$ Report No: RES00375 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF Georgia I2Q - Innovation, Inclusion and Quality APPROVED ON 29-May-2019 TO Ministry of Finance Education Global Practice Europe And Central Asia Region Regional Vice President: Antonella Bassani Regional Director: Michal J. Rutkowski Country Director: Rolande Simone Pryce Practice Manager: Rita Kullberg Almeida Task Team Leader: Shiro Nakata The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) ABBREVIATIONS AND ACRONYMS COVID-19 Coronavirus Disease of 2019 ECEC Early Childhood Education and Care E&S Environmental and Social EMIS Education Management and Information System IBRD International Bank for Reconstruction and Development I2Q Innovation, Inclusion, and Quality Project ISR Implementation Status Report LMS Learning Management System MRDI Ministry of Regional Development and Infrastructure MoF Ministry of Finance MoESY Minister of Education, Science and Youth MS Moderately Satisfactory MTR Mid-Term Review PBF Performance-based Financing PDO Project Development Objective PMU Project Management Unit PMT Project Management Team SRP School Readiness Program STEAM Science, Technology, Engineering, Arts, and Math The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) @#&OPS~Doctype~OPS^dynamics@restrhybridbasicdata#doctemplate BASIC DATA Product Information Operation ID Operation Name P168481 Georgia I2Q - Innovation, Inclusion and Quality Product/Financing Instrument Geographical Identifier Investment Project Financing (IPF) Georgia Approval Date Current Closing Date 29-May-2019 31-Mar-2026 Original EA Category Partial Assessment (B) (PAD Approval Package-29 May 2019) Organizations Borrower Responsible Agency Ministry of Education, Science, Culture and Sport/Municipal Ministry of Finance Development Fund @#&OPS~Doctype~OPS^dynamics@restrhybridoperationstatus#doctemplate OPERATION STATUS Project Development Objective (DO) Original Development Objective The project development objectives are to (i) expand access to preschool education and (ii) improve the quality of education and learning environments. Disbursement Summary (in USD million) Source of Funds Net Commitment Disbursed Undisbursed % Disbursed i The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) IBRD 102.70 48.49 52.04 48.24 IDA -- -- -- 0 Grants -- -- -- 0 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 Georgia I2Q - Innovation, Inclusion and Quality (P168481) TABLE OF CONTENTS I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING ........................................................................................1 II. DESCRIPTION OF PROPOSED CHANGES ....................................................................................................................5 III. PROPOSED CHANGES ................................................................................................................................................8 IV. DETAILED CHANGE(S) ...............................................................................................................................................9 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING Project Status 1. This Restructuring Paper seeks management approval to restructure the Georgia I2Q – Innovation, Inclusion, and Quality Project. The purpose of the restructuring is to extend the project closing date by 12 months (from March 31, 2026, to March 31, 2027), amend the scope of Component 3, and adjust the results framework. Proposed adjustments were requested formally by the Ministry of Finance (MoF), in agreement with the Ministry of Education, Science, and Youth (MoESY) through the official letter dated 31 July 2024. The mid-term review (MTR) conducted in March 2023 noted that the project remains relevant to the government’s goals of improving the quality and relevance of education. Current restructuring does not envisage any changes to the PDO or the World Bank’s Environmental and Social (E&S) assessment and implementation arrangements. There are no overdue audits. This is the second restructuring and the first extension of the project. 2. The IBRD Loan for Georgia I2Q – Innovation, Inclusion, and Quality Project was approved on May 29, 2019. The MoESY is the implementing agency with the overall responsibility for the project implementation and thus liaises with the MoF, the Borrower. The Municipal Development Fund (MDF) under the Ministry of Regional Development and Infrastructure (MRDI) implements the civil works part of the project. The project is financed by a EUR 90 million International Bank for Reconstruction and Development (IBRD) loan (US$102.7 million equivalent). The Loan Agreement between the World Bank and the Government of Georgia was signed on June 18, 2019, and became effective on November 27, 2019. 3. The first restructuring was approved on August 25, 2020, and it aimed to adjust the financing ratio between IBRD and counterpart funding, increasing IBRD financing from 80 to 100 percent. This change was necessitated due to the adverse fiscal impact of the COVID-19 pandemic and the significant reduction in the budget of the MoESY. However, the IBRD financing percentage was only changed for the MoESY part under Category 1 of the Loan Agreement (EUR 29,775,000). Category 2 (EUR 60,000,000) for the MDF part remained unchanged at 80 percent, including taxes. 4. The Program Development Objectives (PDO) are to (i) expand access to preschool education and (ii) improve the quality of education and learning environments. The PDO was rated Satisfactory (S) in the latest Implementation Status and Results (ISR) report in November 2024. All PDO indicators are on track to be achieved within the extended timeline. The detailed status of PDO is briefly described below based on the progress of three PDO indicators: Expand access to preschool education. 5. PDO Indicator 1: 5 to 6‐year old children enrolled in School Readiness Programs (SRP) – this indicator is on track. The rate is calculated as a ratio of children enrolled in SRP out of the total population of 5 to 6-year-old children enrolled in kindergartens. The project is progressing well, with school-based SRPs in 141 public schools introduced from September 2024 and nine schools to be launched in September 2025. Rehabilitation works on the 146 SRP centers have been completed, and the procurement of furniture and technology has been finalized. The SRP curriculum has been revised to align with international best practices and endorsed by the MoESY. Additionally, teachers and caregivers have been trained to deliver the SRP program. Improve the quality of education and learning environments. 6. PDO Indicator 2: Beneficiary students with access to improved learning environments in project-supported schools – this indicator is achieved, and end of project target is expected to be surpassed. The project has been undertaking key activities to enhance the quality of school learning environments. The beneficiary students include (i) students of newly constructed schools and rehabilitated schools, (ii) students in schools receiving a pilot school Page 1 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) improvement package, and (iii) students in fully equipped SRP classrooms. The number of target schools has been agreed upon for new school construction and rehabilitation works, with 14 schools for new construction and 23 schools for rehabilitation. 7. PDO Indicator 3: Learning outcomes of students in national formative assessments in project‐supported general education schools – the outcome for this indicator is not yet due, but the indicator will require adjustments to measure project outcomes accurately. Since formative assessment is school-based and involves individual evaluation of students to monitor learning and provide ongoing feedback, the term "formative" will be dropped. The project is conducting sample-based national assessments to measure learning outcomes. An assessment was conducted to establish a baseline for the indicator. Additionally, the project assists the MoESY in upgrading tools and mechanisms for formative assessment and implementing a national student assessment framework. 8. Implementation Status and Disbursements: The project implementation has accelerated and is satisfactory across most activities; however, the project experienced notable delays in a few critical interventions. The implementation status (IS) has been upgraded Satisfactory (S) in the last ISR as a result of successfully processing pending procurement of civil work packages for new school construction and rehabilitation, as well as Learning Management Systems (LMS) and e- School upgrade services. As of December 3, 2024, the project has disbursed $50 million, representing 48% of the total funding. The relatively low ratio of disbursements is primarily attributed to the significant funding allocation (2/3 of the total financing) to the civil works sub-component, which faced delays. The status of implementation for each component is outlined below. 9. Component 1: Improving Quality of and Access to Early Childhood Education and Care (ECEC). This component's scope remains unchanged. All activities are on track to be completed by the original closing date. Significant progress has been made in expanding access to quality preschool services, improving data collection, and advancing teacher professional development. Key achievements include revising the infrastructure technical regulations for ECEC institutions; updating and endorsing the ECEC curriculum for ages 2-5 and SRPs; enhancing professional development for caregivers and administrative personnel; supporting the authorization of ECEC institutions; and completing SRP classroom rehabilitation in 146 schools (out of 150 schools). A merit-based remuneration scheme, qualification requirements for ECE staff, and a professional development framework for ECEC educational personnel have also been developed. 10. Component 2: Fostering Quality Teaching and Learning in General Education. This component's quality enhancement activities (sub-components 2.2, 2.3, and 2.4) are progressing well, while the infrastructure sub-component (sub-component 2.1) has faced considerable challenges. • Sub-component 2.1: Improving the educational infrastructure to support learning: The project set out to construct 2 - 10 new schools and fully rehabilitate up to 60 schools using the modern infrastructure standards. The project completed the development of school infrastructure standards aligned with the EU best practices. However, due to the cost escalation from the pandemic and the war in Ukraine, exacerbated by the depreciation of the Euro, the number of target schools for the sub-component 2.1 has been agreed to at a scale lower than the maximum scope anticipated originally. The project will now fully renovate 23 public schools, compared to the maximum target of 60 schools, and construct 14 new schools, against the target range of 7 – 18 new schools. The more stringent requirements under the new infrastructure standards also contributed to the cost escalation. As of December 3, 2024, all construction and renovation contracts have been signed, except for two Tbilisi schools, with contracts expected by the end of January 2025. Procurement delays were due to the COVID pandemic, prolonged school selection processes, delays in design development, and, in some instances, the need for re-tendering packages. All the new construction and rehabilitation works are expected to be completed by October 2026. Page 2 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) • Sub-components 2.2, 2.3, and 2.4 for whole-school improvement, science innovation, school-based formative assessment, and national assessment: These activities have been progressing well, with necessary adjustments continuously made to keep up with the evolving needs of MoESY. The project successfully implements the pilot of a whole-school improvement approach to benefit 200 selected schools, providing professional development to teachers and principals. Per the request of MoESY, the project has also supported the school authorization process within the whole-school development initiative, which was not originally part of the project's scope. Moreover, the Science, Technology, Engineering, Art, and Mathematics (STEAM) activities are progressing well, with 120 (out of 200) schools already equipped and the extracurricular STEAM programs being implemented with active participation of girls. Additionally, the project has assisted the ministry in developing the first national assessment framework and adopting tools and mechanisms for school-based formative assessment. Furthermore, the project has embarked on supporting the development of the national summative assessment mechanisms for Grade 10 across six subject groups. However, a high-level ministerial decision on the grades and subjects for the national assessments was delayed. On June 3, 2024, the MoESY formally requested the project's support in developing the national assessment system for the basic general education level (grade 10). The revised project closing date will allow for the full execution of this extended activity. 11. Component 3: Strengthening Financing Options and Promoting Internationalization in Higher Education. This component is progressing well, and all activities are expected to be completed by the original closing date. Two sub- components have been revised to respond to MoESY's emerging priorities, as described below. • Sub-component 3.1: New options for higher education financing. Initially, the project aimed to develop performance-based funding (PBF) mechanisms for higher education. However, in addition to PBF, following MoESY’s request, the project expanded the scope to support the development of the core funding model for higher education, including introducing the merit-based scholarship system and conducting academic program costing exercises to determine program-specific expenses, which are critical for the quality of higher education. Following the new tasks for the development of the new funding model, the requirement for the software package, which was initially planned to be created to implement only the PBF model, was also expanded to cover new initiatives proposed under the project. Apart from making a crucial contribution with regards to ensuring adequate funding and sustainability of higher education institutions, the revised funding model is closely aligned with the quality enhancement needs of academic programs. As of December 3 2024, the project has completed the development of the PBF model, and the implementation of digital infrastructure is underway. • Sub-component 3.4: Strengthening pre-service teacher training: Per the MoESY’s request, sub-component 3.4 on pre-service education programs will be dropped to divert resources to support additional activities for developing the core funding model and merit-based scholarship scheme under sub-component 3.1, as described above. The MoESY has secured a grant from another development partner to pursue the pre-service teacher training initiative. Nonetheless, the project will still contribute to strengthening the quality of pre-service teacher education programs through developing the core funding model which, as stated under sub-component 3.1, will support improvement of the academic program quality. 12. Component 4: System Strengthening and Stakeholder Communication. The scope of sub-component 4.1: data- driven decision-making has undergone refinement. The project has completed a comprehensive diagnostic assessment of the Education Management and Information System (EMIS) and developed recommendations to enhance it. As a result of this assessment, the project has shifted its focus to upgrading the e-School system and developing a Learning Management System (LMS). However, the complex process of recruiting firms for LMS development and e-School Page 3 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) upgrade has taken longer than anticipated due to extensive discussions over the scope of work and procurement documents preparation and evaluation by PMU. After going through this challenging consensus-building process, the project has recently signed contracts for both LMS and e-School. The LMS development and e-School upgrades are expected to be completed by May 2026 and November 2026, respectively, necessitating an extension of the project closing date. 13. Component 5: Supporting Project Management, Monitoring, and Evaluation. TA Project Management Unit (PMU), established under the MoESY, and a Project Management Team (PMT) operating under the MDF perform well, demonstrating strong leadership and effective collaboration. The high-level steering committee, chaired by the deputy ministers of MoESY, MoF, and MRDI, monitors project implementation and ensures smooth coordination among various government entities. Monitoring and Evaluation mechanisms are in place. The project develops semi-annual monitoring reports and shares them with the Bank team and relevant stakeholders. The results framework is kept up to date. The project has completed the first round of the Performance Evaluation Study with a representative sample to provide qualitative information about the relevance, effectiveness, and impacts of the project activities. The 2nd round will be completed by Jan 31, 2026. PMU and PMT will be kept in place during the extended project period to manage the remaining tasks for civil works, national assessments, and LMS/e-School. 14. Summary of Performance of Environmental and Social Compliance. The project’s compliance with the safeguard policies is satisfactory. MDF develops site-specific Environment and Social Management Plans that become an integral part of contracts for the provision of civil works. Among other aspects, E&S due diligence applied to the project includes (i) screening for structural integrity of buildings picked for rehabilitation, (ii) incorporating design elements for universal access, and (iii) providing arrangements for uninterrupted teaching process at schools while works at their premises are underway. MDF has due arrangements in place to undertake technical supervision of works, including E&S monitoring. The proposed restructuring involves no changes in the E&S arrangements. Rationale for Restructuring 15. The objective of this restructuring is to (i) extend the project closing date, (ii) drop the sub-component 3.4, and (iii) adjust the results framework. The extension of the closing date to March 31, 2027, is necessary due to delays in the civil works for school construction and rehabilitation, national assessments at Grade 10, and LMS and e-School system upgrading. After the initial delays, these activities are currently progressing well, as described above. An additional one year will enable the project to ensure the completion of these remaining activities and the achievement of its targets. The amendment to Component 3 was required to address the MoESY’s evolving priorities in the higher education sector, diverting budgets to finance technical assistance to support critical higher education financing reforms, including unit cost analysis, developing core funding mechanisms, introducing a merit-based scholarship system and developing unified digital infrastructure for administering the new funding models. All adjustments in project activities were made following the MoESY's formal requests and in consultation with the World Bank. Revisions to the results framework have become necessary to ensure alignment with the revised project activities. Justifications for revisions for each indicator are described in the section below. Page 4 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) II. DESCRIPTION OF PROPOSED CHANGES 16. The proposed restructuring will not change the PDO, project components, or the overall ambition of the project to enhance the education system in Georgia. While the terminology of one PDO indicator will be adjusted to reflect the actual assessment activity, both the nature and ambition of the indicator will remain unchanged. Though lower than the potential maximum scope, the revised scope of the new school construction and rehabilitation still falls within the range of achievement originally expected at the project appraisal. Overview of proposed changes: 17. Extension of the Project Closing Date: The proposed restructuring seeks to extend the project closing date by one year, from March 31, 2026, to March 31, 2027. This extension is essential to fully complete all critical activities, which faced delays in the past and are now moving forward well. A revised timeline will allow for the successful completion of key activities under Component 2 and Component 4, which are critical to the project's overall success. Specifically, Component 2 requires additional time to finalize two vital activities: civil works under sub-component 2.1 and national assessments under sub-component 2.4. Sub-component 4.1 also requires more time to fulfill its objective of establishing and operationalizing the LMS and upgrading the e-School System. These delays were primarily caused by the pandemic, significant leadership changes within the ministry, and extended preparation periods for procurement and decision- making by MoESY. All other project activities will be completed by the original closing date. The proposed extension will ensure the successful fulfillment of these remaining components, securing the overall impact and sustainability of the project. 18. Revision of the scope Component 3 and dropping sub-component 3.4: This change is required to reflect the amendments in the scope of Component 3, aligning it with MoESY's evolving reform agenda. Specifically, MoESY requested to remove sub-component 3.4 to extend support under sub-component 3.1 for developing the revised core financing modality for higher education institutions, including unit-cost analysis and merit-based scholarship. The revision of the core financing modality was not part of the original scope, but it is critical for improving the competitiveness of higher education in Georgia. Modernizing and strengthening the pre-service education programs remains a high priority for the government. The MoESY secured support from another development partner for this initiative and requested the project to divert the resources of sub-component 3.4 for the new priority. As a result, the new model will consider a diversified approach considering the fields of study and education levels and thus will be linked with the quality of academic programs. 19. Adjustments to the Results Framework: The results framework will be adjusted to reflect the activity adjustments and improve the specificity and relevance of some of the indicators. The revised results framework will improve the quality of overall project monitoring and ensure the continued relevance of the indicators. The proposed adjustments include (a) the technical revisions of one PDO indicator and four intermediate results indicators (IRIs) to improve the alignment of indicators with the project activities, (b) the removal of two IRIs due to the modifications of scope, and (c) the addition of two new IRIs. Details of the proposed changes and rationales for each indicator are provided in the table below. Page 5 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Proposed changes in the results framework: Original Indicator Proposed Revision Rationale for Revision PDO Indicator Learning outcomes of [Technical Revision] ‘Formative’ assessments are school-based formal and students in national “formative” will be informal assessment procedures conducted by teachers formative assessment dropped. End-line during the learning process to check students' in project-supported targets to be set. understanding and modify teaching and learning activities general education for better learning. Hence, formative assessments are not schools for summative diagnosis of learning performance, and the use of terminology needs to be corrected. The project is conducting national learning assessments for this indicator. Intermediate Results Indicators Diagnostic study [Technical Revision] Given the nature of the diagnostic assessment, it is a one- completed and “in Yr 1 and Yr 4” will time study, producing recommendations. Performing an recommendations be dropped additional diagnostic at the end of the project would offer made for little value. The initial diagnostic study conducted early in development and the project provided critical recommendations that have expansion of quality been used to design and tailor project interventions. As ECEC completed in Yr these ECE activities will continue through the project's 1 and Yr 4 conclusion, and with other indicators in the results framework set to measure their impact, an additional diagnostic assessment would not provide significant new insights or benefits. Number of [Technical Revision] The PAD indicates the project would fully rehabilitate ‘up rehabilitated general The target will be to 60 schools’, drawing on unit-cost assumptions and the education schools modified from 60 to 23 budget allocated. Due to the cost escalations because of (number) schools external factors (as described above), the project can now fully renovate 23 public schools using the same budget. The rehabilitation is implemented using the new school infrastructure standards with best practice environment and energy efficiency standards as originally envisioned. Establishment of [Technical Revision] The concept of Thematic Innovation Clubs has been Thematic Innovation Will be changed to integrated into the STEAM program. The STEAM programs Clubs in every “Number of general in 200 selected schools are extending the extracurricular region/municipality education schools STEAM activities and clubs. This approach is structured and targeting gifted and which developed and includes a comprehensive program with various other student introduced STEAM components across different disciplines, designed to interests and a system Extracurricular increase the engagement of students, in particular girls. to ensure its Programs (Number)” The baseline and end-line targets remain the same. sustainability (Number) National formative [Technical Revision] Formative assessment requirements have been assessment system Will be changed to established in the national curriculum since 2006. Hence, introduced and “Formative support extended under the I2Q was upgrading the established for Assessment tools and Page 6 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) primary and methodology revised, formative assessment capacity rather than an introduction, secondary grades including assessment which is described in the proposed wording. for special needs students up to the 12th grade” New teacher training [Removal] Following the ministerial request to remove sub- modules and manuals To be dropped due to component 3.4 and instead upgrade the scope of sub- developed on modern the scope modification component 3.1, this indicator is no longer relevant. As child centered explained in the sections above, the project no longer pedagogy and supports the strengthening of pre-service programs. formative continuous assessment Pre-service teacher [Removal] The same as above. education program To be dropped due to accredited by EU in at the scope modification least one university Merit-based student [Addition] The MoESY prioritizes reform actions to streamline grant system To be newly added financing for higher education. Scholarship model revision developed acceptable (more detailed below) is part of and aligned with the development of the new HE for the MoESY funding model. The new merit-based scholarship model addresses the limitations of the current grant allocation system by considering students' performance and achievements throughout their studies, not just during entrance exams. This approach better incentivizes students to excel academically throughout their university tenure, as their continued eligibility for grants is linked to their ongoing performance. Performance-based [Addition] The MoESY prioritizes reform actions to streamline funding model for To be newly added financing for higher education. The over-arching objective higher education (more details below) of introducing a performance funding model into the institutions and its Georgian system of higher education financing is to administration tools enhance the performance of the Georgian higher developed education institutions and to better align with the objectives of the government and the social and economic development of the country. Page 7 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Monitoring & Evaluation Plan for the new two IRIs: Responsibility Methodology for Indicator Name Definition/Description Frequency Datasource for Data Data Collection Collection Merit-based This indicator Annual MOESY MoESY staff will MOESY student grant measures the status reports and monitor the system and progress towards documents development developed the development of a process on a acceptable for merit-based regular basis the MoESY scholarship model. Performance- This indicator Annual MOESY MoESY staff will MOESY based funding measures the status reports and monitor the model for higher and progress towards documents development education the development of a process on a institutions and Performance-based regular basis its administration funding model. tools developed @#&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 Development Objective No Implementation Schedule Yes Safeguard Policies Triggered No Loan Cancellations No ISDS No Reallocations No MFD/PCE No Financial Management No Risks No Procurement No Legal Covenants No Institutional Arrangement No Conditions No Implementation Modalities No Page 8 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Disbursements Estimates 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)? 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 IBRD-89550-001 Effective 31-Mar-2026 31-Mar-2026 31-Mar-2027 31-Jul-2027 Page 9 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) RESULTS COUNTRY: Georgia Georgia I2Q - Innovation, Inclusion and Quality @#&OPS~Doctype~OPS^dynamics@restrannexpolicyandresult#doctemplate PDO Indicators by PDO Outcomes Expand access to preschool education Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year 5 to 6-year old children enrolled in 80.00 Jun/2019 86.00 31-Oct-2024 86.00 31-Oct-2024 92.00 Mar/2026 School Readiness Programs (Pre- Comments on achieving targets Expand access for 5 year old children in Preschools school level) (Percentage) 80.00 Jun/2019 86.00 31-Oct-2024 86.00 31-Oct-2024 92.00 Mar/2026 Female children enrolled (Percentage) Comments on achieving targets Expand access for 5 year old female children in Preschools Improve the quality of education and learning environments Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year 0.00 Jun/2019 269,652.00 31-Oct-2024 269,652.00 31-Oct-2024 116,000.00 Mar/2026 Beneficiary students with access to improved learning environments in Comments on achieving targets The number of target beneficiary students has substantially increased due to the ongoing project-supported schools project support for technology and wi-fi to support COVID-induced blended teaching and (Number) learning process, which was not part of the original project design. Female beneficiary students 0.00 Jun/2019 131,193.00 31-Oct-2024 131,193.00 31-Oct-2024 58,065.00 Mar/2026 with access to improved Comments on achieving targets Number of female students who have access to improved learning environments learning environments in Page 10 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) project-supported schools (Number) Baseline to be Jul/2019 Learning outcome 31-Oct-2024 Learning outcome 31-Oct-2024 Learning outcome Mar/2026 determined and set assessment assessment assessment will be in 2020 conducted in July conducted in July conducted in May 2022Subject: Grade 2022. Georgian 2025. Georgian 6; Grade 8; Grade 9; Schools (Grades Schools (Grades Revise Learning outcomes of students Grade 10; Grade 11; 6,8,9,10,11 and 12) - 6,8,9,10,11 and 12) - in national assessments in project- Grade 12Georgian: Georgian: 22.32; Georgian: 22.45; supported general education schools 24.28; 21.71; 21.44; Math: 10.48; Math: 10.56; (Text) 19.73; 21.6; Science: 15.11. Non- Science: 15.20. Non- 25.16Math:12.37; Georgian Schools Georgian Schools 8.64; 9.14; 9.58; (Grades 6,8,9,10,11 (Grades 6,8,9,10,11 10.28; 12.87Science: and 12) - Georgian: and 12) - Georgian: 16.44; 16.12; 15.04; 18.05; Math: 9.84; 18.20; Math: 9.93; 14.35; 13.62 Science: 12.28. Science: 12.36. Baseline to be Jun/2019 Learning outcome 31-Oct-2024 Learning outcome 31-Oct-2024 Learning outcome Mar/2026 determined and set assessment assessment assessment will be in 2020 conducted in July conducted in July conducted in May 2022Subject: Grade 2022. Georgian 2025. Georgian 6; Grade 8; Grade 9; Schools (Grades Schools (Grades Grade 10; Grade 11; 6,8,9,10,11 and 12) - 6,8,9,10,11 and 12) - Revise Learning outcomes of Grade 12Georgian: Georgian: 23.83; Georgian: 23.95; Female children (Text) 25.37; 22.85; 22.93; Math: 10.53; Math: 10.61; 21.19; 23.16; Science: 15.43. Non- Science: 15.53. Non- 27.51Math: 12.37; Georgian Schools Georgian Schools 8.81; 9.05; 9.7; (Grades 6,8,9,10,11 (Grades 6,8,9,10,11 10.24; 12.98Science: and 12) - Georgian: and 12) - Georgian: 16.14; 16.65; 15.35; 19.32; Math: 9.89; 19.47; Math: 9.98; 14.87; 14.13 Science: 12.35. Science: 12.43. Intermediate Results Indicators by Components Fostering Quality Teaching and Learning in General Education Page 11 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year School architectural standards Standards not Jun/2019 Standards updated. 31-Oct-2024 Standards updated. 31-Oct-2024 Standards updated Mar/2026 reviewed and updated to be used in updated Completed. Completed. the construction and rehabilitation of Comments on achieving targets Completed. schools (Text) Revise Number of rehabilitated general 0.00 Jul/2019 0.00 31-Oct-2024 0.00 31-Oct-2024 23.00 Mar/2026 education schools (Number) 0.00 Jun/2019 0.00 31-Oct-2024 0.00 31-Oct-2024 5.00 Mar/2026 Number of new general education schools constructed (Number) Comments on achieving targets Current Status: Civil work ongoing for 3 schools, and contracts to be singed by May 2024 for the remaining 2 schools. Currently does not Jun/2019 Firm hired for LMS 31-Oct-2024 Firm hired for LMS 31-Oct-2024 Collaborative e- Mar/2026 Collaborative e-platform identified exist development development platform identified, and strengthened to support strengthened and audiovisuals, weblinks, lesson plans used documents for teachers and education professionals (Text) Comments on achieving targets This indicator measures the status of identification, strengthening and usage of a collaborative e-platform for education professionals Revise Number of general education 0.00 Jul/2019 80 31-Oct-2024 80 31-Oct-2024 200.00 Mar/2026 schools which developed and introduced STEAM extracurricular programs (Number) Revise Percentage of girls participating 0.00 Jul/2019 0.00 31-Oct-2024 0.00 31-Oct-2024 50.00 Mar/2026 in STEAM extracurricular programs (Percentage) 0.00 Jun/2019 554 31-Oct-2024 554 31-Oct-2024 200.00 Mar/2026 Comments on achieving targets Current Status: As part of the whole school improvement package, in order to support the distance learning Select schools resourced with a process, 433 schools were equipped with the necessary computer equipment (laptops, projectors). Also, 121 school improvement package to out of those schools are being supported in terms of supply and installation of Wi-Fi networks. Number of strengthen the implementation of beneficiary schools will increase after equipping 200 schools with equipment necessary for STEAM the whole school approach extracurricular programs. 80 schools (out of 200) are equipped with STEAM extracurricular program resource. (Number) Total number of schools to be resourced with a school improvement package to strengthen the implementation of the whole school approach as of reporting period constituted 742. Once duplicate entries were remove the number of selected schools remained is 554. Page 12 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Revise Formative assessment tools and No formative Jul/2019 Piloting of the 31-Oct-2024 Piloting of the 31-Oct-2024 Formative Mar/2026 methodology revised, including national proposed tools proposed tools assessment system assessment for special needs assessments ongoing ongoing established students up to 12th grade (Text) conducted Not undertaken Jun/2019 Completed. The 31-Oct-2024 Completed. The 31-Oct-2024 Feasibility study Mar/2026 National Institute of National Institute of completed and Educational Educational recommendations Feasibility study conducted with Research has been Research has been made recommendations for the established by the established by the establishment of National Institute of government based government based Educational Research completed on the concept on the concept (Text) proposed by the proposed by the project. project. Comments on achieving targets This indicator measures the status of the feasibility study 0.00 Jun/2019 677 31-Oct-2024 677 31-Oct-2024 1,600.00 Jun/2026 Comments on achieving targets This indicator measures the number of trainers who receive training and capacity building to be able to coach/train education workforce staff Status: The listed capacity-building activities shall be carried out under following contracts: (i) Trainers and coaches of education "Strengthening the quality of pre-service teacher education programs for all levels of workforce staff that receive training education and supporting the capacity-building of teachers and other professionals to adapt, (ToT) (Number) develop, and implement school-based curriculum (estimated implementation period: October 2022 – February 2026); (ii) “Fostering Quality Teaching and Learning in General Education through Introduction of Effective Quality Management System, Whole School Improvement Plan and Programs, Improved Assessment Policy, Practice and Methodology” (implementation period – August 2022 – February 2026). Survey of change in female attitudes Survey is planned in Sep/2020 Endline to be 31-Oct-2024 Endline to be 31-Oct-2024 Endline to be Mar/2026 towards STEAM conducted amongst November 2023. measured. measured. measured girls participating in the Thematic Comments on achieving targets This indicator measures the change in attitude of females participating in the Thematic Innovation Clubs Innovation clubs (Text) towards STEAM. 0.00 Nov/2019 269,652.00 31-Oct-2024 269,652.00 31-Oct-2024 265,647.00 Mar/2026 Page 13 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) Comments on achieving targets This indicator will measure number of students benefitting from ECE and general education Students benefiting from direct interventions including infrastructure related interventions under the project; interventions to enhance learning (Number) Students benefiting from 0.00 131,193.00 131,193.00 129,845.00 direct interventions to enhance learning - Female (Number) 0.00 Nov/2019 1.00 31-Oct-2024 1.00 31-Oct-2024 3.00 Mar/2026 Comments on achieving targets The new national student assessment policy and framework have been prepared. This Large-scale primary/secondary framework will determine at what grade and subjects national assessments will be supported learning assessments completed (Number) by the project. The project has conducted one round of student learning assessment in partnership with NAEC. Improving the Quality of and Access to Early Childhood Education and Care Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year New architectural blueprints 0.00 Jun/2019 0.00 31-Oct-2024 0.00 31-Oct-2024 2.00 Mar/2026 developed and 2 to 10 new model Comments on achieving targets On Track Civil work ongoing for 1 schools, and contracts to be singed by May 2024 for the 8 remaining schools. buildings accomodating preschools constructed (Number) New School Readiness Programs 0.00 Jun/2019 0.00 31-Oct-2024 0.00 31-Oct-2024 150.00 Mar/2026 introduced and provided with Comments on achieving targets On Track 130 SRPs rehabilitated. Rehabilitation of remaining schools expected by end May, 2024. equipment, furniture and technology (Number) Diagnostic study completed and No diagnostic study Revise Jul/2019 Completed and 31-Oct-2024 Completed and 31-Oct-2024 Diagnostic study Mar/2026 recommendations made for recommendations recommendations completed and development and expansion of made made recommendations quality ECEC completed. (Text) made System for preschool data reporting No systematic Jun/2019 Systematic data 31-Oct-2024 Systematic data 31-Oct-2024 Systematic data Mar/2026 and consolidation mechanism reporting and reporting and reporting and reporting and Page 14 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) established and incorporated in the consolidation consolidation consolidation consolidation EMIS (Text) mechanisms exist mechanism mechanism mechanism designed designed established and streamlined in EMIS Comments on achieving targets This indicator measures the status of systematic ECEC data reporting and consolidation and its incorporation in EMIS (including enrollment, parental background, fees, facilities, staffing etc.) Status: This activity falls under the scope of the multi-component contract signed with San Diego State University Research Foundation, covering ECE data reporting system establishment. No quality Jun/2019 Draft child-level ECE 31-Oct-2024 Draft child-level ECE 31-Oct-2024 Quality monitoring Mar/2026 monitoring quality monitoring quality monitoring instrument Child-level ECEC quality monitoring instrument in place instruments instruments developed, tested instrument to strengthen support for developed developed and introduced school readiness and smooth Comments on achieving targets This indicator measures the status of development of the ECEC Quality monitoring transition to school introduced instrument (based on MODEL/MELQO or other appropriate instrument) (Text) Status: This activity falls under the scope of the multi-component contract signed with San Diego State University Research Foundation, covering establishment of the child-level ECE quality monitoring instrument. Strengthening Financing Options and Promoting Internationalization in Higher Education Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year New Merit-based student grant system No Dec/2024 No 04-Dec-2024 Yes Mar/2026 developed acceptable for the MoESY. Comments on achieving targets This indicator measures the status and progress towards the development of a merit-based scholarship model. (Yes/No) New Performance-based funding No Dec/2024 No 04-Dec-2024 Yes Mar/2026 model for higher education Comments on achieving targets This indicator measures the status and progress towards the development of a Performance-based funding institutions and its administration model. tools developed (Yes/No) Higher education grants established Not present Jun/2019 the 2nd call grants 31-Oct-2024 the 2nd call grants 31-Oct-2024 Upto 45 grants Mar/2026 under Competitive Innovation Fund awarded. awarded. awarded to foster Page 15 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) achieving at least 80 percent of their modernization of proposed objectives (Text) teacher education programs and strengthen labor market linkages Comments on achieving targets This indicator measures the number of grants established that achieve 80 pc of the objecives System Strengthening and Stakeholder Communication Indicator Name Baseline Actual (Previous) Actual (Current) Closing Period Result Month/Year Result Date Result Date Result Month/Year A data integration Jun/2019 Completed: EMIS 31-Oct-2024 Completed: EMIS 31-Oct-2024 A data integration Mar/2026 strategy action plan diagnostics and diagnostics and strategy and action Development of a data integration does not exist action plan action plan plan developed strategy and action plan from PreK to completed completed HE (Text) Comments on achieving targets Measures status of a data integration strategy and action plan for PreK to HE No monitoring Jun/2019 Firm hired for e- 31-Oct-2024 Firm hired for e- 31-Oct-2024 A data monitoring Mar/2026 dashboard exists school upgrading school upgrading dashboard Development of a data monitoring developed and dashboard with quality monitoring operationalized indicators based on whole school Comments on achieving targets This indicator measures the status of development of the data monitoring dashboard for the approach (Text) schools as well as for ministry level Under initial Jun/2019 Completed. The 31-Oct-2024 Completed. The 31-Oct-2024 Fully developed and Mar/2026 GIS education mapping system development system is developed system is developed established established and integrated by the government by the government educational tracking system in place and is operational. and is operational. (Text) Comments on achieving targets Measure status of establishment of GIS Education mapping and linkage and integration with other systems for longitudinal tracking of education (learning journey) Does not exist Jun/2019 Completed: 31-Oct-2024 Completed: 31-Oct-2024 Developed and Mar/2026 Multiyear communications strategy Developed and Developed and adopted drafted and adopted based on adopted. adopted. Page 16 The World Bank Georgia I2Q - Innovation, Inclusion and Quality (P168481) general education policy principles Comments on achieving targets Measures status of creation and adoption of the communications strategy (Text) 0.00 Jun/2019 74.00 31-Oct-2024 74.00 31-Oct-2024 70.00 Mar/2026 Representative groups who report Comments on achieving targets Engagement mechanism can be determined through beneficiary surveys or community that the national consultation (and scorecard or a social audit meeting or a forum page or feedback box/function or mini pop- feedback) process on Georgia's surveys Education policy principles was responsive to their views through an Current status: The Indicator has been incorporated into the Performance Evaluation study. appropriate CE mechanism 74% of representative group are either very satisfied or satisfied with the level of (Percentage) engagement in the process of the project activities. Endline data collection and analysis (Completion Report) due on January 30, 2026. 0.00 Jun/2019 74.00 31-Oct-2024 74.00 31-Oct-2024 30.00 Mar/2026 Parents that report satisfaction with Comments on achieving targets This indicator measures the proportion of parents who engaged actively with the school their engagement in the whole school improvement efforts and also the level of understanding of the new modern pedagogic improvement effort and demonstrate methods understanding of student-centered learning through beneficiary surveys Current Status:The Indicator has been incorporated into the Performance Ealuation study. in Year 1, 4 and 6 (Percentage) 74% of parents are satisfied with their engagement level in school improvement process. Endline data collection and analysis (Completion Report) due on January 30, 2026. Page 17