The World Bank Implementation Status & Results Report EQRA (P159378) EQRA (P159378) SOUTH ASIA | Afghanistan | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2019 | Seq No: 2 | ARCHIVED on 25-Sep-2019 | ISR38304 | Implementing Agencies: Islamc Republic of Afghanistan, Ministry of Education, Ministry of Rural Rehabilitation and Development Key Dates Key Project Dates Bank Approval Date: 28-Sep-2018 Effectiveness Date: 03-Jan-2019 Planned Mid Term Review Date: 31-Jan-2021 Actual Mid-Term Review Date: Original Closing Date: 31-Dec-2023 Revised Closing Date: 31-Dec-2023 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The Project Development Objectives (PDO) are “to increase equitable access to primary and secondary education, particularly for girls, in selected lagging provinces, and to improve learning conditions in Afghanistan”. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Equitable Access to Basic Education:(Cost $190.00 M) Improving Learning Conditions:(Cost $35.00 M) Strengthening Education Sector Planning Capacity and Transparency:(Cost $39.00 M) Technical Assistance:(Cost $34.00 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Overall Progress: Since the last Implementation Support Mission (December 2018), the project implementation has progressed, and the sub- component technical teams in both agencies (MOE, MRRD) continue to drive the process forward. Out of eight key activities, four Project Implementation Manuals (PIMs) have been cleared and implementation has initiated in line with the work plans: School Construction (Component 1.1), School Grant (Component 1.2), the TEACH pilot (Component 2.2), and Curriculum & Textbook (Component 2.3). PIMs for Community Based Education (Component 1.3), EMIS (Component 3.1) and Personnel Database (Component 3) are expected to be completed by 15 of September 2019 and to initiate implementation thereafter. Finalization of the Teacher Training (Component 2.1) manual is lagging. 9/25/2019 Page 1 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Component 1: Equitable Access to Basic Education: This component shows good progress. As of May 31, 2019, 169 school buildings and missing components for 16 schools were under construction and timely achievement of the disbursement condition is on track. The mission discussed the operating cost and staffing needs of Ministry of Rural Rehabilitation and Development (MRRD) for school construction and cleared most of the requests but raised the need to further discuss the hiring of support staff and renting of vehicles. The School Grant (SG) team also showed good progress in preparation for program implementation as well as impact evaluation. Two TAs were on board and another two TAs are expected to be on board by September 2019 to accelerate the SG program implementation. The mission appreciated the good discussion on the CBE PIM development with MoE and Development Partners. CBE team will finalize the PIM shortly, and will start working towards meeting the disbursement conditions. Component 2: Improving Learning Conditions: This component has been moving forward since the last mission except the Teacher Training sub-component. Mission requested the MoE leaderships to address the slow progress of this activity. Other activities under this component, such as the TEACH baseline survey, curriculum development as well as a textbook distribution plan has been progressing well. The mission is pleased to learn that the final draft of the revised curriculum framework, after series of discussion with stakeholders, is ready and will be approved shortly. The mission notes that 12.2 million textbooks financed by USAID have been printed and will be distributed soon. Component 3: Strengthening Education Sector Planning Capacity and Transparency: This component is progressing as planned. The mission advised that Education Management Information Systems (EMIS) related activities need to be coordinated with other partners such as USAID and UNICEF. For EMIS, EQRA’s support to MoE will be limited to a) provision of TA, b) a pilot on phone call survey, c) integration of CBE data into EMIS, and d) assessing the feasibility of developing a unique student identifier for grades 10, 11, and 12 in 2019. The World Bank (WB) and MoE will also discuss how to strengthen the data collection and verification processes for 2020. Review of other activities under this component shows that a draft teacher policy is being reviewed by MoE and will soon be shared with the WB and other stakeholders such as Independent Administration Reform and Civil Service Commission (IARCSC), Ministry of Finance (MoF), and Ministry of Higher Education (MoHE). The data collection for the personnel database of the MoE is on track and data is collected by IARCSC with support from Tackling Afghanistan's Government HRM and Institutional Reform (TAGHIR) Project. Component 4 Technical Assistance: This component has made good progress since the last mission. A capacity gap analysis has been conducted by MoE to identify areas for TA in the EQRA supported departments of MoE. The WB team reviewed the analysis and suggested areas for improvement. The mission expressed concerns over the slow pace of the recruitment process, lack of female candidates, and the long gap between the announcement and the interview stages of the recruitment cycle. The MoE agreed to seek strategies for encouraging more female applicants for certain positions and develop a recruitment plan with timelines and monitor closely. The Early Childhood Education (ECE), a pilot under this component, has also initiated the official discussion agreed on (i) broad scope of the program areas (policy, capacity, service delivery model) and (ii) timelines for development of PIM for this activity Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance High High High Macroeconomic Substantial Substantial Substantial Sector Strategies and Policies Moderate Moderate Moderate Technical Design of Project or Program Substantial Substantial Substantial Institutional Capacity for Implementation and Sustainability Substantial Substantial Substantial Fiduciary High High High Environment and Social High High High Stakeholders Moderate Moderate Moderate Other Substantial -- -- Overall Substantial Substantial Substantial 9/25/2019 Page 2 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Results PDO Indicators by Objectives / Outcomes Increase equitable access to general education in selected lagging provinces, especially for girls IN00736340 ►Students attending school regularly in selected provinces (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 4,318,473 NA NA 5,018,429 Date 31-Dec-2016 31-Jan-2019 31-Jul-2019 31-Dec-2023 The number of students attending school (Grades 1–12) is defined by the number who participated in the end of year exam (the requirement for which is that they attend 75% of the academic year, in selected Comments: provinces). This is calculated according to the EMIS as total of students attending subtracted from the previous year’s total. Data are gathered at the end of school year. Provincial targets are specified in IN00736393 appendix 1. Students attending school regularly in selected provinces, female (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 1,616,799 NA NA 1,918,919 Date 31-Dec-2016 31-Jan-2019 31-Jul-2019 31-Dec-2023 Increase equitable access to general education in selected lagging provinces, especially for girls IN00736391 ►Out of school children in selected provinces (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 2,289,880 NA NA 1,089,880 Date 31-Dec-2016 31-Jan-2019 31-Jul-2019 31-Dec-2023 Total number of out-of-school children including school-age children (age 7–16) not in school, Comments: permanently absent students (<3 years out-of-school), and dropouts (>3 years out-of-school), by gender; IN00736394 the baseline figures are from the 2016 ALCS. out of school children in selected provinces, female (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 1,387,717 NA NA 643,029 Date 31-Dec-2016 31-Jan-2019 31-Jul-2019 31-Dec-2023 Improve learning conditions IN00736392 ►Teachers meeting subject specific qualifications (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 9/25/2019 Page 3 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Value 52% NA NA 72% Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2023 Comments: Teachers teaching subjects above Grade 6 for which they meet subject-specific qualifications (%) Intermediate Results Indicators by Components Equitable access to basic education IN00736395 ►Schools constructed or expanded with classrooms, boundary walls, water points, and gender segregated latrines (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 NA NA 2,646 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2023 This includes total schools built and expanded with completion of missing items including adding Comments: classrooms, gender-segregated latrines, water points, and boundary walls in selected provinces, as specified per contract terms IN00736400 ►School Grants implemented (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 NA NA 2,298 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2023 Comments: Number of schools receiving and executing a grant in targeted districts in selected provinces Improving learning conditions IN00736396 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 6,447,000.00 6,447,000.00 6,447,000.00 7,247,000.00 Date 31-Dec-2016 31-Jan-2019 31-Jul-2019 31-Dec-2023 IN00736399 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 2,462,000.00 2,462,000.00 2,462,000.00 2,834,000.00 IN00736401 ►Existing textbooks distributed and teaching and learning materials for the new curriculum developed for all grades (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target Old national curriculum New textbooks and Value NA NA framework in effect teacher guides 9/25/2019 Page 4 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) developed in core subjects of mathematics, science, and language for Grades 1 through 12 and 45 million textbooks from existing curriculum are delivered to public schools, covering at least 90 percent of districts. Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2022 2019: Evidence demonstrating that 45 million textbooks from the existing curriculum for core subjects/learning areas of mathematics, science, and language were distributed to public schools covering at least 90 percent of districts. 2020: New textbooks and teacher guides developed for core Comments: subject/learning area for Grades 1, 4, 7, and 10. 2021: New textbooks and teacher guides developed for core subject/learning area for Grades 2, 5, 8, and 11. 2022: New textbooks and teacher guides developed for core subject/learning area for Grades 3, 6, 9, and 12. IN00736403 ►Teaching quality rating based on classroom observations (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target Teaching quality rating, based on TEACH classroom observation method, Baseline to be collected Value NA NA increased by 0.4 in 2019 standard deviations or more among sampled teachers compared to the baseline. Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2023 2019: Evidence demonstrating that baseline data on teaching quality is collected on a target sample of teachers. This will include measuring classroom performance as the average rating in five instructional practice dimensions (time on learning, lesson facilitation, check for understanding, feedback, and critical thinking) on a scale from 1 to 5 using the TEACH classroom observation tool. It will also comprise Comments: assessments of subject knowledge of mathematics and language for Grades 3 to 6. The baseline indicator will be a composite score combining teaching quality (weighted 70%) and content knowledge (weighted 30%). 2023: Evidence demonstrating that data on the indicator is collected on the selected sample of teachers and analyzed in year 5 and the average score for the sample in year 5 is at least 0.4 standard deviations higher than the baseline in year 1 to achieve the DLR. Strengthening education sector planning capacity and transparency IN00736397 ►Annual results based reports implemented between MOE, PEDs and DEDs (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target 2019, 2020, and 2021 annual results-based reports completed Standard templates for No annual results Standard templates for annually by the MoE annual results Value reporting between MOE, annual results reporting for all PEDs and reporting are PEDS and related DEDs are developed related DEDs and developed published on MoE website by December 2022 9/25/2019 Page 5 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2022 2018: Evidence demonstrating that standard templates for annual results reporting are developed, including development and dissemination of school budgets and PED reports summarizing (a) school expenditures, (b) teacher absenteeism, (c) student enrollment and attendance, (d) textbooks required by schools, (e) textbooks delivered to schools, and (f) all actions taken in response to DED requests and school report card results. 2020: Evidence demonstrating that 2019 annual results-based reports were Comments: completed per template and submitted by the MoE for 15 PEDs, and related DEDs. 2021: Evidence demonstrating that 2020 annual results-based reports were completed annually per template and submitted by the MoE for all PEDs. 2022: Evidence demonstrating that 2021 annual results-based reports were completed annually per template and submitted by the MoE for all PEDs. IN00736398 ►NESP III Operational plan on management and budgeting cycle developed and results reported (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target Progress on results toward 2018, 2019, and 2020 annual New O&M budget New O&M budget operational plan allocation formula allocation formula reported by MoE per established; Annual established; Annual template; operational plan based New O&M budget operational plan based 2020, 2021, and 2022 on actual on-budget Value allocation formula not on actual on-budget annual operational allocations and established allocations and projected plans developed based projected off-budget off-budget allocations for on actual on-budget allocations for 2019 2019 completed and allocation and completed and endorsed by DPs; projected off-budget endorsed by DPs; allocations and jointly endorsed by DPs, per template by June 2021 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 30-Jun-2021 By December 2018: Evidence demonstrating (a) new O&M budget allocation formula established for each PED, disaggregated by DED; (b) annual operational plan based on actual on-budget allocations and projected off-budget allocations for 2019 completed and endorsed by DPs by December 2018; and (c) progress report template jointly developed with DPs by December 2018. 2019: Evidence demonstrating (a) progress on results toward 2018 annual plan reported by February 2019; and (b) annual operational plan based on actual on-budget allocation and projected off-budget allocations for 2020 completed and Comments: endorsed by DPs as per the template by June 2019. 2020: Evidence demonstrating (a) progress on results toward 2019 annual plan reported, per template by February 2020; and (b) annual operational plan based on actual on-budget allocation and projected off-budget allocations for 2021 completed and endorsed by DPs as per the template by June 2020. 2021: Evidence demonstrating (a) progress on results toward 2020 annual plan reported, per template by February 2021; (b) Annual operational plan based on actual on-budget allocation and projected off-budget allocations for 2022 completed and endorsed by DPs as per the template by June 2021. IN00736402 ►Integrated personnel database for education staff established (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target Value No integrated personnel NA NA Organizational database mapping of all education Tashkeel staff completed. The database contains agreed minimum information on all staff as described in the procedure manual including biometric data. Interface between personnel 9/25/2019 Page 6 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) database and payroll completed by December 2021 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2021 2019: Evidence demonstrating completion of organizational mapping (census) of all Tashkeel staff. The mapping follows the organizational structure of the MoE down to the level of work location. It includes each Tashkeel staff and identifies them by grade, job title, work location, and a unique number and the database contains at least minimum information on each staff such as name, father name, NID code, bank account for payroll, qualification, photograph, and biometric data and this infomration is entered for 100,000 staff into the database. 2020: Evidence demonstrating completion of organizational mapping of Comments: all Tashkeel staff.. The mapping follows the organizational structure of the MoE down to the level of work location. It includes each Tashkeel staff and identifies them by grade, job title, work location, and a unique number and the database contains at least minimum information on each staff such as name, father name, NID code, bank account for payroll, qualification, photograph, and biometric data and this information is entered for all staff into the database. 2021: Evidence demonstrating integration of personnel database with the AFMIS payroll with any differences between them fully reconciled, and completion of any updates to existing records in the database. IN00736404 ►Provincial workshops conducted with DEDs, school shura representatiaves to identify constraints to education (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 NA NA 60.00 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2022 The number of provinces that conduct workshops with the DEDs and school shura representatives. The goals of the workshops are to identify constraints to school enrollment, attendance, and retention and to Comments: take stock of the situation, observe any changes, and review and identify any new constraints based on current circumstances. IN00736405 ►Improved EMIS data collection and quality assurance procedures implemented (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target All 2019-2022 CBE information reported to MoE and entered in EMIS, according to policy guidelines; Monthly survey data Protocols for monthly Protocols for monthly collection procedures No monthly phone telephone surveys telephone surveys established and Value survey data collection established in established in functioning; EMIS data procedures consultation with local consultation with local verified with monthly stakeholders stakeholders survey data in a random sample of 5% of schools and physically verified with +- 3.5% margin of error Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2022 Comments: By December 2018, evidence demonstrating that protocols for monthly EMIS data collection are established (telephone surveys to schools) in consultation with local stakeholders 2019: Evidence demonstrating: (a) online tool for school-level data entry into EMIS developed and functioning and training of trainers (academic supervisors, PEDs) for data collection and entry into EMIS completed among PEDs and academic supervisors in each province and (b) outreach and capacity building of principals and school shuras to prepare for monthly data collection completed in each province (that is, information on training sessions conducted including date, location, facilitators, and participants who completed training). 2020: Evidence demonstrating: (a) all 2019 and 2020 CBE information available in EMIS, according to 9/25/2019 Page 7 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) policy guidelines including information on location, teachers, students, and whether they are on-budget or off-budget CBEs and (b) monthly data collected through phone surveys in a representative random sample of schools in target provinces. 2021: Evidence demonstrating: (a) EMIS data verified for all schools with monthly survey data within one month after annual EMIS data collection exercise is completed and (b) EMIS data physically verified for 5% of randomly selected schools in selected provinces with ±3.5% margin of error—including verifying monthly and annual data on the existence of schools/classrooms, staff, and student statistics by July 2021. 2022: Evidence that all 2021 and 2022 CBE information is available in EMIS according to policy guidelines including information on location, teachers, students, and whether they are on-budget or off-budget CBEs. IN00736406 ►Development and implementation of a teacher policy for prioritization in the hiring and allocation of teachers based on need (Text, Custom, DLI) Baseline Actual (Previous) Actual (Current) End Target At least ninety (90) percent of newly hired permanent teachers and at least seventy five (75) percent of newly hired temporary teachers hired based on the methods and No policy in place for criteria identified in the prioritization in the hiring Teacher policy is under Teacher policy is teacher policy; and at Value and allocation of development. under development. least ninety (90) teachers based on need percent of new teacher positions filled through a transparent recruitment process using the IARCSC’s hiring procedures and at least forty percent (40%) of the new hires are women. Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2021 By December 2018: Evidence demonstrating the establishment of a teacher policy comprising step-by- step procedures for prioritization, needs-based allocation, and criteria for redeployment of teachers. 2021: Evidence demonstrating that • At least 90 percent of newly hired permanent teachers and at least 75 Comments: percent of all temporary teachers were based on the methods and criteria identified in the teacher policy; • At least 90 percent of new teacher positions were filled through a transparent recruitment process using the Civil Service Commission’s hiring procedures; and • At least 40 percent of new hires are women. IN00736407 ►Complaints addressed through grievance redressal mechanism (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 0.00 70.00 Date 01-Jun-2018 31-Jan-2019 31-Jul-2019 31-Dec-2023 This indicator measures the proportion of grievances addressed through the grievance redress Comments: mechanism Disbursement Linked Indicators IN00736408 ►DLI 1 Teaching quality rating based on classroom observations (Text, Intermediate Outcome, 15,000,000.00, 0.00%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 9/25/2019 Page 8 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Baseline to be collected in Value NA NA -- 2019 Date -- 31-Jan-2019 31-Jul-2019 -- IN00736409 ►DLI 2 Existing textbooks distributed and teaching and learning materials for the new curriculum developed for all grades (Text, Output, 20,000,000.00, 6.71%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Old national curriculum Value NA NA -- framework in effect Date -- 31-Jan-2019 31-Jul-2019 -- IN00736410 ►DLI 3 Improved EMIS data collection and quality assurance procedures implemented (Text, Process, 14,000,000.00, 4.70%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 Protocols for monthly Protocols for monthly telephone surveys No monthly phone survey telephone surveys Value established in -- data collection procedures established in consultation consultation with local with local stakeholders stakeholders Date -- 31-Jan-2019 31-Jul-2019 -- IN00736411 ►DLI 4 Development and implementation of a teacher policy for prioritization in the hiring and allocation of teachers based on need (Text, Intermediate Outcome, 10,000,000.00, 3.36%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 No policy in place for prioritization in the hiring Teacher policy is under Teacher policy is under Value -- and allocation of teachers development. development. based on need Date -- 31-Jan-2019 31-Jul-2019 -- IN00736412 ►DLI 5 Integrated personnel database for education staff established (Text, Output, 5,000,000.00, 1.68%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 No integrated personnel Value NA NA -- database Date -- 31-Jan-2019 31-Jul-2019 -- IN00736413 ►DLI 6 Annual results based reports implemented between MOE, PEDs and DEDs (Text, Process, 5,000,000.00, 1.68%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 No annual results reporting Standard templates for Standard templates for Value between MOE, PEDS and annual results reporting annual results reporting -- related DEDs are developed are developed 9/25/2019 Page 9 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Date -- 31-Jan-2019 31-Jul-2019 -- IN00736414 ►DLI 7 NESP III Operational plan on management and budgeting cycle developed and results reported (Text, Process, 5,000,000.00, 1.68%) Results to be Baseline Actual (Previous) Actual (Current) achieved by 2023 New O&M budget New O&M budget allocation formula allocation formula established; Annual established; Annual New O&M budget operational plan based operational plan based on Value allocation formula not on actual on-budget actual on-budget -- established allocations and projected allocations and projected off-budget allocations for off-budget allocations for 2019 completed and 2019 completed and endorsed by DPs; endorsed by DPs; Date -- 31-Jan-2019 31-Jul-2019 -- Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P159378 IDA-D3810 Effective USD 100.00 100.00 0.00 38.40 60.56 39% P159378 TF-A8449 Effective USD 100.00 100.00 0.00 38.18 61.82 38% Not P159378 TF-A9570 USD 98.00 98.00 0.00 0.00 98.00 0% Effective Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P159378 IDA-D3810 Effective 28-Sep-2018 23-Oct-2018 03-Jan-2019 31-Dec-2023 31-Dec-2023 P159378 TF-A8449 Effective 28-Sep-2018 23-Oct-2018 03-Jan-2019 31-Dec-2023 31-Dec-2023 Not P159378 TF-A9570 26-Mar-2019 -- -- 31-Dec-2023 31-Dec-2023 Effective Cumulative Disbursements 9/25/2019 Page 10 of 11 The World Bank Implementation Status & Results Report EQRA (P159378) Restructuring History There has been no restructuring to date. Related Project(s) There are no related projects. 9/25/2019 Page 11 of 11