The World Bank Report No: ISR9295 Implementation Status & Results Albania Education Excellence and Equity Project (P078933) Public Disclosure Copy Operation Name: Education Excellence and Equity Project (P078933) Project Stage: Implementation Seq.No: 18 Status: ARCHIVED Archive Date: 23-Jun-2013 Country: Albania Approval FY: 2006 Product Line: IBRD/IDA Region: EUROPE AND CENTRAL ASIA Lending Instrument: Specific Investment Loan Implementing Agency(ies): Key Dates Board Approval Date 01-Jun-2006 Original Closing Date 31-Dec-2010 Planned Mid Term Review Date 01-Sep-2008 Last Archived ISR Date 17-Nov-2012 Effectiveness Date 04-Oct-2006 Revised Closing Date 30-Jun-2013 Actual Mid Term Review Date 01-Dec-2008 Project Development Objectives Project Development Objective (from Project Appraisal Document) The objectives of the Project are to support the Recipient's Program: (a) to improve quality of learning conditions for students; (b) to increase enrollment of students in general secondary education; and (c) to initiate higher education reform. Has the Project Development Objective been changed since Board Approval of the Project? � Yes No Component(s) Component Name Component Cost Strengthening leadership, management and governance of the system 10.00 Improving conditions for teaching and learning 26.00 Improving and rationalizing education infrastructure 32.00 Setting the Stage for Higher Education Reform 7.00 Overall Ratings Public Disclosure Copy Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Moderately Unsatisfactory Overall Implementation Progress (IP) Moderately Unsatisfactory Moderately Satisfactory Overall Risk Rating Moderate Moderate Implementation Status Overview This is the final implementation supervision report for this project. However, as agreed with management, the World Bank will retain its supervisory role along CEB and EIB until their financing of the Project also closes at the end of 2013. The EEE-P Project has been under implementation for about seven years. During that period it has sought to: (a) improve quality of learning conditions for students; (b) increase Page 1 of 7 The World Bank Report No: ISR9295 enrollment of students in general secondary education; and (c) initiate higher education reform. The achievement of these objectives is measured against four outcome indicators, three of them achieved: (i) dropout rates in basic education have remained below 3%; (ii) the level of teachers’ satisfaction with their working conditions increased; and (iii) the progression rate from basic to secondary education increased from 80.3% to 91.2%. The fourth indicator, increase in net secondary enrollment rates, shows an increase from 55% to 60.5%, but remains below the target of 70%. It should be noted, however, that enrollment data is subject to revisions once the new census data is made available; preliminary data Public Disclosure Copy points to further improvements in enrollment rates. Finally, the Ministry of Education and Science (MoES) significantly advanced its higher education reform, far beyond what was foreseen at project design: a higher education strategy was fully developed and is on its early implementation stages. In addition to the achievement of most of its outcome indicators, the following intermediate indicators also point to the Project's contribution to improving the quality of learning conditions: (i) 100% of primary schools are using a new curriculum and textbooks; (ii) 100% of secondary schools have adopted a revised curriculum; (iii) the number of students in schools with multiple shifts was reduced from 36% to 14% in basic education and 15% to 5.6% in secondary education; (iv) triple shift schools were eliminated; and (v) the number of students per computer decreased from 61 to 14. At the same time, project implementation was marked by many challenges, including budget constraints in the last two years. While most of these challenges were overcome in the course of implementation, budget ceilings have continued to affect the education sector and are expected to do so in the near future. As such, the World Bank's team remains concerned about the sustainability and/or continuity of some of the interventions. A second concern related to some of the interventions supported under Project is their required follow up by municipal authorities. This is particularly true in the case of the schools that were rehabilitated, extended or built with project funds; some of these schools still require repairs, others are pending access to utilities, while all of them require sufficient funds for maintenance. Throughout implementation, the level of municipal engagement, responsiveness, and institutional capacity has varied widely, and the mechanisms for MoES to engage municipalities seem insufficient. The absence of a clear mechanism to ensure that municipalities comply with their education responsibilities is a risk to these investments. In summary, all evidence confirms that the Project played an important part in supporting improvements in the quality of learning and in institutional development, as well as in launching higher education reform. At the same time, taking into consideration efficiency and sustainability concerns and unresolved problems with civil works, the Project's development objective is considered Moderately Unsatisfactory. Given that the Bank's team will continue supervising the Project for another six months, it is still possible that this rating would be revised to Moderately Satisfactory, if the highlighted concerns are addressed by then. Locations Country First Administrative Division Location Planned Actual Albania Not Entered Pogradec Albania Not Entered Peshkopi Albania Not Entered Permet Albania Not Entered Lazarat Public Disclosure Copy Albania Not Entered Kukes Albania Not Entered Krume Albania Not Entered Korce Albania Not Entered Lukove Albania Not Entered Zall-Mner Albania Not Entered Xhafzotaj Page 2 of 7 The World Bank Report No: ISR9295 Country First Administrative Division Location Planned Actual Albania Not Entered Ura Vajgurore Public Disclosure Copy Albania Not Entered Tirana Albania Not Entered Shkoder Albania Not Entered Lezhe Albania Not Entered Kruje Albania Not Entered Kamez Albania Not Entered Fier Albania Not Entered Durres Albania Not Entered Ballsh Albania Not Entered Frakulla e Vogel Albania Not Entered Bajram Curri Results Project Development Objective Indicators Indicator Name Core Unit of Measure Baseline Current End Target Reduction in basic education dropout rate Percentage Value 0.94 0.37 3.00 Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments 2005-2006 data provided by Achieved. Target set before baseline MOES in Nov. 2009 as no (2010-11 school year data). was available based on baseline data was available Official MoES data but, as acceptable int'l standards. during appraisal. stated earlier, we believe it to Once baseline data was be incorrect. available, it was lower than Public Disclosure Copy target. Increase in level of teachers' satisfaction in Text Value Satisfaction level: 29% high; 39% high; 48% moderate; upward from previous year their working conditions 57% moderate; and 14% low. 13% low. Date 31-Dec-2006 24-May-2013 30-Jun-2013 Comments 2006 data Achieved. target met in 2012. Progression rate from basic to secondary Percentage Value 80.30 92.00 90.00 education Date 01-Jun-2006 24-May-2013 30-Jun-2013 Page 3 of 7 The World Bank Report No: ISR9295 Comments 2005/2006 data provided on Achieved. target exceeded by 2010 November 2009 (2011 data) Improvement in secondary education Text Value 55% (75% in Tirana, less than 60.5% NER; 76.1% GER; 70% overall Public Disclosure Copy enrollment rate, disaggregated by region and 50% in some regions) income groups Date 01-Jun-2006 24-May-2013 30-Jun-2013 Comments 2005/2006 data provided by 2009 data based on old target exceeded. MOES on November 2009 census. MoES has not show: 53% overall (25% in provided official new data; rural and 85% in urban) unofficial data shows target has been met but MoES has not authorized their use. (PAD doesn't specify whether the target was for NER or GER but given the baseline data, the team assumes thetarget is for NER. As such, the target hasn't been met.) Intermediate Results Indicators Indicator Name Core Unit of Measure Baseline Current End Target Progress on the decentralization pilot Text Value None No pilot in place. Evaluation of the decentralization pilot Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target not met. target not met % of school principals trained in management Text Value 0 100% 70% and education leadership Date 03-May-2006 20-May-2013 30-Jun-2013 Comments target surpassed target surpassed by 2008 % of schools with functioning board Percentage Value 90.00 70.00 Date 20-May-2013 30-Jun-2013 Comments target surpassed target surpassed Public Disclosure Copy Standard deviation of per student expenditure Text Value 3745 8900 2500 in basic education by regions Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments (2007 data as baseline data Not achieved. Data shows an target not met was not available at time of increasing trend and MoES preparation) explains that is the result of higher teacher salaries, plus bonus for transport for rural areas. In most cases, the data shows greater Page 4 of 7 The World Bank Report No: ISR9295 expenditures in rural areas, than urban areas. % of primary schools using new curriculum and Text Value 60% 100% 95% textbooks Public Disclosure Copy Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target surpassed. target surpassed by 2007 Number of schools and clusters of schools Text Value 0 0 400 engaged in school improvement activities Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target not met target not met Activity dropped in August 2010 as part of prioritization of activities. % of teachers who participate in continuous Text Value 0% 2% 70% professional development Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target not met. Data not target not met cumulative. MoES claims that all teachers participate in training every year, as required by law. However, only 2% of those were financed with project money. Number of additional qualified primary teachers Number Value 0.00 12509.00 20429.00 resulting from project interventions. Date 02-Aug-2010 20-May-2013 31-Oct-2011 Comments Core indicator added after target not met target not met. approval and revised in Project target is 70% August 2010 at the request of cumulatively. the Bank's Education Board -- to replace "decline in shortfall of qualified teachers at the primary level." Number of additional classrooms built or Number Value 0.00 518.00 Public Disclosure Copy rehabilitated at the primary level resulting from Date 02-Aug-2010 24-May-2013 30-Jun-2013 project interventions. Comments Indicator revised in August revised target not met. 22 No baseline in original design 2010 at the request of the schools completed, compared but established at 30 new or Bank's Education Board - to 30 schools established rehabilitated schools during replaces "decline in short fall during implementation implementation. of classrooms in primary education." Page 5 of 7 The World Bank Report No: ISR9295 % of students in schools with mutiple shifts Text Value 36% (basic) / 15% 13.9% (basic)/5.6% 25% (basic) / 8% (secondary) (basic/secondary) (secondary) (secondary) Date 01-Jun-2006 20-May-2013 30-Jun-2013 Public Disclosure Copy Comments target surpassed target exceeded by 2009 Student-computer ratio in secondary education Text Value 61 (urban 46, rural 133) 14 (urban 14, rural 13) 30 disaggregated by regions Date 01-Feb-2006 20-May-2013 30-Jun-2013 Comments 2005/2006 data provided target surpassed target exceeded by 2009 during November 2009 supervision mission Progress on the revision of higher education Text Value None Law starting implementation Implementation of Law law but financing part of it will not be implemented in 2013-14 academic year Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target met % of universities which develop strategic plans Text Value 0% 100% 100% Date 01-Jun-2006 20-May-2013 30-Jun-2013 Comments target met. target met by 2009 (2011-12 school year data) % of universities with external governing Text Value 0% 100% 50% boards Date 01-Jun-2006 24-May-2013 29-Jun-2013 Comments target surpassed. target exceeded by 2009 (2011-12 school year data) Revised secondary education curriculum Text Value 0% 100% 100% implemented in schools Date 01-Jun-2006 29-May-2013 29-Jun-2013 Comments New indicator added by team All secondary schools have for record keeping implemented a new curriculum. Public Disclosure Copy Data on Financial Performance (as of 15-May-2013) Financial Agreement(s) Key Dates Project Ln/Cr/Tf Status Approval Date Signing Date Effectiveness Date Original Closing Date Revised Closing Date P078933 IDA-41800 Effective 01-Jun-2006 06-Jul-2006 04-Oct-2006 31-Dec-2010 30-Jun-2013 Disbursements (in Millions) Project Ln/Cr/Tf Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P078933 IDA-41800 Effective XDR 10.50 10.50 0.00 9.21 1.29 88.00 Page 6 of 7 The World Bank Report No: ISR9295 Disbursement Graph Public Disclosure Copy Key Decisions Regarding Implementation Development Partners asked the Ministry of Education to follow up on outstanding issues related to civil works in the schools. Restructuring History Level one Approved on 19-Mar-2010, Level one Approved on 01-Oct-2010, Level one Approved on 14-Dec-2011, Level one Approved on 22-Mar-2012 Related Projects There are no related projects. Public Disclosure Copy Page 7 of 7