$ Report No: RES00265 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF Expanding Opportunities for Learning APPROVED ON 30-Sept-2019 TO Republic of Djibouti Education Middle East And North Africa Regional Vice President: Ousmane Dione Regional Director: Fadia M. Saadah Country Director: Stephane Guimbert Practice Manager: Fadila Caillaud Task Team Leader(s): Ryoko Tomita, Abdo Said Abdo The World Bank Expanding Opportunities for Learning (P166059) ABBREVIATIONS AND ACRONYMS AA Administrative Agreement BETF Bank Executed Trust Fund COVID 19 Coronavirus disease 2019 E&S Environmental and Social EAA Education Above All EMIS Education Management Information System ESF Environmental and Social Framework ESMF Environmental and Social Management Framework ESMP Environmental and Social Management Plans GPE Global Partnership of Education IDA International Development Agency MENFOP Ministry of National Education and Vocational Training (ministère de l’Éducation Nationale et de la Formation professionnelle) OOCS Out-of-school children PAD Project Appraisal Document PBC Performance Based Condition PRODA Djibouti Expanding Opportunities for Education Project (Project de Renforcement des Opportunités d’Apprentissage) RETF Recipient Executed Trust Fund The World Bank Expanding Opportunities for Learning (P166059) @#&OPS~Doctype~OPS^dynamics@restrhybridbasicdata#doctemplate BASIC DATA Product Information Operation ID Operation Name P166059 Expanding Opportunities for Learning Product/Financing Instrument Geographical Identifier Investment Project Financing (IPF) Djibouti Approval Date Current Closing Date 30-Sep-2019 30-Jun-2025 Environmental and Social Risk Classification (ESRC) Moderate Organizations Borrower Responsible Agency Republic of Djibouti Ministry of Education and Vocational Training @#&OPS~Doctype~OPS^dynamics@restrhybridoperationstatus#doctemplate OPERATION STATUS Project Development Objective (DO) Original Development Objective The project development objective is to increase equitable access to basic education, improve teaching practices, and strengthen MENFOP's management capacity. Disbursement Summary (in USD million) Source of Funds Net Commitment Disbursed Undisbursed % Disbursed IBRD -- -- -- 0 i The World Bank Expanding Opportunities for Learning (P166059) IDA 15.00 10.67 4.27 71.15 Grants 14.46 11.31 3.15 78.20 Policy Waivers Does this restructuring trigger the need for any policy waiver(s)? No @#&OPS~Doctype~OPS^dynamics@restrhybridmpa#doctemplate @#&OPS~Doctype~OPS^dynamics@restrhybridmpa#doctemplate ii The World Bank Expanding Opportunities for Learning (P166059) TABLE OF CONTENTS I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING ........................................................................................1 II. DESCRIPTION OF PROPOSED CHANGES ....................................................................................................................3 III. PROPOSED CHANGES ................................................................................................................................................4 IV. DETAILED CHANGE(S) ...............................................................................................................................................4 The World Bank Expanding Opportunities for Learning (P166059) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING A. Introduction 1. This Restructuring Paper seeks approval for an extension of the grant closing date for the Education Above All (EAA) Grant Agreement No. TF0B6756 under Expanding Opportunities for Learning (PRODA, P166059) to complete activities financed by the funds from the EAA. This is aligned with the amendment of the administration agreement signed by the EAA on July 10, 2024. No other changes are proposed in this restructuring. B. Project Background and Status. 2. Project summary. The Expanding Opportunities for Learning Project (PRODA) - for a total sum of US$24.25 million (comprising US$10 million IDA funding, a US$5 million grant from the IDA18 Window for Host Communities and Refugees (WHR), and a US$9.25 million grant from the Global Partnership for Education (GPE) -was approved by the World Bank on September 30, 2019, and became effective on February 14, 2020, with a closing date of December 15, 2024. 3. The Project Development Objective (PDO) is to increase equitable access to basic education, improve teaching practices, and strengthen the Ministry of National Education and Vocational Training (MENFOP)'s management capacity. The Project comprises four Components: Component 1: Establishing foundations for quality preschool education (US$3 million); Component 2: Expanding access to and improving retention in primary and lower secondary education (US$14.75 million); Component 3: Building capacity to support teaching and learning (US$10.05 million); and Component 4: Strengthening MENFOP’s management capacity and data systems (US$2.55 million). 4. Additional Financing: PRODA was appraised for US$28.05 million, including a US$3.8 million grant from a first partnership with the Education Above All (EAA) Qatar Foundation, although funds could not be secured at the time. During the second year of implementation, the Project was restructured to secure the EAA grant funding of US$3.8 million, together with an Additional Financing of US$2.3 million in grant funding from the GPE, bringing the current Project envelop to US$30.35 million. 5. The EAA Administration Agreement (Trust Fund No. TF073330), signed on 8 June 2021, provided for the US$3.8 million grant to be paid in three installments. As part of the approval process, the first installment of US$1.18 million, was paid on June 30, 2021, and executed by the signing of the EAA Grant Agreement No. TF0B6756 between the Government of Djibouti (GoD) and the Bank on September 15, 2021. 6. Restructuring to process the second EAA installment payment. In accordance with the Bank guidelines, a project restructuring is required to transfer the remaining installments received by TF073330 to the child Trust Funds (RETF TF0B6756 and BETF TF0B7348). The second installment of US$2 million was paid and executed by the signing of the amendment to the EAA Grant Agreement No. TF0B6756 on January 10, 2024. 7. Restructuring to extend the project closing date. The extension of the closing date from December 15, 2024, to June 30, 2025, requested by the Government of Djibouti on June 20, 2024, was approved on June 30, 2024, to capture the results for the school year 2024-25. The approved additional 6-months extension to June 30, 2025, allows adequate time for the independent verification of both enrollment and retention to be undertaken for school year 2024-2025. Page 1 The World Bank Expanding Opportunities for Learning (P166059) 8. As a result of the second restructuring, GPE TF0B1108 and TF0B6054, IDA Credit Number 6449-DJ and GPE Grant Number D485-DJ were extended until June 30, 2025. The EAA Grant Agreement No. TF0B6756 was initially extended to September 30, 2024 (by reducing the grace period to one month), while an agreement with the donor was reached. This agreement was confirmed by the signing on July 10, 2024, of the Amendment No.1 to the Administration Agreement which extended the End of the Disbursement Date to December 31, 2025. Consequently, a project restructuring is required to extend the EAA Grant Agreement No. TF0B6756 to the current closing date of June 30, 2025. 9. Third and final EAA installment: Due to delays in the reception of the third and final installment payment of US$1 million to complete the total grant allocation of US$3.8 million, the transfer of these funds to TF0B6756 will be processed under the upcoming Additional Financing process under the Project. 10. Project overview. • Achievement Progress towards the Project Development Objective (PDO) is rated Moderately Satisfactory and Implementation Progress is rated Satisfactory. As it approaches closure, the Project continues to make steady progress and is stepping up the pace of delivering its development objectives. Progress continues under all components and the Project Implementation Unit (PIU) is making concerted efforts to deliver the Project and PDOs by the project closure date of June 2025. It is the first project with MENFOP to adopt a results-based financing approach. This has been strategic in keeping the focus on results and performance, following some initial difficulties in adaptation and the need to change the Independent Verification Agency (IVA) due to delivery issues. PRODA is currently on track to deliver the majority of its Performance Based Results (PBRs), with the Bank team working closely with the PIU to accelerate the disbursement of the remaining PBRs. The school year 2023-24 saw a substantial improvement in school enrolment (PDO Level Indicator 1) and progress on national assessments (PDO Level Indicator 4). The first data to assess improvement in teacher skills (PDO Level Indicator 3) became available in July and shows an improvement of 79% for pre-school teachers and 58% for primary schoolteachers. Meanwhile progress on gender parity (PDO Level Indicator 2) has stabilized and is expected to show some increase for the school year 2024-25. Intermediate indicators are overall showing improvements with 9 indicators achieved. • Procurement as well as The Environmental and Social (E&S) aspects are rated Satisfactory. Financial Management (FM) is rated Moderately Satisfactory. There are no overdue external audit reports. Legal covenants. There have been no changes under the legal covenants. 11. Component performance. Over the past four years, MENFOP has made positive strides in implementing its reform and delivering project objectives, including navigating the challenges of the COVID period and ensuing school closures. Started in February 2020, one month before the COVID-19 pandemic, the Project has supported the achievement of a series of results including:     • Component 1: Establishing foundations for quality preschool education: a new area for Djibouti, the project has supported the development of quality standards and a mechanism to quality assure public preschools, teacher training and coaching, and the construction and equipment of 41 preschool classes which have facilitated the enrolment of over 1,000 preschool children. Enrolment has more than doubled since 2016 but remains low at 13.06 percent. MENFOP’s commitment to providing 1 year of preschool education to all children by 2035 represents a concerted effort to ensure that all children can benefit from the early development of cognitive and socioemotional skills.  Page 2 The World Bank Expanding Opportunities for Learning (P166059) • Component 2: Expanding access to and improving retention in primary and lower secondary education: over 22,000 out-of-school children (OOSC) have been enrolled in school so far, out of an ambitious target of 35,000, reflecting MENFOP’s efforts to increase enrolment, including a new program to provide catch-up learning for students who dropped out early and strategies to enhance girls’ enrolment and integrate children with special needs into public schools. Reducing repetition in Grade 5 from 24 percent to 6 percent represents significant progress towards increasing the efficiency of the education sector.  As part of Djibouti’s progressive approach to education for refugees, the project has supported the equipment and construction of new classrooms and made the revised curriculum and learning materials available in refugee languages.  • Component 3: Building capacity to support teaching and learning: to date the Project has supported the revision of the curriculum for all grades from years 1-9, a revamp of teacher professional development, including pre-service training, and the rollout of the World Bank’s TEACH/COACH model to support regular coaching of teachers to improve teaching practice, and the promotion of Djibouti’s first national learning assessments in literacy and numeracy to track progress and identify where additional support is needed to improve foundational learning outcomes. • Component 4: Strengthening MENFOP’s management capacity and data systems: a major achievement is the incremental rollout of a digital education management information system at a national scale, starting with all public primary schools. The introduction of the first unique student identifier allows the enrolment and attendance of students to be monitored digitally and in real-time and is recognized by school principals as an efficient way to manage student enrolment and retention, enabling early tracking of children with low attendance and high risk of drop-out.  In addition, the project is supporting digital literacy for the early grades and an online platform offering teachers continuous development and students learning materials to build system resilience to shifts to distance learning in the event of a future crisis.  C. Rationale for restructuring. 12. A restructuring process to extend the closing date of the EAA Grant Agreement No. TF0B6756 to June 30, 2025, is needed to capture the results for the school year 2024-25. The EAA financing (TF0B6756) is allocated to scale up the enrollment of up to 35,000 primary school-aged OOSC on a results-based arrangement with co-financing from the IDA loan. Results support the achievement of PDO1 and are measured under PBR #3.2 with results to date verified for four years. The results of enrollment and retention of OOSC for a fifth year are required to advance progress towards the final target, and, through this, trigger the final disbursement from EAA and IDA. II. DESCRIPTION OF PROPOSED CHANGES 13. This restructuring will extend the closing date of the EAA Grant Agreement No. TF0B6756 from September 30, 2024, to June 30, 2025, reestablish the Trust Fund grace period to 4 months, which is now possible according to the amended Administration Agreement that has extended the Donor End of Disbursement date to December 31, 2025. 14. The end target date in the Results Framework will be revised to match the current closing date of June 30, 2025, according to the last approved restructuring on June 30, 2024. No other changes will be considered. 15. Environmental and Social. The ESCP will continue to be implemented as part of the extension. 16. Financial Management (FM). FM arrangements will remain unchanged. Page 3 The World Bank Expanding Opportunities for Learning (P166059) 17. Procurement arrangements. Procurement arrangements will remain unchanged. 18. Adjustments to Legal Covenants. Not required. @#&OPS~Doctype~OPS^dynamics@restrhybridsummarychanges#doctemplate Summary changes III. PROPOSED CHANGES Operation Information Proposed Changes Operation Information Proposed Changes Results Yes Loan Closing Date Extension Yes Disbursements Estimates Yes Implementation Schedule Yes Development Objective No Loan Cancellations No Summary Description No Reallocations No (Operation Abstract) Legal Operational Policies No Financial Management No MFD/PCE No Procurement No Risks No Institutional Arrangement No Legal Covenants No Conditions No Implementation Modalities No Disbursements Arrangements No DDO No Clients No Appraisal Summary No Components No @#&OPS~Doctype~OPS^dynamics@restrhybriddetailedchanges-disclose#doctemplate IV. DETAILED CHANGE(S) COSTS & FINANCING Private Capital Facilitation Is this an MFD-Enabling Project (MFD-EP)? Page 4 The World Bank Expanding Opportunities for Learning (P166059) Is this project Private Capital Enabling (PCE)? LOANS Loan Closing Original Revised Proposed Proposed Deadline Loan/Credit/Trust Status Closing Closing(s) Closing for Withdrawal Fund Applications IDA-64490-001 Effective 15-Dec-2024 30-Jun-2025 IDA-D4850-001 Effective 15-Dec-2024 30-Jun-2025 TF-B1108-001 Effective 15-Dec-2024 30-Jun-2025 TF-B6054-001 Effective 15-Dec-2024 30-Jun-2025 TF-B6756-001 Closed 30-Jun-2024 30-Sep-2024 30-Jun-2025 30-Oct-2025 DISBURSEMENTS Operation Dates & Projection Details Reasons to change the full Disbursement date and/or the projection Restructuring Implementation Start Date Operation Closing Date 30-Sep-2019 30-Jun-2025 Projected Date for Full Disbursement 31-Dec-2025 Expected Disbursements (in US $) (Absolute) Original Estimation at Preparation Actual Year Revised Estimation (Approval Package – 16 Jun 2020) FY2020 1,666,666.66 338,923.00 338,923.00 FY2021 3,800,000.00 4,200,863.14 4,200,863.14 FY2022 7,600,000.00 5,678,118.89 5,678,118.89 FY2023 6,600,000.00 4,820,420.68 4,820,420.68 FY2024 4,350,000.00 5,955,711.46 5,955,711.46 FY2025 3,700,000.00 4,355,962.83 985,367.21 Page 5 The World Bank Expanding Opportunities for Learning (P166059) FY2026 0.00 5,000,000.00 0.00 ENVIRONMENTAL & SOCIAL Environmental & Social Assessment According to the E/S Specialist are there changes proposed to the operation’s design that No would impact the Bank’s E&S assessment?” Page 6 The World Bank Expanding Opportunities for Learning (P166059) RESULTS COUNTRY: Djibouti Expanding Opportunities for Learning @#&OPS~Doctype~OPS^dynamics@restrannexpolicyandresult#doctemplate PDO Indicators by PDO Outcomes Increased equitable access to basic education Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year Revise PDO #1: Additional primary 0.00 May/2019 22,782.00 30-Jun-2025 22,782.00 30-Jun-2024 35,000.00 Jun/2025 school-level OOSC enrolled, disaggregated by gender and vulnerable populations (girls, refugees, rural students, and special needs students) (Number) PBC Revise PDO #2: Gender parity index in 0.82 May/2019 0.86 30-Jun-2025 0.86 30-Jun-2024 0.90 Jun/2025 lower secondary enrollment (disaggregated by urban/rural) - Gender Results Indicator (Number) PBC Improved teaching practices Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year 0.00 Dec/2022 0 30-Jun-2025 0 30-Jun-2024 75% of all public Jun/2025 Revise primary school and PDO #3: Percentage of basic 30% of public education teachers demonstrating preschool teachers improved skills, disaggregated by demonstrate primary and preschool (Text) improved classroom practices. Page 7 The World Bank Expanding Opportunities for Learning (P166059) Strengthened MENFOP's management capacity Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year No May/2019 Revised OTIs (years 30-Jun-2025 Revised OTIs (years 30-Jun-2024 Revised OTIs (years Jun/2025 Revise PDO #4: Learning assessments 2 and 5) and at least 2 and 5) and at least 2 and 5) and at least are revised and administered one national one national one national (Text) PBC learning assessment learning assessment learning assessment are administered are administered are administered Intermediate Results Indicators by Components Component 1: Establishing foundations for quality preschool education Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year No May/2019 Yes 30-Jun-2025 Yes 30-Jun-2024 At least 30 percent Jun/2025 of public and private Revise Preschool quality standards preschools meeting approved (Text) PBC quality standards (as measured by quality audit) Revise Number of preschool teachers No May/2019 172 30-Jun-2025 172 30-Jun-2024 60 Jun/2025 trained on the new curriculum (CRI) (Text) PBC ReviseAdditional public preschool 0.00 May/2019 41.00 14-May-2024 41.00 30-Jun-2024 41.00 Jun/2025 classrooms built or rehabilitated (Number) Component 2: Expanding access to and improving retention in primary and lower secondary education Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year Revise Percentage of rural primary and 47.00 May/2019 71.00 30-Jun-2025 71.00 30-Jun-2024 90.00 Jun/2025 lower secondary schools that have adequate facilities (water point, Page 8 The World Bank Expanding Opportunities for Learning (P166059) latrines, electrical or solar power source) (Percentage) 0 May/2019 42 (33 built et 9 30-Jun-2025 42 (33 built et 9 30-Jun-2024 43 canteens in Jun/2025 Revise Number of school canteens rehabilitated) rehabilitated) primary and 20 operationalized (Text) canteens in lower secondary No strategy May/2019 Sub-regional plans 14-May-2024 Sub-regional plans 30-Jun-2024 Adapted Jun/2025 have been tested in have been tested in interventions in all Revise two regions. Plans two regions. Plans five regions are Sub-regional plans to promote for the other 3 for the other 3 implemented enrollment and reduce dropout are regions are available regions are available approved (Text) and will be and will be implemented in implemented in school year 2024-25. school year 2024-25. ReviseDecrease in grade 5 repetition 24.40 May/2019 6.00 30-Jun-2025 6.00 30-Jun-2024 14.40 Jun/2025 rate (Percentage) Component 3: Building capacity to support teaching and learning Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year No May/2019 Assessment levels 30-Jun-2025 Assessment levels 30-Jun-2024 Primary and lower Jun/2025 ReviseAssessment levels in math and for grades 4 and 7 for grades 4 and 7 secondary at least one language are officially have been validated have been validated assessment levels in approved in primary and lower math and at least secondary education (Text) one language are officially approved. Revise No May/2019 No 30-Jun-2025 No 30-Jun-2024 Development of an Jun/2025 Administration of a digital action plan based on evaluation of digital literacy skills the results of the (Text) evaluation. Revise Administration of a revised No May/2019 Yes 14-May-2024 Yes 30-Jun-2024 Yes Jun/2025 Brevet (9th year national assessment) (Text) RevisePercentage of primary schools 0.00 May/2019 33.00 30-Jun-2025 33.00 30-Jun-2024 100.00 Jun/2025 that receive detailed reports on results of learning assessments and Page 9 The World Bank Expanding Opportunities for Learning (P166059) guidelines for their use to improve teaching and learning (Percentage) Baseline figure not May/2019 The minimum 30-Jun-2025 The minimum 30-Jun-2024 To be determined Jun/2025 yet established thresholds have thresholds have when baseline is been revised based been revised based calculated, once Revise on data from the on data from the assessment is Improved learning outcomes for 2022-23 ENI. 2nd- 2022-23 ENI. 2nd- carried out year 2 students (Text) year students will year students will take part in the next take part in the next ENI in May 2024 and ENI in May 2024 and again in 2024-25. again in 2024-25. Revise Percentage of primary and 0.00 May/2019 25.00 30-Jun-2025 25.00 30-Jun-2024 80.00 Jun/2025 lower secondary school management committees that use participatory processes to assess and improve school performance. (Percentage) No May/2019 At least 3 30-Jun-2025 At least 3 30-Jun-2024 At least 3 Jun/2025 competency competency competency frameworks for frameworks for frameworks for ReviseCompetency frameworks teachers, school teachers, school teachers, school officially approved (Text) leaders, pedagogical leaders, pedagogical leaders, pedagogical advisors officially advisors officially advisors officially approved by approved by approved by MENFOP. MENFOP. MENFOP. Revise Teachers Trained (CRI) 0.00 May/2019 2,635.00 30-Jun-2025 2,635.00 30-Jun-2024 2,000.00 Jun/2025 (Number) PBC No May/2019 Yes 30-Jun-2025 Yes 30-Jun-2024 Percentage of year 4 Jun/2025 Revise Reinforcing the use of ICT for students who used learning (Text) an ICT tool for learning Revise Percentage of PAs and 0.00 May/2019 87.50 30-Jun-2025 87.50 30-Jun-2024 100.00 Jun/2025 inspectors conducting classroom observations using an updated tool (Percentage) Revise Percentage of school directors 0.00 May/2019 28.00 30-Jun-2025 28.00 30-Jun-2024 80.00 Jun/2025 who participate in professional Page 10 The World Bank Expanding Opportunities for Learning (P166059) community of practice (Percentage) Revise Competency Framework for No Feb/2021 No 30-Jun-2025 No 30-Jun-2024 Yes Jun/2025 Inspectors approved (Yes/No) Revise Percentage of inspectors and 0.00 Feb/2021 0.00 14-May-2024 0.00 30-Jun-2024 80.00 Jun/2025 Pedagogical Advisors evaluated (Percentage) Revise The grade level of classes in Grade 2 Feb/2021 Revised curriculum 30-Jun-2025 Revised curriculum 30-Jun-2024 Revised curriculum Jun/2025 primary and lower secondary rolled out to Grades rolled out to Grades rolled out to Grades education with a revised curriculum 1-9 1-9 1-9 (Text) Revise Number of exam copies 0.00 Feb/2021 0.00 14-May-2024 0.00 30-Jun-2024 400.00 Jun/2025 produced by the Department of Exams (DEC) (Number) Revise Percentage of trainers trained in 0.00 Feb/2021 0.00 30-Jun-2025 0.00 30-Jun-2024 100.00 Jun/2025 the analysis of practical teaching methods (Percentage) Revise Number of teachers trained in 0.00 Feb/2021 0.00 30-Jun-2025 0.00 30-Jun-2024 1,000.00 Jun/2025 the use of distance learning methods (disaggregated by sex, level of education, geographic zone) (Number) Revise Percentage of school 0.00 Feb/2021 0.00 30-Jun-2025 0.00 30-Jun-2024 80.00 Jun/2025 management committees trained and capable of supporting parents to support their children's learning by remote methods (Percentage) Component 4: Strengthening MENFOP's management capacity and data systems Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year No May/2019 100% of public 30-Jun-2025 100% of public 30-Jun-2024 70% of public and Jun/2025 Revise elementary school elementary school 50% of private Improved methods for data have access to SIGE. have access to SIGE. primary schools collection (Text) Data on level of use Data on level of use transmit their data to come. 0% of to come. 0% of Page 11 The World Bank Expanding Opportunities for Learning (P166059) private schools have private schools have via the application access. access. on time. Revise Modernization of the EMIS No May/2019 Student information 30-Jun-2025 Student information 30-Jun-2024 Student information Jun/2025 (Text) system is developed system is developed system is developed Performance-based Conditions (PBC) Actual (Previous) Actual (Current) PBC Name Baseline End Target Result Date Result Date Revise1 Preschool quality Value No standards approved (Text) Allocated Yes 30-Jun-2025 Yes 30-Jun-2024 Total 0.00 0.00 Allocation:1,000,000.00 Amount Revise2 Number of Value No preschool teachers trained on the new Allocated 172 30-Jun-2025 172 30-Jun-2024 curriculum (CRI) (Text) 0.00 0.00 Total Amount Allocation:500,000.00 Revise 3 PDO #1: Additional Value 0.00 primary school-level OOSC enrolled, disaggregated by gender and vulnerable populations (girls, 22,782.00 30-Jun-2025 22,782.00 30-Jun-2024 Allocated refugees, rural students, 0.00 0.00 Amount and special needs students) (Number) Total Allocation:9,950,000.00 Value 0.82 0.86 30-Jun-2025 0.86 30-Jun-2024 Page 12 The World Bank Expanding Opportunities for Learning (P166059) Revise 4 PDO #2: Gender parity index in lower secondary enrollment (disaggregated by Allocated urban/rural) - Gender 0.00 0.00 Amount Results Indicator (Number) Total Allocation:2,300,000.00 Revise Value No Revised OTIs (years 5 PDO #4: Learning Revised OTIs (years 2 2 and 5) and at assessments are revised and 5) and at least one least one national and administered (Text) 30-Jun-2025 national learning 30-Jun-2024 Allocated learning Total 0.00 assessment are 0.00 Amount assessment are Allocation:2,750,000.00 administered administered Revise6 Teachers Trained Value 0.00 (CRI) (Number) Allocated 2,635.00 30-Jun-2025 2,635.00 30-Jun-2024 Total 0.00 0.00 Allocation:1,500,000.00 Amount Page 13