FOR OFFICIAL USE ONLY Report No: PAD5285 INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT PROGRAM PAPER ON A PROPOSED ADDITIONAL FINANCING IN THE AMOUNT OF EUR 230.7 MILLION (US$250 MILLION EQUIVALENT) TO THE KINGDOM OF MOROCCO FOR THE MOROCCO EDUCATION SUPPORT PROGRAM FOR RESULTS February 24, 2023 Education Global Practice Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS Exchange Rate Effective (as of January 31, 2023) Currency Unit = Moroccan Dirham (MAD) MAD 10.21 = US$1 EUR .92276 = US$1 FISCAL YEAR January 1 – December 31 ABBREVIATIONS AND ACRONYMS AF Additional Financing AfDB African Development Bank AM Accountability Mechanism Regional Academy for Education and Training (Académies Régionales de l’Education et de la Formation) CCE Climate Change Education CCT Conditional Cash Transfer CLE Education Licence (Cycle de Licence en Education) CNRA National pension Fund and Insurance (Caisse Nationale de Retraite et d'Assurances) CPF Country Partnership Framework CRMEF Regional Centers in charge of Teacher training (Centres Régionaux des Métiers de l’Education et de la Formation) DA Designated Account DAA Administrative Document of Adoption (Document Administratif d’Adoption) DAGBP Directorate for General Affairs, Budget, and Assets (Direction des Affaires Générales, du Budget et du Patrimoine) DAS Directorate for Social support (Direction de l'Appui Social) DEPP Directorate for Public Entreprises and Privatization (Direction des Entreprises Publiques et de la Privatisation) DLI Disbursement-Linked Indicator DLR Disbursement-Linked Result DP Provincial Directorate for Education (Direction Provinciale de l’éducation) DSI Directorate for Information Systems (Direction des Systèmes d’Information) DVS Directorate for School Environment (Direction de la Vie Scolaire) DSSP Directorate for Strategy, Statistics and Planning, (Direction de la Stratégie, Des Statistiques, et de la Planification) E&S Environmental and Social (Safeguards) ECE Early Childhood Education ESF Environmental and Social Framework ESSA Environmental and Social Systems Assessment FM Financial Management FSA Fiduciary Systems Assessment GDP Gross Domestic Product GID Integrated Expenditure Management System (Gestion Intégré de la Dépense) GoM Government of Morocco GRM Grievance Redress Mechanism GRS Grievance Redress Service HCI Human Capital Index IFMIS Integrated Financial Management Information System IFR Intermediary Financial Report IGAA General Inspectorate at MoE (Inspection Générale des Affaires Administratives) IGF General Inspectorate of Finance (Inspection Générale des Finances) INDH National Initiative for Human Development (Initiative Nationale pour le Développement Humain) IPF Investment Project Financing JBIC Japanese Bank for International Cooperation LOF Organic Budget Law (Loi Organique de Finance) MASSAR Morocco Education Management Information System MENA Middle East and North Africa MI Ministry of Interior MoE Ministry of National Education, Preschool and Sports (ministère de l’Éducation Nationale, du Préscolaire et du Sport) MoF Ministry of Economy and Finance MTR Midterm Review NCPP National Commission for Public Procurement NDC Nationally Determined Contribution NDM New Development Model PAP Program Action Plan PASE Education Support Program (Programme d’Appui au Secteur de l’Education) PDO Program Development Objective PdP Performance-based Program (Projet de Performance) PEF Public Expenditure Framework PFM Public Finance Management PforR Program-for-Results PFS Program Financial Statement PNEA National Program for Student Learning Assessment (Programme National d’Évaluation des Acquis des élèves) POM Program Operations Manual PPSD Project Procurement Strategy for Development RA Results Area SEA Sexual Exploitation and Abuse SH Sexual Harassment SIBE Sites of Biological and Ecological Interest SIP School Improvement Plan SOE State-Owned Enterprise SORT Systematic Operations Risk-Rating Tool SPD Standard Procurement Document SSC Strategic Steering Committee STEP Systematic Tracking of Exchanges in Procurement TA Technical Assistance TaRL Teaching at the Right Level TC Technical Committee ToR Terms of Reference TPP Third-Party Provider UCEP Central Unit for Preschool Education (Unité de Centrale de l’Enseignement Préscolaire) UCFC Central Unit for Professional Training (Unité Centrale de Formation des Cadres) USR Unified Social Register WA Withdrawal Application WBG World Bank Group WDR World Development Report Regional Vice President: Ferid Belhaj Country Director: Jesko S. Hentschel Regional Director: Keiko Miwa Practice Manager: Andreas Blom Louise Mengue Abessolo Mvono, Abel Paul Basile Bove, Task Team Leader(s): Kaliope Azzi-Huck Morocco Education Support Program Additional Financing TABLE OF CONTENTS I. BACKGROUND AND RATIONALE FOR ADDITIONAL FINANCING ........................................ 6 II. INTRODUCTION .............................................................................................................. 7 A. Key Achievements ........................................................................................................ 8 B. Summary of Proposed Changes ................................................................................... 9 Additional Financing............................................................................................................................. 9 Restructuring ...................................................................................................................................... 11 III. DESCRIPTION OF PROPOSED CHANGES ......................................................................... 12 IV. APPRAISAL SUMMARY .................................................................................................. 21 A. Technical..................................................................................................................... 21 B. Economic and Financial Analysis ............................................................................... 22 C. Fiduciary Systems Assessment .................................................................................. 23 D. Environment and Social ............................................................................................. 26 E. Implementation Arrangements and Appraisal ......................................................... 26 F. Corporate Requirements ........................................................................................... 28 V. KEY RISKS ..................................................................................................................... 33 VI. WORLD BANK GRIEVANCE REDRESS .............................................................................. 37 VII. SUMMARY TABLE OF CHANGES .................................................................................... 39 VIII. DETAILED CHANGE(S).................................................................................................... 39 A. Results Framework .................................................................................................... 41 ANNEX 1: INTEGRATED RISK ASSESSMENT ........................................................................... 82 ANNEX 2: TECHNICAL ASSESSMENT - ADDENDUM ............................................................... 83 ANNEX 3: FIDUCIARY SYSTEMS ASSESSMENT - ADDENDUM ................................................. 89 ANNEX 4: ENVIRONMENT AND SOCIAL SYSTEMS ASSESSMENT - ADDENDUM .................... 102 ANNEX 5: MODIFIED PROGRAM ACTION PLAN ................................................................... 104 The World Bank Morocco Education Support Program Additional Financing (P179637) . BASIC INFORMATION – PARENT (Education Support Program - P167619) Country Product Line Team Leader(s) Morocco IBRD/IDA Louise Mengue Abessolo Mvono Does this operation have an IPF Project ID Financing Instrument component? Practice Area (Lead) P167619 Program-for-Results No Education Financing Implementing ADD_FIN_TBL1Agency: Ministry of National Education, Preschool, and Sports, Ministry of Economy and Finance Is this a regionally tagged project? Bank/IFC Collaboration No No Original Approval Date Effectiveness Date Closing Date 20-Jun-2019 30-Aug-2019 01-Sep-2024 Environmental and Social Risk Classification (ESRC) Program Development Objective(s) To establish an enabling environment for quality Early Childhood Education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the education service delivery chain in the Program Areas. Ratings (from Parent ISR) RATING_DRAFT_ NO Implementation Latest ISR Page 1 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 20-Apr-2020 29-Oct-2020 13-May-2021 03-Jan-2022 02-Aug-2022 15-Feb-2023 Progress towards achievement of S S MS MS MS MS PDO Overall Implementation S S MS MS MS S Progress (IP) Overall Risk S S M M M M Technical S S MS MS MS MS Fiduciary Systems MS MS MS MS MS MS E&S Systems S S MS MS MS MS Disbursement Linked Indicators S S S MS MS S (DLI) Monitoring and Evaluation S S MS MS MS MS BASIC INFORMATION – ADDITIONAL FINANCING (Morocco Education Support Program Additional Financing - P179637) ADDFIN_TABLE Project ID Project Name Additional Financing Type Morocco Education Changes to Expenditure Parameters, Restructuring, Scale P179637 Support Program Up Additional Financing Will there be additional financing for the IPF Financing instrument Product line Approval Date component? Program-for-Results IBRD/IDA 17-Mar-2023 Yes Financing Projected Date of Full Bank/IFC Collaboration Disbursement 31-Jul-2026 No Page 1 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Is this a regionally tagged project? No Disbursement Summary (from Parent ISR) Net Source of Funds Total Disbursed Remaining Balance Disbursed Commitments IBRD 500.00 348.80 142.96 71 % IDA % Grants % PROGRAM FINANCING DATA – ADDITIONAL FINANCING (Morocco Education Support Program Additional Financing - P179637) FINANCING DATA (US$, Millions) PROJECT FIN_SUMM_WITH_IPF SUMMARY (Total Financing) -NewFi n1 Proposed Additional Total Proposed Current Financing Financing Financing Government program Cost 1150.00 1150.00 2300.00 Total Operation Cost 500.00 250.00 750.00 Total Program Cost 500.00 237.38 737.38 IPF Component 0 12.00 12.00 Other Costs 0 .63 .63 Total Financing 500.00 250.00 750.00 Financing Gap 0 0 0 DETAILS – Additional Financing International Bank for Reconstruction and Development (IBRD) 250.00 Page 2 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Policy Does the program depart from the CPF in content or in other significant respects? No Does the Program require any waivers from Bank policies? No Legal Operational Policies Triggered Projects on International Waterways OP 7.50 Projects in Disputed Areas OP 7.60 Page 3 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ESStandards Environmental and Social Standards Relevance Given its Context at the Time of Appraisal E & S Standards Relevance Assessment and Management of Environmental and Social Risks and Impacts Relevant Stakeholder Engagement and Information Disclosure Relevant Labor and Working Conditions Relevant Resource Efficiency and Pollution Prevention and Management Not Currently Relevant Community Health and Safety Relevant Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Not Currently Relevant Local Communities Cultural Heritage Not Currently Relevant Financial Intermediaries Not Currently Relevant ESStandardsNote NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review Summary (ESRS). INSTITUTIONAL DATA Practice Area (Lead) Education Contributing Practice Areas Governance Climate Change and Disaster Screening This operation has been screened for short and long-term climate change and disaster risks Page 4 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) TASK TEAM Bank Staff Name Role Specialization Unit Louise Mengue Abessolo Team Leader (ADM HMNED Mvono Responsible) Abel Paul Basile Bove Team Leader EMNGU Kaliope Azzi-Huck Team Leader HMNED Procurement Specialist (ADM Walid Dhouibi EMNRU Responsible) Financial Management Jean Charles Amon Kra EMNGU Specialist (ADM Responsible) Environmental Specialist (ADM Khalid Anouar SMNEN Responsible) Social Specialist (ADM Kimberly Vilar SMNSO Responsible) Almedina Music Team Member HAEE1 Benjamina Randrianarivelo Team Member EAWG1 Elena Segura Labadia Counsel LEGAM Fatiha Bouamoud Team Member MNCMA Juan Manuel Moreno Team Member HMNED Olmedilla Laila Moudden Team Member EMNGU Lea Jeanne Marie Team Member HMNED Iungmann Lucas Gortazar Team Member HMNED Rabah Ounissi Team Member EMNGU Salim Zridi Team Member HEDGE Soukaina Tazi Team Member HMNED Extended Team Name Title Organization Location Page 5 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) I. BACKGROUND AND RATIONALE FOR ADDITIONAL FINANCING 1. Morocco’s approach to strengthening education has been holistic and multifaceted. Over the past decade, it has expanded access to early childhood education (ECE), basic education, enhanced infrastructure, improved teaching, and provided (in some areas) remote learning opportunities during the COVID-19-induced lockdowns in 2020 and 2021. Additionally, the Government has increased funding to the sector and supported a decentralization agenda. At the preschool level, enrollment rates for children ages 4 and 5 increased from 45 percent in 2018 to 71 percent for the 2020–2021 school year.1 Universal access and full gender parity have been achieved at the primary level. 2. But while coverage has improved immensely, quality of education remains weaker than expected. Morocco’s Human Capital Index (HCI)2 continues to hover at 0.5, hindered largely by low learning outcomes. The learning-adjusted years of schooling stands at 6.3, meaning that students could spend 12 years in school but only learn about 6 years’ worth. Similarly, an estimated 66 percent of 10-year-olds could not read and understand a simple sentence by the end of primary school, even before the COVID- 19 schooling disruptions.3 Additionally, the teaching and learning process remains undermined by inadequate teacher preparation and insufficient professional development support. In addition, a large implementation gap between policies and what is happening in the classroom is hampering progress. 3. In May 2021, the Government introduced a strategic reform agenda, the New Development Model (NDM), charting a path toward holistic, sustainable growth and defining key priorities for the period up to 2035. The model is focused heavily on strengthening human capital, aiming to increase the proportion of students who complete their compulsory education and obtain a general or vocational diploma (from 50 to 90 percent). It also supports sector decentralization and the autonomy of Regional Academies for Education and Training (Académies régionales de l’éducation et de la formation, AREFs), Provincial Directorates for Education (Direction Provinciale de l’éducation, DPs), and schools in return for accountability on results and service delivery. 4. To operationalize the NDM in education, the Ministry of National Education, Preschool, and Sports (Ministère de l’Education Nationale, du Préscolaire et du Sport-MoE) released in October 2022 an Education Strategic Roadmap outlining “12 Engagements pour une école publique de qualité” (Twelve commitments for a quality public education) using a tri-partite approach (pedagogical triangle) of students, teachers, and schools to deliver ambitious reforms with potential tangible impact on the learning environment, governance, and ultimately, on learning outcomes. 5. The Morocco Education Support Program (Programme d’Appui au Secteur de l’Education, PASE - P167619) is financed through an IBRD loan of US$500 million equivalent. Its Program Development Objective (PDO) is “to establish an enabling environment for quality early childhood education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the educational service delivery chain in the Program areas.” Now in its fourth year of implementation, the Program has supported (a) expanding quality early 1 MoE, Bilan d’activité du Ministère, volume 1, Département de l’Education Nationale, Septembre 2021. 2 The HCI measures the amount of human capital that the average child born in 2018 is expected to achieve and reflects information from five education and health indicators: probability of survival to age 5, expected years of schooling, harmonized test scores as a measure of quality of learning, adult survival rate, and proportion of children who are not stunted. 3 The State of Learning Poverty: 2022 Update, World Bank, UNICEF, UNESCO. Page 6 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) childhood education; (b) improving the quality of applicants entering the teaching workforce; and (c) strengthening management capacity and governance, particularly at the regional levels. Implementation and PDO progress have been rated Moderately Satisfactory accounting for challenges, mainly school closures during the COVID-19 pandemic. Out of 30 targets (disbursement-linked results [DLRs]) tied to seven disbursement-linked indicators (DLIs), 17 have been achieved, resulting in 71 percent disbursement as of January 31st, 2023. Rationale for Additional Financing 6. A midterm review (MTR) of the PASE, conducted in April 2022, proposed a restructuring to better align with the latest sector strategy and reforms. In parallel, Additional Financing (AF) to the Program was requested to enable the delivery of more ambitious targets set by the NDM and the Education Strategic Roadmap, with greater emphasis on learning quality and outcomes. To support the delivery on such higher-level results, this evolved Operation4 will also introduce an Investment Project Financing (IPF) component that enables the MoE to access technical assistance (TA) necessary to support the results to be achieved. 7. The proposed restructuring and AF will help deliver more ambitious results for the sector while incorporating targets that support accessibility and human capital resiliency through stronger and more effective education. In addition to helping the Government expedite recovery from COVID-19 disruptions (through new learning approaches, better management, more reformed teaching, etc.), the Program will support a holistic Moroccan education system that will, for the first time, contribute to climate change adaptation and mitigation by shifting teaching and learning mindsets, promoting behavior change, strengthening individuals’ and learning environments resilience to shocks, and building the skills needed for a green economy.5 8. The proposed AF and restructuring keep the Operation closely aligned with the 2019–2024 World Bank Country Partnership Framework for Morocco (CPF) discussed by the Board of Executive Directors on February 19, 2019 (Report No. 131039-MA). The Operation specifically supports the objectives of Strengthening Human Capital (Focus Area 2). At the global level, it continues to be aligned with the WBG strategic goals, particularly through links to the Global Crises Response Framework by supporting resilience in the education system and its governance (pillar 3) and strengthening policies (pillar 4). In parallel, it contributes to the WBG Middle East and North Africa (MENA) Strategy, which places a great focus on harnessing human capital through collective measures that include enhanced education outcomes for all. II. INTRODUCTION 9. This Program Document seeks the approval of the Executive Directors to provide an AF in the amount of US$250 million to the PASE (P167619), bringing the total allocation for the Program to US$750 million. This AF is needed to support achievement of ambitious targets set out in the Government’s latest reform efforts. To advance implementation of these challenging reforms, the AF will also finance an IPF 4 For clarification, ‘Program’ refers to the original PASE as restructured and complemented through this AF, which uses only the Program-for-Results (PforR) instrument. ‘Project’ describes the technical assistance activities introduced through the AF, which use the IPF instrument. ‘Operation’ will be used to describe the combination of both as a holistic instrument. 5 Morocco Country Climate and Development Report 2022. Page 7 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) component for TA that will support delivery, monitoring, and evaluation of results to collectively foster evidence-based policy making and implementation of Morocco’s Education Strategic Roadmap. In parallel, the task team is proposing a restructuring to extend the Program closing date from September 1, 2024, to July 31, 2026 and modify select DLRs and PDO indicators. A. Key Achievements 10. Since effectiveness, the PASE has helped the Government improve the quality of ECE, teaching workforce, governance in the sector, and accountability of the education system. The Program is directly embedded in the government program, working across seven DLIs in three main results areas (RAs): RA 1: Establish an enabling environment for quality early childhood education service delivery DLI 1: A training program for preschool educators has been established DLI 2: The framework for measuring the quality of preschool environment has been strengthened DLI 3: The Borrower’s capacity to manage preschool education has been strengthened 11. Under this RA, the PASE has supported the MoE in progressively shifting from a logistics-focused expansion of preschool education (through a delegated management model) to a quality-focused approach, creating momentum to further accelerate the transformation of preschool education and school readiness. This is attested by greater emphasis by the MoE (incentivized by the Program) on (a) having qualified teaching staff with age-appropriate teaching methods and a holistic approach to educating today’s child, (b) collecting relevant and timely data on preschools and education service delivered by third-party providers (TPPs) with a view to regulating for quality, and (c) using data to inform decisions at the policy and operational level to improve learning. 12. The progress in this RA has come from five (out of nine) DLRs that have been achieved to date. More specifically, this includes the adoption of a Professional Competency Framework (DLR 1.1) and reference documents establishing the framework for quality measurement6 (DLR 2.1). The MoE has also increased its capacity to manage preschool education (DLI 3). Since 2019, each AREF budget includes annual dedicated line items for preschool activities (DLR 3.1); a central unit and dedicated staff in charge of preprimary education that coordinate, supervise, and monitor (DLR 3.2); and more than 70 percent of public and private preschools that are now registered with the Morocco Education Management Information System (MASSAR) (DLR 3.4). While achievement of other DLRs has been delayed, policy dialogue has been successful in overcoming technical challenges and the Program has incentivized the MoE to incorporate qualitative improvements which will be reflected in the restructuring of the associated indicators (DLR 1.2, DLR 2.2, and DLR 2.3). 6 This quality framework contains in particular (a) the preschool curricular framework, (b) the document to support the rehabilitation and construction of preschool units in public primary schools, (c) the quality standards of the preschool space, and (d) the guides for educators and preschool stakeholders. Page 8 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RA 2: Support improved teaching practices in primary and secondary education DLI 4: The model of pre-service training and professional induction of teachers is implemented DLI 5: A strategy for in-service teacher training and professional development is implemented 13. The PASE has thus far supported reforms aimed at improving competence and compatibility of pre-service and in-service teachers, leading to better qualified teachers. The PASE has supported the reform of the teacher selection and recruitment system to introduce testing candidates for a multitude of skills, including compatible socioemotional competencies. This includes development of a training model, terms of reference (ToR), and procedures for newly recruited teachers. Additionally, all teachers appointed in AREFs are now mandated to go through a two-year induction. Furthermore, a behavioral technical test for new teacher applicants’ key socioemotional skills has been developed and piloted (DLRs 4.1, 4.2). Additionally, a framework for the coordination and sharing of responsibilities among those involved in the professional development of teachers has been developed (DLR 4.3). In parallel, the MoE has advanced its reform of in-service teacher professional development through a new strategy and relevant plans (DLRs 5.1, 5.2). RA 3: Strengthen management capacity and accountability along the education service delivery chain DLI 6: Performance contracts are implemented DLI 7: School improvement plans are defined and implemented 14. Through the PASE, better governance of the sector is coming into focus. An improved, decentralized, and strengthened institutional structure is reinforcing management capacity and accountability at the regional (AREFs) and provincial (DPs) levels. The PASE has supported strengthening links between resources and results, including the alignment with the MoE’s performance-based budget, following the performance-based budget framework set by the Loi de Finance Organique (LOF) in 2015. For the first time, performance contracts were adopted by the MoE (DLR 6.1) with all AREFs signing a contract with the ministry and a subset signing performance contracts with DPs (DLR 6.3). School improvement plans (SIPs) have been developed and adopted (DLR 7.1 and DLR 7.2) while a module on SIPs has been added to MASSAR (DLR 7.3). B. Summary of Proposed Changes Additional Financing 15. The proposed AF will complement the parent Program in two ways. First, it will allow the achievement of more ambitious results that include reaching more children with quality ECE, ensuring teachers have the right skills, transforming governance of the sector and assessing learning. Second, it will introduce TA that will help the Government achieve these more ambitious results. Page 9 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 16. The following additional DLRs are intended to help the operation better align with government reforms and scale up results (see table 4) : RA 1 (early childhood education service delivery) - moving toward regulating for quality • DLR 3.5: The MoE has established an entity responsible for regulating preschool standards, preschool quality assurance and a preschool educational model. RA 2 (improving teaching practices) - scaling up the quality and compatibility of pre-service and in-service teachers • DLR 4.5 (i): At least 10% of teacher applicants in the recruitment process have taken the behavioral professional test as part of the recruitment process. • DLR 4.5 (ii): All teacher applicants in the recruitment process have taken the behavioral professional test. • DLR 5.5 (i): The MOE has adopted a national system for teacher classroom observation. • DLR 5.5 (ii): The legal text establishing the National Institute for Professorship has been published. • DLR 5.6. (i): MoE has established an administrative structure responsible for designing and carrying out learning assessments. • DLR 5.6 (ii): MoE has adopted learning assessments standards and procedures for the three key domains (Arabic, French and math) for all primary school (1-6) grades. RA 3 (strengthening management capacity and accountability) - moving to a decentralized governance model and measuring for better learning outcomes • DLR 6.4: Each AREF has published at least one annual management report. • DLR 6.5: The budgeting and expenditure execution process is fully executed through an integrated financial information system in 4 AREFs. • DLR 6.6 (i): 4 AREFs are eligible for ex post control. • DLR 6.6 (ii): 2 AREFs have benefitted from ex post control. • DLR 7.5 (i): A methodology for school evaluation and labelling has been adopted by the MoE. • DLR 7.5 (ii): The institution responsible for school evaluation and labelling has been established. • DLR 7.6: 800 schools (including at least 500 primary schools) in the Program Areas have received the label defined in DLR#7.5 (i). • DLR 7.7: 100,000 primary school students have benefitted from Teaching at the Right Level (“TARL”) targeted instruction. • DLR 7.8: Percentage of students in grade 4 benefiting from TaRL and able to read has increased by 20 percentage points. 17. Project: Supporting the delivery of results through technical assistance and capacity building (US$12 million). To support the Government of Morocco (GoM) to deliver on the ambitious targets of the Page 10 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Education Strategic Roadmap, TA will be introduced to the PASE that will allow necessary research, piloting, analysis, and structural and organizational changes that are needed for more challenging reforms. Restructuring 18. The restructuring proposed for the PASE includes a reformulation of targets and DLIs within the three RAs. This will allow better alignment with the Education Strategic Roadmap or scale-up of results. RA 1 (early childhood education service delivery) • DLR 1.2 (i): 10,000 educators have completed a pre-service preschool training program. • DLR 1.2 (ii): 10,000 educators have completed an in-service preschool training program. • DLR 2.2: The MoE has adopted a quality labelling system for preschool units. • DLR 2.3: 5,000 preschool units have received a quality label using the labelling system adopted under DLR#2.2. RA 2 (improving teaching practices) • DLR 4.4 (i): 12,000 new students have enrolled in the 1st year of the 3-year CLE7 program in a given academic year. • DLR 4.4 (ii): 8,000 students have graduated in the 3rd year of the CLE program in a given academic year. • DLR 5.4: 60,000 primary and secondary in-service teachers have benefitted from a coaching model adopted by the MoE. RA 3 (strengthening management capacity and accountability) • DLI 7 School performance is improved. Changes to the Results Framework • PDO indicators o PDO 1: Number of children enrolled in preschool units that received a quality label (revised) o PDO 4: Number of public finance management tools required for ex post control adopted by AREFs (new) • Intermediate results indicators o IRI 1.1: Criteria and process for approval of the existing preschool educator's training programs established (Yes/No) (revised) o IRI 1.2: Number of preschool educators who completed an initial in-service training program approved by the MoE, disaggregated by gender (Number) (revised) 7 Education licence cycle (Cycle de Licence en Education). Page 11 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) o IRI 1.3: Number of children aged 4 to 6 years enrolled in preprimary education, disaggregated by area (rural/urban), gender, and type of preschool (Number) (revised) o IRI 2.3: Improvement of learning outcomes, by gender (Text)— removed due absence of tool that was intended to collect data to track learning outcomes at the system level (replaced by IRI 3.5) o IRI 3.2: Share of parents of primary school age kids using the MASSAR application (Percentage) (revised) o IRI 3.3: Number of AREFs that have identified their integrated financial management information system (Number) (new) o IRI 3.4: Number of schools that have volunteered to be part of the school labelling process (Number) (new) o IRI 3.5: Percentage point improvement in subtraction and division among Level 4 students benefiting from TaRL (disaggregated by AREF and gender) (new) o IRI 3.6: Reduction in reading proficiency gap between boys and girls among level 4 students benefiting from TaRL (disaggregated by gender) (new) 19. These changes affect the allocation of resources across RAs, as highlighted below. Table 1. Summary of Financial Reallocation and AF (US$, millions) Amounts in USD Original Amount Amount to Be Amount Additional Revised Allocation Disbursed Disbursed (DLRs Affected by Funding Allocation in progress) Restructuring RA 1: Early Childhood 150 55 10 85 35.375 185.375 Education RA 2: Teacher training 190 95 10 85 69.5 259.5 RA 3: Governance and 160 102 58 — 132.5 292.5 school life TA — — — — 12 12 Front-end fee .625 .625 Total 500 252 78 170 250 750 20. Finally, through the restructuring, the task team proposes an extension of the closing date to July 31, 2026. III. DESCRIPTION OF PROPOSED CHANGES 21. To provide a comprehensive picture of the changes and scale by RAs, the following section presents all changes proposed, across the AF and restructuring. RA 1: Establish an enabling environment for quality early childhood education service delivery DLI 1: A training program for preschool educators has been established Page 12 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 22. DLR 1.2: “20,000 educators have completed the training program for preschool education” will be restructured into two sub-DLRs. • DLR 1.2 (i) will target the new pre-service training program for newly recruited educators with a final target of 10,000 newly recruited educators by 2026. This accounts for the MoE prospective planning for the creation of preschool units and recruitment needs. The verification protocol will be adjusted to reflect the characteristics of the new pre-service training, which focuses on specific pedagogical techniques and gives considerable time to practice, and the qualitative evolution that it represents compared to the previous formulas. • DLR 1.2 (ii) will target the new in-service training program. This will further incentivize the upskilling of preschool educators. This new program targets existing educators who otherwise would not be eligible for the pre-service training. In the long term, it is envisioned that every in- service preschool educator should receive annually off-site regular professional development as well as on-site support through classroom visits by pedagogical supervisors. The training program will also incorporate the latest knowledge on climate change science, local impact, and solutions. DLI 2: The framework for measuring the quality of preschool environment has been strengthened 23. DLR 2.2: “The MoE has adopted a tool to measure the quality of preschool environment” will be modified to highlight a more outcome-based ‘next-level’ result. Thus, it will become “The MoE has adopted a quality labelling system for preschool units.” The quality standards are expected to be comprehensive— in addition to hard and soft criteria, they will include measures to support low-carbon, ecofriendly approaches to green schools that are energy and water efficient and effectively address waste management and indoor as well as outdoor learning climate. 24. DLR 2.3: “The MoE has tested the piloted tool under DLR 2.2 on 150 preschool classrooms in the AREFs” will become “5,000 preschool units have received a quality label using the labelling system adopted under DLR#2.2.” DLI 3: The Borrower’s capacity to manage preschool education has been strengthened 25. DLR 3.5: “The MoE has established an entity responsible for regulating preschool standards, preschool quality assurance and preschool educational model” is added to reflect the MoE capacity to manage, supervise, and assess the quality of service delivered by the preschool TPP network. 26. These revised DLRs under RA 1 incentivize the MoE to go further in establishing and measuring the quality of preschool. This includes operationalizing a comprehensive quality assurance system (including quality standards, measuring tools, evaluation protocol, and evaluators) to monitor the quality of service delivered by TPPs, assessing compliance, and recognizing well-performing preschool units through a quality label. It is expected that by the end of the Operation in 2026, the MoE will have designed, tested, improved, and started scaling up the system progressively, with at least 40 percent of public preschool units labelled.8 8 The final target of 5,000 preschool units represents 40 percent of the total of preschool classrooms (12,360) that fall under the categories of ‘public’ or ‘in partnership’ (with public funding). It represents 17 percent of the total of preschool units in Morocco (28,409) including ‘private’ and ‘nonstructured’ preschool units (MoE statistics for 2020–2021). Page 13 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RA 2: Support improved teaching practices in primary and secondary education DLI 4: The model of pre-service training and professional induction of teachers is implemented 27. DLR 4.4: “at least 40% of the newly recruited teachers at all AREFs have taken the Education 3- year License (CLE)” will be revised and split into two DLRs: • 4.4. (i): 12,000 new students have enrolled in the 1st year of the 3-year CLE program within a given academic year. The proposed indicator is scalable through a progressive increase with a financial allocation commensurate with to 12,000 students as the final target. • 4.4 (ii): 8,000 students have graduated in the 3rd year of the CLE program in a given academic year. The proposed indicator is scalable, through a progressive increase in the financial allocation up to 8,000 as the final target. 28. DLR 4.5 (i): “At least 10% of teacher applicants in the recruitment process have taken the behavioral professional test as part of the recruitment process” and 4.5 (ii) “All teacher applicants in the recruitment process have taken the behavioral professional test”. These DLRs are intended to strengthen the government Program related to improving teacher selection and recruitment. Once the test has been designed and developed (DLR 4.2 (ii)), the next step is a large-scale piloting and the formal adoption in the national competitive process for selection and recruitment of new teachers. 29. Under both DLR 4.4 and DLR 4.5, climate modules and relevant tests will be incorporated into the CLE curriculum. This will raise awareness of climate risks and available educational tools that enhance a teacher’s ability to communicate these issues to students and the broader school community. DLI 5: A Strategy for in-service teacher training and professional development is implemented 30. DLR 5.4 “60,000 primary and secondary in-service teachers have benefitted from a coaching model adopted by the MoE” will consolidate targets originally presented under DLRs 5.4(i), 5.4(ii) and 5.4(iii). It will instead ensure that the coaching modality for teacher training reaches up to 30 percent of primary and secondary teachers. It does this using the new model and guidelines adopted by the MoE. 31. DLR 5.5 (i): “The MoE has adopted a national system for teacher classroom observation” and DLR 5.5 (ii): “The legal text establishing the National Institute for Professorship has been published.” These DLRs will enable training to take place under a high-quality system of classroom observation approved by the MoE and the establishment of an entity mandated to define and oversee the certification processes for training based on needs detected in classroom observations and issuing certificates. 32. DLR 5.6 (i): “MoE has established an administrative structure responsible for designing and carrying out learning assessments” and 5.6 (ii) “MoE has adopted learning assessment standards and procedures for the three key domains (Arab, French and math) for all primary school (1-6) grades”. These DLRs support making a high-quality information system on learning outcomes available to teachers and students. This will allow tracking student progress and teacher quality through reliable and valid assessments linked to curriculum goals. The new administrative structure will develop an assessment framework and an item bank for each of the three key competencies for all grades. Page 14 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RA 3: Strengthen management capacity and accountability along the education service delivery chain 33. The reformulation of DLI 7 and introduction of new DLRs introduced under this results area focus on improving the management of education services as well as measuring and delivering better learning outcomes. DLI 6: Performance contracts are implemented 34. DLR 6.4: “Each AREF has published at least one annual management report.” It aims to further incentivize the uptake of the management tools—including an annual report—that any state-owned enterprise (SOE) should have. An annual management report highlights the performance of the AREF, detailing its achievements against its action plan/performance contract and reporting on its financial management (FM). This is one of the seven management tools required by the SOE law 9 to benefit from ex-post expenditure control. While the long-term objective is for all AREFs to adopt all seven management instruments, adopting an annual report is an important first step and a realistic objective to achieve within the implementation period. This is also well aligned with DLI 6 on the adoption of performance contracts. Indeed, the annual management report will describe what actions were taken to achieve the objectives set in the performance contracts. 35. DLR 6.5: “The budgeting and expenditure execution process is fully executed through an integrated financial information system in 4 AREFs.” This is intended to encourage the implementation of an integrated financial management information system (IFMIS) tracking all financial flows of the AREF. DLR 6.5 is designed to address the multiple and disaggregated systems (Integrated Expenditure Management System/IFMIS [Gestion Intégré de la Dépense] -AREF, MASSAR-Accompagnement, e-Budget 2, RAED, SIB-AREF). These are used by the main actors (AREF, DEPP, MoE, and MoF) involved in the public expenditure chain of the education sector. The existence of multiple and sometimes flawed systems jeopardizes transparency of public finance, deprives management of a comprehensive picture of the financial flows of AREFs, and delays payment of vendors. Incentivizing the adoption of an effective—and ideally unique—IFMIS by the AREF will overcome one of the most significant public financial managements (PFM) bottlenecks of the education sector. 36. DLR 6.6: (i) “4 AREFs are eligible for ex post control” and 6.6 (ii) “2 AREFs have benefitted from ex post control.” This aims to further incentivize AREFs to improve their financial management and consequently benefit from lighter control of their public expenditure. Signing a program contract means that the selected AREFs have adopted the seven management tools as required by the law to be subject to ex post control. This new DLR will incentivize a selected number of AREFs to modernize their FM system and create a ‘demonstration effect’ for other AREFs willing to gain autonomy and ensure sound management of their finances. DLI 7: School performance is improved 37. DLI 7 “School performance is improved” is reformulated to broaden the scope of results under this DLI. In doing so, the Operations goes beyond supporting school improvement plans towards 9Order of the Minister of Finance and Privatization No. 1549-05 of 18 Kaada 1426 (20 December 2005) laying down the management instruments of public institutions eligible for accompanying control. Page 15 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) strengthening school autonomy on management based on data. It will also incentivize the enhancement of schools’ principals’ management capacity. 38. DLR 7.5 (i) “A methodology for school evaluation and labelling has been adopted by the MoE” and 7.5 (ii) “the institution responsible for school evaluation and labelling has been established.” The MoE envisages evaluating schools against a set of indicators related to sustainable infrastructure, governance, pedagogy, and extracurricular activities. Schools that do not meet a set of standards and criteria will be receiving support for improvement while schools that meet them can benefit from increased autonomy and budget. DLR 7.5 aims at incentivizing the development of an evaluation methodology and framework that focuses on learning outcomes, equity, and climate change challenges. This DLR also incentivizes the creation of an institution that will be responsible for the school evaluation and labeling process. 39. DLR 7.6: “800 schools (including at least 500 primary schools) in the Program Areas have received the label defined in DLR#7.5(i).” In the first phase, the MoE envisages engaging in the evaluation/labelling process on a voluntary basis—that is, school principals volunteer to be evaluated. The evaluation entails an auto-evaluation based on a set of agreed-upon indicators and an external evaluation (by the institution to be set up through DLR 7.5 (ii)). Schools that do not meet the standards and criteria will receive support and assistance in the areas where it is most needed. Measures will be put in place to ensure that primary schools are prioritized to receive support and assistance. 40. DLR 7.7: “100,000 primary school students have benefitted from Teaching at the Right Level (TARL) targeted instruction.” TaRL is a pedagogical approach to improve students’ foundational skills by adapting instruction to the learning levels of each child. It dedicates time to basic skills rather than focusing solely on the curriculum. The MoE, in collaboration with the National Initiative for Human Development (Initiative Nationale pour le Développement Humain, INDH), has piloted a first phase of TaRL in April–June 2022, covering 12,000 primary school students in grade 4 in three key subjects: Arabic, French, and mathematics. Learning outcomes improved in all tested subjects. The first phase included program design and material development, training of trainers/inspectors, and training for 600 teachers. DLR 7.7 aims to incentivize a scale-up of targeted instruction at the primary school level. 41. DLR 7.8: “Percentage of students in grade 4 benefiting from TaRL and able to read has increased by 20 percentage points”. This DLR incentivizes improved reading skills from an established baseline to be conducted before the TaRL intervention. The 20-percentage point increase applies to the percentage of tested students who can read a paragraph in both French and Arabic. Introduction of a Project (using IPF instrument): Supporting results through TA and capacity building (US$12 million equivalent) 42. A TA Project is proposed to support the GoM to deliver on the ambitious targets of the PASE and the Strategic Roadmap. TA to undertake the necessary research, piloting, analysis, and structural and organizational changes is crucial. The project will finance the development and implementation of a comprehensive monitoring and evaluation plan for the education strategy. It will also build the capacity of AREFs, provincial directorates and schools to implement and adjust action plans that improve student learning. Finally, it will support an enhanced change management plan to increase commitment to reform among relevant stakeholders as well as help overcome coordination failures. Page 16 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 43. In addition, the IPF will finance support the implementation, monitoring and evaluation of the Operation as well as the design, piloting, scale-up and evaluation of the Education Strategic Roadmap. These TA activities will include the development of a preschool quality assurance system, a school labeling system, and a learning assessment system as well as the design of an institute for professorship. Support will also be available to policymakers and MoE directorates to sequence reforms and facilitate implementation through action research and analysis that can inform the structural and organizational changes needed to achieve targeted outcomes. 44. The TA will also enable the MoE to enhance its monitoring and evaluation efforts through several platforms that will be established to enforce accountability. In this area, TA will enable the MoE to introduce additional periodic measures of feedback such as surveys of parents, teachers, and students. Table 2. Proposed TA by RA (IPF Project) RA 1 • Development of quality assurance and labeling tools for preschool units. • Study on the continuity between the preschool and primary school curriculum. • Strengthening of the development of the training system for preschool educators. • Development of children learning assessment tools in grade 1. RA 2 • Development of a national classroom observation tools and teacher coaching. • Structural action to stimulate the transformation of teachers' professional development in Morocco. • Development of a (digitalized) platform for the selection and recruitment of teachers and deployment. The teacher selection and recruitment model will be based on an effective diagnosis of professional skills and knowledge and consistently aligned with the key priorities of the teacher development model. Capacity building of Ministry agents in the development of test items and the analysis of the results of the psychosocial test. • Support for the design of a National Institute of Professorship with international best practices that will inform the objectives and responsibilities of the newly created institute in terms of training, quality assurance of initial and continuing education, knowledge production, and certification. • Tools and standards for the development of a national education research agenda on educational policies and pedagogical practices and innovations; dissemination of good practices and scaling up in the education system. • Tools and guidance for the development of a formative evaluation system for school children/students and teachers (tools and guide). RA 3 • Support for the reengineering of MoE’s own IT systems related to the expenditure chain: design and deployment of an integrated budgetary and accounting information system. Provide the Ministry with an in- depth study of the financial information system used by the sector's actors, with a focus on DPs and AREFs. • Development of tools and standards to improve the budgetary and financial management of AREFs in view of the adoption of program contracts and management tools as defined by the law 69-00 on the financial control of public expenditure of public enterprises. • Design of a new integrated governance scheme for ‘social support’ activities with a pilot in 3 rural DPs before potential scale-up. Design of a new integrated social support model for the management of (a) school support, (b) school canteens, (c) boarding schools, and (d) school transportation (‘social support’) and testing of the new integrated social support governance model in 3 DPs in the rural environment. • Development of a methodology and for the school evaluation/labelling process focused on learning outcomes and equity. Review school evaluation methodology against international good practices and existing evidence and development of a proposal for the rollout of the school evaluation process with the objective of improving learning outcomes and reducing inequity in education outcomes. Page 17 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) • Support for the rollout of a pilot based on the evidence-based school evaluation methodology aiming to reduce learning poverty and inequity in education. • Strengthening of the capacity of school principals and improvement of the functioning of school principals’ networks. • Development of the training program to support school principals with adequate skills, tools, and resources to improve the quality of education in their schools. Review the current functioning of the school principal networks and propose recommendations to improve learning and feedback loops among principals. This is expected to lead to enhanced behaviors and practices of school principals with a focus on improved instruction and student performance, better school climate, motivated teachers, and more collaboration in planning for overall school improvement. • Review of the current implementation status of SIPs and proposal of recommendations to support school principals in their self-evaluation and implementation of SIPs. • Support for the MOE to pilot and scale up innovative pedagogical models and teaching approaches (2023– 2025) (TaRL). To improve learning outcomes, TA will support the ministry in experimenting, piloting, evaluating, and scale-up of pedagogical methods and teaching approaches that have proven successful in improving learning outcomes in other settings (for example, TaRL, remedial education, and scripted lessons). Table 3. Results Area DLIs and Changes DLI LEGEND DLI 1. A training program for Restructured DLI preschool educators has been Original Proposed established. DLI 7 School improvement plans DLI 7 School performance is are defined and implemented. improved DLI 2. The framework for measuring the quality of preschool RA 1 environment has been strengthened. Restructured or Cancelled DLRs Status Original DLI 3. The Borrower’s capacity to US$ manage preschool education has Allocation been strengthened. 1.2 20,000 educators have Restructured 50,000,000 completed the training program for DLI 4. The model of pre-service preschool education training and professional induction 2.2 MoE has adopted a tool to Restructured 14,000,000 of teachers is implemented. RA 2 measure the quality of preschool DLI 5. A strategy for in-service environment. teacher training and professional 2.3 MoE has tested the piloted tool Restructured 21,000,000 development is implemented. under DLR 2.2 on 150 preschool DLI 6 Performance Contracts are classrooms in the AREFs. implemented 5.4 (i) 30% of in-service teachers Restructured 15,000,000 RA 3 received coaching support in DLI 7 School performance is instructional practice and pedagogic improved (revised) content knowledge; TA IPF: Technical Assistance 5.4 (ii) 30% of in-service teachers Cancelled 15,000,000 benefit from face-to-face training in instructional practice and pedagogic content knowledge; 5.4 (iii) 30% of in-service teachers Cancelled 15,000,000 used Distance Learning. 170,000,000 Page 18 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Table 4. New DLRs and Respective Allocation Restructured and New DLRs Restructuring AF Total (out (US$170M) (US$250M) of 750M) 1.2(i) 10,000 educators have completed a pre-service preschool 30,500,000 2,500,000 33,000,000 training program; (scalable: 3,300,000 for each 1000 trained educators). 1.2(ii) 10,000 educators have completed an in-service preschool 19,500,000 13,500,000 33,000,000 training program. (Scalable: 2,200,000 for each 1000 trained educators). 2.2 The MoE has adopted a quality labelling system for preschool 14,000,000 1,000,000 15,000,000 units. 2.3 5,000 preschool units have received a quality label using the 21,000,000 9,000,000 30,000,000 labelling system adopted under DLR#2.2. 3.5 the MoE has established an entity responsible for regulating 9,375,000 9,375,000 preschool standards, preschool quality assurance and preschool educational model. 4.4. (i) 12,000 new students have enrolled in the 1st year of the 3- 2,000,000 10,000,000 12,000,000 year CLE program in a given academic year. 4.4 (ii) 8,000 students have graduated in the 3rd year of the CLE 8,000,000 8,000,000 16,000,000 program in a given academic year. 4.5 (i) at least 10% of teacher applicants in the recruitment process 10,000,000 10,000,000 have taken the behavioral professional test as part of the recruitment process. 4.5 (ii) all teacher applicants in the recruitment process have taken 20,000,000 10,000,000 30,000,000 the behavioral professional test. 5.4: 60,000 primary and secondary in-service teachers have 30,000,000 30,000,000 benefitted from a coaching model adopted by the MOE. 5.5 (i) the MoE has adopted a national system for teacher classroom 15,000,000 15,000,000 observation. 5.5 (ii) Legal text establishing the National Institute for Professorship 10,000,000 10,000,000 has been published. 5.6. (i) MoE has established an administrative structure responsible 13,500,000 13,500,000 for designing and carrying out learning assessments. 5.6 (ii) MoE has adopted learning assessments standards and 18,000,000 18,000,000 procedures for the three key domains (Arab, French and math) for all primary school (1-6) grades. 6.4 Each AREF has published at least one annual management report. 13,500,000 13,500,000 6.5. The budgeting and expenditure execution process is fully 20,000,000 20,000,000 executed through an integrated financial information system in 4 AREFs. 6.6 (i) 4 AREFs are eligible for ex post control. 16,000,000 16,000,000 6.6 (ii) 2 AREFs have benefitted from ex post control. 8,000,000 8,000,000 7.5 (i) A methodology for school evaluation and labelling has been 15,000,000 15,000,000 adopted by the MoE. 7.5(ii) the institution responsible for school evaluation and labelling 10,000,000 10,000,000 has been established. Page 19 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Restructured and New DLRs Restructuring AF Total (out (US$170M) (US$250M) of 750M) 7.6 800 schools (including at least 500 primary schools) in the 12,000,000 12,000,000 Program Areas have received the label defined in DLR#7.5 (i). 7.7 100,000 primary school students have benefitted from Teaching 18,000,000 18,000,000 at the Right Level (“TARL”) targeted instruction. 7.8 Percentage of students in grade 4 benefiting from TaRL and able 20,000,000 20,000,000 to read has increased by 20 percentage points. IPF COMPONENT FOR TECHNICAL ASSISTANCE 12,000,000 12,000,000 Table 5. Changes in PDO Indicators Original Proposed PDO Indicator 1: Number of classrooms for which New PDO Indicator 1: Number of children enrolled in data on quality of Early Childhood Education preschool units that received a quality label (disaggregated environment is collected and published by AREF by gender) PDO Indicator 4: Number of public finance management tools required for ex-post control adopted by AREFs (new) Table 6. Intermediate Results Indicators to be Changed Original Proposed 1.1 Criteria and process for approval of existing IRI 1.1: Criteria and process for approval of existing preschool preprimary educator's professional educators’ training programs established development programs established 1.2 Number of preschool educators who IRI 1.2: Number of preschool educators who completed an completed an in-service training program initial in-service training program approved by the MoE approved by the MoE (disaggregated by gender) 1.3 Number of additional children aged 4 to 6 IRI 1.3: Number of children aged 4 to 6 years enrolled in enrolled in preprimary education, preprimary education (disaggregated by area (rural/urban), disaggregated by area (rural/urban) and gender gender, and type of preschool) (Number) 2.3. Improvement of learning outcomes, by Replaced with IRI 3.5 and 3.6 (see below) gender 3.2 Share of parents participating in the IRI 3.2: Share of parents of primary school age kids using the development and implementation of school MASSAR application improvement project New IRI 3.3: Number of AREFs that have identified their integrated financial management information system (technical specifications of the solution identified are validated by the MoE) New IRI 3.4: Number of schools that have volunteered to be part of the school labelling process New IRI 3.5: Percentage point improvement in subtraction and division among Level 4 students benefiting from TaRL (disaggregated by AREF and gender) New IRI 3.6: Reduction in reading proficiency gap between boys and girls among level 4 students benefiting from TaRL (disaggregated by gender) (new) Page 20 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Figure 1. Theory of Change Incorporating AF and Restructuring Challenges Inputs/Actions Outputs Inermediate Outcomes Challenges RA 1: Establish an enabling An enabling environment environment for quality 20,000 preschool educators are for quality ECE service Early Childhood Education trained to provide quality delivery in established: service delivery education MoE, AREFs, and DPs utilize Development and delivery of a Comprehensive quality standards newly established standards Vast inequality and low-quality pre-service and in-service training are adopted, and measurement tools are available and quality tools to measure preprimary education result in limited for prospective and existing Management and monitoring of quality of ECE services preparedness to learn preschool educators preschool education are provided by TPPs and inform Establishing a framework for quality ECE service and strengthened at the central, the management of the measurement regional and local levels sector. Strengthening institutional and implementation arrangements for the management of preschool education RA 2: Support improved Teaching practices in basic teaching practices in - All teachers go through a education are improved: primary and secondary selection process based on • Enhanced teacher selection test fundamental pedagogical skills education - All newly appointed teachers go • Improved teacher’s content knowledge and pedagogy skills • Pre-service training and through new two-year induction • Improved teaching practices in induction model in place program. The teaching and learning the classroom in primary and • Effective in-service teacher - Teachers benefit from secondary education environment do not promote training model in place: modernized professional • The teaching profession learning • Framework and plan in all development program including becomes more attractive to regions coaching, virtual platforms and students. • Teachers and principals face-to-face learning. • Teaching and learning receiving personalized training - Increased capacity to environment is improved to coordinate and deliver trainings support strugging students to future and in-service training including boys RA 3: Strengthen management - Performance contracts Management capacity at AREF and DP level. and accountability along capacity and accountability along AREF and DP staff are the education service the education service delivery trained to better execute delivery chain are Weak and uneven chain. their management strengthened: management capacity and functions. • AREFs and DPs have • Establish performance contract models at all accountability for resutls. levels of the service delivery chain. AREFs use one IFMIS greater capacity and accountability Poor autonomy of AREFs in • Set up monitoring and evaluation mechanism Increased school of school improvement plans. improvement plans • Better school budget programming and • Capacity audits of 4 AREFs and action plans implemented. performance expenditure management • A ministerial decree aligning AREFs' budgets More school principals • Performance Programs (PdP) are achieved; with the MoE's Budget Performance Projects and parents using Lack of management tools MASSAR quality of service has • Operationalization of an integrated financial improved Poor learning among certain management information system used by the Signature of program • Improvements in CEs, TPs and officers contracts between groups • Publication of AREFs' annual mgmt reports learning through AREFs/MoE/MoF, and better management • Updating the AREFs' financial procedures therefore 2 AREFs are and teaching manual benefiting from ex-post approaches public expenditure control IV. APPRAISAL SUMMARY A. Technical 45. The technical appraisal developed for the parent Program remains relevant for the AF. The Program is grounded on a comprehensive sector analysis and its technical design is premised on international best practices. The technical design of the Operation is based on the goals of the 2015–2030 Education Strategic Vision whose principles are further operationalized in the Education Act adopted by the Parliament in August 2019. The act aims to improve the organization and performance of the education sector by setting clear commitments, expected results, responsibilities, and time frames. Page 21 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 46. The technical design and focus of the AF draw on the Program success to date, analytical evidence from the sector, and multidimensional behavioral economics and organizational science literature. The Program supports the establishment of an enabling environment for quality ECE service delivery and the adequate training and supporting of teachers, which the 2018 World Development Report (WDR) ‘Learning to Realize Education’s Promise’ and the 2019 MENA Education Flagship Report ‘Expectations and Aspirations’ highlighted as crucial ingredients of learning. Preschools must meet a quality threshold if they are to produce the desired positive outcomes. In some cases, a low-quality preschool is worse for child development than no preschool at all (Garcia, Heckman, and Ziff 2017). The proposed AF will continue to focus on interventions aimed at improving the quality of the preprimary education provision in Morocco (DLIs 1, 2, 3) to ensure that expansion of access has a tangible and sustainable impact on learning. 47. To be effective, teacher training needs to be individually targeted and repeated, with follow-up coaching, often around a specific pedagogical technique (Popova, Evans, and Arancini 2016; WDR 2018). The proposed AF will further strengthen the initial and induction model to the teaching profession and establish a coherent, coordinated, and comprehensive professional development model that aligns with practices associated with better student performance (DLIs 4, 5). 48. To make the entire system work for learning, technical and political barriers must be overcome, and actors need to be aligned (WDR 2018). By continuing to strengthen management capacity and accountability along the education service delivery chain (DLIs 6, 7), the Operation will tackle governance constraints undermining the achievement of reform outcomes (WDR 2017). The mainstreaming of adaptive leadership and support to change management will also address barriers associated with the complexity of aligning multiple stakeholders and changing human behavior, highlighted as key factors in successful policy implementation (World Bank 2018, 2019). 49. COVID-19 disruptions and extended inaccessibility of schooling have widened the gap among some students. In the post-pandemic era, as much as 70 percent of 10-year-olds in developing countries are unable to read and understand a simple sentence.10 The AF will support the scale-up of accelerated learning programs to support students who may be falling behind with remedial support to catch up to their peers. B. Economic and Financial Analysis 50. The parent Program economic analysis showed a strong rationale for public investment and World Bank involvement that have since been reinforced by the devastating effects of the pandemic on learning. Public involvement is justified due to the high social, economic, and noneconomic rates of return to education, in addition to the market imperfections that preclude the poor from reaping the private returns to education. It was also expected to bring tangible effects on a more efficient and effective use of public spending, through better management of human resources (teachers) as well as better system and school governance. Nevertheless, the pandemic, which coincided with the first year of implementation, brought (through school closures and health and economic damage) a devastating effect on student learning. Such 10 The State of Global Learning Poverty: 2022 Update (World Bank, UNESCO, UNICEF, UK FCDO, USAID, and the Bill & Melinda Gates Foundation 2022); Azevedo, João Pedro, Maryam Akmal, Marie-Helene Cloutier, Halsey Rogers, and Yi Ning Wong. 2022. Page 22 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) effects, together with the satisfactory implementation of the Program in difficult times, reinforce the need for the Program to be expanded and continued in time as well as quality. 51. All three RAs now have scaled up targets. Hence, the effects of the Program are likely to be larger than initially estimated. The expected overall learning effect was estimated at 0.23 standard deviation over the long term, equivalent to an increase of 4.5 percent in discounted future gross domestic product (GDP) and an increase of 0.31 percent yearly GDP over the long term. The new elements of the Program allow a more optimistic economic scenario. • RA 1 (ECE) will support the evaluation and quality labelling of preschool units based on the collection of timely data. • RA 2 (Teachers) will contribute by (a) expanding the supply of initial teacher training model (for which initial results show a much higher selection rate in the national selection teacher program); (b) rolling out the newly designed teacher socioemotional test following a situational judgement methodology, which is highly linked with predictive validity11 in terms of teacher performance12; and (c) rolling out a classroom observation toward high-quality coaching throughout the system at scale, which is one of the promising interventions regarding teacher professional development.13 • RA 3 (Governance) will strengthen school autonomy on management based on data, 14 which is linked with higher learning outcomes. 15 C. Fiduciary Systems Assessment 52. The Government Program partially supported through the PASE is financed through a multiyear program-based budget comprised of four programs (P1 to P5, with P4 removed in 2021), based on Ministry Performance-based Programs (Projets de Performance, PdPs). The PdPs reflect the Education Strategic Vision 2015–2030 and the 2022–2026 Education Strategic Roadmap. Each budget program has objectives, indicators, targets focusing on effectiveness, efficiency, quality of public policies and services. The Government allocated a one-time 10 percent16 increase in 2023 to help the MoE implement its Strategic Roadmap. As a result, spending has increased from US$5.3 billion in 2019 to US$7.01 billion in 2023. Aside from this additional one-time allocation, the share of government spending on education is expected to remain relatively constant in the medium term, reaching US$7.1 billion in 2026 (see table 7). 53. The Program Expenditure Framework continues to encompass Government social protection spending that targets the poorest rural and urban areas, including families with children at risk of dropping out of primary and lower-secondary school. This is currently implemented through Tayssir, a conditional 11 Klassen, R. M., L. E. Kim, J. V. Rushby, and L. Bardach. 2020. "Can We Improve How We Screen Applicants for Initial Teacher Education?” Teaching and Teacher Education 87 (102949). 12 Klassen, R. M., and J. V. Rushby. 2019. “Can We Predict Preservice Teachers’ Performance in Teaching Placements? The Validity of ITE Selection Methods.” TSP Working Paper. 13 Kraft, M. A., D. Blazar, and D. Hogan. 2018. “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence.” Review of Educational Research 88 (4): 547–588. 14 De Hoyos, R., A. J. Ganimian, and P.A. Holland. 2021. “Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina.” The World Bank Economic Review 35 (2): 499–520. 15 Romero, M., J. Bedoya, M. Yanez-Pagans, M. Silveyra, and R. de Hoyos. 2022. “Direct vs Indirect Management Training: Experimental Evidence from Schools in Mexico.” Journal of Development Economics 154 (102779). 16 According to the Budget Department of the Ministry of Finance and the Notes de presentation de la Loi de Finance for 2022 and 2023. Page 23 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) cash transfers (CCTs) program that aims to increase the number of school-age children. Table 7 presents the total of the government Program for 2023–2026 including the Tayssir budget line which will be used for the Program Expenditure Framework. Table 7. Government Program and Budget (in USD million) 2018 2019 2020 2021 2022 2023 2024 2025 2026 Total (2023–2026) P1: Steering, Governance and 4,245 4,240 4,810 4,990 5,150 5,665 5,665 5,665 5,665 22,660 Leadership Strengthening P2: Compulsory Education 390 571 510 607 700 770 770 770 770 3,080 Ensuring Equity and Quality P3: Upper- Secondary and Post-Secondary Education for 201 177 191 185 207 227.7 227.7 227.7 227.7 910.8 Individual and Collective Advancement P4: Non-Formal 7 11.4 — — — — — — — — Education P5: Literacy 25 37.4 35 37 37.1 40.81 40.81 40.81 40.81 163.24 Tayssir (CCT) 125 230 230 260 286.00 314.60 346.06 380.67 418.73 1,460 TOTAL 4,993 5,267 5,776 6,079 6,380 7,018 7,050 7,084 7,122 28,274 Note: Amounts for 2018–2021 (light grey) have been revised according to the latest budget documentation. According to the MoE, Tayssir transfers are assumed to increase by 10 percent every year to reflect the additional number of registered pupils. Amounts for 2022–2026 (dark grey) are budget projections, assuming no increase apart from Tayssir and the 10 percent increase in 2023 needed to deliver results of the Education Strategic roadmap. 54. The Fiduciary Systems Assessment (FSA) was carried out by the World Bank based on available documents and discussions with the key stakeholders. The FSA examined whether the Program’s fiduciary systems provide reasonable assurance that the loan proceeds will be used for intended purposes, with due attention to the principles of value for money, integrity, fit-for-purpose, fairness, economy, efficiency, effectiveness, transparency, and accountability. It covers the Program’s institutional arrangements, FM, procurement, and governance systems. 55. The FSA concluded that the Program’s integrated fiduciary systems meet the requirements of the World Bank Policy: Results-Based Program Financing (Policy) and the World Bank Directive: Results-Based Program Financing (Directive) and provide reasonable assurance that the financing proceeds will be used for intended purposes with the objective of supporting the achievement of the Program objectives. The FSA team concluded that the fiduciary systems in place to manage the parent Program and the AF are acceptable, considering the effective implementation of the agreed actions noted in Annex 3, Table 3A.3 (FM Action Plan). Page 24 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 56. The fiduciary performance of the parent Program is rated as Moderately Satisfactory while the fiduciary risk as Substantial, with a disbursement rate of 71 percent following the latest payment in December 2022. However, the assessment identified the following key challenges faced by the Program that are being addressed: (a) the timely production of financial data on the subsidies transferred by MoF under the Tayssir program financing and (b) the delays in the initiation or completion of DLI verification missions negatively affecting disbursements. Overall, the residual fiduciary risk for the proposed AF is rated as Substantial. 57. Mitigating measures put in place for the parent PforR will be strengthened. The following measures have been recommended: (a) operationalization of the agreement dated July 22, 2022, of the management by mandate of the Tayssir program by the National pension fund and insurance (CNRA) which defines the terms and conditions of the management entrusted to the CNRA by the Moroccan Government, represented by the MoF and the MoE; (b) update of the institutional arrangements with the Directorate for General Affairs, Budget, and Assets (DAGBP) responsible for managing the budget that will be allocated to TA and the creation of new preschool departments in the MoE focal points; (c) update of the Program Operations Manual (POM), particularly with respect to the new mutually agreed-upon dynamic allocation key, clarification and simplification of the processes and procedures to verify DLIs achieved as well as reflect changes related to the AF including the FM procedures applicable to the IPF component. 58. Like the parent Program, the AF will reimburse Government expenditures targeting families of children at risk of dropping out of primary and lower-secondary school. These expenditures are currently implemented through Tayssir, a conditional cash transfers (CCTs) program that aims to increase the number of school-age children. The Tayssir remains unchanged and is still under the leadership of the MoE/Directorate for social support (DAS). 59. The AF will also finance a TA Project (US$12 million out of the US$250 million AF) using the IPF instrument. The assessment concluded that the FM arrangements in place satisfy the World Bank’s minimum requirements under OP/BP 10.00 and are therefore adequate to provide, with reasonable assurance, accurate and timely FM information on the status of the IPF component required by the World Bank. 60. Under this TA Project, only consulting services are envisioned to be procured. Thus, the project is not expected to support procurement of goods or works. 61. Procurement exclusions. The Operation does not envisage any activities involving the procurement of high value above the Operations Procurement Review Committee thresholds. 62. The activities will be executed in accordance with the World Bank's ‘Guidelines on Preventing and Combating Fraud and Corruption in Program-for-Results Financing,’ dated February 1, 2012, and revised July 10, 2015. No cases of fraud and corruption were reported by either the Project Management Unit (PMU) nor the Program’s external auditors during the implementation of the parent Program. The implementation agency will (a) share information with the World Bank regarding all allegations of fraud and corruption in connection with the Program, investigate all credible allegations received, report to the World Bank on actions taken, and cooperate in any inquiry that may be conducted by the World Bank into allegations or other indications of fraud and corruption in connection with the Program and (b) monitor and abide by the World Bank’s list of debarred/suspended firms. Page 25 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) D. Environment and Social 63. Given the nature of the AF activities, which are all aimed at strengthening the capacity, skills, governance, and performance of the preschool and basic education system, the overall effect of the investments is expected to be beneficial. However, there are some environmental and social (E&S) risks and adverse impacts associated with the AF to be considered and mitigated. Given the lack of construction or physical rehabilitation, the parent Program’s risks were rated Low, and the environmental risks of the AF remain so. In other words, the anticipated adverse environmental effects of the AF are not expected to be significant, according to Core Principles 1, 2, 3, and 4 of the World Bank Policy and Directive. Indeed, none of the activities of the AF are likely to affect sites of biological and ecological interest (SIBE) in Morocco or significantly transform natural habitats or significantly alter biodiversity areas and/or cultural resources. 64. Given the World Bank’s own evolution toward a deeper commitment to social inclusion, nondiscrimination, and the prevention and response to sexual exploitation and abuse (SEA) and sexual harassment (SH),17, the AF’s social risks are rated Moderate. Specifically, the following social risks have been identified: (a) the risk of exclusion of teachers with disabilities directly and children with special needs and/or disabilities indirectly, if proactive measures are not taken to emphasize inclusive education; (b) the substantial risk related to SEA of project beneficiaries (teachers, administrators) or community members as well as SH of workers in the workplace; and (c) the difficulties encountered by the E&S focal point in drafting and implementing the parent Program’s grievance redress mechanism (GRM). 65. Given the Operation’s hybrid nature of a PforR with an IPF Project, the World Bank Policy and Directive have been applied to the PforR components, while the World Bank’s Environmental and Social Framework (ESF) for Investment Policy Financing has been applied to the Project’s TA activities. Therefore, in practical terms, the World Bank has prepared an Environmental and Social Systems Assessment (ESSA) for the IP, based on due diligence meetings with the MOE. The MOE has prepared the relevant ESF instruments for the IPF which were consulted on and disclosed on January 23, 2023. These include the Stakeholder Engagement Plan, the labor management measures, and the SEA/SH Prevention and Response Plan - to be included as part of the POM no later than three months after effectiveness. E. Implementation Arrangements and Appraisal 66. For the results-based aspects of the Operation, the MoE remains the entity responsible for the implementation of the education sector reforms that will achieve the results targeted by the proposed Program. Where necessary for delivery, the MoE will delegate such responsibilities to its regional academies, provincial directorates and/or schools, and TPPs (for preschool education only). In parallel, the Ministry of Economy and Finance (MoF) will manage budget allocation and oversight of both the MoE and the regional academies, which are parastatals. 17The World Bank recently published (September 2022) its ‘Guidance Note on Addressing Sexual Exploitation and Abuse and Sexual Harassment (SEA/SH) in Human Development Operations’. https://thedocs.worldbank.org/en/doc/0e0825d39c28f61080380c6be9c40811-0290032022/original/SEA-SH-GPN-for-HD- Operations-CESSO-Issue-Version-September-26-2022.pdf Page 26 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 67. For the IPF Project, the MoE will also be the implementing entity. Under the leadership of the Minister and the General Secretary, MoE directorates will plan and implement activities related to their respective RA. • RA 1. The Central Unit for Preschool Education (UCEP) will be responsible for the achievement of preprimary education results. Teams established at the UCEP and within each AREF are responsible for coordinating with the Central Unit for Professional Training (Unité Centrale de Formation des Cadres, UCFC), the national EMIS (MASSAR) for preschool enrollment data, the INDH, the Directorate for Curriculum (DC), and TPPs who have signed partnership agreements. • RA 2. CNIPE/UCFC remains the entity responsible for the implementation, monitoring, and coordination, in collaboration with universities, AREFs, CRMEFs, and schools. • RA 3. The DAGBP continues to oversee implementation, monitoring, and coordination of reforms and capacity-building activities with AREFs and DPs. For the activities at the school level, the Division for School Environment (Division de la Vie Scolaire, DVS) oversees implementation and coordination of activities and capacity building. Page 27 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 68. The following macro structure proposed at the original Program design remains in effect: Figure 2. Implementation Arrangements Program Coordination Directorate (DSSP) Note : IGF = General Inspectorate of Finance (Inspection Générale des Finances). F. Corporate Requirements (a) Gender 69. Morocco has made noteworthy progress in closing gender gaps in education. In the early 2000s, Morocco’s education outcomes were lower than in most developing countries. The adjusted net enrollment rate[1]was 76 percent in primary education, gender inequalities were pervasive (the gender parity index was 0.85 and 0.77 in primary and secondary education, respectively). In less than 20 years, the country made great strides to realize gender equality in education, and indeed succeeded at reaching [1] The adjusted net enrolment rate is the number of students at the official primary-school-age group who are enrolled in primary or secondary education, as a percentage of the corresponding population. Page 28 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) universal access for both girls and boys at primary level. But like other countries of the region, these advancements have also begun to show differences in achievements across the genders. Though learning poverty remains high for all, it is now estimated to be higher for boys as they are less likely to achieve minimum proficiency at the end of primary school (68.4 percent) than girls (59 percent). 70. Though multiple factors could impact these lower results among boys, it is understood that the learning environment heavily influences educational participation, progression and learning outcomes. As such, teaching practices, pedagogical practices, classroom and school environments, social norms and gendered expectations are likely holding back boys from excelling in school. 18 The UNESCO Report “Leave No one Behind: Global Report on Boys’ Disengagement from Education” highlights these drivers, as well as several options to address boys’ disengagement from, and disadvantage in education. These include improving the quality of pre-primary education, providing remedial support, and improving teacher quality and recruitment.19 71. In line with these recommendations, Morocco has introduced several measures supported by the PASE Program. For instance, in 2018, a national program for universalization of preschool was launched in Morocco which has been supported under RA 1. As a result, the preschool enrollment rate for children ages 4 and 5 increased from 45.3 percent to 71.3 percent between 2017/18 and 2020/21. Young girls benefited from the generalization effort as their preschool enrolment rate rose from 41.6 percent to 70.7 percent, compared to 71.9 percent for boys, over the same period. 72. Similar to the parent Program, the Operation will continue to support improved access and quality and will also expand more deeply to reduce the gender gap in learning. Under Results Areas 1 and 2, teacher training modules and the teacher certification program will have a strong focus on eradicating gender biases (assigned roles in the classroom, engaging otherwise non-communicative students, awareness, and management of negative peer pressure, etc.) in the new teaching methodologies. Moreso, the ability to tackle gender biases will feature in the behavioral and technical test to be developed, tested, and required of pre-service teachers entering the profession. Under Results Area 3, the Government is launching remedial support initiative (TaRL) that is focused on a small-group teaching approach shown to be effective in engaging lagging students. The initiative will also train teachers how to follow structured lessons that will especially benefit learning of boys, particularly in reading. Also, through the enhanced school-based management mechanisms, the school leadership is to specifically focus on interventions that help struggling students in their school improvement plans. Therefore, the school improvement plans will include more support to struggling boys. 73. The Operation will also track and measure such efforts. PDO indicator #2 will continue to track the extent to which teachers adopt the behaviors, attitudes, and practices that contribute to the learning of all students and diminish gender biases. This will be done through a classroom observation tool which holistically measures what happens in the classroom. Specifically, the tool is expected to capture: (a) the time teachers spend on learning and the extent to which students are on task and (b) the quality of teaching practices that help develop students’ socioemotional and cognitive skills. 18 Leave No Child Behind; Global Report on Boys’ disengagement from Education (UNESCO) https://unesdoc.unesco.org/ark:/48223/pf0000381105 19 Leave No Child Behind; Global Report on Boys’ disengagement from Education (UNESCO) Page 29 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 74. Additionally, IRI 2.3, will be replaced by IRI 3.5 (Percentage point improvement in subtraction and division among Level 4 students benefiting from TARL) to measure learning outcomes, disaggregated by gender. IRI 3.6 will be introduced to measure the reduction in reading proficiency gap between boys and girls among level 4 students benefitting from TARL. Lastly, DLR 7.8 which is focused on improving learning outcomes of those students in the TaRL program will also be disaggregated by gender. (b) Inclusive Education 75. The MoE has an inclusive education unit with a special emphasis on students with disabilities within the Curriculum Directorate. The government program aims to generalize preschool education, through the systematization of equity and equal access to quality preschool education for all children, with special attention to girls, Berber-speaking children (it should be recalled that Article 5 of the Constitution recognizes Amazigh as an official language in the same way as Arabic), vulnerable children (in situations of poverty or precariousness, living in under-equipped neighborhoods or in rural and/or enclave localities), children with disabilities, migrants, and refugees. The preschool curriculum framework (adopted by the MoE in July 2018) is based on the principles of equal opportunities for all children, in accordance with the 2011 Constitution and the Convention on the Rights of the Child ratified by Morocco in 1993. This framework, which will be one of the bases for the training of preschool teachers, clearly defines the approaches and principles governing it and includes modules and pedagogical tools, taking into account the needs and rights of children (with special attention to gender and the most vulnerable children) as well as cultural diversity. The MoE has also set up an inclusive education program to strengthen the integration of children with disabilities into school, physical accessibility of the school and classes, adapted equipment (sanitary facilities, furniture, etc.), and appropriate supervision. Physical accessibility is a requirement in renovated or newly built schools and is clearly stated in the contractors’ specifications. 76. The programming and institutional arrangements have been documented in the PforR’s ESSA. Moreover, as part of its Action Plan’s Environmental and Social Guide, links will be established to ensure that the Program actively reflects and implements the country’s existing principles to ensure inclusion, as indicated above, with a special emphasis on disability inclusion. 77. Furthermore, as reflected in the project’s TA component, inclusionary measures have been mainstreamed across the component’s relevant activities to ensure inclusive project design and inclusive outcomes that will improve the quality of teaching by responding to the needs of specific learners. RA 1: Establish an enabling environment for quality early childhood education service delivery 78. Strengthening the training system for preschool educators. To establish inclusive education as a priority within preschools, the certification and training programs envisioned will strengthen the existing 33-hour module for the training of preschool teachers in the detection of learning differences/disabilities and pedagogical skills to provide quality teaching to all children and reasonable accommodation to learners with disabilities. 79. Development of a system for the quality assurance and quality labelling of preschool units. To ensure inclusion of children with learning differences/disabilities, the quality labelling system will include criteria to assess to what extent the preschool unit promotes inclusive education. Page 30 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 80. Study on the continuity between the preschool and primary school curriculum. To include children with disabilities in this study, a functional profile of all children (using Washington Group Child functioning module) as well as patterns of transitions to primary school, examining access, participation, and learning for children including those with developmental delays/disabilities will be considered. 81. Additional TAs are also under discussion with the Government. They will follow the same inclusivity principle as described above. RA 2: Support improved teaching practices in primary and secondary education 82. Teacher coaching model as a tool for effective professional development. To ensure inclusion in this activity, coaches from underrepresented groups will be recruited. For inclusive education models, inclusive practices will be built in to ensure that mentors are assigned equitably. Good practices taken from inclusive hiring could feature conversations about bias in selection/assignment processes and offer a diverse selection panel. Implementation of a digitalized and integrated teacher selection and recruitment model would feature ‘situations’ for the newly created Test Métier that include content on disability inclusion. 83. The comprehensive review of the current teacher selection and recruitment system can cover the level of inclusivity—in other words, rating a recruitment system based on diversity and inclusion as well, including disability inclusion. 84. As the review will focus on the consistency of the teacher selection/recruitment system with the policy goals of the teacher competency framework, mitigation measures can be introduced to strengthen the current framework’s diversity and inclusion practices, including digital accessibility of any potential digitalization to serve visually impaired users. 85. Given that detailed account and solid evaluation tools of the competencies expected from the successful candidate will be produced, to clearly signal the type of professional required for the teaching profession, both universities and CRMEFs can design and refine their training offer around such a ‘profile.’ To avoid the risk of systemic exclusion of vulnerable groups, nondiscriminatory principles can be built into the profile. 86. To avoid the risk of unconscious bias during this selection process, the recruitment process will consider inclusive hiring practices that proactively ‘cast a wider net’ when seeking qualified, quality talent. Some inclusive hiring practices include (a) choosing a diverse selection panel, (b) holding open conversations about bias, (c) targeting underrepresented groups in outreach to establish partnerships with communities representing ‘vulnerable people’ and (d) investing in pipelines of potential talent from underrepresented groups, instead of quotas. 87. Support will be needed in the rollout of a national education research agenda toward the production and identification of innovations, dissemination of good practices and their scaling up, and institutionalization in the school system. To create and disseminate a corpus of best practice teaching practices, inclusive education should be highlighted among the practices. (c) Climate Change Page 31 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 88. Changes in Morocco’s weather trends are projected to amplify, with large impacts on future socioeconomic development. For education, this could mean displaced families affected by floods, droughts, or coastal shifts, less schooling and/or ultimately lower scores on standardized tests.20 89. The following results were modified to incorporate greater measures that focus on climate change mitigation and adaptation efforts and policies within the reform agenda: 90. (DLRs 1.1, 1.2 (i), (ii)): The Teacher Professional Competency Framework (DLR 1.1) touches on climate change mitigation and adaptation, which is translated into the training program rolled out for pre- service and in-service teachers (1.2(i) and 1.2 (ii)). This training is envisioned to have twelve modules, two of which will directly address climate change impact and mitigation/adaptation. In the safety module, teachers will be trained to address climate risks or events impacting their classrooms (e.g.: flash floods, storms, etc.) and receive protocols for managing young learners during a climate crisis. Additionally, teachers (and schools) will receive guidance on how to identify students in climate-related distress (e.g., weather-related displacement, extreme sun exposure) and raise these issues with the administration. In the curriculum module on the environment, training will focus on educating young learners on climate- awareness and disaster-preparedness with the aim of creating a green nurturing and learning environment.21 91. (DLRs 2.1, 2.2): MoE has adopted a framework and (soon) a tool for measuring school quality. This quality labeling system includes among its criteria, the preschool learning environment. Schools will be assessed based on the quality, accessibility and sustainability of infrastructures, and adherence to the government’s recently updated environmental standards which require that new preschool units comply with climate-friendly, energy efficient, and disaster-mitigation design standards. 92. (DLR 2.3): Preschools must be satisfactorily assessed for their construction and renovation to be more climate resistant and improve learning environment. They will be encouraged to incorporate efforts such as positioning of classrooms, tree planting/afforestation in strategic locations to protect from erosion, introducing green spaces green spaces for children; applying new standards of energy efficiency in building design (e.g.: replacing old windows with new energy-efficient glazing; installing automatic controls for lighting and heating, adding efficient lighting systems; using natural light and air flow to minimize the use of artificial energy to control temperature and lighting in classrooms, etc.). 93. (DLR 3.5): This regulatory body will regulate infrastructure, enabling environment, and protocols (as outlined in the labeling system) for climate change and resilience efforts. 94. (DLR 4.1, 4.2): In the two – year induction program, the ministry will integrate climate change content in teacher training modules help them develop awareness and identify solutions using key concepts related to green-house gas reduction; risk management; education about growing climate change issues; changing patterns of rain and floods; energy conservation techniques; emergency responses to storms; building resilience to disasters and climate change; reducing carbon footprint and emissions of GHGs through the use of public transport, water conservation, agricultural techniques, 20 Dell, M., B. F. Jones, and B. A. Olken. 2012. “Temperature Shocks and Economic Growth: Evidence from the Last Half Century.” American Economic Journal Macroeconomics 4: (66–95). 21 Following the National Curriculum Framework, the White Book Part 2, the two-year preprimary education program is divided into four subjects: Arabic language, Islamic studies, mathematics, and Kinesthetic education. In the second-year Arabic language, reference to CCE is made through the unit ‘Visiting the Zoo: Preserving Plants, Know some Birds’ (p.14). Page 32 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) renewable energy, and environmental engineering and technology. The Ministry will use TA under the project to develop this comprehensive curriculum. It is their vision that every entering teacher has the knowledge and tools to teach about climate change and mitigation/adaptation measures. 95. (DLR 4.4): CLE will cover multiple teacher competencies including those identified under DLR 1.1 that focus on climate safety, resilience, and protocols. It is expected that the new cohort of teachers will be more aware of such issues and are socio-emotionally prepared to engage on these topics with students. 96. (DLRs 5.1, 5.2, 5.3): Implementation and enactment of a climate change professional development (PD) model for teachers especially “science and social studies” educators may have a positive impact on student learning about greenhouse effects. PD with a focus on the climate change knowledge has the potential to enhance teacher content knowledge on climate change related topics. Teachers who are more comfortable with the content are more likely to allow for student questioning and discussion, which are key components of high-quality climate change education. These plans will include training on climate change and environmental awareness. Once the system is operational, it will be able to also identify those teachers who have completed environmental and climate change training, and those who need it. 97. (DLR 5.4): This target touches on climate change in process and output. Process: Moving studies online can significantly reduce energy consumption and lower carbon emissions as commuting to schools would decrease. Educational facilities require large supplies of power heat/cooling (e.g.: around 100kg of CO2 being produced by an average classroom per semester). Similarly, since deforestation is a huge issue in Morocco, distance learning would transfer traditional paper learning materials into a digital format. Entire curriculums, textbooks, assignments, tests, feedback, and more can all be done in a digital format that subconsciously unlocks environmental benefits. Also, to help mitigate the loss of learning in case of a climate hazard, teachers must be empowered to use technologies to engage students in learning. Teacher support and training on the use of remote learning technologies and adaptations to pedagogy are essential. Teachers will also receive coaching on introducing topics and managing a climate-aware and climate-friendly learning environment. 98. (DLR 6.2): The monitoring, once established will be virtual with minimal on-site visits as all data will be transmitted electronically. 99. (DLR 6.4): AREFs will report on their financial standings as well as their adherence to national standards in physical structure maintenance and expansion, as well as management and financial reporting. In doing so, AREFs would report on their climate-adaptation measures. 100. (DLRs 7.2, 7.3, 7.4): School Improvement Plans have criteria for environmental and climate mitigation and adaptation measures, as outlined in the training highlighted in DLR1.1. 101. (DLRs 7.5 (i), (ii), 7.6): Climate sustainability initiatives would be incorporated in the School Improvement Plans, with additional emphasis on measures to be taken by school management committees to support climate change awareness, mitigation, and adaptation. The details of these initiatives will be discussed in the Program Operations Manuel (POM). Quality indicators will include climate affiliated measures. V. KEY RISKS Page 33 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 102. The Operation’s overall risk including the AF is assessed as Moderate considering its multidimensional scope and some stakeholders with uneven capacity. However, as indicated in the Systematic Operations Risk-Rating Tool (SORT) technical design, Institutional capacity for implementation and sustainability and fiduciary risks are rated Substantial. 103. Technical design - Substantial. The PASE is already a complex Program with various components and implementation arrangements organized at the central, regional, and school levels. This AF is introducing new results aimed at improving quality of teaching and governance. Delivery of such results requires significant capacity (hence the TA) as well as technical and operational planning. This undoubtedly places significant load on the MoE and its affiliates. To mitigate this risk, the POM will be updated to a detailed implementation plan developed and approved by the World Bank. 104. The change in financing modality to introduce an IPF component will require additional efforts in capacity development of the MoE for which technical support will be provided by the task team. The Program will also rely on lessons learned from other projects in the Morocco portfolio. Lastly, information gathered from the citizen engagement mechanisms will guide adjustments as needed. The measurement of results will require reliable and timely data, which are currently lacking. The AF will also place emphasis at the onset on a strong data collection plan. 105. Institutional capacity for implementation and sustainability risk - Substantial. There are significant systemic challenges related to education information and management and the monitoring and evaluation data processing and reporting systems and protocols that make timely feedback and follow-up actions difficult to manage. Institutional capacity issues would be mitigated through the TA provided through the IPF component. 106. Fiduciary risks - Substantial. To ensure proper implementation, for both the FM and procurement components, the fiduciary systems will require capacity-building activities and management, reporting, and internal and external audit systems to achieve a moderate overall residual fiduciary risk. 107. The Program’s FM arrangements, which are based on Morocco’s FM systems, are acceptable and provide reasonable assurance that project resources will be used for the intended purpose. However, fiduciary systems will need to be strengthened to ensure effective implementation, especially with respect to the implementation of the TA program proposed in the IPF component of the AF. 108. The main risks identified during the evaluation are classified as follows: • Insufficient government financial resources dedicated to the social protection program Tayssir may jeopardize the implementation of the various programs supported by the PforR in the different outcome areas. For the Tayssir program, fiduciary risks extend to (a) inadequate identification of beneficiaries (exclusion of eligible beneficiaries and inclusion of ineligible beneficiaries), resulting in inaccurate payments; (b) delays in payments; and (c) since the entry into force of the World Bank’s ‘Morocco COVID-19: Social Protection Emergency Response Project (SP2, P172809)’ another risk has been identified and relates, in the absence of a dynamic distribution key updated semiannually, to the double counting of program expenditures, that is, both under the PASE and the SP2 project financed by the Page 34 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) World Bank and whose public expenditure framework (PEF) also relies on the Tayssir expenditure framework. • There is a risk that the IPF component will be a challenge if Program Financial Statements (PFSs) are not prepared on time and in a format and quality acceptable to the World Bank. These shortcomings due to weaknesses in the consolidation of financial information and delays (noted in recent years in the production of audit reports by the IGF mandated for this purpose) are likely to cause delays in the annual financial audit of the PASE. • There is a risk of delays in disbursements due to verification by the General Inspectorate of Administrative Affairs (Inspection Générale des Affaires Administratives, IGAA) of the achievement of DLI targets as has been the experience of the parent project. These delays may stem from cumbersome review procedures involving several departments and officials. 109. The following proposed actions will mitigate the fiduciary risks: • Advocating for effective mobilization and availability of financial resources for the Tayssir program as well as the prioritization of adequate budgeting and spending on priority programs. • On July 22, 2022, the management of the Tayssir program by the CNRA of the CDG’s provident branch signed an agreement that is intended to improve the operational efficiency of Tayssir and facilitate the transition of the program to the Unified Social Register (USR). The program’s migration to the USR will in turn improve the governance system, internal control mechanisms, proactive risk management, and claims processing. The CNRA’s mandated management of Tayssir will consist of simplifying and digitizing the processes of managing enrollment and services to student tutors and optimizing the program's management costs. • To mitigate the risk of not preparing and consolidating the PFSs on time, there will be standardized reporting templates, guidelines, and adequate procedures for preparing and consolidating the financial statements. These protocols and templates will be designed to reflect the actual characteristics of the Operation and will be incorporated into the POM. Annual project audits will be carried out by the IGF according to ToRs acceptable to the World Bank and in line with current World Bank portfolio arrangements in Morocco. The MoE will ensure timely submission of the audit report to the World Bank, no later than nine (9) months after the end of the year. • The FM component of the POM will include procedures and format for intermediary financial reports (IFRs) that will be prepared manually in Excel and submitted to the World Bank no later than 45 days after the end of the semester. A note describing the procedures will be developed by the MoE to provide assurance that the IFRs and annual financial statements prepared with information extracted from the GID are accurate. A qualified FM consultant will be hired with IPF TA funds to monitor the periodic reporting, consolidation and quality assurance of the annual financial statements produced and submitted to the IGF. • The protocols for technical verification by the IGAA of the achievement of the DLIs will be defined in the POM to avoid any delays in the verification process due to confusion on the deliverables and results to be verified. Page 35 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 110. In addition to the above, measures to improve identification and tracking of beneficiaries of the Tayssir program are also integrated into the PAP but supported through other Bank-financed Programs, specifically the Identity and Targeting for Social Protection Project (P155198) and the Covid-19 Social Protection Emergency Response project (P172809). Citizens Engagement 111. The design of the original Program and the AF ensures the involvement of a range of beneficiaries—for example, teachers, principals, supervisors, students, and parents, among others—in the delivery or results that support the Government Education Strategic Roadmap. The Operation will continue to use a variety of citizen engagement mechanisms involving principals, teachers, and parents to strengthen teaching practices and accountability at the school level. This includes the beneficiary feedback mechanism to gather information on the implementation, relevance, and quality of specific Program activities, for example, feedback from teachers on the coaching and training received using digital technologies, school-level social accountability tools including use of MASSAR, and consultations with parents’ associations before and during the preparation of SIPs. Through these consultation and transparency mechanisms, all parents access information on the SIPs and the school performance, while parents’ associations will be able to engage constructively with the school staff and teachers. 112. Additionally, a digital platform is currently under development to facilitate the collection of feedback from parents and other local stakeholders. The digital platform for citizen engagement is expected to be launched in the upcoming months. MASSAR will allow citizens to submit feedback on the educational environment, get information on progress in their school, and communicate with their local administration. IRI 3.2 will capture this as it is related to the share of parents of primary school age kids using the MASSAR application which allows them to communicate with administration on issues of importance. Climate Change 113. Climate risk – moderate. The main climate risks Morocco currently faces include temperature increases, reduced precipitation, rising sea levels and escalating extreme weather phenomena (floods and droughts). Mean annual temperature in locations covered by the Operation is projected to increase by 1.1 to 3.5°C by 2060 with the projected rate of warming growing faster in the interior regions than in those closer to the coast. Additionally, mean annual precipitation is expected to decrease by up to 20 percent by 2050.22 These changes have already led to more frequent extreme events that have demonstrated the impact of climate change on Morocco. The poorest communities are extremely exposed, as they tend to live in high-risk areas, sometimes in informal settlements, and lack the necessary financial resources to recover from a disaster. This has significant socio-economic impacts and affects education service delivery and children’s access to school. 114. Severe droughts have deprived regions of much-needed water, depressed the economy, and threatened the health and livelihoods of vulnerable populations. In 1994-1995, extreme droughts 22 Models in the ensemble are consistent in projecting seasonal decreases in annual rainfall, with the greatest decrease of 30 percent during June/July/August and the smallest during March/April/May by 11 percent. Runoff is expected to increase by 13 percent. Climate change will increase demand on groundwater for irrigation, which already consumes 90 percent of available water, and reduce the quality of surface water, due to pollutants. Page 36 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) hampered the crop year, reducing annual grain production by over 70 percent. Agricultural GDP subsequently dropped by 40 percent, leading to a 12.4 percent overall reduction in GDP in 1995.23 In 2014, floods in the south of the country caused 622 schools to close for over a month.24 115. Droughts and floods also have also an indirect effect on children’s education. Cross-country analysis, including Morocco, shows that natural disasters affect secondary education attainment, increase repetition rates, and cause disinvestments from education. As socio-economically disadvantaged families experience a reduction in income, e.g. due to crop loss, increase in food prices or destruction, they are likely not to be able to afford sending their children to school, with potentially long-term effects on educational outcomes. Mitigating such climate change is urgent and necessary to avoid catastrophic endings for human and natural systems. Staying within 1.5°C rise in global warming demands radical changes to the way we produce, consume, travel, or build. Besides mitigation, adaptation is also needed to reduce the impact of climate change.25 The Operation has introduced several climate mitigation and adaptation measures into the results to be achieved, highlighted in the Corporate Requirement Section of this document. Those measures focus on the development of the necessary knowledge, skills, and attitudes so that students can become agents of change, as future consumers, policy makers, and social influencers. To tackle this, training, dissemination of materials or other efforts for communication under this project will, where possible, develop students’ and teachers’ knowledge, skills, values, and attitudes related to sustainable environmental and social outcomes, including (but not limited to) climate change mitigation and adaptation topics. 116. Similarly, to build a pipeline of well-prepared new teachers entering the system, with up-to-date knowledge and skills, particularly foundational literacy skills, and for promoting positive classroom climates for learning and well-being, this project will further strengthen pre-service teacher education. In addition, the Program would support the Government to review and refine or newly develop modules for pre-service teacher education programs to cover pedagogical skills that also promote positive behavior that supports climate sustainability and personal as well as communal well-being. 117. Under the labelling result, there will be consideration to provide support to schools or the ministry to ensure schools are recognized for, and share, their innovative efforts in providing extracurricular activities, which would encourage other schools to implement similar activities. A category of the competition could recognize activities that promote environmental sustainability and resilience to climate change shocks. VI. WORLD BANK GRIEVANCE REDRESS 118. Communities and individuals who believe that they are adversely affected as a result of a Bank supported operation, as defined by the applicable policy and procedures, may submit complaints to the existing Operation grievance mechanism or the World Bank’s Grievance Redress Service (GRS). The GRS 23 OECD Assessment of Risk Management Policies – Morocco (2017) 24 https://www.yabiladi.com/articles/details/31889/maroc-enfants-prives-d-ecole-apres.html 25IPCC. 2014.Climate Change 2014: Impacts, Adaptation and Vulnerability. Cambridge University Press. https://www.ipcc.ch/report/ar5/wg2 Page 37 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ensures that complaints received are promptly reviewed to address pertinent concerns. Project affected communities and individuals may submit their complaint to the World Bank’s independent Accountability Mechanism (AM). The AM houses the Inspection Panel, which determines whether harm occurred, or could occur, because of Bank non-compliance with its policies and procedures, and the Dispute Resolution Service, which provides communities and borrowers with the opportunity to address complaints through dispute resolution. Complaints may be submitted at any time after concerns have been brought directly to the World Bank's attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s Grievance Redress Service (GRS), please visit the site. For information on how to submit complaints to the World Bank’s Accountability Mechanism, please visit https://accountability.worldbank.org. Page 38 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) VII. SUMMARY TABLE OF CHANGES Changed Not Changed Change in Results Framework ✔ Change in Loan Closing Date(s) ✔ Change in Program Action Plan ✔ Change in Fiduciary ✔ Change in Implementing Agency ✔ Change in Project's Development Objectives ✔ Change in Program Scope ✔ Cancellations Proposed ✔ Reallocation between Disbursement Categories ✔ Change in Disbursements Arrangements ✔ Change in Legal Operational Policies ✔ Change in Legal Covenants ✔ Change in Technical Method ✔ Change in Environmental and Social Aspects ✔ Other Change(s) ✔ VIII. DETAILED CHANGE(S) LOAN CLOSING DATE(S) Ln/Cr/Tf Status Original Closing Current Proposed Proposed Deadline Closing(s) Closing for Withdrawal Applications IBRD-89900 Effective 01-Sep-2024 01-Sep-2024 31-Jul-2026 31-Jan-2027 Page 39 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Conditions Type Financing source Description Disbursement IBRD/IDA Withdrawal Conditions for the Program: Notwithstanding the provisions of Part B.1(b) of this Section, the Borrower may withdraw an amount not to exceed Euro 54,906,600as an advance against DLRs to be met; provided, however, that if the DLRs in the opinion of the Bank, are not achieved (or only partially achieved) by the Closing Date, the Borrower shall refund such advance (or portion of such advance as determined by the Bank in accordance with the Disbursement Calculation Formula set forth in the right column of the table above) to the Bank promptly upon notice thereof by the Bank. Except as otherwise agreed with the Borrower, the Bank shall cancel the amount so refunded. Any further withdrawals requested as an advance under any Category shall be permitted only on such terms and conditions as the Bank shall specify by notice to the Borrower. Type Financing source Description Disbursement IBRD/IDA Withdrawal Conditions for the Project : Notwithstanding the provisions of Part A above, no withdrawal shall be made for payments made prior to the Signature Date, except that withdrawals up to an aggregate amount not to exceed EUR2,214,720 may be made for payments made prior to this date but on or after the date falling twelve (12) months prior to the Signature Date, for Eligible Expenditures under Category (8). Page 40 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) A. Results Framework Results Framework COUNTRY: Morocco Morocco Education Support Program Additional Financing Program Development Objective(s) To establish an enabling environment for quality Early Childhood Education service delivery, support improved teaching practices in primary and secondary education, and strengthen management capacity and accountability along the education service delivery chain in the Program Areas. Project Development Objective Indicators by Objectives/ Outcomes RESULT_FRAME_TBL_ PD O Indicator Name DLI Baseline End Target Establish an enabling environment for quality Early Childhood Education service delivery PDO#1:Number of children enrolled in preschool units that 0.00 100,000.00 received a quality label (Number) Action: This indicator has been Revised Support improved teaching practices in primary and secondary education The baseline (index of teacher practices) will be Baseline + increase in the index of teacher practices. The PDO#2: Improved teacher practices in the classroom for all determined by a reliable and valid classroom observation end target will be specified once the baseline data has active teachers in primary and secondary education (Text) tool in Year 2. been determined. Action: This indicator has been Revised Strengthen management capacity and accountability along the education service delivery chain PDO#3: Implementation of performance contracts at AREF and No performance contracts. 6 AREFs and 2 Provincial Directorates per AREFs have Page 41 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RESULT_FRAME_TBL_ PD O Indicator Name DLI Baseline End Target DP level. (Text) signed their performance contracts. Action: This indicator has been Revised PDO#4: Number of public finance management tools required 0.00 63.00 for ex-post control adopted by AREFs (Number) Action: This indicator is New PDO Table SPACE Intermediate Re sults I ndi cator s by Compone nts Intermediate Results Indicators by Results Areas RESULT_FRAME_TBL_ IO Indicator Name DLI Baseline End Target Results Area 1: Establish an enabling environment for quality ECE service delivery IRI 1.1 Criteria and process for approval of existing preschool No Yes educator's training programs established (Yes/No) Action: This indicator has been Revised IRI 1.2 Number of preschool educators who completed an initial 0.00 10,000 (of which at least 50 percent are women). in-service training program approved by MoE (Text) Action: This indicator has been Revised 699,634.00 (313,672 are girls and 217,175 children in rural IRI 1.3 Number of children aged 4 to 6 years enrolled in area) 1,010,742 (of which 50 percent are girls) preprimary education (Text) Page 42 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RESULT_FRAME_TBL_ IO Indicator Name DLI Baseline End Target Action: This indicator has been Revised Results Area 2: Support improved teaching practices in primary and secondary education IRI 2.1: Increased average score of admitted CLE students, by Average BAC score for those admitted in CLE (x/20) in Average BAC score for those admitted in CLE (x/20) = gender (Text) 2019. baseline year (2019) + 0.5 points. Action: This indicator has been Revised IRI 2.2: In-service teachers receive and access personalized 30% of in-service teachers receive support; 30% receive professional development opportunities through their AREF, by 0.00 face-to-face teacher training; 30% benefit from distance gender (Text) learning. Action: This indicator has been Revised Baseline + 10 percentage point increase. A gender-specific IRI 2.3. Improvement of learning outcomes, by gender (Text) 2,019.00 target will be introduced once the baseline has been determined. Action: This indicator has been Marked for Deletion Results Area 3: Strengthen management capacity and accountability along the service delivery chain IRI 3.1 Number of AREF preparing their annual budget based on the performance contract approach (Circular No. 4509 on 0.00 6.00 financial management parastatals) (Number) Action: This indicator has been Revised IRI 3.2 Share of parents of primary school age kids using the 0.00 60.00 MASSAR application (Percentage) Page 43 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) RESULT_FRAME_TBL_ IO Indicator Name DLI Baseline End Target Action: This indicator has been Revised IRI 3.3: Number of AREFs that have identified their integrated financial management information system (technical 0.00 4.00 specifications of the solution identified are validated by the MoE) (Number) Rationale: The adoption and use of an IFMIS by AREFs is key for a sound and transparent financial management system. The first and Action: This indicator is New most important step is identify the system that will be used and select it. This IRI will monitor AREfs engaging in this process. IRI 3.4 Number of schools that have volunteered to be part of the 0.00 5,000.00 school labelling process (Number) (Number) Action: This indicator is New IRI 3.5 Percentage point improvement in subtraction and division among Level 4 students benefiting from TARL by AREF and 0.00 15.00 gender. (Percentage) Action: This indicator is New IRI 3.6 Reduction in reading proficiency gap between boys and Baseline + 10 percentage point increase. A gender-specific girls among level 4 students benefiting from TaRL (disaggregated 0.00 target will be introduced once the baseline has been by gender) (new) (Text) determined. Action: This indicator is New IO Table SPACE Page 44 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Monitoring & Evaluation Plan: PDO Indicators Mapped Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection Number of children aged 4 Review of quality to 6 years who attend Enrollment assessment reports preschools that have data in PDO#1:Number of children enrolled in submitted by evaluators received a quality label Annually MASSAR and MoE preschool units that received a quality and retrieval of following the MoE official label enrollment data in operationalization of the documents MASSAR new quality labelling system for preschool units Average Improved teacher obtained from practices will be PDO#2: Improved teacher practices in the data measured by a teacher MoE classroom for all active teachers in collection observation tool, such as primary and secondary education instrument TEACH. Analysis. Data collected through the Budget Directorate of PDO#3: Implementation of performance Annually MoE performance contract the MoE contracts at AREF and DP level. monitoring tool. This indicator measures the public finance PDO#4: Number of public finance management tools Budget Directorate of Annually MoE To be determined management tools required for ex-post required for ex-post the MoE (DAGBP)/DEPP control adopted by AREFs control adopted by AREFs. These tools are testimony of a sound mangement. Page 45 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) They indicate that AREFs are managed efficiently and therefore can benefit from a lighter ex post control of their expenditure. The 7 management tools are required by the law on SOEs financial control* and listed by its implementing decree (article 2)** on financial management of parastatals and SOEs. The 7 tools include an annual management report, multiyear planningg, certification of financial accounts, etc. * In French, Loi n° 69-00 relative au contrôle financier de I'Etat sur les entreprises publiques et autres organismes **Arrêté du ministre des finances et de la privatisation n° 1549-05 du 18 kaada 1426 (20 décembre 2005) fixant les instruments de gestion des établissements publics Page 46 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) éligibles au contrôle d'accompagnement. ME PDO Table SPACE Monitoring & Evaluation Plan: Intermediate Results Indicators Mapped Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection MoE submits to the Criteria and process for World Bank the official approval of preschool Official documents pertaining to IRI 1.1 Criteria and process for approval of educator's training Once documents of the criteria and process MoE existing preschool educator's training programs offered by MoE for approval of programs established training operators are preschool educator's established by MoE. training programs. Preschool training Number of new preprimary MoE collects operators educators (disaggregated consolidated training (consolidated by gender) who have reports and the nominal IRI 1.2 Number of preschool educators training completed the pre-service Bi-annualy list of preschool MoE who completed an initial in-service reports and teacher training program educators having training program approved by MoE nominal list of approved by MoE on the completed the training, trained basis of the Professional for verification. preschool Competency Framework. educators) Number of children age 4 EMIS To be collected by the IRI 1.3 Number of children aged 4 to 6 Annual MoE to 6 enrolled in preprimary (MASSAR) EMIS (MASSAR) years enrolled in preprimary education education disaggregated by Page 47 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) area (rural/urban), gender and type of preschool. Data to be collected Average score of the high from MASSAR and school leaving exam MASSAR and official list of admitted (Baccalaureat) of those official list of CLE students, by UCFC in UCFC with Directorate of IRI 2.1: Increased average score of Annually admitted in the CLE (Cycle admitted CLE cooperation with the Higher Education (MoE) admitted CLE students, by gender Licence en Education, 3 students Directorate of Higher year Bachelor of Education / Faculties of Education). Education Number of teachers who Verification agency will receive training coaching IRI 2.2: In-service teachers receive and Training measure the number of access personalized professional support "Support" is Annually records of CRMEF/AREF teachers who have development opportunities through theirdefined as an ongoing one- CRMEF/AREF received (i), (ii) or (iii). AREF, by gender to-one professional relation for teacher. This indicator is based on The Instance Nationale the National Program for d’Évaluation (INE), the Data will Student Learning National evaluation body of be Assessment (PNEA) which Program for the Conseil Supérieur de collected at The methodology relies usually measures students’ Student l’Éducation, de la IRI 2.3. Improvement of learning baseline on the national learning competencies in languages, Learning Formation et de la outcomes, by gender and at the assessment. sciences and mathematics Assessment Recherche Scientifique, is end of the in the 4th and 6th year of (PNEA) responsible for project. primary school, and the evaluating the education 2nd and 3rd year of lower and training system. secondary school. IRI 3.1 Number of AREF preparing their This indicator measures Annually DAGBP DAGBP verifies whether DAGBP annual budget based on the performance whether the AREF prepare the AREF prepare their Page 48 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) contract approach (Circular No. 4509 on their annual budget based annual budget based on financial management parastatals) on the performance the performance contract approach (in line contract approach. with the Circular No. 4509 on financial management of parastatals). In schools where school improvements plans are developed, parents, via the parents association, were This data will be entered consulted on the priorities IRI 3.2 Share of parents of primary school Annually MASSAR by school principals in Schools, DP, and AREF. for the school age kids using the MASSAR application the EMIS (MASSAR). improvement plan. Data on their participation in the implementation of school improvement plans is not available yet. The DAGBP and IRI 3.3: Number of AREFs that have verification agency will identified their integrated financial Annually MoE, DAGBP monitor the efforts led MoE management information system by AREFs to identify and (technical specifications of the solution select an IFMIS identified are validated by the MoE) Once the label The structure in charge methodology is established of labelization of schools IRI 3.4 Number of schools that have with the designation of the will monitor the number Annually MoE, DSSP MoE volunteered to be part of the school responsible agency, schools of schools engaged in labelling process (Number) will start engage in the the process, based on labeling process, which is a data provided by MOE key DLR of DLI7. This (DSSP) and AREFs Page 49 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) intermediate indicator will incentivize and monitor the involvement of schools and therefore the implementation of the labeling methodology The TARL approach aims to The evaluation unit will IRI 3.5 Percentage point improvement in improve students’ results. monitor the subtraction and division among Level 4 IRI 3.4 will ensure the Annually DSSP, AREF improvements, based on MoE students benefiting from TARL by AREF impact of TARL by focusing data provided by the and gender. on maths: subtractions and MoE (DSSP) and AREFs divisions. Data will Baseline + 10 percentage be The evaluation unit will IRI 3.6 Reduction in reading proficiency point increase. A gender- collected at monitor the DSSP and gap between boys and girls among level 4 specific target will be baseline improvements, based on MoE AREF students benefiting from TaRL introduced once the and at the data provided by the (disaggregated by gender) (new) baseline has been end of the MoE (DSSP) and AREFs determined. project. ME IO Table SPACE Page 50 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Disbursement Linked Indicators Matrix DLI I N0125 7047 A CTI ON DLI 1 DLI #1: A training program for preschool educators has been established. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 65,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 DLR 1.1 The MOE has adopted a Professional Year 1 Competency Framework for preschool 15,000,000.00 educators. Year 2 n.a. 0.00 Year 3 n.a. 0.00 Year 4 n.a. 0.00 DLR 1.2 20,000 educators have completed the US$5 m for each 2,000 educators Year 5 50,000,000.00 training program for preschool education. trained, up to 20,000 Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. Page 51 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7564 A CTI ON DLI 1 DLI #1: A training program for preschool educators has been established. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 81,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 DLR #1.1: The MoE has adopted a Professional Year 1 15,000,000.00 Competency Framework for preschool educators. Year 2 n.a. 0.00 Year 3 n.a. 0.00 Year 4 n.a. 0.00 Year 5 n.a. 0.00 Year 6 n.a. 0.00 DLR #1.2: (i) 10,000 educators have completed a Scalable DLR #1.2(i) and (ii) : US$ 3, pre-service preschool training program; and (ii) Year 7 66,000,000.00 300, 000 per each 1,000 educators, up 10,000 educators have completed an in-service to US$ 33,0000,000 preschool training program. Page 52 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7050 A CTI ON DLI 2 DLI #2: The framework for measuring the quality of preschool environment has been strengthened. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 50,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR 2.1 The MOE has adopted a framework to Year 1 15,000,000.00 measure the quality of preschool environment. DLR 2.2 The MOE has adopted a tool to measure Year 2 14,000,000.00 the quality of preschool environment. Year 3 n.a. 0.00 Year 4 n.a 0.00 DLR 2.3 The MOE has tested the piloted tool US$7 million for each 50 classrooms Year 5 under DLR 2.2 on 150 preschool classrooms in 21,000,000.00 tested, up to US$21m. the AREFs. Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. Page 53 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7677 A CTI ON DLI 2 DLI #2: The MoE has adopted a quality labelling system for preschool units. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 60,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR #2.1: The MOE has adopted a framework to Year 1 15,000,000.00 measure the quality of preschool environment. Year 2 n.a. 0.00 Year 3 n.a. 0.00 Year 4 n.a 0.00 DLR #2.2: The MoE has adopted a quality Year 5 15,000,000.00 labelling system for preschool units. Year 6 n.a. 0.00 DLR #2.3: 5,000 preschool units have received a Scalable. US$ 6,000,000 for each Year 7 quality label using the labelling system adopted 30,000,000.00 1,000 preschool units labelled under DLR#2.2. Page 54 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7052 A CTI ON DLI 3 DLI #3: The Borrower’s capacity to manage preschool education has been strengthened. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome No Text 35,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No DLR 3.1 Each of the AREF's budget for FY19 Prior Results includes an item dedicated to preschool 10,000,000.00 education activities. DLR 3.2 The MOE has established an Year 1 administrative structure responsible for 10,000,000.00 preschool education at the central level. DLR 3.3 MOE has established an administrative structure responsible for preschool education at Year 2 10,000,000.00 the level of each AREF and each Provincial Directorate. Year 3 n.a. 0.00 Year 4 n.a 0.00 DLR 3.4 At least 70% of public and modern- Year 5 private preschools under the AREFs are 5,000,000.00 registered in MASSAR. Year 6 0.00 Page 55 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Year 7 0.00 Action: This DLI has been Revised. See below. DLI I N0125 7634 A CTI ON DLI 3 DLI #3: The Borrower’s capacity to manage preschool education has been strengthened. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome No Text 44,375,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline No DLR #3.1: Each of the AREF's budget for FY19 Prior Results includes an item dedicated to preschool 10,000,000.00 education activities. DLR #3.2: The MoE has established an Year 1 administrative structure responsible for 10,000,000.00 preschool education at the central level. DLR #3.3: MoE has established an administrative structure responsible for preschool education at Year 2 10,000,000.00 the level of each AREF and each Provincial Directorate. Year 3 n.a. 0.00 Year 4 n.a 0.00 DLR #3.4: At least 70% of public and modern- Year 5 5,000,000.00 private preschools under the AREFs are Page 56 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) registered in MASSAR. DLR #3.5: The MoE has established an entity responsible for regulating preschool standards, Year 6 9,375,000.00 preschool quality assurance and preschool educational model. Year 7 n.a. 0.00 DLI I N0125 7055 A CTI ON DLI 4 DLI #4: The model of pre-service training and professional induction of teachers is implemented. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 100,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 DLR 4.1 The MOE has: (i) mandated all teachers appointed in AREFs as of FY20 to go through a US$10 million for (i) and US$10 Year 1 two Academic year induction program; and (ii) 20,000,000.00 million for (ii). developed and adopted a training model for newly recruited teachers. DLR 4.2 The MOE has: (i) adopted the terms of reference and procedures of teachers’ US$10 million for (i) and US$10 Year 2 20,000,000.00 recruitment; and (ii) developed a behavioral and million for (ii). technical test for teacher applicants. Page 57 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLR 4.3 The MOE has developed and adopted a framework for the coordination and sharing of Year 3 responsibilities between the various actors 20,000,000.00 involved in the professional development of teachers. Year 4 0.00 DLR 4.4 At least 40% of the newly recruited US$10 million for each 10 percentage Year 5 teachers at all AREF have taken the Education 3- 40,000,000.00 points, up to US$40m. year License (CLE). Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. DLI I N0125 7635 A CTI ON DLI 4 DLI #4: The model of pre-service training and professional induction of teachers is implemented. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 128,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 DLR #4.1: The MoE has: (i) mandated all teachers US$ 10,000,000 for (i) and US$ Year 1 appointed in AREFs as of FY20 to go through a 20,000,000.00 10,000,000 for (ii) two Academic year induction program; and (ii) Page 58 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) developed and adopted a training model for newly recruited teachers. DLR #4.2: The MoE has: (i) adopted the terms of reference and procedures of teachers’ US$ 10,000,000 for (i) and US$ Year 2 20,000,000.00 recruitment; and (ii) developed a behavioral and 10,000,000 for (ii) technical test for teacher applicants. DLR #4.3: The MoE has developed and adopted a framework for the coordination and sharing of Year 3 responsibilities between the various actors 20,000,000.00 involved in the professional development of teachers. DLR #4.4(i): 12,000 new students have enrolled in the 1st year of the 3-year CLE program in a given DLR #4.4(i) US$ 1,200,000 per each academic year DLR #4.5(i): at least 10% of 1,200 students enrolled and US$ Year 4 22,000,000.00 teacher applicants in the recruitment process 1,000,000 for every p.p of students have taken the behavioral professional test as taking the test part of the recruitment process DLR #4.5(ii): All teacher applicants in the Scalable. US$ 6,000,000 per each 10 Year 5 recruitment process have taken the behavioral 30,000,000.00 percent point from a baseline of 60% professional test. of all teacher applicants DLR #4.4(ii): 8,000 students have graduated in Scalable. US$ 1,600,000 for every 800 Year 6 the 3rd year of the CLE program in a given 16,000,000.00 students academic year. Year 7 n.a. 0.00 Page 59 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7056 A CTI ON DLI 5 DLI #5: A strategy for in-service teacher training and professional development is implemented. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 90,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR 5.1 The MOE has adopted the strategy for Year 1 23,000,000.00 in-service teacher professional development. DLR 5.2 (i) The MOE has adopted in-service teacher professional development plans created US$3 million for (i); $1m for each Year 2 by each AREF; and (ii) each AREF has adopted in- 12,000,000.00 AREF, up to US$9 million service teacher professional training plans created by each Provincial Directorates. DLR 5.3 The MOE has established an information Year 3 system for the reporting and monitoring of 10,000,000.00 teacher's professional development. Year 4 n.a 0.00 DLR 5.4 (i) 30% of in-service teachers received coaching support in instructional practice and pedagogic content knowledge; (ii) 30% of in- US$5m for each 10 % p. of increase Year 5 45,000,000.00 service teachers benefit from face-to-face for (i), (ii) and (iii) training in instructional practice and pedagogic content knowledge; (iii) 30% of in-service Page 60 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) teachers used Distance Learning. Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. DLI I N0125 7681 A CTI ON DLI 5 DLI #5: A strategy for in-service teacher training and professional development is implemented. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Outcome Yes Text 131,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR #5.1: The MoE has adopted the strategy for Year 1 23,000,000.00 in-service teacher professional development. DLR #5.2(i): The MoE has adopted in-service teacher professional development plans created US$ 3,000,000 for (i); US$ 1,000,000 Year 2 by each AREF; DLR #5.2(ii): each AREF has 12,000,000.00 for each AREF, up to US$ 9,000,000 adopted in-service teacher professional training plans created by each Provincial Directorates. DLR #5.3 The MoE has established an information system for the reporting and Year 3 10,000,000.00 monitoring of teacher's professional development. Page 61 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLR #5.5(i): the MoE has adopted a national Year 4 15,000,000.00 system for teacher classroom observation. DLR #5.5(ii): The legal text establishing the National Institute for Professorship has been US$ 10,000,000 for DLR #5.5(ii) and Year 5 published. DLR #5.6(i): MoE has established an 23,500,000.00 US$ 13,500,000 for DLR #5.6(i) administrative structure responsible for designing and carrying out learning assessments. DLR #5.4: 60,000 primary and secondary in- service teachers have benefitted from a coaching model adopted by the MoE. DLR #5.6(ii): MoE DLR #5.4: US$ 5,000,000 for every Year 6 has adopted learning assessments standards and 48,000,000.00 10,000 teachers ; DLR #5.6(ii) US$ procedures for the three key domains (Arab, 6,000,000 per domain French and math) for all primary school (1-6) grades. Year 7 n.a. 0.00 DLI I N0125 7058 A CTI ON DLI 6 DLI #6: Performance Contracts are implemented Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 100,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 Year 1 n.a 0.00 Page 62 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLR 6.1 The MOE adopted a model of Year 2 30,000,000.00 Performance Contract. DLR 6.2 The MOE put in place a system to Year 3 monitor the Performance Contracts' 22,000,000.00 implementation. Year 4 0.00 DLR 6.3 (i) MOE enters into 6 Performance Contracts with 6 AREF; (ii) each of the 6 AREFs enter into 2 Performance Contracts with 2 (i) US$6m for each AREF ; (ii) US$1m Year 5 48,000,000.00 selected Provincial Directorates, all said for each DP. contracts are following the Performance Contract Model developed in DLR #6.1. Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. DLI I N0125 7686 A CTI ON DLI 6 DLI #6: Performance Contracts are implemented Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 145,500,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a. 0.00 Page 63 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Year 1 n.a 0.00 DLR #6.1: The MoE adopted a model of Year 2 30,000,000.00 Performance Contract. DLR #6.2: The MoE put in place a system to Year 3 monitor the Performance Contracts' 22,000,000.00 implementation. Year 4 n.a 0.00 DLR #6.3(i): MoE enters into 6 Performance Contracts with 6 AREF; DLR #6.3(ii): each of the 6 AREFs enter into 2 Performance Contracts with 2 DLR #6.3: (i) US$ 6,000,000 for each selected Provincial Directorates, all said AREF ; (ii) US$ 1,000,000 for each DP. Year 5 49,500,000.00 contracts are following the Performance DLR #6.4: US$ 1,500,000 for each Contract Model developed in DLR #6.1. DLR #6.4: AREF Each AREF has published at least one annual management report. DLR #6.5: The budgeting and expenditure execution process is fully executed through an DLR #6.5: US$ 5,000,000 for each Year 6 integrated financial information system in 4 36,000,000.00 AREF. DLR #6.6(i): US$ 4,000,000 for AREFs. DLR #6.6(i): 4 AREFs are eligible for ex each AREF post control. DLR #6.6(ii): 2 AREFs have benefitted from ex Year 7 8,000,000.00 US$ 4,000,000 for each AREF post control. Page 64 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7059 A CTI ON DLI 7 DLI #7: School improvement plans are defined and implemented. Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 60,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR 7.1 The MOE adopts a manual for carrying Year 1 5,000,000.00 out School Improvement Plans. DLR 7.2 The MOE adopts a Roadmap for the Year 2 15,000,000.00 implementation of School Improvement Plans. DLR 7.3 MOE integrates the monitoring of the Year 3 implementation of School Improvement Plans 16,000,000.00 into MASSAR. Year 4 n.a 0.00 DLR #7.4: At least 50 schools under each of the 6 US$4 million for each of the 6 AREF, Year 5 different AREFs, have implemented a School 24,000,000.00 up to US$24 million Improvement Plan. Year 6 0.00 Year 7 0.00 Action: This DLI has been Revised. See below. Page 65 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI I N0125 7682 A CTI ON DLI 7 DLI #7: School performance is improved Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount Intermediate Outcome Yes Text 135,000,000.00 0.00 Period Value Allocated Amount (USD) Formula Baseline 0.00 Prior Results n.a 0.00 DLR #7.1: The MoE adopts a manual for carrying Year 1 5,000,000.00 out School Improvement Plans. DLR #7.2: The MoE adopts a Roadmap for the Year 2 15,000,000.00 implementation of School Improvement Plans. DLR #7.3: MoE integrates the monitoring of the Year 3 implementation of School Improvement Plans 16,000,000.00 into MASSAR. Year 4 n.a 0.00 DLR #7.4: At least 50 schools under each of the 6 different AREFs, have implemented a School DLR #7.4: US$ 4,000,000 for each of Improvement Plan. DLR #7.5: (i) A methodology the 6 AREF. DLR #7.5(i): US$ Year 5 for school evaluation and labelling has been 49,000,000.00 15,000,000. DLR #7.5(ii): US$ adopted by the MoE; and (ii) the institution 10,000,000. responsible for school evaluation and labelling has been established. Year 6 DLR #7.6: 800 schools (including at least 500 30,000,000.00 DLR #7.6: US$ 1,500,000 per 100 Page 66 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) primary schools) in the Program Areas have schools labeled. DLR #7.7: US$ received the label defined in DLR #7.5(i) DLR 1,800,000 per each 10,000 students #7.7: 100,000 primary school students have benefitted from Teaching at the Right Level (“TARL”) targeted instruction. DLR #7.8: Percentage of students in grade 4 DLR #7.8: US$ 1,000,000 for each Year 7 benefiting from TaRL and able to read has 20,000,000.00 percentage point increased by 20 percentage points Verification Protocol Table: Disbursement Linked Indicators DLI_TBL_VERIFICATION DLI 1 DLI #1: A training program for preschool educators has been established. DLR 1.1 A Professional Competency Framework, that defines the necessary skills for each profession and a profile of a preschool educator, is developed and officially adopted by the MOE. DLR 1.2 Number preschool educators (disaggregated Description by gender) who have completed the qualifying training program (also called "qualification") approved by MOE on the basis of the Professional Competency Framework. Data source/ Agency Official documents of MOE Verification Entity General Inspectorate of the MOE (IGAA) DLR 1.1 MOE submits the Professional Competency Framework along with an administrative document of adoption to IGAA. IGAA submits the Professional Competency Framework and the administrative document of adoption to the MOF. Procedure DLR 1.2 MOE submits to the IGAA a summary statement of the educators who have benefited from the qualifying training disaggregated by AREF and DP. The IGAA submits the summary statement to the MOF. Page 67 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLI_TBL_VERIFICATION DLI 1 DLI #1: A training program for preschool educators has been established. DLR #1.1: A Professional Competency Framework, that defines the necessary skills for each profession and a profile of a preschool educator, is developed and officially adopted by the MoE. DLR #1.2(i): Number of preschool educators (disaggregated by gender) who have completed a MoE-approved pre-service training program that meets the following requirements: - Based on the job and competency framework developed for preschool educators. - Duration of at least 400 hours before educators integrate their role in the preschool units. - Targets specific pedagogical techniques for young children and gives a significant proportion of time to practice - This training is provided by a training operator approved by MoE Educators from preschool units operated in partnership with INDH can not be counted Description DLR #1.2(ii): Number of preschool educators (disaggregated by gender) who have completed an in-service training program approved by MoE. This in-service training should: - Be based on the job and competency framework developed for preschool educators. - Include at least two classroom visits by a pedagogical supervisor from the preschool TPP during the school year - Include at least 6 days of in-service training in a group setting during the school year - Focus on specific teaching techniques for young children - This training is provided by a training operator approved by the MoE Educators from preschool units operated in partnership with INDH can not be counted DLR #1.1: Official documents of MoE Data source/ Agency DLR #1.2: (i) and (ii) : consolidated training reports and nominal list for trained educators approved by MoE General Inspectorate of the MoE (IGAA) Verification Entity DLR #1.1: MoE submits the Professional Competency Framework along with an administrative document of adoption to Procedure IGAA. IGAA submits the Professional Competency Framework and the administrative document of adoption to the MoF. Page 68 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) DLR #1.2: (i) and (ii) : IGAA will receive from the Direction in charge of the coordination of the Program (i) the consolidated training reports and (i) the officially approved nominal list of preschool educators having completed the training, for verification. DLI_TBL_VERIFICATION DLI 2 DLI #2: The framework for measuring the quality of preschool environment has been strengthened. DLR 2.1 Adoption of a framework to measure the quality of preschool environment DLR 2.2 Development of technical specifications for the adaptation of the quality assessment tool for the preschool learning environment in line with the Description reference framework outlined in DLR 2.1. DLR 2.3 Implementation of the tool to assess the quality of the preschool environment in 150 classes. Data source/ Agency Official document of MOE Verification Entity General Inspectorate of the MOE (IGAA) DLR 2.1 MOE submits all the documents constituting the framework accompanied by the administrative document of adoption to the IGAA. The IGAA submits the documents and the document of adoption to the MOF. DLR 2.2 MOE submits the technical specifications of the tool accompanied by the administrative document of adoption to Procedure the IGAA. The IGAA submits the technical specifications and the document of adoption to the MOF. DLR 2.3 The MOE submits a technical note on the implementation of the tool in the respective preschool classes to the IGAA. The IGAA submits the technical note to the MOF. DLI_TBL_VERIFICATION DLI 2 DLI #2: The MoE has adopted a quality labelling system for preschool units. DLR #2.1: Adoption of a framework to measure the quality of preschool environment DLR #2.2: Adoption via an official document of the labelling system of the preschool units for quality measurement. This scheme is composed of: (i) consolidated quality standards, (ii) a tool including one or more measurement instruments with Description indicators in the different dimensions of quality, (iii) a definition of the different quality thresholds, and (iv) a guide or user manual for evaluators DLR #2.3: Number of preschool units that have received aquality label as a result of a quality assessment as part of the operationalization of the new preschool quality labeling system. Page 69 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Official document of MoE Data source/ Agency General Inspectorate of the MoE (IGAA) Verification Entity DLR #2.1: MoE submits all the documents constituting the framework accompanied by the administrative document of adoption to the IGAA. The IGAA submits the documents and the document of adoption to the MoF. DLR #2.2: IGAA will receive from the Directorate in charge of the coordination of the Program, the official documents Procedure presenting the preschool units labeling system DLR #2.3: IGAA will receive from Directorate in charge of the coordination of the Program, the list of audited preschools that have received a quality label, and the consolidated evaluation reports for verification. DLI_TBL_VERIFICATION DLI 3 DLI #3: The Borrower’s capacity to manage preschool education has been strengthened. DLR 3.1 The MOE includes an item in the budget of the AREF which will be dedicated to preschool education activities. DLR 3.2 The MOE establishes an administrative structure at the central level responsible for coordination, framework and monitoring of the development of preschool education. DLR 3.3 The MOE establishes an administrative structure at the Description regional and provincial level responsible for coordination, framework and monitoring of the preschool education sector. DLR 3.4 A module specific to the integration and management of modern preschool units (public and private) is developed and created in the MASSAR information system. Data source/ Agency Official document of the MOE and MASSAR. Verification Entity General Inspectorate of the MOE (IGAA) DLR 3.1 The MOE submits the section of the AREF budget dedicated to preschool education to the IGAA. The IGAA submits the document to the MOF. Procedure DLR 3.2 The MOE submits an official document on the establishing of the administrative structure to the IGAA. The IGAA submits the document to the MOF. DLR 3.3 The MOE submits an official document on the establishing of the administrative structure to the IGAA. The IGAA Page 70 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) submits the document to the MOF. DLR 3.4 The MOE submits two listings to the IGAA: (i) a listing of modern preschool units (public and private) registered in MASSAR; (ii) an extract of the census related to modern preschool units (public and private). The IGAA submits the two listings to the MOF. DLI_TBL_VERIFICATION DLI 3 DLI #3: The Borrower’s capacity to manage preschool education has been strengthened. DLR #3.1: The MoE includes an item in the budget of the AREF which will be dedicated to preschool education activities. DLR #3.2: The MoE establishes an administrative structure at the central level responsible for coordination, framework and monitoring of the development of preschool education. DLR #3.3: The MoE establishes an administrative structure at the regional and provincial level responsible for coordination, framework and monitoring of the preschool education sector. Description DLR #3.4: A module specific to the integration and management of modern preschool units (public and private) is developed and created in the MASSAR information system. DLR #3.5: MoE establishes an entity in charge of regulating the preschool thrid-party providers (TPPs) network. This regulation concerns the educational model, standards and quality assurance for preschool education services delivered by TPPs. Official document of the MoE and MASSAR. Data source/ Agency General Inspectorate of the MoE (IGAA) Verification Entity DLR #3.1: The MoE submits the section of the AREF budget dedicated to preschool education to the IGAA. The IGAA submits the document to the MoF. DLR #3.2: The MoE submits an official document on the establishing of the administrative structure to the IGAA. The IGAA Procedure submits the document to the MoF. DLR #3.3: The MoE submits an official document on the establishing of the administrative structure to the IGAA. The IGAA submits the document to the MoF. DLR #3.4: The MoE submits two listings to the IGAA: (i) a listing of modern preschool units (public and private) registered in Page 71 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) MASSAR; (ii) an extract of the census related to modern preschool units (public and private). The IGAA submits the two listings to the MoF. DLR #3.5: The Directorate in charge of the coordination of the Program submits an official document on the establishment of the entity to the IGAA. DLI_TBL_VERIFICATION DLI 4 DLI #4: The model of pre-service training and professional induction of teachers is implemented. DLR 4.1 All teachers newly recruited by the AREF go through an induction phase of 2 school years. The MOE has developed and adopted the model for the qualifying training of new teachers. The qualifying training corresponds to two school years of insertion. DLR 4.2 (i) The terms of reference for teacher recruitment is a document which highlights the process and modalities of the selection process for teacher recruitment and (ii) the test will allow to identify behavioral and technical Description skills that are necessary to enter the teaching profession. DLR 4.3 The framework for the coordination and sharing of responsibilities is a document describing the (i) responsibilities of each contributor and institution involved in the professional development of teachers, and (ii) modalities and coordination procedures among those involved. DLR 4.4 Among teachers newly recruited by AREF in one school year, at least 40% graduate from CLE. Data source/ Agency Official document of the MOE Verification Entity General Inspectorate of the MOE (IGAA) DLR 4.1 (i) the MOE submits a note to the IGAA describing the process of the mandatory two-year induction period of all teachers recruited by the AREF. (ii) the MOE submits to the IGAA the document describing the training model and its administrative document of adoption. The IGAA submits the note, the document describing the training model and the administrative document of adoption to Procedure the MOF. DLR 4.2 MOE submits the document describing the terms of reference for teacher recruitment and the administrative document of adoption of the approval of the behavioral and technical test to the IGAA. The IGAA submits the document describing the terms of reference and the adoption documents to the MOF. DLR 4.3 The MOE submits the coordination framework and the administrative document of adoption to the IGAA. The IGAA Page 72 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) submits the coordination framework and the adoption document to the MOF. DLR 4.4 MOE submits a summary statement of teachers recruited by AREF that graduated from CLE, disaggregated by DP, AREF and central level to the IGAA. The IGAA submits the summary statement to the MOF. DLI_TBL_VERIFICATION DLI 4 DLI #4: The model of pre-service training and professional induction of teachers is implemented. DLR #4.1(i): All teachers newly recruited by the AREF go through an induction phase of 2 school years. DLR #4.1(ii): The MoE has developed and adopted the model for the qualifying training of new teachers. The qualifying training corresponds to two school years of insertion. DLR #4.2(i): The terms of reference for teacher recruitment is a document which highlights the process and modalities of the selection process for teacher recruitment. DLR#4.2(ii): the test will allow to identify behavioral and technical skills that are necessary to enter the teaching profession. DLR #4.3: The framework for the coordination and sharing of responsibilities is a document describing the (i) responsibilities Description of each contributor and institution involved in the professional development of teachers, and (ii) modalities and coordination procedures among those involved. DLR #4.4: aims at guaranteeing a sufficient supply of new teachers which have been trained under the newly created CLE 3- year degree. In particular, this means that the supply will increase for newly entrants (year 2023/24), but also the survival rates among the 3-year degree (hence, the number of graduates by June 2025). DLR #4.5: The number of candidates in the recruitment process who take the new teacher professional test is reported in a report by the Centre National des Evaluations et des Examens (CNEE). Official document of the MoE Data source/ Agency General Inspectorate of the MoE (IGAA) Verification Entity DLR #4.1(i): the MoE submits a note to the IGAA describing the process of the mandatory two-year induction period of all teachers recruited by the AREF. Procedure DLR #4.1(ii): the MoE submits to the IGAA the document describing the training model and its administrative document of adoption.The IGAA submits the note, the document describing the training model and the administrative document of Page 73 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) adoption to the MoF. DLR #4.2 (i) and (ii): MoE submits the document describing the terms of reference for teacher recruitment and the administrative document of adoption of the approval of the behavioral and technical test to the IGAA. The IGAA submits the document describing the terms of reference and the adoption documents to the MoF. DLR #4.3: The MoE submits the coordination framework and the administrative document of adoption to the IGAA. The IGAA submits the coordination framework and the adoption document to the MoF. DLR #4.4(i): The Directorate in charge of the coordination of the Program submits a report of the new enrollment figures of the school year 2023/24; DLR #4.4(ii): The Directorate in charge of the coordination of the Program submits a report of the graduation figures of the school year 2024/25. DLR #4.5 (i) and (ii): The Directorate in charge of the coordination of the Program submits a report to the IGAA at the end of the recruitment process including: (i) total candidates taking the oral exam; (ii) total candidates taking the teacher professional test. DLI_TBL_VERIFICATION DLI 5 DLI #5: A strategy for in-service teacher training and professional development is implemented. DLR 5.1 The Strategy for in-service teacher professional development is a document which specifies the principles, strategic orientations and the in-service training governance model. DLR 5.2 The Strategy for in-service teacher professional development is translated into operational plans for each AREF and DP. Adoption of those plans is understood as their formal approval by the MOE for the regional plans and by the AREF for the provincial plans. DLR 5.3 A monitoring and Description reporting information system is in place to ensure that data will be available on the roll out of the in-service professional development plans at regional and provincial levels. DLR 5.4 This DLR will serve as the main instrument to track the three training formats adopted for in-service teacher training, namely coaching support, face-to-face teacher training, and distance training. Data source/ Agency Official documents of MOE Verification Entity General Inspectorate of the MOE, IGAA Procedure DLR 5.1 MOE submits the strategy document and the administrative document of adoption to the IGAA. The IGAA submits Page 74 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) the document and its adoption document to the MOF. DLR 5.2 MOE submits a document confirming the adoption of regional plans by the MOE, and each AREF transmits an adoption document on the adoption of provincial plans in their respective DP. The IGAA submits all the adoption documents to the MOF. DLR 5.3 MOE submits the development specifications of a monitoring and reporting information system, as well as reporting status on the roll-up of in-service training at the level of AREF and DP, to the IGAA. The IGAA submits the requirements specifications to the MOF. DLR 5.4 MOE submits to the IGAA three summary reports of in-service training activities organized for teachers. The first summary report presents the numbers of teachers benefiting from coaching support within the school, disaggregated by DP and AREF, and at national level. The second summary report presents the numbers of teachers benefiting from face-to-face training, disaggregated by DP, AREF and at national level. The third summary report presents the numbers of teachers benefiting from distance learning, disaggregated by DP, AREF and at national level. The IGAA submits all summary reports to the MOF. DLI_TBL_VERIFICATION DLI 5 DLI #5: A strategy for in-service teacher training and professional development is implemented. DLR #5.1: The Strategy for in-service teacher professional development is a document which specifies the principles, strategic orientations and the in-service training governance model. DLR #5.2: The Strategy for in-service teacher professional development is translated into operational plans for each AREF and DP. Adoption of those plans is understood as their formal approval by the MOE for the regional plans and by the AREF for the provincial plans. DLR #5.3: A monitoring and reporting information system is in place to ensure that data will be available on the roll out of Description the in-service professional development plans at regional and provincial levels. DLR #5.4: This DLR will serve as the main instrument to track the coaching of teachers and to guarantee it takes place under a quality assurance framework with the development of the new coaching model. DLR #5.5(i): This DLR will ensure that teacher observation, coaching, and training takes place under a high-quality system of classroom observation approved by the Ministry; DLR #5.5(ii): The National Institute for Professorship will be created in order to bring in expertise, resources, appropriate Page 75 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) guidelines and quality assurance for teacher training across the system. DLR #5.6: This DLR aims at quality information of students learning to guide teacher practices and strategies in the classroom and to track their effectiveness. It will mandate the creation of a new structure responsible for the instrument of formative assessment in the classroom and the creation of such instrument. Official documents of MoE Data source/ Agency General Inspectorate of the MoE (IGAA) Verification Entity DLR #5.1: MoE submits the strategy document and the administrative document of adoption to the IGAA. The IGAA submits the document and its adoption document to the MoF. DLR #5.2: MoE submits a document confirming the adoption of regional plans by the MoE, and each AREF transmits an adoption document on the adoption of provincial plans in their respective DP. The IGAA submits all the adoption documents to the MoF. DLR #5.3: MoE submits the development specifications of a monitoring and reporting information system, as well as reporting status on the roll-up of in-service training at the level of AREF and DP, to the IGAA. The IGAA submits the requirements specifications to the MoF. DLR #5.4: The Directorate in charge of the coordination of the Program submits to the IGAA two summary reports of in- Procedure service training activities organized for teachers related to coaching: it presents the number of teachers benefitting from coaching, disaggregated by AREF, gender, and level of education where the teacher teaches. It also submits to the IGAA the official coaching model document (including guidelines, standards, technical orientations and objectives) to the IGAA. DLR #5.5(i): The Directorate in charge of the coordination of the Program submits the document on the adoption of the instrument for classroom observation system; DLR #5.5(ii): the MoE submits the legal official document adopting the new institute of professorship. DLR #5.6(i): The Directorate in charge of the coordination of the Program submits the document to the IGAA officially establishing the structure responsible for the development of the learning assessments; DLR #5.6(ii): The Directorate in charge of the coordination of the Program submits a document to the IGAA describing the Page 76 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) main characteristics of the learning assessments standards and procedures for Arabic, French and maths) for all primary years (tool, items, assessment framework, platform and user guide). DLI_TBL_VERIFICATION DLI 6 DLI #6: Performance Contracts are implemented DLR 6.1 Two models of performance contract (between MOE and AREF, and between AREF and DP) are developed, based on the principles outlined in the Organic Budget Law, through a collaborative and concerted approach involving AREF and Description DP. Those two models are adopted respectively by MOE and AREF. DLR 6.2 The MOE put in place a system to monitor the Performance Contracts’ implementation. DLR 6.3 The agreed upon performance contracts are signed by AREF and selected DP. Data source/ Agency Official documents of the MOE, AREF, DP. Verification Entity General Inspectorate of MOE (IGAA) DLR 6.1 The MOE submits the performance contracts models as well as their administrative documents of adoption to the IGAA. The IGAA submits the two contract models and the DAA. DLR 6.2 The MOE submits a document presenting the monitoring system of the performance contracts to the IGAA. The Procedure IGAA submits the document to the MOF. DLR 6.3 The MOE submits the performance contracts signed between the MOE and AREF, as well as between AREF and selected DP to the IGAA. The IGAA submits performance contracts to the MOF. DLI_TBL_VERIFICATION DLI 6 DLI #6: Performance Contracts are implemented DLR #6.1: Two models of performance contract (between MoE and AREF, and between AREF and DP) are developed, based on the principles outlined in the Organic Budget Law, through a collaborative and concerted approach involving AREF and DP. Those two models are adopted respectively by MoE and AREF. Description DLR #6.2: The MoE put in place a system to monitor the Performance Contracts’ implementation. DLR #6.3: The agreed upon performance contracts are signed by AREF and selected DP. DLR #6.4: Each AREF publishes its first annual management report as required by the legal framework. DLR #6.5: The budgeting and expenditure execution process is fully executed through an integrated financial information Page 77 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) system for 4 AREFs. DLR #6.6(i): At least 4 AREFs are eligible for ex post control and the request has been sent to the MoF; DLR #6.6(ii): At least 2 AREFs benefit from ex post control as provided by the legal framework. Official documents of the MoE, AREF, DP. Data source/ Agency General Inspectorate of MoE (IGAA) Verification Entity DLR #6.1: The MoE submits the performance contracts models as well as their administrative documents of adoption to the IGAA. The IGAA submits the two contract models and the DAA. DLR #6.2: The MoE submits a document presenting the monitoring system of the performance contracts to the IGAA. The IGAA submits the document to the MoF. DLR #6.3: The MoE submits the performance contracts signed between the MoE and AREF, as well as between AREF and selected DP to the IGAA. The IGAA submits performance contracts to the MoF. DLR #6.4: The IGAA verifies that the AREFs have published their first annual management report signed by the AREF Director and published on the AREF’s website and verifies that the structure of the report complies with Article 2 of Arrêté 1549-05. Procedure DLR #6.5: The IGAA verifies in situ that the budgeting and expenditure execution process is fully executed through an integrated financial information system for 4 AREFs. The integrated financial information system provides information on budget programming and expenditure execution, in alignment with the budget claissification (“morasse”) of each AREF. DLR #6.6(i): The IGAA verifies that 4 AREFs have met the management standards required by law to benefit from ex post control, as mentioned in the Arrêté of the Minister of Finance and Privatization n° 1549-05 of 18 Kaada 1426 (December 20, 2005) setting out the management instruments for public establishments eligible for ex post control - and that the MoE has sent the request to the DEPP (Agency supervising SOEs and public establishments); DLR #6.6(ii): The IGAA verifies that the DEPP validated the eligibility of the 2 AREF to ex post control DLI_TBL_VERIFICATION DLI 7 DLI #7: School improvement plans are defined and implemented. DLR 7.1 A manual of procedures providing a framework for design, implementation and monitoring of school improvement Description plan is validated by the MOE. DLR 7.2 A roadmap for the development and deployment of school improvement plan is Page 78 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) developed. DLR 7.3 A module is integrated at the level of the information system MASSAR to ensure the monitoring of the implementation of school improvement plan. DLR 7.4 The aim is to implement at least 300 school improvement plan in six selected AREF (50 schools/AREF). School improvement plan must be validated by the DP. Data source/ Agency Official documents of the MOE (DVS, DSI, AREF, DP) Verification Entity General Inspectorate of MOE (IGAA) DLR 7.1 The MOE submits the manual of procedures as well as the administrative documents of adoption to the IGAA. The IGAA submits the manual of procedures and the adoption documents to the MOF. DLR 7.2 The MOE submits an administrative document of adoption to the IGAA confirming the adoption of a roadmap for the implementation of school improvements projects by the MOE. The IGAA submits the roadmap for the implementation and the adoption document to the MOF. Procedure DLR 7.3 The MOE submits the specifications of the development of the module to the IGAA. The IGAA submits the specifications to the MOF. DLR 7.4 The MOE submits a summary statement of schools having implemented school improvement plans to the IGAA. IGAA submits the summary statement to the MOF. DLI_TBL_VERIFICATION DLI 7 DLI #7: School performance is improved DLR #7.1: A manual of procedures providing a framework for design, implementation and monitoring of school improvement plan is validated by the MoE. DLR #7.2: A roadmap for the development and deployment of school improvement plan is developed. DLR #7.3: A module is integrated at the level of the information system MASSAR to ensure the monitoring of the implementation of school improvement plan. Description DLR #7.4: The aim is to implement at least 300 school improvement plan in six selected AREF (50 schools/AREF). School improvement plan must be validated by the DP. DLR #7.5(i): Official document certifies that school evaluation / labeling methodology has been adopted. The methodology includes: (a) consolidated quality standards, (b) a tool including one or more elements measuring dimensions of quality, including standards that respect the environment, (c) a definition of the different quality thresholds, and (d) a guide or user Page 79 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) manual for evaluators; DLR #7.5(ii): The structure in charge of labeling is identified. DLR #7.6: 800 schools are evaluated and labelled as per methodology defined in DLR #7.5. DLR #7.7: Increase of number of students benefiting from the remedial education (i.e. targeted instruction, Teaching at the Right Level approach. DLR #7.8: 20 percentage point improvement in reading skills among 4th grade students who benefited from remedial learning (i.e. targeted instruction; Teaching at the Right Level). Reading skills shall be based on the ability to read a paragraph as assessed through ASER. Official documents of the MoE (DVS, DSI, AREF, DP) Data source/ Agency General Inspectorate of MoE (IGAA) Verification Entity DLR #7.1: The MoE submits the manual of procedures as well as the administrative documents of adoption to the IGAA. The IGAA submits the manual of procedures and the adoption documents to the MoF. DLR #7.2: The MoE submits an administrative document of adoption to the IGAA confirming the adoption of a roadmap for the implementation of school improvements projects by the MoE. The IGAA submits the roadmap for the implementation and the adoption document to the MoF. DLR #7.3: The MoE submits the specifications of the development of the module to the IGAA. The IGAA submits the specifications to the MoF. Procedure DLR #7.4: The MoE submits a summary statement of schools having implemented school improvement plans to the IGAA. RLD #7.5(i): The IGAA verifies the official documents – official adoption note and a labeling methodology – detailing the labeling process with defined criteria including (a) indicators related to learning outcomes and measures aiming at improving learning outcomes; (b) inclusive education; and (c) environment and school life. DLR #7.5(ii): The IGAA verifies that the adoption note identifies the responsible structure overseeing the school evaluation / labeling process. RLD #7.6: The IGAA verifies the number of labeled schools, including at least 500 primary schools. The IGAA must receive the list of school names with their identifier (i.e. GRESA code and school code) signed by the structure/institution Page 80 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) responsible for the labeling. DLD #7.7: The IGAA verifies the number of students benefiting from remedial education (i.e. targeted instruction; Teaching at the Right level). Official note from the structure in charge of the remedial education program accompanied by the distribution of the number of beneficiaries by gender, AREF and by school (school code GRESA), signed and stamped by the head of the structure concerned. RLD #7.8: The IGAA verifies the improvement of 20 percentage points in ASER results in reading (Arabic or French) certified by the structure in charge of the targeted instruction program. A certified report must be submitted to the IGAA specifying the results (disaggregated by gender and location (rural/urban; region and district). Results should include all students who were assessed after benefiting from remedial education / targeted instruction program . Page 81 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ANNEX 1: INTEGRATED RISK ASSESSMENT . SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT) Risk Category Latest ISR Rating Current Rating Political and Governance ⚫ Moderate ⚫ Moderate Macroeconomic ⚫ Moderate ⚫ Moderate Sector Strategies and Policies ⚫ Moderate ⚫ Moderate Technical Design of Project or Program ⚫ Substantial ⚫ Substantial Institutional Capacity for Implementation and ⚫ Substantial ⚫ Substantial Sustainability Fiduciary ⚫ Substantial ⚫ Substantial Environment and Social ⚫ Moderate ⚫ Moderate Stakeholders ⚫ Moderate ⚫ Moderate Other Overall ⚫ Moderate ⚫ Moderate . Page 82 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ANNEX 2: TECHNICAL ASSESSMENT - ADDENDUM 1. The main determinants of the learning setbacks in Morocco start at early stages. At the onset of the Program, teachers entered the profession in Morocco without adequate practical training. Moreover, in-service teachers lacked the necessary support and professional development opportunities. Such support has been enhanced, allowing the MoE to overcome pre-service training gaps, accompany inception of new teachers, and assist teachers in the implementation of content and pedagogical reforms. 2. The implementation gap has shrunk as the Program has supported policies that have changed behavior in the classroom but disconnect continues to be an issue for results delivery. The Government has prioritized this challenge in its Strategic Roadmap where focus areas include weak capacity, especially at decentralized levels, mismatch between the managerial, operational, pedagogical capabilities of AREFs and DPs, and clarity of functions across the accountability chain.26 3. The technical design of the AF supports the establishment of an enabling environment for quality ECE service delivery and the adequate training and supporting of teachers, which the WDR 2018 and the MENA Education Flagship Report highlight as being the most crucial ingredients of learning. In addition, it also works to addressing the growing learning crisis that was further exacerbated by the COVID-19 schooling disruptions. To be effective, teacher training needs to be individually targeted and repeated, with follow-up coaching, often around a specific pedagogical technique (Popova, Evans, and Arancibia 2016; WDR 2018). The proposed Program will therefore strengthen the induction model to the teaching profession and establish a coherent, coordinated, and diversified professional development model that aligns with practices associated with better student performance (DLIs 4, 5). To make the entire system work for learning, technical and political barriers must be overcome, and actors need to be aligned (WDR 2018). By strengthening management capacity and accountability along the education service delivery chain (DLIs 6, 7), the Program will tackle governance constraints undermining the achievement of reform outcomes (WDR 2017). The mainstreaming of adaptive leadership and support to change management will also address barriers associated with the complexity of aligning multiple stakeholders and changing human behavior, highlighted as key factors in successful policy implementation (World Bank 2018, 2019). 4. The NDM report has given a new impetus to education reforms in the country, aiming to increase Morocco’s HCI score from 0.5 in 2020 to 0.75 in 2035, ensuring that more than 90 percent of pupils master elementary skills and competencies by the end of primary school, increasing the proportion of students that complete their compulsory education and obtain a general or vocational diploma (from 50 to 90 percent). In line with the NDM report, Education Strategic Roadmap aims to achieve quality public school that priorities strategic reforms and interventions aiming at (a) doubling the number of students mastering foundational skills; (b) doubling the number of students benefitting from extracurricular activities; and (c) reducing dropout. 5. The Education Strategic Roadmap is grounded on a systemic approach, structured around 12 commitments toward students, teachers, and schools, and identifies three conditions for success: 26 A compelling case of lack of continuity in education reforms is the incomplete decentralization process of the education system: although legally enacted since 2002, the reform is still not fully implemented. Another example of weak coordination and system capabilities is that of the CRMEF, a critical player in ensuring adequate teacher professional development. The CRMEF was created in 2011 as part of the reform of the teacher recruitment and training system but became functional only in 2014, and today, the distribution of roles and responsibilities between the CRMEF, the central level and AREF remains unclear. Page 83 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) improvement of governance, stakeholders’ engagement, and a coherent resource mobilization strategy (table 2.1). Table 2.1. Twelve Engagements for Quality Public Schools For students For teachers For schools 1. A quality preschool, regulated 6. Training of excellence, 9. Welcoming schools, well by the State and generalized. practice oriented. equipped and using digital. ENGAGEMENTS 2. Programs and textbooks. 7. Improved working 10. School heads’ leadership 3. Individualized training. conditions. reinforced. 4. Orientation of students towards 8. Rewarding and 11. Teamwork between key players new courses adapted to their skills incentivized career in schools. 5.Social support reinforced. management system. 12. Extracurricular activities and Sports. CONDITIONS SUCCESS I/ GOVERNANCE: Set up a quality assurance process and empower stakeholders FOR II/ STAKEHOLDERS ENGAGEMENT: Engage all stakeholders for the success of the reform III/ FINANCING: Securing financial resources to sustain the reform 9. Piloting, recursive learning, simultaneous capacity building, and flexibility are central to the implementation strategy of the 2022–2026 Education Strategic Roadmap. The process underscores the importance of feedback loops in the scaling up process informed by a proper evaluation of piloting that allows innovation refinement through an iterative process (figure 2.1). The approach is based on the thrust that scaling up innovation should not follow a linear ‘pilot-generalization’ pathway but rather a phased implementation process that allows new interventions to be piloted, evaluated, compared, and adjusted before national rollout. Learning through reform processes will allow to address implementation bottlenecks, capacity gaps for rolling out, and best practices. It also implies political risks related with time, as it delays reform processes in time, as they require piloting before scaling up. By building in error detection, correction, and recalibration into the process, the MoE aims to minimize the risks associated with complex teaching and learning processes and maximize the local adaptation of the reform agenda while enhancing stakeholders’ implementation capacities. More than the scale-up of innovations, successful achievement of the roadmap includes a great deal of strategic planning, flexibility, and pragmatism. Therefore, scaling up through piloting certainly requires some forms of evaluation, but in this case the emphasis in on learning and improving pilot interventions and less on measuring outcomes compared with the baselines. Page 84 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Figure 2.1. Education National Strategy 2022–2026 Implementation Framework 5 - Generalization 4 - Development of a coherent scale up strategy 3 - Evaluation and adjustment 2- Experimentation 1 - Design of a new intervention aligned with the Education Strategy (2022- 2026) 10. Key milestones. The AF interventions will be grounded on the above framework (figure 2.1) focusing on quality and impact in the classroom and mapping a gradual implementation process from the design phase to a progressive scale-up informed by pilots (figure 2.2). Most of the interventions supported by the parent Program (for example, pre-service teachers training program or teachers’ recruitment test) will be adjusted and the AF will finance the second pilot based on lessons learned from the first phase supported by the parent Program. For new interventions (such as pre and primary schools’ awards), depending on the level of conclusiveness of pilots, the AF will finance the design, piloting to a selected number of schools, as well as the development of a generalization strategy. Similarly, the introduction of learning assessment tools or the introduction of structured pedagogy in classrooms will be carefully developed, piloted in selected 500 schools (établissements pionniers), evaluated, and progressively scaled up based on the results of pilots. This design and implementation of interventions balancing top-down processes with bottom-up approaches will allow co-construction and local adaptation. Figure 2.2 describes key milestones that addresses implementation barriers, increase the pace and effectiveness of scale-up strategy, and sustain interventions over time Page 85 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Figure 2.2. Key Milestones 2022–2026 Education Strategic Roadmap Implementation STEP 2 : Implementation of schools based STEP 1 : Instruments of reforms : interventions in 500 pilot schools : STEP 3 : Dissemination and implementation stakekholders engagement, development monitoring implementation and making over diverse phases; e.g. : capacity building of key materials e.g. teaching and learning improvements. Roles and responsabilities strategies, training of trainers, networks of materials, training modules... (Immediate) may be modified or EMIS system updated pratitioners September 2024), (September 2023) 11. The technical part of the appraisal summary developed for the parent Program remains relevant for the AF. The project is grounded on a comprehensive sector analysis and its technical design is premised on international best practices. The technical design of the project is based on the goals of the 2015–2030 Education Strategic Roadmap whose principles are further operationalized in the Education Act adopted by the Parliament in August 2019. The act aims to improve the organization and performance of the education sector by setting clear commitments, expected results, responsibilities, and time frames. 12. The PASE would remain organized into three RAs, but the description in the Financing Agreement will be modified to include additional DLRs under select DLIs. Context of Governance Reform and Support of the PASE 13. RA 3 is supporting the decentralization process initiated in 2000 with the creation of the AREFs, which reflected the decentralizing ambition of the 2000 National Charter for Education and Training (Charte Nationale d'Education et de Formation) (see figure 2.4). The contractual approach has since been increasingly governing the education sector. The AREFs have the status of SOEs which entitle them to more financial and administrative autonomy if they adopt adequate management tools. The AREF manages about 90+ percent of the MEN budget to implement the national education policy at the regional level with support from DPs. DPs supervise the schools within their jurisdiction. The 2015–2030 strategic vision for the education sector27 has renewed its commitment toward more autonomy of AREFs. 27 Specifically, lever 15 - For an effective governance of the education and training “system", complete the implementation of the decentralization" of the system by guaranteeing a "contractual partnership between the stakeholders" of the sector. Page 86 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Figure 2.3. RA 3 (Governance): What the Parent Program Achieved and How the AF Will Strengthen It Figure 2.4. Decentralization Framework of the Education Sector Note: The DEPP is the public agency supervising SOEs in Morocco. 14. The effort of putting in place a system to monitor the performance contracts’ implementation through RAED (DLR 6.2) is still ongoing. Some AREFs have signed performance contracts with some of their DPs (DLR 6.3 (ii)). Their adoption followed a top-down approach with insufficient protocols and guidance on use as a basis for the performance management of each AREF. Additionally, projects and performance objectives have not been assigned to project managers following a clear rule. Hence, while the PDO indicator of RA 3 (“Implementation of performance contracts at AREF and DP level”) has made tangible progress, there is room for improvements. The AF is an opportunity to bridge the implementation gap through additional DLRs under DLI 6 and adequate TA activities. AREFs still lag in terms of performance management, especially when compared with other SOEs. Currently, AREFs do not have the management tools (figure 2.3) that would entitle them for ex post control. Consequently, their expenditure management system is still impeded by cumbersome and time-consuming procedures. The use of performance contracts at the level of the AREF and DP should improve their ability to plan and execute expenditure, with a results-based management dialogue around the sub-programs of the PdP of the MoE. 15. The seven management tools a SOE needs to benefit from ex post control: (a) Staff regulation (b) Organizational chart (c) Procedures handbook (d) Regular, transparent, and certified accounts Page 87 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) (e) Public procurement regulation (f) Annual management report (g) Multiyear plan 16. The 2015–2030 strategic vision and the framework law 51-17 place schools at the center of the education system; the NDM identifies their autonomy as a prerequisite for academic success. Article 40 (Chapter VII) of the framework law states that all actors must work to strengthen the autonomy of schools. The 2015–2030 strategic vision is in line with the framework law: lever 15 (on the governance of the system) intends to accelerate the decentralization of the sector through empowerment of schools by institutionalizing SIPs. Annex 2 of the NDM (on human capital)28 highlights the need to "empower schools to become the engine of change and mobilization of actors." The NDM Commission therefore suggests the creation of an incentivizing mechanism to encourage autonomy of schools. 28 https://www.hcp.ma/attachment/2327998/ Page 88 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ANNEX 3: FIDUCIARY SYSTEMS ASSESSMENT - ADDENDUM A. FSA for the PforR Overview of the country's PFM cycle 1. Morocco's PFM system is considered adequate, and risks are Moderate. A favorable fiduciary environment for program implementation is in place. The main conditions for budgetary and financial discipline are in place, as evidenced by the credibility of the budget and the achievement of planned targets. Budget execution benefits from an adequate information management system (Integrated Expenditure Management), as well as robust internal controls that include an ex-ante control of expenditures based on a risk model. The internal audit function is satisfactory and uses a risk-based audit approach with an acceptable rate of completion of planned audits, including follow-up of recommendations. 2. In 2021 alone, Morocco spent MAD 245 billion in public procurement, which is almost 20 percent of the GDP. Considering the significant role of public procurement, Morocco prioritized the necessity of modernizing the administration of the public procurement, enhancing good governance and transparency. Digitization of the public procurement was one of the priorities of the Government. Recently, a new Decree on Public Procurement was adopted by the government council and is expected to be enacted soon. The draft decree has many positive features in line with best practices in public procurement. Strategic Objectives, Organization, and Review of the PFM Cycle of the Eligible Expenditure Program (EEP) - Tayssir Program 3. The strategic objectives of the PDE (Tayssir program), defined by the framework partnership agreement signed in September 2018 between the MoE and the MoF, are (a) to reduce the educational wastage rate, for the primary cycle in rural areas from 5.7 percent (assessment for 2017/18) to 2. 5 percent by the start of the 2021/22 school year and to 1 percent for the 2024/25 school year; (b) to reduce the educational wastage rate for the primary and secondary cycles in urban areas from 12 percent (assessment for the 2017/18 school year) to 6 percent by the start of the 2021/22 school year and to 3 percent for 2024/25. 4. To facilitate exchanges between the various internal stakeholders, the Tayssir program has dedicated organizational structure set up by the MoE at the central, regional, provincial, and local levels. A project to update and rework the procedures manual is under way, considering the findings of the IGF and IGAA audit mission and the new features and changes planned by the RSU, considering the divergent positions expressed by the partner directorates, including the DSI. The provisional IGAA audit report for FY2020 was distributed to the departments and entities concerned in response to the observations made. The report for FY2021 has also been finalized by the IGAA and submitted to the SG for validation by the Steering Committee. 5. With regard to the current internal control mechanism, there are (a) a priori controls of the monetary transfer by the concerned schools on an annual basis at the beginning of each school year in consultation with the Direction de la Stratégie, Des Statistiques, et de la Planification (DSSP), (b) a control Page 89 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) of documents by the school directors at the time of enrollment and reenrollment of families, (c) a control of the eligibility of enrolled households during the cross-checking procedure by the MI with the DAAM and RAMED databases, (d) checks on the lists of beneficiaries before each cash transfer through duplicate tests (CIN, Tayssir number, pupils) and tests of the completeness of the fields and the veracity of the expenditure, (e) a check on the entry of pupils’ absences by school directors, and (f) checks by the AREFs on the payment return file transmitted by Al Barid Bank after cash transfers, as well as checks on the rate of processing of household complaints. The Tayssir program has already been evaluated under the World Bank-funded Identity and Targeting for Social Protection Project (P155198). 6. An agreement dated July 22, 2022, for the mandated management of the Tayssir program by the CNRA of the CDG’s provident branch defines the terms and conditions of the management entrusted to the CNRA by the GoM, represented by the MoF and the MoE, to ensure that the management and payment of Tayssir program benefit for the tutors of eligible students. A management procedure detailing the commitments of both parties, the media and the data exchanged will be developed and validated by both parties. Planning and Budgeting for the Tayssir Program 7. Tayssir’s planning and budgeting processes are acceptable but could be further improved to ensure a better match between needs and resources. To increase the efficiency of planning and budgeting, the program will build rely on complimentary efforts of other Bank-financed projects while using existing tools (revised procedures manual, improved management information system). 8. Based on declarations of assets and expenses made on the USR portal, the system makes it possible to cross-reference the information provided by the head of a family with a series of public and private entities, including the General Directorate of Taxes, the Land Registry, Bank Al Maghrib, water and electricity companies, telephone operators, and social security managers. The objective is to verify the data provided by the households and, therefore, to assign them a scale, according to which their degree of eligibility to the aids and subsidies offered by the State will be measured. These eligibility thresholds are set for each social program independently, according to its objectives and budgetary capacities. Budget Execution, Accounting, and Reporting of the Tayssir Program 9. Budget execution. There are sufficient financial resources (US$230 million) to cover the implementation of the budget. Moreover, resources have been released on time since 2019 to facilitate budget execution. This trend is expected to continue until the end of the implementation of the Program. However, for the 2021/2022 school year, as of mid-October 2022, the third transfer has not yet been executed due to delays in the payment of CCTs (Cf. Treasury Management and Flow of Funds) and in the operationalization of the abovementioned State/CNRA Agreement. 10. Accounting. Tayssir’s accounting standards are established on an accrual basis. The accounting function is entrusted to a qualified FM consultant. ITSPP and PASE FM oversight reports and IGF audit reports confirmed that the accounting records are maintained satisfactorily and that key account reconciliations are performed monthly. 11. Financial reporting. The financial reporting system is adequate and allows for the submission of financial statements for the PASE and ITSPP on time each semester. The financial statements include the Page 90 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) following: (a) source/use of funds, (b) budget execution, (c) summary of CCT payments, and (d) reconciliation of disbursed DLI and TAYSSIR. A review of these financial statements did not reveal any significant issues. The main accounting and reporting risk - related to the fact that potential program expenditures could be accounted for twice (once under TAYSSIR to account for PASE expenditures and once under the “COVID-19 Social Protection Emergency Response Project” (SP2) Project also funded by the World Bank) - has been identified. This risk will be mitigated through the application of ex ante and ex post controls. The ex-ante controls will include the introduction of provisions for a new dynamic allocation key that allows for the segregation of expenditures between the two projects in the FM section of the POM (see below on duplication risks and the dynamic allocation key). Ex post controls will include a verification by the Inspectorate General of Finance (IGF), which will audit the two projects. 12. Tayssir’s budget execution, accounting and reporting procedures are adequate. However, they will be strengthened to avoid double counting between the PASE (PforR) and SP2 expenditures. MoE will oversee the development of the Program’s budget execution report and financial statements that will include TAYSSIR’s expenditures based on funds transferred to eligible recipients. These financial statements will be produced no later than 45 days after the end of each semester. Redesign of the Tayssir Distribution Key between PASE and SP2 13. Financial forecasting and redesign of the Tayssir dynamic allocation key between PASE and SP2. The World Bank FM team had held a working session in April 2022 with the MoE DAS and with the MoF/Budget Directorate (Direction du Budget) on the dynamic allocation key for Tayssir expenditures to be planned between the PASE and SP2, knowing that the ITSPP has dropped Tayssir as an EEP to rely on. ITSPP now relies solely on DAAM. Tayssir cash transfers for the 2019/20, 2020/21 and 2021/22 school years amounted to more than MAD 6 billion, or nearly US$6 million. The estimated annual expenditure sought to cover the PASE is about US$106 million (MAD 1.060 billion per year) over five years, or US$530 million (US$30 million more than the program envelope of US$500 million). Based on the analysis of the Tayssir program expenditure statements and the disbursement needs expressed for each program, it was proposed in consultation with the DAS to adapt a dynamic distribution key based on the forecast needs of each support program as the transfers are executed. 14. The World Bank is also preparing an AF for SP2 (IPF with PBC) which should go to the Board during this fiscal year as well. SP2 and PASE are both using Tayssir as the EEP (see table 3.1). On this basis, the disbursement prevision needs to split the estimated budget of Tayssir between the two operations and manage the disbursement profile accordingly. It may alternate disbursements to avoid an extended period of non-disbursement on one of the two operations. Table 3.1 summarizes the disbursement prevision necessary to have space for the two operations. Page 91 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Table 3.1. Projected Tayssir Transfers over 2022–2025 for PASE and SP2 (MAD, billions) Year 2022 2023 2024 2025 2026 TOTAL 2023-2026 Tayssir 2.860 3.146 3.460 3.806 4.187 14.600 Transfer (MAD Trans. Million) Trans.1 Trans. 2 Trans. 3 Trans.1 Trans. 2 Trans. 3 Trans.1 Trans. 2 Trans. 3 Trans.1 Trans. 2 Trans. 3 Trans.1 2 Trans. 3 PASE 1.025,5 722,4 897,5 0 0 916,0 1.085,4 0 950,0 0 764,6 0 0 764,6 0 4.480,5 SP2 0 0 0 1.046,7 737,3 0 0 764,6 0 1.085,4 0 950,0 1.085,4 0 950,0 6.619,4 Total 2.800 11.099,9 Per year 2.645,4 2.700 2.800 2.800 PASE+SP2 15. Cash management and flow of funds. After a series of checks by Tayssir’s central team and provincial coordinators, CCT payments are made to the beneficiaries’ (children's parents) bank accounts in three instalments (January, April, and July) through Barid Bank (national postal services). This financial institution has a long and successful history in Morocco and has one of the largest branch networks in the country. Mobile units are also used for payments in remote areas. In addition, mobile banking payments are being tested. The impact evaluation report on the Tayssir program—including interviews with beneficiaries—confirms the adequacy of financial flows from the central level to beneficiaries' bank accounts. The report shows a greater impact on student outcomes when payment is made to the mother's bank account. Further analysis is under way to make payments to mothers' bank accounts. 16. Disbursement arrangements. The Program envisages disbursement throughout the Program implementation period based on the verification of achieved DLRs/DLIs. Withdrawal applications (WAs) will be sent to the World Bank once the World Bank has notified the GoM in writing that it has accepted evidence of the achievement of the DLRs and the amount of the eligible payment. The withdrawal amount against the DLRs achieved will not exceed the amount of the financing allocated by the World Bank for the specific DLR. Details of the agreed disbursement procedures for each DLR are provided in the table of as part of the Verification Protocol table. For scalable DLIs, payment would be made in proportion to the achieved results for each period after verifying the DLIs. 17. Delays in disbursements due to the verification circuit of the achievement of the DLIs by the IGAA constitute a significant risk. The audit circuit is sometimes marred by cumbersome procedures involving several departments and officials. In addition, there are sometimes fussy controls and/or misinterpretations of the compliance controls required to obtain deliverables, which are the proof of the achievement of DLIs. As an example of a borderline case, DLI 5.2 was the subject of more than six rejections spread over more than a year. A meeting held with the IGAA on the status of verification activities by the IGAA services of the DLIs of the PASE showed that there were sometimes significant delays in the pace of disbursements. 18. Internal controls. Internal controls over CCTs are described in the revised Tayssir Program Procedures Manual. The assessment of the system of internal controls using the COSO internal control framework concludes that they provide reasonable assurance regarding the reliability of the program. Page 92 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 19. Internal audit. In accordance with Tayssir’s revised Procedures Manual, the internal audit function is placed under the responsibility of the Departmental Inspectorate General. The entity is operational and has 23 auditors, including three engineers. It establishes an annual plan approved by the MOE. More than 60 percent of the plan is executed. About 50 audit missions, as well as investigative missions requested by the MoE, are carried out. The internal audit unit is also responsible for handling complaints filed with the Ombudsman Institution. As many as 150 complaints are handled annually by the internal audit unit. Three annual reports are published by the entity: (a) a report on the annual audit plan, (b) a report on the processing of complaints forwarded by the Ombudsman Institution, and (c) a report on school absenteeism. In accordance with the provisions of Tayssir’s revised Procedures Manual, an audit must take place every year; the most recent one dates from FY2020 and the one for FY2021 is currently being validated by the Steering Committee. Tayssir’s internal audit mechanisms and tools are based on the IGAA and are acceptable. Reports are of satisfactory quality. The PAP includes the follow-up of previous audit recommendations in accordance with the provisions of the revised Procedures Manual, but it is developed with delay because the validation of the audit report takes a long time (about six months). 20. Fiduciary risk and performance ratings. The overall fiduciary risk is rated Substantial and FM performance of the parent Program is assessed as Moderately Satisfactory. To ensure proper implementation, for both the FM and procurement components, the fiduciary systems will require capacity-building activities and management, reporting, and internal and external audit systems to achieve a moderate overall residual fiduciary risk. 21. Risk assessment. The project’s FM arrangements, which are based on Morocco’s FM systems, are acceptable and provide reasonable assurance that project resources will be used for the intended purpose. However, fiduciary systems will need to be strengthened to ensure effective implementation, especially with respect to the implementation of the TA program proposed in the IPF component of the AF. The overall residual FM risk of the project, after considering all the proposed mitigation measures, is assessed as Substantial. 22. The main risks identified during the evaluation are classified as follows: • Insufficient government financial resources dedicated to the Tayssir program may jeopardize the implementation of the various programs supported by the RPP in the different outcome areas. This risk is considered Substantial. It can be reduced by seeking additional resources or other more sustainable sources of funding that will ensure greater consistency in the CCTs carried out under the program. • With respect to the implementation of the Tayssir program, fiduciary risks are related to (a) inadequate identification of beneficiaries (exclusion of eligible beneficiaries and inclusion of ineligible beneficiaries), resulting in inaccurate payments; (b) delays in payments; and (c) the absence of a dynamic distribution key updated semiannually, to the double counting of program expenditures, that is, both under the PASE and the SP2 financed by the World Bank and whose PEF also relies on the Tayssir expenditure framework. • Risk for the IPF component of not preparing and consolidating the PFSs on time and in a format and quality acceptable to the World Bank. Page 93 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) • Risk of delays in disbursements due to the IGAA’s verification of the achievement of DLIs, which is sometimes marred by cumbersome procedures involving several departments and officials. In addition, there are sometimes fussy controls and/or misinterpretations of the compliance controls required to obtain the deliverables, which are the object of proof of the achievement of the DLIs. 23. The following actions will be taken to mitigate the identified FM risks: • The insufficiency of government financial resources dedicated to the Tayssir program can be mitigated by advocating for the effective mobilization of financial resources and their availability according to the program's timetable, as well as for the prioritization of government spending to ensure adequate allocation of budgets to programs. This responsibility will fall primarily on the ministry in charge of the budget but also on the MoE with the support of the World Bank. • At the level of financial execution of the Tayssir program, fiduciary risks will be mitigated through the signing of the agreement for the mandated management of the Tayssir program by the CNRA of the CDG's provident branch. Recently signed on July 22, 2022, this agreement aims to improve the operational efficiency of Tayssir and will facilitate the transition of the program to the USR. The program's migration to the USR will in turn improve the governance system, internal control mechanisms, proactive risk management, and claims processing. The CNRA's mandated management of Tayssir will consist of simplifying and digitizing the processes of managing enrollment and services to student tutors and optimizing the program's management costs. • To mitigate the risk of not preparing and consolidating the PFSs on time, it will be necessary to ensure that the actors have standardized reporting templates and adequate procedures for preparing and consolidating the financial statements. The main risk identified, with respect to the current budget execution, accounting, and reporting processes, is related to the quality of the consolidated financial reports, which may be affected by the substantial number of implementing entities and the lack of a standardized reporting format adopted by all intervening entities. • The FM component of the POM will be revised. It will include procedures and format for IFRs that will be prepared manually in Excel and submitted to the World Bank no later than 45 days after the end of the semester. A note describing the procedures will be developed by MoE to provide assurance that the IFRs and annual financial statements prepared from the information extracted from the GID are accurate. An experienced FM consultant will be hired with IPF TA program funds to monitor the periodic reporting and consolidation and quality assurance of the annual financial statements produced and submitted to the IGF. • The protocols for technical verification by the IGAA of the achievement of the DLIs will be clearly defined in the PAD and the POM in a clear style that will not lead to any confusion in the interpretation of the deliverables and achieved results to be verified. • One Designated Account (DA) will be opened for the MoF to receive loan funds for the IPF component. Page 94 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) B. Fiduciary Mechanisms of the TA (IPF) 24. The MoE will implement the Operation, including the PforR Program and the IPF Project. As part of the fiduciary evaluation of the AF, a review of the governance system, the budget process, and its stages (e.g.: preparation, execution, control), internal and external audit, information systems, and management was conducted. The fiduciary evaluation addresses complementary aspects related to the IPF instrument such as staffing, programming, budgeting, flow of funds, financial reporting, external audit, disbursements, and procurement arrangements. 25. The MoE’s budget allocations are dominated by staff costs. Under the draft LOF 2021, these expenditures amounted to MAD 40 billion, or 68 percent of the total MoE budget. If we consider AREF staff expenses (accounted for in the chapter ‘materials and miscellaneous expenses’), this percentage will rise to 82 percent. The remaining 18 percent is shared between investment expenditure and goods and services, at 8 percent and 10 percent, respectively. 26. Organizational arrangements and staffing. The MoE will be responsible for the implementation of the overall program. Two directorates, housed within the MoE, will ensure the central implementation of the TA component of the program: (a) in consultation with the relevant MoE business directorates, the DSSP will be responsible for the technical implementation of the TA and (b) the DAGBP, in coordination with the DSSP and other relevant technical departments of the MoE, will be in charge of carrying out the procurement processes and facilitating the fiduciary implementation of the TA (see Figure 3.2). These two directorates will provide technical support at the regional and provincial levels, where relevant, as well as to other stakeholders involved in the TA. They will oversee contract execution and fiduciary management and centrally collect all technical and financial data related to TA, which will be used to prepare reports, annual activity reports, and consolidated financial statements for the entire program. Detailed reporting guidelines will be included in the POM. The PSSD and DAGBP have adequate staff but no experience with the World Bank-financed IPF instrument. An FM consultant and a procurement consultant would then be recruited to support the DAGBP in the implementation of IPF fiduciary activities and disbursement operations. 27. The missions of the DAGBP are to • Prepare the department's annual budget and distribute budget allocations • Evaluate the conditions of budget execution • Ensure the follow-up of budget allocations • Supervise the accounting of the central administration • Supervise the Operation and maintenance of the central administration • Monitor and control operating and capital expenditures • Manage the vehicle fleet • Control the accounting records • Manage the auxiliary staff and the subcontracting of works and logistics • Organize the management of the department's mail and archives • Execute the operating provisions of the central administration • Establish the administrative account of the ministry • Follow the registers of the movable and immovable patrimony of the ministry • Elaborate the norms of construction and school equipment Page 95 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) • Follow the conformity of the objectives traced in the programs, object of commitment with the ministry, to the obtained results Figure 3.2. Organizational Chart of DAGPB DAGBP Management Staffing : 220 Tender Unit Control Unit Staffing : 9 Staffing: 9 Functioning of the central Asset Management Division Central Accounting Division administration Division Staffing : 38 Staffing : 23 Staffing : 44 Staffing : 97 Movable and immovable assets Cost studies and Central accounting Logistics Department Department management indicators Department Department Technical Studies and Printing and Reprography Accounting Department Maintenance Budgetary Studies and Department Department Budget elaboration Department Mail and Archives Academies' Performsnce Management Department contracts Monitoring and Evaluation Department Vehicle fleet Budget Division Department 28. Flow of funds. The project will use the single account system of the Moroccan Treasury managed centrally by the Ministry of Finance. Project funds for TA will be disbursed to a DA to be opened at Bank Al-Maghrib as part of the Treasury single account. Further advances to the designated project account will be made based on the use of the previous advance. The DAGBP will report (through the MoE) on the use of the proceeds of the advanced loan to the designated project account in accordance with the disbursement letter. 29. Disbursement terms. Disbursements under the TA component will be made primarily in the form of reimbursements based on the Statements of Expenditures. Loan proceeds will be disbursed in accordance with the World Bank’s disbursement guidelines. Transaction-based disbursement will be used under this TA. Accordingly, requests for payment from the loan account will be initiated using a WA for direct payments, refunds, or replenishments to the DA. All WAs will be accompanied by the appropriate supporting documentation, including for repayments and replenishments to the DA. Authorized signatories, their names, and corresponding specimen signatures will be submitted to the World Bank before receipt of the first replenishment request. 30. Reporting. The MoE headquarters uses the GID which will extract financial data to develop semiannual financial status reports. The IFRs will include the following statements: (a) statement of sources and uses of funds, showing the sources of funds received and TA expenditures, showing semiannual, annual, and year-to-date balances; (b) DA reconciliation statements reconciling the beginning and end-of-period balances; and (c) statement of TA commitments, that is, unpaid balances undersigned TA contracts. All TA-related invoices, whether advance payments or committed expenditures, will be subject to applicable government controls and procedures. Page 96 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 31. An Excel sheet will be developed to facilitate consolidation by the DAGBP before AF project effectiveness. The agreed-upon IFR template will be included in the POM. 32. External audit. The DAGBP, in consultation with the DSSP, will be responsible for the preparation of the TA financial statements. The annual audit of the TA financial statements will be conducted by the IGF. The audit report will be sent to the World Bank no later than nine (9) months after the end of the fiscal year under review. The ToR will be discussed with the auditor no later than three months following the effectiveness of the AF. The capacity of the DAGBP to prepare the PFSs has been assessed and found satisfactory with the implementation of risk mitigation activities. The audit report and opinion will cover the TA financial statements, reconciliation, and use of the DA, use of direct payments, and claim-based withdrawals. In addition, the IGF is required to prepare a ‘Letter to Management’ identifying any observations, comments, and deficiencies in the system and controls that the auditor deems relevant and must provide recommendations for their improvement. Table 3.3 below highlights the actions of the FM Action Plan and the timeline for completion. Table 3.3. FM Action Plan Action Responsible Deadline and Party Conditionality 1. Appoint one FM officer familiar with the World Bank FM DAGBP 3 months following procedures or recruit one FM officer with ToR acceptable to project effectiveness the World Bank 2. Create line items or identify budget line in the budget/program DAGBP 3 months following of the MOE to facilitate the monitoring of the implementation project effectiveness and expenditure related to the TA component 3. Prepare a detailed annual work plan and budget for DAGBP 3 months following implementing the project TA activities (no later of November project effectiveness 30 every year) 4. Update/configure the Excel software to prepare the program DAGBP 3 months after IFRs and annual financial statements related to the TA effectiveness 5. Update the FM section of the POM to the reflect the AF as well DAGBP 3 months after as FM requirements of the TA component effectiveness 6. Open a DA for the IPF Project (TA) DAGBP/MoF Before IBRD initial deposit (see TA component) 7. Agree with the IGF on the ToRs of the audit of the annual DAGBP/IGF 3 months after financial statements of the IPF Project component effectiveness 8. Capacity development of FM staff of all Implementing entities DAGBP/World Over the program life as well as operationalization of the Internal audit function of Bank the AREF 33. Program governance and anti-corruption mechanisms. Tayssir's revised procedures manual includes detailed provisions for handling complaints/requests from beneficiaries using the information management system. The latter is complemented by the national governance and anti-corruption system, which includes the following institutions: the Ombudsman Institution, the MoE Inspectorate General, the IGF, and the Court of Accounts (Supreme Audit Institution). The Ombudsman Institution is mandated to manage citizens' complaints. It is deployed at the subnational level through regional units complemented by focal points and publishes an annual report. The 2019 report shows that education is the third most complained-about sector (absenteeism, weaknesses in the functioning of schools). The growing increase Page 97 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) in the number of complaints filed with the Ombudsman Institution year after year confirms the growing confidence of citizens in the system. Approximately 42 percent of complaints are managed or are in the process of being handled by the Ombudsman, and the remaining 58 percent are transferred to the relevant administrations, including the IGAA, the internal audit unit of the MoE. 34. Tayssir's anti-corruption system, which is based on the complaints mechanism described in the revised procedures manual, the Ombudsman Institution, the Supreme Audit Institution, the IGF, and the MoE Inspectorate General, is considered adequate. 35. The World Bank's ‘Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants,’ dated October 15, 2006, and revised in January 2011 and as of July 1, 2016 (Bank’s Anti-corruption Guidelines), shall apply to the project. The reporting format will include (a) the location and date of the complaint, (b) the description of the complaint, (c) the status of the complaint, and (d) the results of the investigation. The World Bank's prerogative to conduct administrative investigations into allegations of fraud and corruption was explained to the borrower during the initial preparation of the parent loan. 36. Actions related to fraud and corruption. The MoE shall (a) take all appropriate measures to ensure that the Program is implemented in accordance with the World Bank's anti-corruption guidelines; (b) take all appropriate measures to prevent fraud and corruption in connection with the Program, including adopting and enforcing appropriate fiduciary and administrative practices and institutional mechanisms to ensure that funds from the loan are used only for the intended purposes; (c) promptly inform the World Bank of all credible and material allegations or other indications of fraud and corruption in connection with the Program that come to its attention, and of the investigative and other steps the borrower proposes to take with respect thereto; (d) take timely and appropriate steps to investigate such allegations and indications, report to the World Bank on the steps taken in connection with such investigation at intervals agreed upon by the borrower and the World Bank, and promptly after completion of any such investigation, report to the World Bank the findings of such investigation; and (e) if the borrower or the World Bank determines that any person or entity has committed fraud or corruption in connection with the Program, take timely and appropriate action satisfactory to the World Bank to remedy or otherwise address the situation and prevent its recurrence. Procurement 37. Applicable procurement regulations. Procurement of the TA activities under the AF will mainly consist of consulting services and will be carried out in accordance with the World Bank Procurement Regulations for IPF Borrowers (Regulations) dated November 2020 and other provisions stipulated in the Financing Agreement. The World Bank’s ‘The Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants,’ dated October 15, 2006, and revised in January 2011 and as of July 1, 2016, shall apply to the project. The World Bank’s Standard Procurement Documents (SPDs) shall be used for all procurements to be carried out following open international procurement procedures. Further, the Moroccan Public Procurement Decree No. 2-12-349 of March 20, 2013, with additional provisions specified in Section V of the World Bank’s Procurement Regulations will apply as appropriate. Page 98 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 38. Procurement oversight and audits. Procurement oversight and audits are conducted during implementation by the Ministry of Finance. In addition, the Court of Accounts can carry out oversight in the form of audits. 39. Complaints. All complaints shall be recorded by the borrower in Systematic Tracking of Exchanges in Procurement (STEP). Complaints arising in connection with contracts for which the World Bank’s SPDs are required to be used shall be administered and handled in accordance with the World Bank’s Procurement Regulations. Complaints in connection with national procedures are to be handled by the borrower in accordance with the applicable complaint review rules and procedures that are acceptable to the World Bank. A complaint that includes allegations of fraud or corruption may require special treatment. The borrower and the World Bank shall consult to determine any additional actions that may be necessary. In Morocco, management of complaints in procurement using national procedures is performed by the National Commission for Public Procurement (NCPP) through a separate competition subcommittee that comprises 14 representatives from across the Government who provide advice on pending procurements and work to address competition and complaints issues. The NCPP reviews complaints and provides an opinion to the ministries. These opinions are nonbinding and can be overruled by the ministry. The reviews are all published on the Government General Secretariat’s website. 40. Procurement arrangements. The project’s procurement will be carried out by the MoE, through the DAGBP (to oversee carrying out procurement processes and fiduciary responsibilities) and the DSSP (to oversee implementing and monitoring the TA activities). Detailed procurement processing procedures, with clear responsibilities and business standards for various steps, will be outlined in the POM. 41. Procurement capacity and risk assessment. A procurement risk and capacity assessment of the implementing agency (DAGBP) was completed by the World Bank. This evaluation considered the entire contracting process, which encompasses (a) planning; (b) preparing procurement documents; (c) receiving and evaluating bids or proposals; (d) finalizing, signing, and managing contracts; (e) monitoring projects’ implementation; and (f) filing and archiving documents for audit and post review. The capacity assessment revealed that the DAGBP has had experiences in carrying out procurement for projects that were financed by multilateral banks and international donors such as the World Bank (IBRD), the African Development Bank (AfDB), and the Japanese Bank for International Cooperation (JBIC). 42. Nevertheless, the DAGBP does not yet have experience with World Bank Procurement Regulations. Therefore, the residual procurement risk is considered Substantial. The World Bank’s prior review thresholds for Substantial risk-rated projects as set forth in the World Bank Procedure on Procurement in IPF and other Operational Procurement Matters shall apply. 43. The key procurement risks include: • Lack of experience in the implementation of World Bank-funded investment projects according to the World Bank Procurement Regulations which may lead to delays in the procurement process and in the implementation of TA component • Lack of proficiency in the different consultant selection approaches provided for in the World Bank Procurement Regulations • Risk of dual application of national procurement regulations and World Bank rules leading to delays in the implementation of the TA Page 99 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) • Risk of inappropriate management of the contractual relationship between the MOE and United Nations Development Program (UNDP) if the ministry opts for such an arrangement for the execution of part or all the TA. 44. The following actions will be taken to mitigate the identified procurement risks: • Include in the POM a section where procedures that will govern the procurement of the TA will be clearly detailed and explained. • Provide training on the World Bank procurement rules for the MoE/DAGBP staff who will be involved in conducting the procurement under the TA. • Comply, for the selection of consultants, with the procedures and approaches provided for in the World Bank Procurement Regulations, without duplication of procedures, as provided for in Article 3 of Decree No. 2-12-349 of 8 Jumada I 1434 (March 20, 2013) relating to public procurement published in the Gazette (B.O) No. 6140-25 of April 04, 2013. • Ensure that the contractual relationship between the MoE and UNDP, as needed, is governed by the Framework Agreement between the borrower and the UNDP already approved by the World Bank. • Hire an experienced procurement consultant to help with the procurement aspects under the IPF component. 45. Project Procurement Strategy for Development. The TA (highlighted below in table 3.4), will mainly consist in the selection of consultants (individual consultants and consulting firms) to accompany the MoE during the implementation of the following TA activities. Table 3.4. Proposed TA by RA (IPF Project) RA 1 • Development of quality assurance and labeling tools for preschool units • Study on the continuity between the preschool and primary school curriculum • Strengthening of the development of the training system for preschool educators • Capacity building of the MoE RA 2 • Development of a national classroom observation and teacher coaching tools • Development of a digital platform for the selection and recruitment of teachers and deployment • Support for the design of a National Institute of Professorship • Development and dissemination of tools and standards RA 3 • Design and deployment of an integrated budgetary and accounting information system for the MoE • Development of tools and standards for budgetary and financial management • Design of a new integrated governance scheme for ‘social support’ activities • Development of a methodology for the school evaluation/labelling process • Strengthening of the capacity of school principals and improvement in the functioning of school principals’ networks • Design of training program • Evaluation of the SIP implementation • Support for the MOE to pilot and scale up of innovative pedagogical models and teaching approaches (2023– 25) (TaRL) Page 100 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 46. The main procurement packages include the selection of Individual consultants and consulting firms to provide TA to the MoE. The MoE, with support from the World Bank, will determine the most appropriate consultants’ selection approaches and arrangements for the project within the boundary of the Project Procurement Strategy for Development (PPSD) and the provisions stipulated in the Loan Agreement. Based on experiences and the market analysis conducted recently as part of the NADOR IPF Project PPSD, the local market in Morocco for consulting services ensures sufficient competition and has enough qualified and experienced consulting firms. However, the large and more complex TA packages envisaged under the project will be procured following international competitive selection procedures using the World Bank’s standard request-for-proposals documents. 47. Procurement Plan. With World Bank’s support, a Procurement Plan for the first 18 months of the project has been prepared as part of the PPSD. The Procurement Plan will be updated in agreement with the World Bank team annually or as required to reflect the annual project implementation needs. The MoE will use the World Bank’s STEP system, to prepare, clear, and update the Procurement Plans and to document procurement transactions. Page 101 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) ANNEX 4: ENVIRONMENT AND SOCIAL SYSTEMS ASSESSMENT - ADDENDUM 1. E&S performance of the parent Program. The parent Program's management of E&S risks and impacts is rated Moderately Satisfactory. The action plan for the environmental and social assessment of the Parent Program includes two actions: (a) appointment within the MoE and among the members of the Technical Committee (TC) of a focal point for social and environmental safeguards for the duration of the Program and (b) strengthening of the grievance management mechanism. While the first action has been completed, the second is still in progress. During the MTR in April 2022, a work schedule was agreed upon with the MoE Communication Directorate and DSI to refine the protocol for monitoring complaints and the process for preparing reports in accordance with the regulations in force. 2. Institutional capacity of the borrower. The MoE, at the national level, has overall responsibility for the preparation and implementation of the project and will be responsible for the planning, preparation, and implementation of the various project activities. The ministry has initial experience with World Bank requirements through the parent Program, but since the parent Program is a PforR, the ministry has no experience with World Bank safeguards and the Environmental and Social commitments. However, based on the parent Program, the ministry's implementation capacity is fragmented and could benefit from strengthening. In terms of social inclusion, qualified capacity on gender, gender-based violence, and disability inclusion would be needed to conduct the social assessment and implement its recommendations. 3. Potential E&S impacts and risks of AF. Given the nature of the AF activities, which are all aimed at strengthening the capacity, skills, governance, and performance of the preschool and basic education system, the overall effect of the investments is expected to be beneficial. The AF does not include any physical structures or construction activities and therefore does not have any impacts related to land acquisition or the construction and/or rehabilitation of education-related infrastructure. In addition, the anticipated adverse environmental effects of the AF are not expected to be significant, according to Core Principles 1, 2, 3, and 4 of the policy. Indeed, none of the activities of the AF are likely to affect SIBE in Morocco or significantly transform natural habitats or significantly alter biodiversity areas and/or cultural resources. 4. The E&S risks and adverse impacts associated with the AF are considered Moderate. While these risks were rated Low in the parent Program and environmental risks are still rated Low for the activities proposed under this AF, social risks are rated Moderate due to the risks of exclusion of teachers with disabilities directly and children with disabilities indirectly as well as the substantial risks related to SEA of project beneficiaries (teachers, administrators) or community members as well as SH of workers in the workplace. Specifically, the risks of SEA and SH were not included in the parent Program's ESES because the World Bank's practice of covering these risks under human development PforR was still in development. In addition, the moderate risk rating also reflects the difficulties encountered by the E&S focal point in drafting the parent Program's GRM system. According to the Program description, the new DLIs have low environmental impacts, moderate social impacts, and substantial SEA/SH risks that can be prevented and mitigated. 5. The borrower's environmental and social management systems. No significant changes in E&S regulatory requirements applicable to activities under the AF have been identified. Page 102 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) 6. Contributions to the PAP. To provide a detailed description of the full range of social risks and mitigation measures, a social assessment will be required during implementation. The objective of the assessment would be to identify entry points for mitigating the risks of social exclusion, SEA and SH, gender and other discrimination, elite capture, and redress of dysfunctional grievances. The MoE will be required to conduct targeted consultations with the specific target groups that will benefit from the Program. The project-level grievance mechanism will be fully functional to respond to public inquiries and complaints from beneficiaries or members of the broader community. A worker-specific mechanism will also be put in place, while claims related to SEA/SH will have their own separate mechanism to ensure full confidentiality and compliance with the survivor-centered approach. 7. Although the project does not involve physical work, there is a potential risk to the community health and safety of those affected by the project, including beneficiaries and other stakeholders. Community health and safety issues are associated with typical risks/impacts during TA activities, particularly those that include interaction between training/coaching staff and educators. Where the risk of COVID is high, a multipronged approach to preventing transmission to COVID-19 through mask wearing, mandatory vaccination, and improved ventilation and air filtration in classrooms will be recommended for face-to-face activities. All measures to ensure the safety of members of the teaching/learning community must be taken to prevent any accidents or injuries. Minor risks to the community, such as exposure to nuisances (such as noise) and public health concerns (such as exposure to communicable diseases), will also be considered. To prevent the risk of exclusion of people with disabilities, universal access, and accessible design as well as the needs of people with physical and/or cognitive disabilities accessing training venues will be considered. 8. The implementation of identified mitigation measures will be supported by an Environmental and Social Technical Guide—to consolidate the procedures that would allow for the effective implementation of the mitigation measures, to present the technical tools necessary to operationalize the procedures, and to identify the entities responsible for their implementation. This guide will also form the basis for the development of training modules for capacity building of stakeholders on E&S management under the Program. The E&S Technical Guide will be an integral part of the POM. 9. The designation of an E&S focal point from the first month of the Program’s entry into force, who will report to the Program Management Unit, trained in E&S management, whose missions will be to ensure, in close collaboration with all stakeholders, coordination and monitoring of the implementation of actions to strengthen social and environmental management systems; collection and centralization of all information related to social and environmental risks and their mitigation measures; monitoring and evaluation of the implementation of mitigation measures; and integration of data into the reporting agreed between the client and World Bank (semiannual or annual). 10. Designation of an E&S focal point within each of the Program stakeholders to strengthen (or develop) their E&S management systems and ensure close and documented monitoring. These focal points will be the correspondents of the PMU focal point. They will provide the PMU focal point with the necessary and useful information based on E&S monitoring sheets. These will be detailed in the E&S Technical Guide. 11. The PMU E&S focal point will prepare the E&S Technical Guide during the first quarter of the Program's effectiveness. Based on the E&S Technical Guide, the PMU E&S focal point will develop a training plan for all Program stakeholders. The training plan should be deployed during the first half of the Program's implementation. Page 103 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) . ANNEX 5: MODIFIED PROGRAM ACTION PLAN Action Completion Description Source DLI# Responsibility Timing Measurement Action Establish a Technical MOE Other No later than 3 Ministerial No Change Strategic Steering months after decision note Committee (SSC) Loan establishing SSC to ensure effectiveness has been effective submitted to the monitoring of Bank Program implementation and production of reports on the implementation status. Establish a Technical MOE Other No later than 3 Ministerial No Change Technical months after decision note Committee (TC) Loan establishing TC has to ensure effectiveness been submitted to effective Program the Bank. Monitoring and Reporting Adopt a Program Technical MOE Other No later than 3 POM approved by Revised Operation months after MOE and no- Manual (POM) Loan objected by the (including details effectiveness Bank is distributed on verification to all entities protocol for each involved in DLI, and provision Program on clear Implementation segregation on expenditure of the Education P4R and Social Protection Project) Proposed Adopt a Program Technical MOE Other No later than 3 POM approved by Operation Manual months after MOE and no- (POM) (including Loan objected by the details on effectiveness Bank is distributed verification to all entities protocol for each involved in DLI, and provision Program on clear Implementation segregation on expenditure of the Education P4R and Social Protection Page 104 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Project) Implement the Technical MOE Recurrent Continuous A budget has been Marked for Technical allocated by the Deletion Assistance Plan Ministry of identified in the Economy and POM. Finance. Monitor timely Fiduciary Systems MOE, MOF, WB Recurrent Continuous Statement of No Change payment of each payment of the tranche of the CCT cash allowance (January, April, July) during Program implementation Establish a Technical MOE Other No later than 3 Ministerial Marked for Strategic Steering months after decision note Deletion Committee (SSC) Loan establishing SSC to ensure effectiveness has been effective submitted to the monitoring of Bank Program implementation and production of reports on the implementation status. Establish a Technical MOE Other No later than 3 Ministerial Marked for Technical months after decision note Deletion Committee (TC) Loan establishing TC has to ensure effectiveness been submitted to effective Program the Bank. Monitoring and Reporting Adopt a Program Technical MOE Other No later than 3 POM approved by Marked for Operation months after MOE and no- Deletion Manual (POM) Loan objected by the (including details effectiveness Bank is distributed on verification to all entities protocol for each involved in DLI, and provision Program on clear Implementation segregation on expenditure of the Education P4R and Social Protection Project) Implement the Technical MOE Recurrent Continuous A budget has been Marked for Technical allocated by the Deletion Assistance Plan Ministry of identified in the Economy and Page 105 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) POM. Finance. Monitor timely Fiduciary Systems MOE, MOF, WB Recurrent Continuous Statement of No Change payment of each payment of the tranche of the CCT cash allowance (January, April, July) during Program implementation Carry out an Fiduciary Systems MOE, WB Recurrent Yearly Updated action No Change annual external plan on the audit by implementation of competent the audit bodies, including recommendations follow-up regarding the recommendation s of previous audit reports. Appoint a Social Environmental and Social MOE Other No later than 3 Focal point No Change and Systems months after identified and Environmental Loan communicated to Focal Point for effectiveness the World Bank the MOE among date team. members of the Technical Committee for the duration of the Program. Strengthen the Environmental and Social MOE Other No later than 12 GRM tools are Revised existing Systems months after available. An Grievance Loan action plan to Redress effectiveness review and Mechanism date strengthen the (GRM) existing Grievance Redress Mechanism (GRM) has been developed. Proposed Strengthen the Environmental and MoE Other No later than 3 GRM acceptable to existing Grievance Social Systems months after the Bank is Redress project operational 3 Mechanism effectiveness months after (GRM) project effectiveness Social evaluation Environmental and Social MoE Other No later than 12 Measures for New of the project Systems months after managing risks of loan social exclusion, Page 106 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) effectiveness sexual date exploitation, abuse and harassment as well as malfunctioning redress mechanisms are identified and included in the social inclusion and risk management guide. . Page 107 of 108 The World Bank Morocco Education Support Program Additional Financing (P179637) Page 108 of 108