The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Equity with Quality and Learning at Secondary (EQUALS) (P164223) EASTERN AND SOUTHERN AFRICA | Malawi | IBRD/IDA | Investment Project Financing (IPF) | FY 2019 | Seq No: 12 | Archived on 21-Dec-2024 | ISR02667 Implementing Agencies: Ministry of Education, Science and Technology 1. OBJECTIVE 1.1 Development Objective Original Development Objective (Approved as part of Approval package on 13-Mar-2019) The Project Development Objective (PDO) is to improve quality of science and mathematics instruction in Community Day Secondary Schools (CDSSs) and increase access to secondary education in selected remote areas. Has the Development Objective been changed since Board Approval of the Project Objective? Yes Current Development Objective (Approved as part of Additional Financing package Seq. 1 on 29-Jun-2021) The Project Development Objective (PDO) is to improve quality of science and mathematics instruction in Community Day Secondary Schools (CDSSs) and increase access to secondary education in selected remote areas. 2. COMPONENTS Name Component 1. Improving the quality of science and mathematics instruction:(Cost 30,140,000.00) Component 2.Enhancing equitable access to secondary education:(Cost 53,880,000.00) Component 3.Project Coordination, Learning, Monitoring & Evaluation:(Cost 10,980,000.00) Component 4: Contingent Emergency Response Component (CERC):(Cost 0.00) 3. OVERALL RATINGS Name Previous Current Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Dec 21, 2024 Page 1 of 15 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) 4. KEY ISSUES & STATUS 4.1 Implementation Status and Key Decisions The project is making improved progress toward achieving the project development objective (PDO), and the PDO rating remains moderately satisfactory. The project is increasing its pace of implementation of activities, especially in creating a conducive environment for teaching and learning, particularly for mathematics and science subjects. Additional achievements in the past six months include the following: distribution of additional textbooks and resources for visually impaired students; completion of leadership training for over 1,400 head teachers and deputies; enhanced capacity- building activities through Teacher Support Programs reorientation of nearly 5,000 secondary school science and mathematics teachers to a revised curriculum; 35 main civil works sites and 61 cost-effective classrooms have been completed; expansion of the double-shift system to 61 schools, creating 2,850 additional student spaces; and continued progress in digitization initiatives, including Secondary Teacher Management Information System (STMIS), Education Management Information System(EMIS), and , Education Infrastructure Management Tracking System (EIMTRAC) systems. 5. SYSTEMATIC OPERATIONS RISK-RATING TOOL Rating at Approval Last Approved Rating Risk Category Approval Package - ISR Seq. 011 - 11 Jun Proposed Rating 13 Mar 2019 2024 Political and Governance Substantial Moderate Substantial Macroeconomic Substantial High High Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Moderate Moderate Institutional Capacity for Implementation and High Moderate Moderate Sustainability Fiduciary Substantial Substantial Substantial Environment and Social Substantial Moderate Moderate Stakeholders Moderate Moderate Moderate Overall Substantial Substantial Substantial Dec 21, 2024 Page 2 of 15 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) 6. RESULTS 6.1 PDO Indicators by PDO Outcomes Improve the quality of mathematics and science instruction. Baseline Actual (Previous) Actual (Current) Closing Period Indicator Name Value Month/Year Value Date Value Date Value Month/Year 36.30 percent Feb/2021 42 15-May-2024 42 15-Nov-2024 50.8 percent Dec/2025 Comments on Proportion of CDSSs meeting the minimum standards in selected four national education achieving targets standards - 10, 11, 12 and 18. The selected standards have 3, 5, 4 and 5 observable criteria respectively. For the purpose of the project 5 criteria (10.10, 11.12, 12.11, 18.9 and 18.12) have been selected for measurement. The criteria are aligned to good classroom practices and Percent of CDSS meeting instructional coaching by school head or a senior teacher in the school. A CDSS where four out selected minimum standards of the five selected criteria are observed to be taking place will be considered to have met the for quality science and minimum standards for science and math instruction. mathematics instruction (Text) This indicator has been restructured. The value for 2021/22 (36.3%) has been adopted as the new baseline replacing the 0% recorded at the beginning of the project. The end target has been maintained at 40% increase from the baseline implying that at least 50.8% of the CDSS should meet the minimum standards by the end of the project. Average of Malawi School 52.30 Oct/2019 70.40 15-May-2024 70.40 15-Nov-2024 60.00 Dec/2025 Certificate of Education Comments on Through the restructuring at MTR, this indicator (Average Malawi Schools Certificate of (MSCE) pass rate in Sciences achieving targets Education pass rate in science and mathematics) has now officially replaced the earlier indicator and Mathematics Page 3 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) (Percentage) on PISA. The 2021/22 achievement was at 65.5% while the 2022/23 actual stands at 70.4% against a year 4 target as well as project end target of 60% Increase access to secondary education in selected remote districts Baseline Actual (Previous) Actual (Current) Closing Period Indicator Name Value Month/Year Value Date Value Date Value Month/Year 32.00 Nov/2018 34.70 15-May-2024 37.30 15-Nov-2024 48.00 Dec/2025 Comments on The number of new students enrolled in Form 1 expressed as a percentage of the number of achieving targets pupils enrolled in the Standard 8 in the previous year in the 13 remotest districts. This Primary to secondary represents a proxy indicator as students may be selected into national secondary schools. transition rate in remote schools from 13 selected districts (Percentage) The results have stagnated below 36% over time against an end target of 48%. Delays in finalizing policy reforms that are expected to lead to the expansion of access to secondary education are the likely cause of the below-par results. 19,033.00 Apr/2019 78,336.00 15-May-2024 99,903.00 15-May-2024 90,000.00 Dec/2025 Female Students Comments on The number of new female students enrolled in Form 1 expressed as a percentage of the (Number) achieving targets number of pupils enrolled in the Standard 8 in the previous year in the 13 remotest districts. This represents a proxy indicator as students may be selected into national secondary schools. 6.2 Intermediate Results Indicators by Components Component 1. Improving the quality of science and mathematics instruction Page 4 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) Baseline Actual (Previous) Actual (Current) Closing Period Indicator Name Value Month/Year Value Date Value Date Value Month/Year 333,000.00 Sep/2019 680,582.00 15-May-2024 680,582.00 15-Nov-2024 416,000.00 Dec/2025 Comments on The target is achieved. The end of project target Has been exceeded: achieving targets • Students that benefitted from textbooks are estimated at 203,318. • Students that benefitted from remediation activities are estimated at 62,000. Students benefiting from • Students that have benefitted from bursaries so far are 873. direct interventions to enhance learning (Number) • Students that benefitted from Personal Protective Equipment (PPEs) are 301,391. . Students benefiting 162,000.00 310,854.00 310,854.00 204,000.00 from direct Page 5 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) interventions to enhance learning - Female (Number) 22.50 Sep/2019 90.60 15-May-2024 90.60 15-Nov-2024 90.00 Dec/2025 Comments on Proportion of CDSSs with student textbook ratio of 1:1 Mathematics, Biology, Chemistry and achieving targets Physics. The ratio is measured on the total enrolment per subject divided by total number of student textbooks available for the revised curriculum. Percent of CDSSs with student textbook ratio of 1:1 for maths and science The end targt was exceeded but Government procured 84,000 textbooks and 158,000 teaching (Percentage) PBC aids to fill the gap of schools that did not meet a textbook ratio of 1:1 in the four selected subjects. Delivery of these books to school was done. However, computation of the student textbook ratio for 2022/23 was put on hold due to data issues that need to be ironed out once project funds are replenished. 0.00 Sep/2019 78.00 15-May-2024 78.00 15-Nov-2024 64.00 Dec/2025 Comments on Animated materials that support learning. For example, in math interactive materials would achieving targets show stepwise solutions of mathematical problems. In sciences, the materials are expected to animate experiments. These increase the chances of learning. Malawi Institute of Education (MIE) will establish the scope of development of modules. The project will track the incremental Number of interactive Science development of the modules in mathematics and a selected science subject for the entire and Mathematics units secondary school cycle (F1-F4). available for use by students (Number) Instead of Modules per Subject per Form, MIE developed Units per Subject per Secondary school level (i.e. Junior and Senior Secondary levels). The # of units are as follows: 10 Jnr mathematics; 10 Jnr Biology; 8 Jnr Chemistry; 9 Jnr Physics; 10 Snr mathematics; 12 Snr Biology; 10 Snr Chemistry; and 9 Snr Physics. A total of 78 units. The wording of the indicator hence has Page 6 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) been udjusted. 0.00 Dec/2018 45.00 15-May-2024 45.00 15-Nov-2024 75.00 Dec/2025 Comments on Percentage of schools with students (of at least 1 stream) of a specific grade for which material achieving targets has been developed and or adopted; found using the developed interactive materials during the % of CDSSs with students DIAS school monitoring exercise in the 43 school clusters. using interactive workbooks in math and science (Percentage) More needs to be done to ensure that the Student Interactive Workbooks (SIWs) which were distributed to 85% of CDSSs in the 13 remote districts are being utilized. 28.90 Sep/2019 52.50 15-May-2024 52.50 15-Nov-2024 43.35 Dec/2025 Comments on Proportion of CDSSs meeting all the 5 minimum criteria set out in National Education Standard achieving targets (NES) 18. Percent of CDSS meeting prioritized leadership and management standards The development of planned modules was completed. Two cohorts of school heads and their (Text) deputies were enrolled in the leadership training in mid-November 2021. A total of 1,432 school heads and their deputies were trained, and wrote their final examination in December 2022. UNIMA is currently processing their results. 26.20 Sep/2019 66.00 15-May-2024 66.00 15-Nov-2024 46.20 Dec/2025 Percent of CDSS teachers in 43 targeted clusters with Comments on Proportion of mathematics and sciences teachers in CDSSs meeting the three criteria of the good professional, subject achieving targets minimum NES 9 as well as criterion 9.7. and curriculum knowledge in science and math (Text) PBC Page 7 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) The target is achieved. The project life target has been surpassed owing to the intensification of teacher orientation and training activities. No Sep/2019 No 15-May-2024 No 15-Nov-2024 CA foundations Dec/2025 established for maths and biology in Forms 3 and 4 integrating 2nd round data. Report and action plan Foundational system for prepared on continuous assessment roll out to established for maths and other subjects. biology (Text) Comments on Guidelines/procedures, tools and data management system including capacity readiness for achieving targets conducting continuous assessment in mathematics and biology subjects. Continuous assessment guidelines were developed and approved by management; 6,000 booklets of CA guidelines were printed; and 1,500 teachers and head teachers have been trained. Selected MANEB and MOE staff have been trainedn IRT in Australia. 1st round of CA data is yet to be submitted to MANEB. Component 2.Enhancing equitable access to secondary education Baseline Actual (Previous) Actual (Current) Closing Period Indicator Name Value Month/Year Value Date Value Date Value Month/Year Complementary streams for No Sep/2019 No 15-May-2024 No 15-Nov-2024 11,250 Dec/2025 Page 8 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) delivery of secondary additional education established students (Text) PBC admitted Comments on This indicator refers to the development and endorsement of policies and strategies supporting achieving targets lower cost options of secondary education expansion. These include OSS, ODL, and Public- Private Partnerships (PPPs) including regulation and revised financing formula; and credible secondary expansion plan. As from the third year, the indicator will track the number of students enrolled in the complementary streams. The Government has made progress on Open Distance and e Learning (ODeL) Policy, Open and Digital Secondary School Education (ODSSE) Strategy, Financing Model, Secondary Education Public Private Partnership Framework (SEPPPF). However, difficult collaboration between different units of the Ministry of Education has delayed the development of the Public Private Partnership Framework, the guidelines of the financing model and the development of the overall secondary expansion plan to accelerate the finalization and approval of the remaining policy reforms. Not yet due for Sep/2019 13.10 15-May-2024 13.10 15-Nov-2024 50% of CDSSs Dec/2025 measurement meet Science & Maths teacher % of CDSS in the 13 remote establishment districts meeting teacher requirements establishment in Science and defined in Mathematics (Text) STDMS Comments on Proportion of CDSS that have been supplied with adequate science and mathematics teachers achieving targets based on the staffing norms defined in the teacher development, recruitment, deployment and management strategy. Page 9 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) The prerequisite conditions to achieve the target are: the development of required strategy, plans and systems to be developed by the Consultant. Developing and operationalizin the Secondary Teacher Management Information System and the Secondary Teacher Development, Recruitment, deployment, Management Strategy & Implementation Plan is underway. Due to the delays in finalizing the prerequisite document and system, it was agreed at MTR to use an existing draft teacher establishment document from the Secondary Directorate. Both 2021-22 and 2022-23 actuals have been calculated in retrospect and the results are 33.3% and 33.1%, respectively. The indicator will be updated when the Secondary Directorate will finilize and approve the teacher establishment document. 43% Sep/2019 42.00 15-May-2024 42.00 15-Nov-2024 50% of public Dec/2025 secondary schools conform to the average class size of 40-60 students in % of public secondary schools Form 1. conforming to class size range Comments on Proportion of secondary schools filling up their form 1 capacity in the range of 40-60 students of 40-60 students in Form 1 in achieving targets per stream as a result of the reformed and automated selection and placement system. the 13 selected districts (Text) PBC Measured as (# Form 1 Students / # of Form 1 Streams) for each public school in the 13 selected districts. The E-registration and E-payment system is now fully operational. The E-selection and placementystem development is also complete and its usability has been tested during the recent selection of primary school completors into secondary schools. This indicator has been Page 10 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) restructured following recommendations from the MTR report. The changes include: the adoption of 40-60 as the recommended class size range; the reduction of the end target from 90% to 50%; and the realignment of disbursement levels to the new target. 35.6 percent Sep/2021 59.10 percent 15-May-2024 59.10 percent 15-Nov-2024 90% of CDSSs Dec/2025 in 43 selected clusters have functional GBV redressal and adolescent hygiene support system Comments on Proportion of CDSSs that have operational GBV redressal and adolescent hygiene support achieving targets system based on NES 6 and provisions of the School Health Hygiene and Nutrition. The system % of CDSSs in 13 remote will include but not limited to annual student sensitization, annual MG sensitization, districts with functional GBV sensitization of the teacher code of conduct, presence of male and female councilors in schools, redressal and adolescent gender clubs meeting at least once a quarter, existence of anonymous complaints reporting, hygiene support systems demonstrable evidence of accepting, investigating, and addressing complaints; demonstrable (Text) evidence of provision of nutrition supplements to adolescents. The MOE will develop the compounded mechanism in the first year of the project. This indicator has been restructured. The 14 parameters that were in the original criteria for qualification have been reduced to 13. Some of the restrictive conditions that characterized a number of parameters have been relaxed and a schools now qualifies if it meets any 8 of the 13 parameters. The 2021/22 result has been adopted as the baseline. The end target has however been maintained at 90%. Progression rate for 0.00 Sep/2019 94 15-May-2024 94 15-Nov-2024 85% of Dec/2025 Page 11 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) disadvantaged students supported benefiting from scholarships students (Text) progress to the next grade/form Comments on End of Project exceeded. Proportion of students benefiting from the reformed bursary program achieving targets through EQUALS who are promoted to successive grades in secondary education. Measured as number of bursary recipients who are promoted / number of bursary recipients. A total of 868 students benefitted from bursaries (462 in the original arrangement and 401 in the AF). The progression rate for 2021/22 was 95% while that for 2022/23 was 92% and that for 2023/24 is 94%. All rates are above the set target of 85%. The final cohort is graduating this year hence no more calculations for this particular indicator. 0.00 Sep/2019 94.00 15-May-2024 94.00 15-Nov-2024 80.00 Dec/2025 % Female (Percentage) Comments on Proportion of female students benefiting from the reformed bursary program through EQUALS achieving targets who are promoted to successive grades in secondary education. Measured as number of female bursary recipients who are promoted / number of bursary recipients 0.00 Sep/2019 0.00 15-May-2024 35 15-Nov-2024 At least 75% of Dec/2025 target schools are adequately Number of schools expanded maintained or upgraded based on agreed Comments on CDSS where additional academic facilities have been provided by the project. The envisaged minimum infrastructure achieving targets facilities include: classrooms, libraries, laboratories, electricity, water/sanitation etc. package (Text) PBC The disbursement criteria for this PBC has been restructured. The original criteria which Page 12 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) required full completion of works per site in order for funds to be released has been replaced by a progressive criteria that releases funds according to the level of progress per site. The change is expected to improve the flow of funds and eentually ensure that civil works are completed despite the delays that have been experienced. 29.70 Dec/2021 29.70 30-Nov-2023 36.70 15-Nov-2024 20 percent Dec/2025 increase from baseline Stakeholder satisfaction in delivery of secondary Comments on Feedback from parents and students in the delivery of education in the project resourced education in the 13 remote achieving targets areas districts (Text) The baseline value was established in December 2021. A mid-line satisfaction survey indicated that the satisfaction level has increased to 36.7% surpassing the end-line target of 20% increase from the baseline. The satisfaction level is expected to increase further now that civil works are at an advanced stage. Number of low-cost 0.00 Sep/2021 0.00 15-May-2024 122 15-Nov-2024 240.00 Dec/2025 classrooms constructed to Comments on 92 sites were handed over to contractors in April 2023. The contract period was 4 months allow social distancing achieving targets which meant that works were to be completed by end July. But at the time of this mission, (Number) only 29 sites had been handed over. 0.00 Jul/2019 14,686.00 15-May-2024 15,930 15-Nov-2024 13,300.00 Dec/2025 Comments on 4,507 teachers have been oriented to the new curriculum; 4,500 teachers trained to remedial achieving targets activities; Teachers recruited or trained 1,401 teachers trained on handling COVID-19 activities; 1,432 school heads and deputies (Number) trained on school management and instructional leadership; 67 teachers trained on cluster based support for science and mathematics; 1,055 auxiliary teachers were recruited; 151 enrolled in the UCE program; 1,573 trained on CA; and teacher support trainings that reached 1,244 teachers. Teachers recruited or 0.00 3,075.00 3,075.00 2,010.00 trained - Female (RMS requirement) Page 13 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) (Number) Number of teachers 0.00 Jun/2021 1,168.00 15-May-2024 1,168.00 15-Nov-2024 1,500.00 Dec/2025 recruited (Number) Number of female 0.00 433.00 433.00 500.00 teachers recruited (Number) Number of teachers 0.00 Jul/2019 13,631.00 15-May-2024 13,631.00 15-Nov-2024 11,800.00 Dec/2025 trained (Number) 14.00 Jun/2021 9.00 15-May-2024 9.00 15-May-2024 10.00 Dec/2025 Comments on This indicator is supplied by the ASC. Female drop out rate in public achieving targets secondary schools in 13 remote districts (Percentage) The 2022 dropout rates shows a decline by half to reach 7.6%, which is already below the end of project target. The rate has increased in 2023 although it is still better than the end target. 6.3 Performance Based Conditions (PBC) Actual (Previous) Actual (Current) PBC Name Baseline Closing Period Value Date Value Date 1:Percent of CDSSs Value 22.50 90.60 90.60 with student Allocated 15-May-2024 15-Nov-2024 textbook ratio of 0.00 0.00 1,000,000.00 1:1 for maths and Amount Page 14 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) science (Percentage) PBC allocation 15,500,000.00 2:Percent of CDSS Value 26.20 66.00 66.00 teachers in 43 targeted clusters with good professional, Allocated 15-May-2024 15-Nov-2024 subject and 0.00 0.00 1,520,000.00 curriculum Amount knowledge in science and math (Text) PBC allocation 12,510,000.00 3:Complementary Value No No No streams for delivery of secondary Allocated 15-May-2024 15-Nov-2024 education 0.00 0.00 0.00 Amount established (Text) PBC allocation 11,050,000.00 4:% of public Value 43% 42.00 42.00 secondary schools conforming to class size range of 40-60 Allocated 15-May-2024 15-Nov-2024 students in Form 1 0.00 0.00 0.00 Amount in the 13 selected districts (Text) PBC allocation 10,900,000.00 Page 15 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) 5:Number of 70 to 80% of schools expanded target schools are Value 0.00 0.00 0.00 or upgraded based expanded/upgrad 15-May-2024 15-Nov-2024 ed on agreed minimum infrastructure Allocated package (Text) 0.00 0.00 2,000,000.00 Amount PBC allocation 41,278,400.00 Page 16 of 18 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) 7. DATA ON FINANCIAL PERFORMANCE 7.1 Cumulative Disbursements 7.2 Disbursements (by loan) Loan/Credit/TF Status Original Revised Cancelled Disbursed Undisbursed % Disbursed Historical Disbursed IDA-D8710 Effective 5.00 4.63 0.00 4.77 0.00 99.98% 5.00 IDA-63790 Effective 90.00 85.95 0.00 70.02 17.19 80.28% 90.00 7.3 Key Dates (by loan) Loan/Credit/TF Status Approval Signing Effectiveness Orig. Closing Rev. Closing IDA-63790 Effective 13-Mar-2019 25-Jul-2019 24-Oct-2019 31-Dec-2025 31-Dec-2025 Dec 21, 2024 Page 14 of 15 The World Bank Implementation Status & Results Report Equity with Quality and Learning at Secondary (EQUALS) (P164223) IDA-D8710 Effective 29-Jun-2021 19-Jul-2021 14-Oct-2021 31-Dec-2025 31-Dec-2025 8. KEY DATES Key Events Planned Actual Approval 13-Mar-2019 13-Mar-2019 Effectiveness 24-Oct-2019 24-Oct-2019 Mid-Term Review No. 01 09-May-2023 09-May-2023 Operation Closing/Cancellation 31-Dec-2025 9. RESTRUCTURING HISTORY Restructuring Level 2 Approved on 27-Jul-2022 Restructuring Level 2 Approved on 06-Mar-2024 10. ASSOCIATED OPERATION(S) There are no associated operations Dec 21, 2024 Page 15 of 15