The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) MZ-Education Sector Support Program (P125127) AFRICA | Mozambique | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2011 | Seq No: 19 | ARCHIVED on 30-Dec-2019 | ISR39921 | 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 Key Dates Key Project Dates Bank Approval Date: 28-Apr-2011 Effectiveness Date: 06-Feb-2012 Planned Mid Term Review Date: 14-Oct-2013 Actual Mid-Term Review Date: 30-Sep-2013 Original Closing Date: 31-Jul-2015 Revised Closing Date: 31-Dec-2019 pdoTable 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 Components Table Name Improving the quality of education:(Cost $167.80 M) 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 Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Context of the ESSP. The ESSP support was provided by IDA and the Global Partnership for Education (GPE) with the Bank as the supervising entity. Moreover, the ESSP funds were channeled through the Education Sector Support Fund (“FASE” in Portuguese). FASE is a pooled fund that supports the overall government’s education sector plan (PEE) through a sector-wide approach (SWAp) that involves joint government/donor reviews and evaluations as well as on-going dialogue on strategic issues. Besides the Bank and GPE 9 donors pool their funds through FASE. 12/30/2019 Page 1 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Therefore, the Bank effectively supervised all activities funded under FASE. The Project objectives remained highly relevant throughout the years and were aligned to the bank Country Partnership Strategy (CPS) and the Government of Mozambique’s (GoM) Poverty Reduction Support Strategy (PARPA II) which aimed to increase the net schooling rates and the completion rate of primary education especially for girls and improve the quality of teaching. The PDO was also aligned to the sector Strategic Plan for Education and Culture (PEE) (2006-2011) as well as the PEE 2012-2016/2019. Overall the project implementation and major annual plan of activities supported under FASE have been implemented. This final ISR highlights main achievements throughout the project implementation period. Project results include but are not limited to: 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. Teacher training. The project has provided (i) pre-service training for 38,682 teachers exceeding the target of 27,341; (ii) in-service training for 27,667 teachers exceeding the target of 25,000 and (iii) school directors training for 6,153 directors exceeding the target of 4,539. In addition, MINEDH developed a new pre-service model of initial training (12+ 3). Implementation gradually started om August 2019, with 19 of the 38 Teacher Training Institutes (IFPs). The strategy of in-service training is being implemented throughout the country. The Bank will also support a pilot design of the in-service training strategy (with a coaching model) and an impact evaluation. Textbooks. The project supported the provision of approximately 13 million textbooks per year over the duration of the project, mostly to primary schools and some for secondary school libraries. Licenses for the Grade 1 and 2 books are now owned by the Ministry which had a major impact on the cost of textbook. These books are being printed on a competitive basis. The Ministry is in the process of obtaining licenses for Grade 5 and 6 textbooks. The next group of licenses to be obtained will be Grades 3 and 4 as well as bilingual education textbooks. The Ministry began a gradual expansion of the system for the tracking and inventory of textbooks. This system will help improve the planning of new textbooks’ acquisitions and, at the same time, improve accountability at the school level, which is still a challenge. Curriculum development. The project supported the MINDEH’s efforts to update the primary education curriculum and related learning materials. The revised primary education curriculum for Grade 1 was introduced in schools in 2017, Grades 2 and 3 were revised and curriculums introduced in 2018 and 2019, respectively. MINEDH is currently working on the revision of Grade 4 curriculum, which will be introduced in schools in 2020, as planned. The review of Grades 5 to 6 curriculum was finalized in November 2019. The new curriculums are being developed consistent with the changes introduced in December 2018 by the Education System Law. Component 2: Strengthening Local Governance and School-Based Management: ADE School Grants. The project supported school grants for approximately US$13-14 million annually to all primary and secondary schools in Mozambique. School councils participate in the decision making on the use of the ADE through the school development plans. This has contributed to transparency in the use of the funds. There was also a performance-based ADE pilot in three provinces (520 schools in 15 districts – 12 treatment and 3 controls). The pilot baseline in 2017 generated data of poor quality, unveiling low capacity at the district level to collect reliable information and to conduct students’ literacy assessments. Based on this information the Bank shared two technical notes with MINEDH to review alternatives. In June 2018, MINEDH implemented a new monitoring baseline, with instruments based on the best performing model tested in 2017 and including some of the recommendations made by the Bank after the first data collection (in 2017). The data collection for the endline was completed in May 2019. District supervision visits. The project supported capacity development of district supervisors. District supervisors were trained on the use of the school supervision manual. All districts were provided tablets on which to collect school data and up-load the data to the web-based school monitoring system that the project support. As a result, in 2018, 85% of schools received a first visit and of those, 67% received a second visit. The project contributed to the systematization of district school supervision, which represents a substantial achievement. Component 3: Early Childhood Development (ECD) Support in the Community: The project supported the scaling up of an ECD intervention in 5 provinces throughout Mozambique. The project established 350 ECD centers (150 in phase 1 and 200 in phase 2). As per the design of this component, MINEDH contracted three Third Party Providers (TPPs) to establish all 350 ECD centers at the community level with the understanding that once established and running, the TPPs would transfer the ECD centers to the Ministry for continued operation of the centers. The TPPs would also train MINEDH staff to continue the administration of the ECD centers. The TPPs established the ECD centers based on prescribed set of guidelines that were agreed with the Ministry. The progress of implementation was verified by an Independent Verification Agent (IVA) to ensure that the TPPs had implemented the program as agreed prior to the transfer to the Ministry. Payments to the TPPs were based on achieving a set of milestones, verified by the IVAs. At present, 278 ECD centers (or approximately 80 percent) have been transferred to the Ministry. The remainder are in the process of final verification and transfer. The Bank conducted a process evaluation of the ECD program, and the results have been summarized in a report which will be disseminated and will help inform the next steps of the ECD sub-sector in Mozambique. In addition, an impact evaluation of the ECD program was initiated with the collection of a baseline in 2017. The endline was supposed to be collected in 2019. Delays in the procurement process for the firm doing the fieldwork, and in the clearance to the fieldwork protocol provided by the National Commission of Bioethics in the Ministry of Health, resulted in changes in the impact evaluation calendar. The endline data collection started in December 2019 and will be completed after the project closes. A report is expected to be completed in March 2020. Component 4: Institutional Strengthening. As part of the revision of the Secondary Education Curriculum, the MINEDH has conducted the following studies: (i) an assessment of life skills obtained by students based on the curriculum; (ii) assessment of attainment of secondary students 12/30/2019 Page 2 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) on the sciences (physics, chemistry, biology) and mathematics; and (iii) teacher training (both content and pedagogy) related to secondary school science. With the Bank's agreement, MINEDH included in this component a pilot for in-service training for secondary school teachers, with an initial diagnosis of the skills of these teachers and a later analysis of the effectiveness of the training. The information from these studies will inform the activities of the World Bank's new higher education and TVET project, that will include a component on secondary school teachers and lecturers’ training. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- Substantial Substantial Macroeconomic -- High Substantial Sector Strategies and Policies -- Moderate Moderate Technical Design of Project or Program -- Moderate Moderate Institutional Capacity for Implementation and Sustainability -- Moderate Moderate Fiduciary -- Substantial Substantial Environment and Social -- Moderate Moderate Stakeholders -- High High Other -- -- -- Overall -- Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the quality of education IN00783327 ►Net enrolment rate of 6 years olds in Grade 1 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 70.00 93.30 93.30 88.00 Date 28-Apr-2011 21-Aug-2019 21-Aug-2019 31-Dec-2019 IN00783329 ►Retention Rate until 3rd Grade (Percentage, Custom) 12/30/2019 Page 3 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Baseline Actual (Previous) Actual (Current) End Target Value 69.80 75.06 77.00 75.00 Date 31-Dec-2014 21-Aug-2019 29-Nov-2019 31-Dec-2019 It is calculated by dividing the 3rd grade students enrolled by the 1st grade students enrolled 2 years prior. There is no tracking of individual students. According to MINDEH the dropout and failure rates in 2nd grade were high between 2015 and 2016 due to the introduction of end of the year examination. In 2017 Comments: the exam was abolished and more students were promoted to 3rd grade in 2018, as well as significantly lower dropout rates were observed. The accumulation of repeating students from previous years led to a higher flow of students to the 3rd grade in 2018. IN00783331 ►Parity Index of the Retention Rate until Grade 3 between the highest and lowest provinces (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.61 0.51 0.51 0.62 Date 31-Dec-2014 28-Jun-2019 28-Jun-2019 31-Dec-2019 IN00783333 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 6,117,794.00 6,783,223.00 6,783,223.00 6,265,000.00 Date 28-Apr-2011 01-Aug-2019 01-Aug-2019 31-Dec-2019 IN00783334 Female beneficiaries (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 47.20 48.02 48.20 48.10 Strengthening Local Governance and School-Based Management IN00783328 ►Number of additional qualified primary teachers resulting from project interventions. (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 44,734.00 38,548.00 44,000.00 Date 28-Apr-2011 21-Aug-2019 29-Nov-2019 31-Dec-2019 The previous number also counted teachers that were qualified before the start of the project. There were 8648 new 8439 in 2016, 8634 in 2017, 7006 in 2018, and 5.821 new teachers in 2019, Comments: IN00783330 ►Percentage of students (of Grade 1 and 2) with Portuguese and Mathematics textbooks (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 12/30/2019 Page 4 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Value 82.60 79.70 79.70 92.00 Date 31-Dec-2014 21-Aug-2019 21-Aug-2019 31-Dec-2019 IN00783332 ►Proportion of complete primary schools that comply with standards for transparency and accountability (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 80.00 80.00 80.00 Date 01-Jan-2015 21-Aug-2019 21-Aug-2019 31-Dec-2019 Intermediate Results Indicators by Components Improving the quality of education IN00783337 ►Numbers of teachers (1st cycle - grade 1 and 2) with in-service training (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 32,812.00 46,736.00 27,500.00 Date 31-Dec-2014 01-Mar-2019 29-Nov-2019 31-Dec-2019 There were 13,924 teachers trained in 2019, 15,774 in 2018, 12791 in 2017, and 4247 in 2016. Comments: IN00783340 ►System for learning assessment at the primary level (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 28-Apr-2011 01-Mar-2019 01-Mar-2019 31-Dec-2019 IN00783342 Utility of the learning assessment system (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4.00 4.00 4.00 IN00783343 ►Percentage of Complete Primary Schools supervised by the SDEJTs (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 85.14 85.14 80.00 Date 01-Jan-2015 21-Aug-2019 21-Aug-2019 31-Dec-2019 The number corresponds to the school year 2018 (complete). As reported by MINEDH (no longer verified by IVA as the PforR project closed) information for 2019 will be available in early 2020. Comments: IN00783344 ►Number of primary school directors having participated in management training (Number, Custom) 12/30/2019 Page 5 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,871.00 6,153.00 3,500.00 Date 01-Jan-2015 21-Aug-2019 29-Nov-2019 31-Dec-2019 The previous figures were updated retroactively according to the information provided by the Government. The current figure is cumulative and includes 1,007 directors trained in 2016; 1,360 trained in 2017; 2901 Comments: trained in 2018 and 885 in 2019. IN00783345 ►Percentage of Complete Primary Schools with ADE funds available before February 28th of each year (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 97.00 97.00 95.00 Date 31-Dec-2014 01-Mar-2019 01-Mar-2019 31-Dec-2019 IN00783346 ►GPI upon 1st grade entry in ECD participating districts (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.92 0.95 0.95 0.96 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 31-Dec-2019 This number is being analyzed as the MINEDH needs to clarify source and methodolgy Comments: IN00783347 ►Number of direct beneficiaries of ECD program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 50,742.00 52,050.00 49,000.00 Date 30-Mar-2015 21-Aug-2019 29-Nov-2019 31-Dec-2019 The number of beneficiaries of DICIPE will be further analyzed. The Government detailed the methodology used indicating that this estimates count the overall number of enrolled students each year, thus double counting some of the students (that stay more than one year at the ECD centers). The Comments: number of students enrolled in 2019 was updated to 24,438 ECD students, 24,133 enrolled in 2018, 15,302 in 2017, 10,388 in 2016, and 10,394 in 2015. IN00783348 ►Percentage of ECD centers that are completely functional (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 95.00 95.00 100.00 Date 28-Apr-2011 28-Jun-2019 29-Nov-2019 31-Dec-2019 MINEDH reported that 17 ECD schools are not operational due to the violent conflict in Cabo Delgado. Comments: IN00783349 ►Evaluation of the Education Sector Strategic Plan (2012-2016/19) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 12/30/2019 Page 6 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Draft evaluation report Draft evaluation report Dissemination of shared with partners Value None shared with partners for results at central and for comments and comments and inputs Provincial level inputs Date 30-Mar-2017 21-Aug-2019 21-Aug-2019 31-Dec-2019 IN00783350 ►Implementation of Service Delivery Indicators Survey (SDI) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Final Report Final Report presenrted presenrted at the Dissemination at Value 1.00 at the Ministry Ministry Coordinating District level Coordinating Council Council Date 15-Oct-2014 21-Aug-2019 21-Aug-2019 31-Dec-2019 Strengthening Local Governance and School-Based Management IN00783338 ►Implementation of new textbooks operational plan (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Competitive selection of Competitive selection grade 4 books completed of grade 4 books New books introduced Value NA and books will be completed and books in grades 1-3 introduced in 2020 as will be introduced in planned. 2020 as planned. Date 28-Apr-2011 21-Aug-2019 21-Aug-2019 31-Dec-2019 Supporting community-based Early Childhood Development activities IN00783339 ►Percentage of direct beneficiaries that are female (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 51.00 64.70 50.00 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 31-Dec-2019 MINEDH will further analyze this number to understand the abrupt rise over one year's time. Comments: Institutional Strengthening and Support of monitoring and policy development IN00783335 ►Number of parents/caregivers enrolled in the parenting information sessions (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 72,906.00 49,551.00 24,500.00 Date 28-Apr-2011 30-Aug-2019 29-Nov-2019 31-Dec-2019 The number was verified by MINEDH. It is claimed that attendance of participants are registered in each Comments: session. IN00783341 12/30/2019 Page 7 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Percentage of which male (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 30.00 30.00 30.00 Improving Access to Education IN00783336 ►Percentage of the newly trained primary school directors having their performance evaluated the following year (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 33.00 49.50 35.00 Date 31-Dec-2014 21-Aug-2019 29-Nov-2019 31-Dec-2019 There were 495 graduated school directors from the 2017 cohort that were assessed out of a total of 1000. The estimate of evaluated school directors for the next cohort, with 1200 participants in the training, Comments: should be available soon. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P125127 IDA-49300 Closed USD 71.00 71.00 0.00 68.95 0.00 100% P125127 IDA-51000 Closed USD 40.00 40.00 0.00 37.82 0.00 100% P125127 IDA-60750 Effective USD 59.00 59.00 0.00 59.93 0.43 99% P125127 IDA-D0840 Closed USD 50.00 49.98 0.02 50.24 0.00 100% P125127 TF-99811 Closed USD 90.00 90.00 0.00 90.00 0.00 100% P125127 TF-A0429 Effective USD 57.90 57.90 0.00 55.87 2.03 96% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P125127 IDA-49300 Closed 28-Apr-2011 18-Jul-2011 06-Feb-2012 31-Jul-2015 31-Jul-2015 P125127 IDA-51000 Closed 01-May-2012 29-Aug-2012 26-Feb-2013 31-Jul-2015 31-Dec-2018 P125127 IDA-60750 Effective 02-Jun-2017 13-Jul-2017 20-Sep-2017 30-Jun-2019 31-Dec-2019 P125127 IDA-D0840 Closed 24-Jul-2015 16-Sep-2015 01-Dec-2015 31-Dec-2018 31-Dec-2018 P125127 TF-99811 Closed 18-Jul-2011 18-Jul-2011 11-Jun-2012 31-Jul-2014 31-Mar-2015 12/30/2019 Page 8 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) P125127 TF-A0429 Effective 24-Jul-2015 16-Sep-2015 01-Dec-2015 31-Dec-2018 31-Dec-2019 Cumulative Disbursements Restructuring History Level Approved on 06-Aug-2013 ,Level 2 Approved on 20-Jan-2014 ,Level 2 Approved on 28-Jun-2019 Related Project(s) P124729-MZ- AF to Education Sector Support Project ,P151185-Mozambique Additional Financing to Education Sector Support Project ,P160959- Additional Financing for the Education Sector Support Project 12/30/2019 Page 9 of 9