000 Formula Year 2 Total: US$1,600,000 Year 3 Total: US$1,600,000 Year 4 Total: US$1,600,000 Year 5 Total: US$400,000 Grand Total: US$6,800,000 This PBC will support scholarships awarded to high-school female graduates to pursue degrees and return as Description teachers in assigned schools. Data source/ Government notification; SED's HR Management Information System; scholarship contracts specifying the Agency conditions, including the commitment to teach in assigned school for a minimum period. Verification Entity Third Party Verification Procedure SED/PMU will compile the data 7. Teacher recruitment and career management policy Year 1: (i) US$300,000 Year 2: (i) US$300,000 Year 3: (i) US$300,000 Year 4: (i) US$300,000 Year 5: US$0 Year 1 Total: US$300,000 Formula Year 2 Total: US$300,000 Year 3 Total: US$300,000 Year 4 Total: US$300,000 Year 5 Total: US$0 Grand Total: US$1,200,000 This PBC will support the notification of the new teacher recruitment and career management policy and the Description implementation of the policy plan. Data source/ Government notification; SED's HR Management Information System; SED data of teacher assignments to non- Agency functioning schools. Verification Entity Third Party Verification Procedure SED/PMU will compile the data Page 43 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) Page 44 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) ANNEX 2: IMPLEMENTATION ARRANGEMENTS AND SUPPORT PLAN Strategy and Approach for Implementation Support 1. Efficiency in education projects implementation: The GRADES-Balochistan and STEP-Balochistan projects will be implemented jointly by the same PMU. This approach ensures streamlined coordination and efficient use of resources. Both projects will adhere to the same schedule for reporting to the World Bank, ensuring consistency and alignment in their progress updates, and the same schedule for World Bank Implementation Support Missions and Implementation Status and Results Reports, facilitating synchronized M&E efforts. The PMU will hire the Independent Verification Agency to verify evidence supporting the achievement of PBCs, based on the criteria set for each PBC. 2. Hands‐on technical and operational support for improved outcomes. As the SED will implement a few new initiatives to improve the quality of educational services, such as ECE and primary CPD, developing new ECE curricula and teaching and learning materials, and collaborating with parents on foundational literacy strategies, the World Bank task team, in partnership with development partners, will provide technical assistance throughout the process. While all SED staff will receive an initial training on Bank operations and hands‐on support, the task team will use a “risk‐ based approach” to operational support given the situation on the ground. Cross‐district and cross‐provincial knowledge‐sharing and learning will be encouraged throughout all stages of implementation. 3. Biannual review and midterm review. Biannual missions will be organized to review progress and mitigate any risks in advance in addition to the day‐to‐day implementation support. Biannual missions will be complemented by technical assistance missions as needed. A formal midterm review will be organized about 25 months into implementation to assess project implementation progress and make any changes necessary to accelerate implementation. Skills Needed No. of Staff No. of Trips Comments Weeks Task Team Leader 100 20 Field‐based staff Education Specialist 20 15 International or field‐based staff Environmental Specialist 30 10 Field‐based staff Social Specialist 30 10 Field‐based staff Gender Specialist 15 5 Field‐based staff FMS 30 10 International or field‐based staff Procurement Specialist 40 Local travel as needed Field‐based staff Country Office Operational Support 10 Local travel as needed Field‐based staff 4. 5. Fiduciary and safeguards. Fiduciary and safeguards training will be provided as part of the operations clinic during the project launch. Fiduciary and safeguards staff are all based in the country office and will allow timely support to the PMU and the implementing agency. The fiduciary and safeguards team will also join implementation progress review meetings regularly to clarify any issues. 6. Security Management: The current security situation in Balochistan will restrict and may prevent travel to the Project area. A security management plan will be developed for the Project. Work contracts for security-sensitive areas will include the security measures identified in this plan. 7. M&E. The implementing agency will implement and monitor the project activities. The PMU will consolidate biannual financial and technical reports for project implementation and share with the PSC through the Project Coordination Committee (PCC), copying the World Bank. The PCC will meet quarterly (possibly more often during the first two years Page 45 The World Bank Getting Results: Access and Delivery of Quality Education Services in Balochistan (P507512) of implementation) to review progress and build synergies for effective implementation. The task team will work closely with the PMU and PCC to plan and implement the required project M&E. Considering security challenges in Balochistan and the World Bank task team’s limited ability to travel to all the project sites, the task team will work closely with the Government of Balochistan to use various approaches to monitor implementation progress, including third‐party monitoring, community monitoring, and remote monitoring using the real‐time monitoring system (already available at the PMU). Project start and closing arrangements Time Focus Partner Role First 6 months • Key technical studies for Component 1 • Task team to support smooth start‐up. • PPSD and procurement plan. • Ensure safeguards, procurement, and FM • E&S management and tools. on track. • M&E. • Support PMU. 6 months – closing • Ensure adequate implementation support of all aspects of • Ensure safeguards are kept on track. Project. • Support PMU. • Monitor implementation of Project activities, including • Provide technical assistance. site visits. • Support final evaluation and Implementation Completion and Results Report. Page 46