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Document ofThe World BankFOR OFFICIAL USE ONLYReport No: 20388Restructuring PAPERON APROPOSED Project restructuring of TheSecond Education Quality Improvement Program JANURARY 31, 2008TO THEISLAMIC REPUBLIC OF afghanistanAUGUST 15, 2015Education Global practiceSOUTH ASIA regionThis 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.ABBREVIATIONS AND ACRONYMSACERAustralian Council for Educational ResearchDEDDistrict Education Directorate EMIS Education Management Information System EQUIP II Second Education Quality Improvement ProgramERLEmergency Recovery Loan GISGeo-referencing Information System HRMIS Human Resource Management Information SystemISD Infrastructure Service DepartmentMoEMinistry of Education PEDProvincial Education Directorate QEGQuality Enhancement GrantSIPSchool Improvement PlanSMD Social Mobilization Directorate SMSSchool Management ShurasTTCTeacher Training CollegeRegional Vice President:Annette DixonCountry Director:Robert J. Saum Practice Manager:Keiko MiwaCo-Task Team Leader:Co-Task Team Leader: Nathalie LahireMatiullah (Yama) NooriAfghanistan Second Education Quality Improvement Programtable of ContentsPageA.SUMMARY5B.PROJECT STATUS6C.PROPOSED CHANGES7ANNEX 1: Results Framework and Monitoring13DATA SHEETAfghanistanAfghanistan - Second Education Quality Improvement Program (P106259)SOUTH ASIAEducation.Report No:RES20388.Basic InformationProject ID: P106259Lending Instrument: Emergency Recovery LoanRegional Vice President: Annette DixonOriginal EA Category: Partial Assessment (B)Country Director: Robert J. SaumCurrent EA Category: Partial Assessment (B)Senior Global Practice Director: Claudia Maria CostinOriginal Approval Date: 31-Jan-2008Practice Manager/Manager: Keiko MiwaCurrent Closing Date: 15-Aug 2015Team Leader(s): Nathalie LahireMatiullah Noori.Borrower:Islamic Republic of AfghanistanResponsible Agency:Ministry of Education.Restructuring TypeForm Type: Full Restructuring PaperDecision Authority: Regional Vice President ApprovalRestructuring Level: Level 2Explanation of Approval Authority: Level 2.Financing ( as of 24-Jun-2015 )Key DatesProjectLn/Cr/TFStatusApproval DateSigning DateEffectiveness DateOriginal Closing DateRevised Closing DateP106259IDA-H3540Closed31-Jan-200810-Mar-200820-Mar-200801-Sep-201201-Sep-2012P106259TF-91943Closed14-Aug-200814-Aug-200814-Aug-200831-Dec-200831-Mar-2009P106259TF-93962Effective14-Apr-200914-Apr-200914-Apr-200901-Sep-201215-Aug-2015Disbursements (in Millions)ProjectLn/Cr/TFStatusCurrencyOriginalRevisedCancelledDisbursedUndisbursed% DisbursedP106259IDA-H3540ClosedUSD30.0029.240.7628.860.0099P106259TF-91943ClosedUSD0.120.120.010.120.00100P106259TF-93962EffectiveUSD408.00408.000.00299.33108.6773.Policy WaiversDoes the project depart from the CAS/CPF in content or in other significant respects?Yes [ ]No [ X ]Does the project require any policy waiver(s)?Yes [ ]No [ X ].A. Summary of Proposed ChangesThe restructuring paper seeks the approval of the Regional Vice-President to a level II restructuring to introduce changes to Second Education Quality Improvement Project (EQUIP II) (P106259) and amend the project’s Grant Agreement accordingly. These proposed changes include: (a) extend the current Closing Date from August 15, 2015 to December 31, 2016 (cumulative extension of the Additional Financing Grant financed through Afghanistan Reconstruction Trust fund (ARTF) is 28.5 months), (b) revise the project key performance indicators to be more specific and to include most up to date data and information, and (c) make adjustments to project activities in order to reflect only those that can reasonably be completed by the new proposed Closing Date. The proposed restructuring was discussed with the Government during the last supervision mission in April 2015 and was requested by the Government of Afghanistan, in a letter dated August 2, 2015.Change in Implementing AgencyYes [ ]No [ X ]Change in Project's Development ObjectivesYes [ ]No [ X ]Change in Results FrameworkYes [ X ]No [ ]Change in Safeguard Policies TriggeredYes [ ]No [ X ]Change of EA categoryYes [ ]No [ X ]Other Changes to SafeguardsYes [ ]No [ X ]Change in Legal CovenantsYes [ ]No [ X ]Change in Loan Closing Date(s)Yes [ X ]No [ ]Cancellations ProposedYes [ ]No [ X ]Change to Financing PlanYes [ ]No [ X ]Change in Disbursement ArrangementsYes [ ]No [ X ]Reallocation between Disbursement CategoriesYes [ X ]No [ ]Change in Disbursement EstimatesYes [ X ]No [ ]Change to Components and CostYes [ X ]No [ ]Change in Institutional ArrangementsYes [ X ]No [ ]Change in Financial ManagementYes [ ]No [ X ]Change in ProcurementYes [ ]No [ X ]Change in Implementation ScheduleYes [ X ]No [ ]Other Change(s)Yes [ ]No [ X ]Appraisal Summary Change in Economic and Financial AnalysisYes [ ]No [ X ]Appraisal Summary Change in Technical AnalysisYes [ ]No [ X ]Appraisal Summary Change in Social AnalysisYes [ ]No [ X ]Appraisal Summary Change in Environmental AnalysisYes [ ]No [ X ]Appraisal Summary Change in Risk AssessmentYes [ ]No [ X ].B. Project StatusEQUIP II has been supported by a SDR18.9 million IDA grant (US$30 million equivalent) in 2008 (closed in 2012), ARTF financing of US$158 million approved in 2009, and ARTF Additional Financing in the amount of US$250 million approved in 2012. As of July 31, 2015, the total disbursement under the ARTF have reached US$300 million (73 percent of grant proceeds). The project’s performance has been rated Moderately Satisfactory for outcomes and Moderately Unsatisfactory for Implementation Performance. The project has made considerable progress in (i) the number of teachers trained, (ii) provision of inputs to schools, (iii) completion of the first-ever learning assessment, and (iv) establishment of information systems including collecting first hand data from schools and provincial directorates. However, reporting on progress of civil works activities supported by the project has not been ideal. In fact only, 868 out of 1,820 schools under EQUIP I, II and AF, have been completed, 618 schools have incomplete items, 110 schools have been stopped and 224 are under construction. Table 1: Status of School ConstructionNoDescriptionNumber of Schools1Total number of schools (EQUIP I, EQUIP II, AF)18202Fully complete schools8683Schools where buildings are complete but have incomplete items (to be funded by the GoA)6184Schools where construction stopped due to insufficiency of budget (to be funded by GoA)1105Under construction224Additional time is therefore needed to complete the civil works. This is the second request for Closing Date extensionThe incomplete and stopped schools have already been paid for by the project but were not delivered. These comprise outstanding activities, including latrines, roofing, water facilities, and furniture that need to be completed under the project. Government has made a strong commitment to provide a payment plan to finance these schools under its own budget and complete them before the end of the revised closing date. Education Management Information System (EMIS) school data accuracy and validity have become an increasing area of concern in recent months and was widely published in the international media. EMIS data verification is currently being conducted and an independent firm is surveying 1,617 schools in 24 Provinces. Along with data verification, the firm will also perform an assessment of the overall quality of EMIS data. Spot checks and audits are being planned under the project extension. Project implementation has been challenged by procurement and contract management weakness. Under the proposed restructuring, the procurement team will be strengthened in the areas of contract management and quality assurance. The Procurement Directorate will take the responsibility of quality assurance and adherence to agreed procurement arrangements. The project team will also benefit from additional capacity building in procurement. The Acting Project Director and Director from the Finance Department in MoE will attend a two week’s procurement workshop on bank funded projects. Members from the Procurement Directorate, who have not attended the procurement workshop, will attend the procurement workshop before the end of 2015. Also, the project will strengthen its contracts management team and ensure an effective contract management and monitoring system. The project will prepare a contract management manual by November 2015. The contract management team will attend a three day workshop by November 2015.The financial management of the project rests with the Finance and Administration unit of the Ministry of Education (MOE); however, they rely on the program units for documentation of expenditure. The project suffered from weak internal controls especially in provinces. The internal and external audit reports have highlighted serious control issues and misappropriation of funds in the recruitment processes of individual consultants, mismatch between financial and physical progress in 110 community contracts for school buildings and a set of incomplete schools which still lack certain items such as desks, chairs, boundary walls and etc (aide memoire from March ISM). The project management team has been struggling to address those issues. Liquidation of advances in the provinces has been very inefficient and cumbersome. The project has un cleared advances since 2013. The project needs to strengthen their financial management system through rigorous monitoring and supervision of activities. Follow up of audit recommendations and timely corrective action would also set the project on the right path. The government has promised strong commitment in channeling enough funding to complete all schools for which the project has paid before the closing date of the project. A proposed action plan for the remaining time of Project implementation was discussed with and provided by MOE (Annex II) and accepted by the Bank..C. Proposed Changes.Development Objectives/ResultsProject Development ObjectivesOriginal PDOThe project development objective is to increase equitable access to quality basic education especially for girls through school grants, teacher training and strengthened institutional capacity with support from communities and private providers.Current PDOThe objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls.Change in Project's Development ObjectivesChange in Results FrameworkExplanation:The results framework is being revised to more accurately reflect and measure the PDO. Some indicators are being dropped, one new indicator has been added, some indicators revised for clarity and targets of some indicators revised. Please see Annex 1 a and 1..FinancingChange in Loan Closing Date(s)Explanation:The Ministry of Finance formally requested in a letter dated August 2, 2015, the extension of the Closing Date from August 15, 2015 to December 31, 2016. This request was made to ensure that the construction of the remaining civil works will be completed by the project Closing Date.An appraisal of the revised implementation plan has been carried out. With the extension of the closing date, and Government’s commitment to finance the incomplete schools, all ongoing civil works would be able to be completed.Ln/Cr/TFStatusOriginal Closing DateCurrent Closing DateProposed Closing DatePrevious Closing Date(s)IDA-H3540Closed01-Sep-201201-Sep-201201-Sep-2012TF-91943Closed31-Dec-200831-Mar-200931-Dec-2008TF-93962Effective01-Sep-201215-Aug-201531-Dec-201601-Sep-2012ReallocationsExplanation:The restructuring includes a change from two disbursement categories to one under the ARTF AF. The girl retention cash grant category is no longer required because this activity is being cancelled as it will be included in the next phase of the project, estimated to be approved in 2017.Ln/Cr/TFCurrencyCurrent Category of ExpenditureAllocationDisbursement % (Type Total)CurrentProposedCurrentProposedTF-91943USDCon Services & Trg115,885.00115,885.00100.00100.00Total:115,885.00115,885.00TF-93962USDGD,WK,CS,SGrants,TRG,IOC406,500,000.00408,000,000.00100.00100.00GIRL RETENTION CASH GRANTS1,500,000.000.00100.000.00Designated Account0.000.000.000.00Total:408,000,000.00408,000,000.00IDA-H3540XDRGD, WK, CS, SCH GRANT, TR & IOC18,611,074.1718,611,074.17100.00100.00Designated Account0.000.000.000.00Total:18,611,074.1718,611,074.17Disbursement EstimatesChange in Disbursement EstimatesExplanation:To account for the additional year under the revised closing dateFiscal YearCurrent (USD)Proposed (USD)20085,000,0005,000,00020092,626,0002,626,000201042,108,50042,108,500201154,193,30054,193,300201249,153,20049,153,200201335,657,00035,657,000201482,400,70082,400,700201557,051,80057,051,8002016109,809,50080,000,000201729,809,500Total 438,000,000438,000,ponentsChange to Components and CostExplanation:The changes under the three components are described below: Part 1: School Grants(a)Quality Enhancement Grants (QEGs) will remain. The objective of this sub-component is to develop linkages between schools, communities, and local governments while supporting and empowering schools and communities as local education managers. School Management Shuras (SMS) in each school develop school improvement plans (SIP) in which the immediate and financeable needs of a school are identified. QEGs are then used to finance the SIPs. The QEGs to be financed during the extension period will be more targeted based on needs spelled out in the school improvement plan and will try to reach those schools that have not benefited at all from these schemes. New: Model School grants will be provided to 70 schools with the objective to establish creative learning environment by providing US$10,000 to support activities which would then have a demonstration effect on other schools. New: Evaluation of lessons from the QEGs and prepare a new strategy for the future.(b)Infrastructure Development School Grants will remain The objective of this sub-component is to rehabilitate and construct schools using community participation and community based decision making for small school and national competitive bidding for larger and more complex buildings. Under the extended project period, priority will be given to the completion of 600 incomplete schools using government’s funding and the provision of missing items such as boundary walls, latrines, garbage collection points, electricity etc, which were not a part of the original bill of quantity for those schools where the physical progress is 70 percent or above. (c)New: The responsibility for mobilization and strengthening of School Shuras to manage their schools will be transferred to the Social Mobilization Directorate (SMD) (see implementation arrangements). New: Development of a strategy and completion of a needs assessment for the human resources required to deliver these services. Follow-on activities to be financed will be agreed upon after the review and approval of the strategy for social mobilization. Part 2: Teacher and Principal Training and EducationThe objective of this component is to create sustainable systems which will increase the level of professional knowledge and skills of educators throughout Afghanistan by providing training to teachers and principals. Additional financing of this component helped consolidate programs previously provided by USAID’s program, resulting in one package of teacher training services and allowing MOE to oversee implementation. The following activities will be added under this component: (a)Development of a Teacher Management Information System (TMIS) to manage teacher related data and help link professional development and career advancement of teachers. (b)Development of the Teacher Training College curriculum including the printing and distribution of the remaining subject specialty textbooks particularly in math and science; and develop the textbooks for the revised pedagogy courses based on the syllabi linked to the national teacher standards and competencies. (c)Development of a standardized assessment and evaluation system for the TTCs for individual specialties as well as for overall student learning outcomes.(d)Conducting a Study on teacher supply and demand projections. Part 3: Project Management and Monitoring and Evaluation The objective of this component is to build on and support the existing administrative structures in MOE as well as at the provincial and district levels, and establish and implement an M&E system for the project. The following activities will be added under this component: (a)Evaluation of training needs for capacity building and provision of training for qualified MOE staff in-house or abroad.(b)Development of a comprehensive Human Resource Management Information System (HRMIS) including a Business Process Mapping , design documents, software development and feasibility studies. Linkage with the payroll will also be explored. (c)Development of an Infrastructure Services Management Information System to manage the functions of the Infrastructure Service Department. (d)Development of a Web Based Geo-referencing Information System to function as an on-line education atlas of Afghanistan. The atlas will support informed decision making by presenting key education statistics and indicators on on-line maps.(e)Expansion of the Contract Management Database include information up to the school level. The project will finance the expansion of this system as well as data entry. (f)Establishment and expansion of an Education Management Information System and Monitoring and Evaluation: Third party monitoring of the EMIS data as well as spot checks and audits to enhance monitoring and ensure greater reliability and verification of data. (g)Text Books delivery. Under EQUIP, 3.7 million middle school textbooks have been procured and are scheduled to arrive in Kabul in September 2015. Recruitment of a third party firm to undertake the monitoring and distribution of textbooks. (h)A comprehensive study of education service delivery at the sub-national level. A Service Delivery Survey focusing on teacher absenteeism and classroom observations to serve as benchmark for comparison with other countries. (i)Establishment of a gender unit and a working policy to address gender related issues. (j)Development of a Learning Assessment. The Learning Assessment Team in collaboration with ACER (The Australian Council for Educational Research) successfully completed Grade 6 learning assessment in 2014. The following activities related to Learning Assessment are proposed during the extension period:(i)Main Survey of Grade 3 in collaboration with ACER, analysis and preparation of the final report of the Learning Assessment of Grade 3 (December 2015- February 2016).(ii) Organization of a national workshop for presentation of the final report of the Learning Assessment of Grade 3 to the Stakeholders and staff from the MoE in February 2016.(iii) Development and printing of test items for Grade 9, its pilot and field trial March- April 2016.(iv) Main Survey of the Learning Assessment of Grade 9 (May- June, 2016).(v).Data analysis and preparation of the final report of the learning assessment of Grade 9 (July – September, 2016).(vi)Presentation of the final results to Stakeholders and staff from the MoE in October, 2016.(vii)Printing of the Final Report of Grade 9 (November- December, 2016).The following activities will be dropped:(a)Development of an asset maintenance strategy will be considered under the next phase of the project.(b)Girls’ retention cash transfer for girls in grades 6-12 will be considered under the next phase of the project.(c)Design and implementation of a pilot Operation and Maintenance System will be considered under the next phase of the project.(d)Enhancement of MoE's Project management capacity through the provision of training and the carrying out of workshops, and supporting the day-to-day implementation of the Project. This activity is being amended under (a) and has been dropped.(e)Enhancement of MoE’s capacity at provincial level, for transparent planning, budgeting, implementation, and monitoring of education related projects, inter alia through provision of training. This activity is being amended under (a) and has been dropped.(f) Establishment of a monitoring and evaluation system that will enable communities, NGOs and Third Party Entities to monitor the achievement of progress under the Project against a defined set of indicators and disseminate such data at the district, provincial and national level. This activity is being amended under (d) and has been dropped.(g) Supporting the verification of information collected at the community level and measurement of the achievement of the key performance indicators of the Project to allow for better planning and programming of the Project. This activity is being amended under (d) and has been dropped.Current Component NameProposed Component NameCurrent Cost (US$)Proposed Cost (US$)ActionSchool Grants151,229,567145,666,897RevisedTeacher and Principal Training and Education177,600,000189,501,206RevisedProject Management, Monitoring and Evaluation109,170,433102,191,483RevisedTotal: 438,000,000437,359,586.Other Change(s)Change in Institutional ArrangementsExplanation:Following a presidential decision, a Social Mobilization Directorate (SMD) has been established in November 2014 in the MOE as the responsible body for managing Social Mobilization functions and for staff capacity building. The responsibilities, which according to Volume II of the Project Implementation Manual belonged to the EQUIP Coordination Unit, are transferred to this new Directorate. Amendment of Schedule 2, Section 1. Para 6. The responsibility for mobilization and strengthening of School Shuras to manage their schools are being transferred from EQUIP Coordination Unit to the Social Mobilization Directorate (SMD). These are as follows: :-Raising awareness and mobilizing communities to promote education and create linkages between the community, school and provincial education authorities -Establishing, training and evaluating School Management Shuras and ensuring active communication between the center and the provinces -Supporting the development and implementation of School Improvement Plans (SIP)-Supporting the implementation of community based school construction projects, facilitating coordination at the provincial level and monitoring at the community level.Change in Implementation ScheduleExplanation:The implementation schedule has been revised to December 31, 2016. The Procurement Plan is attached as Annex III.Annex 1 a: Results Framework and MonitoringRevisions to the Results FrameworkComments/Rationale for ChangePDO indicatorsCurrent (AF Project Paper) Proposed changeEnrollment girls (broken down by grades)No changeBaselines adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projections for school year 2016.Enrollment boys(broken down by grades)3. Ratio of Girls to Boys4. Students completing the last grade of a stage5. Learning Assessment6. Direct Project Beneficiaries (number), of which female (%) –New indicator Core Indicator Intermediate Results IndicatorsCurrent (AF Project Paper)Proposed change*1. Schools established (number)No change2. Additional classrooms provided (number)Additional classrooms built or rehabilitated as a result of the project (number)Reworded in alignment with core sector wording and definition.3. Student-Classroom RatioNo changeBaseline adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projection for school year 2016.4. Proportion of schools with: No changeDefinition clarified – refers to EQUIP financed schools.Latrines/toilets/urinalsDrinking water facilitiesScience Labs (secondary)5. Proportion of students with full set of text books/incomplete set of text books/No text books5. Percentage of schools receiving textbooks as plannedReplaced to facilitate monitoring. A survey will be undertaken following the distribution of text books to assess effectiveness of text book purchase and distribution under the project.6. Additional teachers appointed (number)6. Additional qualified primary teachers resulting from project interventionsReworded to be aligned with the core indicator wording and definition.Pupil teacher ratio (Grades 1-3)DroppedGiven the rapidly increasing enrollment, even with a significant increase in additional teachers, the pupil teacher ratio is not expected to see improvements over the project life. Proportion of schools (grades 4-12) with required number of subject specific teachersDroppedThis indicator is dropped as it is not currently being tracked as part of the EMIS.7.Proportion of teachers with professional qualificationsNo changeDefinition clarified as “Number of qualified (grade 14 and higher) teachers per 1 teacher”8. Proportion of female teachersNo changeBaselines adjusted to reflect updated MIS data. Targets updated to reflect the closing date extension and latest projection for school year 2016.9. Teachers who have received INSET trainingBreakdown for INSET V added10. Principals completing management training program10. Principals and school administrators completing management training program 11. Female scholarships recipients in TTCsNo change12. 5% sample check of School EMIS carried out (yes/no)No change13. Proportion of schools receiving a Quality Enhancement Grant No change14. Schools receiving Infrastructure Enhancement GrantNo change15. Schools with school shuras evaluated15. Schools with School Shuras establishedReplaced by the indicator effectively monitored by the MoE16. Schools with School Information/Report Card piloted No change17.Spot checks conducted in schools (Number)AddedIndependent spot checks important to verify the validity of data collected in MIS.Annex 1: Results Framework and MonitoringAfghanistan: EQUIP II DOCPROPERTY "ProjectName" \* MERGEFORMAT Revised PRoject Results FrameworkProject Development Objective (PDO): The objective of the Project is to assist the Recipient in increasing equitable access to quality basic education, especially for girls.PDO Level Results IndicatorsCoreUOMBaseline(2008)Progress To Date(2014)Cumulative Target ValuesFrequencyData Source/MethodologyResponsibility for Data CollectionCommentsDecember 2016Equitable access:Enrollment girls FORMCHECKBOX Number1.93.33.8AnnualEMISDept of Statistics MOEThis number includes the permanently absent students and is therefore over estimated This number is in million. Grades 1-30.881.41.6Grades 4-60.691.01.1Grades 7-90.280.580.7Grades 10-120.080.330.42. Enrollment boys FORMCHECKBOX Number2.15.25.2AnnualEMISDept of Statistics MOEThis number includes the permanently absent students and is therefore over estimated This number is in million Grades 1-31.282.02.0Grades 4-61.241.571.5Grades 7-90.651.011.0Grades 10-120.220.600.73. Ratio of Girls to Boys FORMCHECKBOX %AnnualEMISDept of Statistics MOEGrades 1-3697079Grades 4-6566669Grades 7-9455762Grades 10-12375557PDO Level Results IndicatorsCoreUOMBaseline(2008)Progress To Date(2014)Cumulative Target ValuesFrequencyData Source/MethodologyResponsibility for Data CollectionCommentsDecember 2016Quality:4. Students completing the last grade of a stage FORMCHECKBOX NumberAnnualEMISDept of Statistics MOEGrade 30.510.790.78Grade 60.400.510.50Grade 90.110.310.34Grade 120.060.240.205. Learning Assessment FORMCHECKBOX Yes/NoNoYesYesNational assessment results finalized for grade 63 times during the project periodLearning Assessment Learning Assessment Unit with ACER6. BeneficiariesProject beneficiaries FORMCHECKBOX Number08.59.0Annual EMISDept of Statistics MOENumber of students enrolled in general educationOf which female (beneficiaries) FORMCHECKBOX %039.2042.00Intermediate Results and IndicatorsIntermediate Results IndicatorsCoreUnit of MeasurementBaselineOriginal ProjectStart(2008)Progress To Date(2014)Target ValuesFrequencyData Source/MethodologyResponsibility for Data CollectionCommentsDecember 2016A . School Grants1. Schools established FORMCHECKBOX Number3268681820Annual ISD/IRD reportsISDBaseline refers to results under EQUIP12. Additional classrooms built or rehabilitated as a result of the project FORMCHECKBOX Number207478839148Annual ISD/IRD/reportsISDAverage of 6 classrooms per school3. Student-Classroom RatioNumber7469.770Annual EMISDept of Statistics, MOE4. Proportion of schools withAnnual ISD report ISDLatrines/toilets/urinals%496770Drinking water facilities%507480Science Labs (secondary)%033335. Proportion of schools receiving textbooks as planned %0090OnceSurvey Third party monitoring Teacher/Principal Education6. Additional qualified primary teachers resulting from project interventions FORMCHECKBOX Number032,43730,000Annual ReportTEDIndicator refers to TTC graduates 7.Proportion of teachers with professional qualifications FORMCHECKBOX %284448Annual ReportTEDNumber of qualified (grade 14 and higher) teachers per 1 teacher8. Proportion of female teachers FORMCHECKBOX %303347Annual ReportTED9.. Teachers who have received FORMCHECKBOX NumberINSET I trainingNumber0100,803100,000Annual ReportTEDINSET II TrainingNumber086,771100,000Annual ReportTEDINSET III TrainingNumber0115,814100,000Annual ReportTEDINSET IV TrainingNumber0154,699100,000Annual ReportTEDINSET V TrainingNumber0154,811100,000Annual ReportTED10. Principals and school administrators completing management training programNumber014,00014,000Annual ReportTED11. Female scholarships recipients in TTCsNumber011,4369500Annual Report Teacher training colleges/TEDProject Management / M&E12. 5% sample check of School EMIS carried out FORMCHECKBOX Yes/NoNoYes15% sample checkYes Twice Audit Audit firm13. Proportion of schools receiving a Quality Enhancement Grant FORMCHECKBOX %2699100Annual Report SM unitBaseline reflects achievements under EQUIP I14. Schools receiving Infrastructure Enhancement Grant FORMCHECKBOX Number65812822029Annual ReportISDAll projects not just school buildingsBaseline reflects achievements under EQUIP I15. Schools with School Shuras established FORMCHECKBOX Number 014,93213,969Annual ReportSM unit16. Schools with School Information/Report Card piloted FORMCHECKBOX Yes/No NoNo Yes During the last year Survey pilotSM unit17.Spot checks conducted in schools FORMCHECKBOX Number 003Three times Survey Independent monitoring ................
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