The World Bank Emergency Support to Education For all Project (P132616)
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1 Public Disclosure Authorized AFRICA Madagascar Education Global Practice Recipient Executed Activities Emergency Recovery Loan FY 2014 Seq No: 5 ARCHIVED on 10-Jan-2016 ISR21983 Implementing Agencies: UAT-EPT Public Disclosure Authorized Key Dates Key Project Dates Bank Approval Date:16-Oct-2013 Planned Mid Term Review Date:09-Nov-2015 Original Closing Date:01-Jun-2017 Project Development Objectives Effectiveness Date:22-Jan-2014 Actual Mid-Term Review Date:09-Nov-2015 Revised Closing Date:01-Jun-2017 Public Disclosure Authorized Project Development Objective (from Project Appraisal Document) The Project Development Objectives are to preserve access to primary education and improve the teaching and learning environment intargeted areas in the recipient s territory. Has the Project Development Objective been changed since Board Approval of the Project Objective? No PHRPDODEL Components Public Disclosure Authorized Name Component 1: Facilitating access to and retention in primary education by reducing the costs of schooling borne by families:(cost $37.20 M) Component 2: Supporting the learning process by improving the teaching and learning environment:(cost $35.90 M) Strengthening the foundations of the primary education system by rebuilding stakeholders capacity and improving community participa tion and transparency:(cost $8.30 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial 1/10/2016 Page 1 of 9
2 Implementation Status and Key Decisions The Madagascar Emergency Support to Education for All (PAUET in French) is funded by a Grant from the Global Partnership for Education (GPE) in the amount of USD85.4 million to support the implementation of the Interim Education Sector Plan of the Government of Madagascar. Implementation of the Interim Education Sector Plan is also supported by the International Development Association funded multisector program Madagascar Emergency Support to Critical Education, Health, and Nutrition Services (PAUSENS), and other donor support. PAUET is implemented by the Unite d'appui Technique a l'education Pour Tous (UAT-EPT), and the World Bank is the Supervision Entity for the project. The Grant Agreement was signed on October 24, 2013, and the project was declared effective on January 22nd, This fifth ISR reports on implementation progress one year and 10 months after effectiveness of the project, and follows the project Mid Term Review which was conducted in November Overall, the project is making satisfactory progress toward achieving its expected outcomes, having reached about 1.95 million beneficiaries, including contributing to the continued enrollment of 1.81 students in primary schools in the 12 regions targeted, training about 15,000 community teachers, and with 128 classrooms under construction. Project implementation progress by component is described below: Component 1: Facilitating access to and retention in primary education by reducing the costs of schooling borne by families. 1. Subsidies to community teacher salaries. Under this component, since January 2015, four-month salary subsidies were provided allowing for the payment of about 21,000 community teachers in 12 regions of the country. In November 2014, the MoE decided to finance through the national budget the social security benefits of the community teachers; the project has therefore not been financing these benefits. In view of aligning the project to national procedures, it was decided that the State mechanism for teacher payments will be used under the project starting in An agreement between the MoE and BIANCO (national anti corruption institute) was signed in April 2015 in order to ensure that anti-corruption measures are undertaken in the management and processing of the salary payment of community teachers, including community teachers newly appointed as civil servants. School principals, teachers, and about 19,900 persons from local communities, parents associations, and local school committees have been trained on social accountability and the fight against corruption in relation to the management of community teachers as well as school grants. 2. School kits. In addition, the delivery of school kits containing basic school supplies for primary school students is underway, with about 1.9 million kits produced. About 279,800 kits had been made available to schools as of October 2015, with about an additional 717,000 kits available at the CISCO (district) level on their way to delivery to schools. School principals, heads of CISCO, and heads of ZAP (sub-district) have been trained on the reception, distribution and reporting tools for the school kits, as well as their transportation by schools from the district level to the school level. Component 2: Supporting the learning process by improving the teaching and learning environment. 3. Teacher training: A teacher competency framework has been adopted, and training modules have been developed and adopted by the MoE as official in-service training modules for all teachers in the territory. From August to October 2015, nearly 15,500 school principals and teachers in the five regions targeted received training. Materials such as guides for trainers, pedagogical, didactic and academic modules have been distributed to trainers and community teachers. An assessment tool was developed to evaluate the learning of teachers and students for one primary grade level following this training, and additional tools were developed to support the actors (Pedagogical directors and sub district officers [Chefs ZAP]) providing pedagogical support to the teachers and school principals. 4. School grants: To date, nearly 11,600 schools have received grants under the project in 2014 and 2015, allowing them to fund school materials, maintenance and repairs, and operating costs. Training sessions on a new structure established by the Government in May 2015 for local school committees (FEFFI) and on school grant management have been organized for Chefs ZAP, heads of CISCO and regional officers (DREN). 5. School feeding: About 111,200 school children in about 600 schools have received one meal per day through the school feeding program since June 2014, contributing to an attendance rate of about 90 percent in the schools receiving these services, as compared to schools in the same region not receiving school feeding, which had an attendance rate of about 65 percent. In addition, nearly 10,000 more students benefited from WFP-provided school feeding services in 94 schools in one additional district in July 2015, following the July 2015 reallocation allowing for an emergency response to the critical status of nutritional insecurity in this district following a drought in February The services in these schools consisted of take-home family rations, and led to increased enrollments in the schools served. A feasibility study on sustainable school feeding was completed in December 2015, and has recommended a model which is expected to be piloted beginning in April This model would reduce the per-student cost of providing school feeding from USD35 (using current arrangements financed by the project) to USD With respect to school construction, local communities have been trained in management using modules developed under the project and translated into Malagasy. Sites have been selected in 100 communities for construction, and a first phase of construction has been launched for 64 sites (128 classrooms and 64 latrine modules). School construction on these sites is ongoing and expected to be finished by February Works on water access points are expected to begin in May 2016, after the rainy season. Component 3: Strengthening the foundations of the primary education system by rebuilding stakeholders capacity and improving community participation and transparency. 7. Institutional strengthening: A national consultant is supporting the MoE to develop its Education Sector Diagnostic, which will inform the preparation of the new Education Sector Plan and works with the three ministries in charge of Education. The first three chapters of the diagnostic have been developed and submitted for comments to development partners. The rest of the chapters (4 to 8) are expected to be 1/10/2016 Page 2 of 9
3 written and finalized in January An Institutional Strengthening Plan was developed and its implementation has begun: activities financed include: (i) equipment and 565 motorcycles to sub-district officers in order to facilitate the supervision of schools; and (ii) IT equipment and training for 114 IT assistants in regions. 8. Capacity building for communities: Illustrated guides for 6 modules of training have been finalized, and training of 100 communities in management has been completed as a part of the community-based school construction approach. Two key decisions were made during the Mid Term Review: 9. Given large fluctuations in U.S. dollar (currency of the project grant) and the Ariary (currency used for many activities at the country level), there are additional resources available for the project. The Government and World Bank, in consultation with the local education group, have decided to restructure the project in order to increase its scope in line with project objectives, additional funds available, and current sector needs. 10. The Ministry of Education has appointed a civil servant to co-lead the coordination function of UAT-EPT. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- High High 1/10/2016 Page 3 of 9
4 Macroeconomic -- Moderate Moderate Sector Strategies and Policies -- High High Technical Design of Project or Program -- Moderate Moderate Institutional Capacity for Implementation and Sustainability -- Substantial Substantial Fiduciary -- Substantial Substantial Environment and Social -- Low Low Stakeholders -- Substantial Substantial Other -- Substantial Substantial Overall -- Substantial Substantial Results Project Development Objective Indicators Direct project beneficiaries (Number, Core) Value Number of direct beneficiaries is the number of primary school children enrolled in the 12 regions targeted, plus the number of subsidized community teachers, the number of children receiving school feeding services, the number of school directors and community teachers trained (including those newly recruited as public servants), and the number of pedagogical directors and heads of ZAP (sub-district officers) trained. The percentage of female beneficiaries was calculated using only the number of primary school children enrolled in the 12 regions disaggregated by gender, as data disaggregated by gender was not yet available on beneficiaries of other interventions. Female beneficiaries (Percentage, Core Supplement) Value Students enrolled in primary schools in project areas, including by gender (Number, Custom) 1/10/2016 Baseline Page 4 of 9 Public Disclosure Actual Copy (Previous) Actual (Current) End Target
5 Value Date 28-Feb Jul Jul Jun-2017 Female students enrolled in primary schools in project areas (Number, Custom Breakdown) Value Number of additional classrooms built or rehabilitated at the primary level resulting from project interventions. (Number, Core) Value classrooms are under construction and expected to be completed by February Number of community (FRAM) teachers benefitting from training in key basic competencies provided by the project (disaggregated by gender) (Number, Custom) Value Figure includes 12,752 teachers and 2,361 community school principals (who also teach in schools) trained. An additional 730 community teachers recently integrated by the Government as civil servants were also trained under the project and are not included in the actuals reported for this indicator. Overall 1/10/2016 Page 5 of 9
6 Intermediate Results Indicators Number of community teachers certified to be in service paid (Number, Custom) Value Date 28-Feb Jun Oct Jun-2017 Final data confirmed for the 2014 calendar year was 21,606 community teachers certified in service paid. Current figure reported on October 30, 2015 still needs to be confirmed for the 2015 calendar year. Data disaggregated by gender was not available with respect to the number of community teachers paid; this data is expected to be available by the next supervision mission. Number of female community teachers certified to be in service paid (Percentage, Custom Supplement) Value Number of school kits distributed (Number, Custom) Value This indicator refers to school kits distributed to the school level. 717,386 of the kits produced to date are available at the CISCO (district) level for delivery to schools, in addition to the 279,745 already distributed to schools. 1/10/2016 Page 6 of 9
7 Percentage of teachers using new teaching methods (Percentage, Custom) Value Classroom observations which will provide data to track progress on this indicator are expected to be conducted in December Change in learning achievements (Text, Custom) Value Significant A baseline survey was launched in October 2015 and will provide data to track progress on this indicator Number of schools receiving school grants funded by the project (Number, Custom) Value Current actual reported represents the number of schools having received grants in 2014, confirmed by spot checks and external verification firms. Previous actual reported from July 31, 2015 had not yet been confirmed. 1/10/2016 Page 7 of 9
8 Number of children benefitting from school feeding activities (Number, Custom) Value Actual consists of number of beneficiaries receiving either school meals or rations (emergency response activities) provided under the project. Number of parents' associations/school management committees trained in social accountability tools (Number, Custom) Value There was an error in the actuals (from July 31, 2015) reported in the previous. The previous actual should have been 0. Availability of long-term (5-year) Education Sector Plan (Text, Custom) Value - N/A Sector diagnostic in progress, to inform preparation of draft Education Sector Plan Final and consultations Overall Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed Disbursed 1/10/2016 Page 8 of 9
9 P TF Effective USD % Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P TF Effective 24-Oct Oct Jan Jun Jun-2017 Cumulative Disbursements Restructuring History Level 2 Approved on 22-Jul-2015 Related Project(s) There are no related projects. 1/10/2016 Page 9 of 9
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