Key Dates Key Project Dates Public Disclosure Authorized

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The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

Kenya GPE Primary Education Development Project (P146797)

AFRICA | Kenya | Education Global Practice | Recipient Executed Activities | Investment Project Financing | FY 2015 | Seq No: 8 | ARCHIVED on 01-Oct-2018 | ISR34158 |

Implementing Agencies: Ministry of Education, Ministry of Finance

Public Disclosure Authorized

Public Disclosure Authorized

Key Dates

Key Project Dates

Bank Approval Date: 18-May-2015 Planned Mid Term Review Date: 31-Mar-2017 Original Closing Date: 31-Mar-2019 pdoTable

Project Development Objectives

Effectiveness Date: 08-Jul-2015 Actual Mid-Term Review Date: 27-Feb-2017 Revised Closing Date: 31-Mar-2019

Project Development Objective (from Project Appraisal Document)

The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and national levels.

Has the Project Development Objective been changed since Board Approval of the Project Objective? No

Components Table

Name

Improving early grade mathematics competencies:(Cost $34.50 M) Strengthening school management and accountability:(Cost $38.80 M) Strengthening capacity for evidence-based policy development at national level:(Cost $10.80 M) Project coordination, monitoring and evaluation:(Cost $4.30 M)

Overall Ratings

Name Progress towards achievement of PDO Overall Implementation Progress (IP) Overall Risk Rating

Previous Rating Satisfactory Satisfactory Substantial

Current Rating Satisfactory Satisfactory Substantial

Implementation Status and Key Decisions

Progress towards achievement of the PDO is considered moderately satisfactory at this mission. Component 1: Scaling up, across Kenya, of the Early Grade Mathematics(EGM) methodology piloted under the Primary Math and Reading Initiative(PRIMR) supported by USAID and DFID. Cumulatively, MoE has procured and distributed 7, 617,068 EGM textbooks out of the target six million-procurement for the January 2019 cohort is ongoing; about 109,259 teachers were trained on EGM in August 2018; and EGM classroom observations have slightly improved from about 17,000 annually to 25,869(out of the target 40,000 annually). The EGM midline assessment showed a decline of approximately 2.1 percentage points from baseline. The initial assessment report showed an improvement but after further analysis , there was a decline on 2.1 percentage points for the 'subtraction' mathematical operation which this project measures for PDO

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Public Disclosure Authorized

The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

1. Although the T test shows that the deviation is not statistically significant, this decline cannot be ignored considering the importance of foundational numeracy (and literacy) to learning outcomes in subsequent grades. Measures have been undertaken concerning a review of the teaching strategies/methods for 'subtraction', 'multiplication' and 'divisions'. Component 2: Strengthening school management and accountability. This component supports a pilot to improve school performance through strengthened school management and accountability for results in the delivery of primary education. This component is on track. Notably, all the 4000 target school submitted school improvement plans(SIPs) of which 3,989 (99.7%) reported having completed implementation of the top 2 SIP priorities; About 3832 schools were audited by April 2018 (out of the target 4000); 32,624 teachers were appraised in the target 4000 schools. Component 3: Strengthening capacity for evidence-based policy development at national level. This component aims at strengthening capacity of the education sector for evidence based policy development. Implementation for this component has continued to improve. MoE has completed development of the Education Sector Analysis (ESA) and the National Education Sector Strategic Plan(NESSP, 201822). Students registration on the new NEMIS online systems is continuing albeit with delays due to challenges in acquisition of birth certificates by some learners -these are required to generate the students UPI. Development of the National quality assurance framework and related tools is delayed. Component 4: Project coordination, communication monitoring & evaluation. This component will cover project management functions including coordination, supervision, communication and result monitoring and evaluation. Overall, project management and coordination is satisfactory. Project work plans and the results framework are up to date.

The next mission is rescheduled to January/February 2019 due to the ongoing preparations for the National examinations from October, 2018. Technical review missions were undertaken in July 2018 and August 2018.

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The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

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The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

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Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

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The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

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Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

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The World Bank

Kenya GPE Primary Education Development Project (P146797)

Implementation Status & Results Report

Risks

Systematic Operations Risk-rating Tool

Risk Category Political and Governance Macroeconomic Sector Strategies and Policies Technical Design of Project or Program Institutional Capacity for Implementation and Sustainability Fiduciary

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Rating at Approval

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Previous Rating

High Substantial Substantial Substantial High Substantial

Current Rating

High Substantial Substantial Substantial High Substantial

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