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1 Public Disclosure Authorized AFRICA Mozambique Education Global Practice IBRD/IDA Investment Project Financing FY 2011 Seq No: 15 ARCHIVED on 27-Mar-2018 ISR31726 Implementing Agencies: Ministry of Economy and Finance, MIN OF EDUCAT.(TF99811-MOZ), Government of Mozambique, Ministry of Science and Technology, Higher, Technical and Professional Education, Ministry of Education and Human Development (MINEDH), Ministry of Education and Development Public Disclosure Authorized Key Dates Key Project Dates Bank Approval Date:28-Apr-2011 Planned Mid Term Review Date:14-Oct-2013 Original Closing Date:31-Jul-2015 Effectiveness Date:06-Feb-2012 Actual Mid-Term Review Date:30-Sep-2013 Revised Closing Date:30-Jun-2019 Public Disclosure Authorized Project Development Objectives Project Development Objective (from Project Appraisal Document) The original PDO is to improve access to and, quality and equity of education. No changes to the PDO are proposed in therestructuring. Has the Project Development Objective been changed since Board Approval of the Project Objective? No PHRPDODEL Components Name Improving the quality of education:(cost $ M) Public Disclosure Authorized Strengthening Local Governance and School-Based Management:(Cost $93.00 M) Supporting community-based Early Childhood Development activities:(cost $47.00 M) Improving Access to Education:(Cost $52.40 M) HIV/AIDS Prevention and Mitigation:(Cost $3.70 M) Institutional Strengthening and Support of monitoring and policy development:(cost $4.00 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Satisfactory 3/27/2018 Page 1 of 12

2 Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions 1. Component 1: Improving the Quality of Education: This component supports MINEDH s efforts to improve learning outcomes through strengthening content knowledge among teachers, promoting effective classroom instruction, and providing relevant instructional materials. Implementation progress in this component is satisfactory. In teacher training (Subcomponent 1.1,) MINEDH has continued the implementation of the new in-service teacher training strategy, which aims at improving teaching abilities in lower primary education. In 2017, more than 12,700 teachers were trained under the new in-service teacher training strategy. In addition, progress has been made in preparation of a new pre-service teacher training model (12+3), which was initially projected to start in June 2018 but recently postponed by MINEDH. This is a big initiative, which aims at strengthening the profile and improving the training of new teachers, while unifying the pre-service teacher training system into one unique model that would replace the other two coexisting models currently in place. MINEDH is conducting a participative process, including consultation with different units and levels of the Ministry, cooperating partners, civil society and teachers associations. However, there still seem to be important lagoons in MINEDH s plan in terms of costing, and implications for the projected number of teachers and pupil-teacher-ratios. The next steps to finalize this process are not clear, but discussions seem to have gained new dynamism and positive progress. In textbook procurement (Subcomponent 1.2), the first government-generated workbooks in Grade 1 language and mathematics were delivered to schools in 2017, and received valuable feedback from teachers. Grade 2 workbooks and teachers guides were also developed and printed as initially planned and distribution to schools began in January Curriculum development (Subcomponent 1.3), supports MINDEH s efforts to update the primary education curriculum and related learning materials. In this context, the revised primary education curriculum for Grade 1 was introduced in schools in 2017, while Grade 2 will be introduced in 2018, and Grade 3 in The curriculum framework for Grades 4 to 6 is near completion, although MINEDH is debating alternative options for those grades, such as reducing the number of subjects to focus only on a smaller number of core subject areas. Out of the current 9 subjects in Grades 4 to 6, the proposal includes reducing them to five subjects in Grade 4, and six subjects in Grades 5 and 6. MINEDH is analyzing this decision and the rollout of the revised Grade 4 curriculum is expected for Component 2 (Strengthening Local Governance and School-Based Management): This component supports the strengthening of school management through improving the delivery of school grants (ADE), revitalizing the School Councils, and improving school management capacity. The ADE school grants (Subcomponent 2.1) are key to the functioning of schools and allocated in two tranches per year. In 2017, 99% of primary schools received the first transfer of ADE funds by the February deadline (one of the DLIs under the PFM4R operation). However, only 46% of schools received the second transfer of ADE funds by August, compared with 66% in By mid-november 2017, all schools had received the funds from the second tranche. The delay had to do with the fact that MINEDH budgeted these funds under the PFM4R operation, for which disbursements require previous validation of the achievement of the DLIs. MINEDH will continue working towards on-time allocation of the second tranche. In addition to the regular ADE grants, MINEDH is considering a third component of ADE, which would be based on school performance. In the last quarter of 2017, MINEDH tested three models of performance-based ADE and, based on the results, selected one of the models to pilot on a larger scale and with a rigorous impact evaluation in The Bank is currently providing technical assistance in the design of this 2018 pilot and is also leading an independent impact evaluation in the province of Inhambane. The model is based on a performance indicator that includes measures of teachers and students absenteeism, school council participation, and transparency in the use and report of ADE funds. Although MINEDH is delayed in the implementation, and despite lengthy discussions with the Bank, which resulted in agreements on specific aspects of the proposal and evaluation, the pilot is expected to be initiated in the next month. MINEDH continues to promote the effective functioning and active role of the school councils (also Subcomponent 2.1) according to three dimensions: (i) School Board elected as per the agreed election criteria; (ii) information on allocated resources displayed transparently and consistent with preapproved plans; and (iii) school development plans approved by the School Board. MINEDH informed that more than 76% of schools now have active school councils meeting all three dimensions, which represents significant progress since the last ISR (60%). MINEDH is improving and institutionalizing supervision at the district level (Subcomponent 2.2.). In 2017, 71% of complete primary schools (EPCs) were formally supervised (exceeding the target of 50%) with 55% of those schools receiving follow-up visits. However, reliability of supervision data remains a concern and the quality of supervision performed by districts requires improvements in terms of clearly communicating recommendations to schools, leaving registries with these recommendations at the school, and following-up on these recommendations in the second supervision visits. In 2017, MINEDH trained 1,956 school principals (Subcomponent 2.3) in three regional Teacher Training Institutes (IFPs) throughout Mozambique. In 2018, MINEDH plans to train an additional 3,820 school principals in one IFP for each province. This proposal aims at reducing costs by providing in-service training for teachers and principals closer to their duty station. A report on the assessment of school principals training at the IFPs (financed by 3/27/2018 Page 2 of 12

3 UNICEF) has been undertaken to examine which practices could be improved. A draft was shared with the Bank and presented to the Teacher Training Thematic Group in February The main findings of the reports point for the need (i) to train trainers on didactics and the use of the modules of the course; (ii) to focus on practical exercises and case studies to allow for a formative assessment of the trainees; and (iii) to strengthen the collaboration among key stakeholders, province, districts and teacher training colleges.the final report is expected by end of March. 3. Component 3 (Supporting Community-based Early Childhood Development): While escolinhas in Phase I communities (150 in total) have continued to operate as normal, activities in some Phase II communities (200 in total) were delayed. TPPs were expected to complete operationalization of all Phase II escolinhas by December 2017 to provide enough time and training for the MINEDH to consolidate capacities in 2018 and take over the full administration of the program in By December 2017, around 30% of the Phase II escolinhas were still not operating. Although this situation has improved and as of March 2018, 94% communities had initiated activities, the delays raised concerns for the overall timeline of the project, including the transfer of competencies from the TPPs to MINEHD. Progress has been made in some areas of the DICIPE program, including activities and trainings to transfer supervision and monitoring competencies from the Independent Verification Agencies (IVAs) to MINEDH at central, provincial and district levels. In addition, the Ministry (with support of the Bank) is working to develop elements of sustainability of the program with specific focus on: (i) establishing a national ECD curriculum; (ii) standardization of the parent education package; and (iii) developing a standardized monitoring and evaluation system of the escolinhas to be used by MINEDH, including a focus on quality of service delivery. One issue that remains problematic and is crucial for the sustainability of the program is to improve the mechanisms of disbursing subsidies to facilitators (pre-school teachers) to avoid delayed payments. The Bank is conducting both a process evaluation and an impact evaluation that will bring important inputs for MINEDH to decide on possible strategies and the scaling up of ECD activities nationwide. The data collection for the process evaluation is expected to start in May-June 2018, while the endline of the impact evaluation, originally planned for the second half of 2018, will probably be postponed until early 2019 due to the delays in the operationalization of several districts of the treatment sample. This would be done early enough so that at least preliminary results are available before the project closes. 4. Component 4 (Institutional Strengthening and Support of Monitoring and Policy Development): This newly added component under the AF III supports MINEDH in evaluating the impact of current interventions and analyzing a coherent set of reforms, which would build foundations for the future education sector plan post The Bank encouraged MINEDH to prepare a plan of needed analytical work and activities to be supported under this component. As agreed during the mission, the Ministry submitted to the Bank a list of analytical work that will be funded under this component and the timeline for the revision of secondary curriculum. The activities of this components have been included in the sector Plan of Activities for 2018, which is crucial for the implementation. Among other analytical activities, MINEDH is conducting the second round of the Service Delivery Indicators (SDI) survey with close collaboration of the Bank. Fieldwork is expected to start in May and results should be available in the second semester of Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- Substantial Substantial Macroeconomic -- High High Sector Strategies and Policies -- Moderate Moderate Technical Design of Project or Program -- Moderate Moderate Institutional Capacity for Implementation and Sustainability -- Moderate Moderate Fiduciary -- Moderate Moderate Environment and Social -- Moderate Moderate 3/27/2018 Page 3 of 12

4 Stakeholders -- High High Other Overall -- Substantial Substantial Results Project Development Objective Indicators Net enrolment rate of 6 years olds in Grade 1 (Percentage, Custom) Value Date 28-Apr Jun Mar Jun-2019 Retention Rate until 3rd Grade (Percentage, Custom) Value Date 31-Dec Jun Mar Jun-2019 Parity Index of the Retention Rate until Grade 3 between the highest and lowest provinces (Number, Custom) Value Date 31-Dec Jun Mar Jun-2019 Teachers recruited or trained (Number, Corporate) Value , , , /27/2018 Page 4 of 12

5 Date 28-Apr Jun Mar Jun-2019 Percentage of students (of Grade 1 and 2) with Portuguese and Mathematics textbooks (Percentage, Custom) Value Date 31-Dec Jun Jun Jun-2019 Proportion of complete primary schools that comply with standards for transparency and accountability (Percentage, Custom) Value Date 01-Jan Jun Jun Jun-2019 Comments Information based on MIENDH's supervision reports indicate that 76% have functioning school councils and comply with transparency and accountability standards. Direct project beneficiaries (Number, Custom) Value 6,117, ,008, ,107, ,265, Date 28-Apr Jun Mar Jun-2019 Female beneficiaries (Percentage, Custom Supplement) 3/27/2018 Page 5 of 12

6 Value Overall Comments Intermediate Results Indicators Numbers of teachers (1st cycle? grade 1 and 2) with in-service training (Number, Custom) Value , , , Date 31-Dec Jun Mar Jun-2019 Comments 17,281 is a cumulative figure that includes the 4,247 teachers trained in 2016 (confirmed by the IVA) and 12,791 trained in 2017 (to be verified by the IVA) Implementation of new textbooks operational plan (Text, Custom) Value NA New grade 1 books in schools, and new grade 2 books in process of being printed for 2018 New grade 2 books in schools in the current school year New books introduced in grades 1-3 Date 28-Apr Jun Mar Jun /27/2018 Page 6 of 12

7 System for learning assessment at the primary level (Yes/No, Custom) Value N Y Y Y Date 28-Apr Aug Mar Jun-2019 Utility of the learning assessment system (Number, Custom Supplement) Value Percentage of Complete Primary Schools supervised by the SDEJTs (Percentage, Custom) Value Date 01-Jan Jun Mar Jun-2019 Comments Information based on MINEDH's supervision reports, to be validated by TA. Number of primary school directors having participated in management training (Number, Custom) Value , , Date 01-Jan Jun Mar Jun-2019 Comments The current figure is cumulative and includes 939 directors trained in 2016 (validated by the IVA) and 1360 trained in 2017 (to be validated by the IVA). 3/27/2018 Page 7 of 12

8 Percentage of the newly trained primary school directors having their performance evaluated the following year (Percentage, Custom) Value Date 31-Dec Jun Jun Jun-2019 Percentage of Complete Primary Schools with ADE funds available before February 28th of each year (Percentage, Custom) Value Date 31-Dec Jun Mar Jun-2019 GPI upon 1st grade entry in ECD participating districts (Number, Custom) Value Date 28-Apr Nov Nov Jun /27/2018 Page 8 of 12

9 Number of parents/caregivers enrolled in the parenting information sessions (Number, Custom) Value , , , Date 28-Apr Nov Nov Jun-2019 Comments The Ministry reported that this indicator has increased, however the existing data is being adjusted for precision and comparability with previous measurements. Percentage of which male (Percentage, Custom Supplement) Value Number of direct beneficiaries of ECD program (Number, Custom) Value , , , Date 30-Mar Nov Mar Jun-2019 Percentage of ECD centers that are completely functional (Percentage, Custom) Value Date 28-Apr Jun Mar Jun-2019 Comments 94% of the centers are currently open and having classes. However, under the definition of this target indicator the centers are considered fully operational after functioning for at least 4 months. Under this criterion, 89% of the centers are operational. 3/27/2018 Page 9 of 12

10 Percentage of direct beneficiaries that are female (Percentage, Custom) Value Date 28-Apr Jun Jun Jun-2019 Implementation of Service Delivery Indicators Survey (SDI) (Text, Custom) Value Consultant firm selected and instruments presented for approval Dissemination at District level Date 15-Oct Aug Mar Jun-2019 Evaluation of the Education Sector Strategic Plan ( /19) (Text, Custom) Value None -- Procurement of the consultants for the study is ongoing Dissemination of results at central and Provincial level Date 30-Mar Aug Mar Jun-2019 Overall Comments 3/27/2018 Page 10 of 12

11 Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed Disbursed P IDA Closed USD % P IDA Effective USD % P IDA Effective USD % P IDA-D0840 Effective USD % P TF Closed USD % P TF-A0429 Effective USD % Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P IDA Closed 28-Apr Jul Feb Jul Jul-2015 P IDA Effective 01-May Aug Feb Jul Dec-2018 P IDA Effective 02-Jun Jul Sep Jun Jun-2019 P IDA-D0840 Effective 24-Jul Sep Dec Dec Dec-2018 P TF Closed 18-Jul Jul Jun Jul Mar-2015 P TF-A0429 Effective 24-Jul Sep Dec Dec Dec-2018 Cumulative Disbursements 3/27/2018 Page 11 of 12

12 Restructuring History Level Approved on 06-Aug-2013,Level 2 Approved on 20-Jan-2014 Related Project(s) P MZ- AF to Education Sector Support Project,P Mozambique Additional Financing to Education Sector Support Project,P Additional Financing for the Education Sector Support Project 3/27/2018 Page 12 of 12