The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Kenya GPE Primary Education Development Project (P146797) AFRICA | Kenya | Education Global Practice | Recipient Executed Activities | Investment Project Financing | FY 2015 | Seq No: 9 | ARCHIVED on 25-Apr-2019 | ISR36495 | Implementing Agencies: Ministry of Education, Ministry of Finance Key Dates Key Project Dates Bank Approval Date: 18-May-2015 Effectiveness Date: 08-Jul-2015 Planned Mid Term Review Date: 31-Mar-2017 Actual Mid-Term Review Date: 27-Feb-2017 Original Closing Date: 31-Mar-2019 Revised Closing Date: 28-Jun-2019 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and national levels. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Improving early grade mathematics competencies:(Cost $34.50 M) Strengthening school management and accountability:(Cost $38.80 M) Strengthening capacity for evidence-based policy development at national level:(Cost $10.80 M) Project coordination, monitoring and evaluation:(Cost $4.30 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Progress towards achievement of the PDO is considered satisfactory at this mission. Component 1: Scaling up, across Kenya, of the Early Grade Mathematics(EGM) methodology piloted under the Primary Math and Reading Initiative(PRIMR) supported by USAID and DFID. Implementation of this component is on track. MoE has procured and distributed EGM textbooks targeting to four cohorts (2016-2019). Out of the 40,000 targeted teachers, about 102,157 teachers have been trained in EGM methodologies. The training included 7,421 teachers from the early grade in Private sponsored schools.The number of classroom observations has significantly improved. About 30,380 classroom observations were conducted by CSO against an annual target for 40, 000-compared to 12,008 observations last year. 4/25/2019 Page 1 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Component 2: Strengthening school management and accountability. This component supports a pilot to improve school performance through strengthened school management and accountability for results in the delivery of primary education. Overall, implementation of this component is on track. KNEC completed analysis and distribution of the school specific KCPE reports for the years 2015-2017. Analysis of the 2018 reports is complete and KNEC is planning printing and distribution to the target schools by April 31, 2019. Out of a target 30,00 teachers, 32,775 teachers have been appraised through the Teacher Performance Appraisal and Development(TPAD) process in the 4000 target schools. According to MoE, SIPs for the 4000 target schools were reviewed and cleared. The schools were supported to prepare the SIPs by MoE in collaboration with the County project teams. The 4000-target school received the first tranche of US$3000 to implement the School Improvement Plans(SIPs). Of the 4000, 3976 of the schools received the second tranche of US$2000.The school-based audit for FY 2018/19 is ongoing and will be completed by April 30, 2019. Component 3: Strengthening capacity for evidence-based policy development at national level. This component aims at strengthening capacity of the education sector for evidence based policy development. The 2015/16 EMIS data was collected and analyzed with support from UNICEF. The 2017/18 data was also collected with support from UNICEF but was not published due to concerns raised by MoE on the data. MoE is now collecting the 2018/19 data through the new National Education Management Information System (NEMIS) online platform-over 90 percent of secondary school students are now registered on NEMIS with unique personal identifiers (UPI). An Education Sector Analysis (ESA) report was developed in 2018. The ESA was informed by various studies and learning assessments conducted under the project and by other partners. Development of the National Education Sector Strategic Plan (NESSP-2018-2022) complete awaiting final validation, printing and dissemination during the planned national and county education quality dialogues. The NESSP was largely informed by the findings of the ESA. Component 4: Project coordination, communication monitoring & evaluation. This component will cover project management functions including coordination, supervision, communication and result monitoring and evaluation. Project management and coordination is satisfactory. The next technical mission is planned for April 2019. 4/25/2019 Page 2 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 4/25/2019 Page 3 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 4/25/2019 Page 4 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 4/25/2019 Page 5 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 4/25/2019 Page 6 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 4/25/2019 Page 7 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- High High Macroeconomic -- Substantial Substantial Sector Strategies and Policies -- Substantial Substantial Technical Design of Project or Program -- Substantial Substantial Institutional Capacity for Implementation and Sustainability -- High High 4/25/2019 Page 8 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Fiduciary -- Substantial Substantial Environment and Social -- Low Low Stakeholders -- Substantial Substantial Other -- -- -- Overall -- Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improvement in basic mathematics competency level of Grade 2 pupils (Disaggregated by gender and Per IN00686358 ►5% over baseline (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 79.10 -- 81.90 84.10 Date 11-Apr-2017 -- 29-Mar-2019 28-Jun-2019 The project scaled up the EGM model that was piloted under the Primary Mathematics and Reading Initiative (PRIMR) initiative. However, the EGM midline results showed a 2.5 percent decline in the ‘subtraction’ mathematical operation of Standard 2 students. Following the decline, an assessment was conducted by EGM experts who recommended adjustments to the EGM methodologies. MoE and the TSC moved quick to implement several strategic actions that were informed by the n independent expert review. These actions, which included adjusting the schedule, modality and manuals for training as well Comments: strengthening school-based teacher support, have contributed to a 5% improvement from end line survey results (81.9%) compared to the midline results (76.6%). However, this improvement is short by 2.8 percent of the needed 5 % improvement from baseline (79.1%) to end target (84.1%). The proposed AF will continue to support the adjusted EGM interventions and measure performance towards the end target at the nd of the AF. Number of participating schools completing top two priorities in the School Improvement Plans (SIPs) IN00686384 ►Number of participating schools completing top two priorities in the School Improvement Plan (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 4,000.00 4,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Implementation of the SIPs is ongoing. However, the target schools have completed the required top two r Comments: priorities in the SIPs. The County based project teams monitor and report on this implementation. EMIS data for primary education published annually from 2016 IN00686385 ►EMIS data for primary education published annually from 2016 (Yes/No, Custom) 4/25/2019 Page 9 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Yes Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 2015/16 data was collected and analyzed with support from UNICEF. 2017/18 data was also collected with support from UNICEF but was not published due to concerns raised by MoE on the data. MoE is now collecting the 2018/19 data through the new National Education Management Information System Comments: (NEMIS) online platform-over 90 percent of secondary school students are now registered on NEMIS with unique personal identifiers (UPI). National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018 (Ye IN00686386 ►National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018 (Yes/No) (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- Yes Yes Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 2015 NASMLA was conducted and disseminated. The 2018 NASMLA was conducted and awaiting Comments: validation and dissemination through the planned National and County education dialogues. Overall Comments PDO The project was scaling up a pilot. Following the decline in midline results, the EGM methodology was reviewed by EGM experts and the methodology (mainly pedagogy aspects) was substantially adjusted. Intense School-based teacher support was undertaken, which included support for teachers on students’ assessments and the need for students practices exercises. Improvement from baseline is about 2% (against a target of 5%) while improvement from midline to end line is about 5%. Intermediate Results Indicators by Components Improving early grade mathematics competencies IN00686391 ►Number of EGM textbooks distributed to schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 10,469,754.00 6,000,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Against a target of six million EGM textbooks, MoE has procured and distributed 10,469,754 EGM textbooks targeting to four cohorts (2016-2019). The number of textbooks procured increased each year Comments: due to continued increase in student’s enrolment. The enrolment data was based on submissions by the County project teams. IN00686392 4/25/2019 Page 10 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) ►Number of teachers trained in EGM (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 102,157.00 40,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Out of the 40,000 targeted teachers, about 102,157 teachers have been trained in EGM methodologies. The training included 7,421 teachers from the early grade in Private sponsored schools. Inclusion of these Comments: teachers was important since the EGM textbook and methodologies are adopted for the roll out, nation- wide, of the early years CBC. IN00686377 ►Number of classroom observations conducted under the project (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 103,848.00 120,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 The number of classroom observations has significantly improved. About 30,380 classroom observations Comments: were conducted by CSO against an annual target for 40, 000-compared to 12,008 observations last year. Strengthening school management and accountability IN00686359 ►Number of participating schools receiving KCPE analysis report (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 4,000.00 4,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 KNEC completed analysis and distribution of the school specific KCPE reports for the years 2015-2017 (for the 4000 target schools). The reports are available on the KNEC website www.knec.ac.ke. Analysis of the 2018 reports is complete and KNEC is planning printing and distribution to the target schools by April Comments: 31, 2019. KNEC trained about one hundred and eighty-eight (188) trainers of trainers (ToT) at the County level on the utilization of these reports. IN00686360 ►Number of teachers appraised in the participating schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 32,775.00 30,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Out of a target 30,00 teachers, 32,775 teachers have been appraised through the TPAD process in the Comments: 4000 target schools. However, the TSC rolled out the TPAD initiative in all schools. IN00686378 ►Number of participating schools submitting satisfactory school improvement plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 4,000.00 4,000.00 4/25/2019 Page 11 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 According to MoE, SIPs for the 4000 target schools were reviewed and cleared. The schools were supported to prepare the SIPs by MoE in collaboration with the County project teams. The SIP process Comments: entailed engagement of key stakeholders at the school level such as parents’ representatives; BoMs; and the county education teams IN00686379 ►Number of participating schools receiving annual school grant allocation (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 3,976.00 4,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 The 4000-target school received the first tranche of US$3000 to implement the SIPs. Of the 4000, 3976 of the schools received the second tranche of US$2000. Disbursement of the second tranche is based on Comments: a verification process by MoE and county project team-the process entails confirmation of implementation of SIP priorities under tranche one. IN00686387 ►Number of participating schools being audited (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 4,000.00 4,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 A baseline audit for the 4000 target schools was carried out in December 2017. A follow-on audit was conducted in June 2018.The school-based audit for FY 2018/19 is ongoing and will be completed by April 30, 2019. MoE trained 250 school auditors trained on risk-based audit approach. The Directorate of Comments: school audit at MoE has been training and supporting target schools, including the BoMs, in the required fiduciary aspects. Strengthening capacity for evidence-based policy development at national level IN00686393 ►Percentage of primary schools submitting EMIS data (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 60.00 -- 20.00 98.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 The 2015/16 data was collected and analyzed with support from UNICEF. The 2017/18 data was also collected with support from UNICEF but was not published due to concerns raised by MoE on the data. MoE is now collecting the 2018/19 data through the new National Education Management Information System (NEMIS) online platform-over 90 percent of secondary school students are now registered on Comments: NEMIS with unique personal identifiers (UPI). MoE is preparing a 2018/2019 statistical booklet for Secondary school based on information collected on the NEMIS. The Government is also sorting the lack of birth certificates among most of the Primary school learners-the certificates are required to generate the UPIs IN00686388 ►Sector diagnosis covering access, equity and efficiency (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target 4/25/2019 Page 12 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Value No -- Yes Yes Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 An Education Sector Analysis (ESA) report was developed in 2018. The ESA was informed by various Comments: studies and learning assessments conducted under the project and by other partners. IN00686380 ►Preparation of the next five year education sector plan launched (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- Yes Yes Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Development of the NESSP is complete. The NESSP was largely informed by the findings of the ESA. The document is awaiting final validation, printing and dissemination during the planned national Comments: and county education quality dialogues. Project coordination, monitoring and evaluation IN00686396 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 7,258,427.00 6,040,000.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 Cumulatively 7,258,427 beneficiaries have directly benefited from the project. These include pupils, teachers trained in EGM , national master trainers, EARCS, CSOs, Sub-county directors of education, Comments: teachers appraised, county project coordinator, county directors of education, regional coordinators of education and BoM members. IN00686397 ►Female beneficiaries (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 53.00 40.00 Date 18-May-2015 -- 29-Mar-2019 28-Jun-2019 53% of project beneficiaries are female Comments: Overall Comments IR Overall, MoE is on track towards achievement of intermediate indicators. Data on Financial Performance 4/25/2019 Page 13 of 14 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P146797 TF-18863 Effective USD 88.40 88.40 0.00 73.46 14.94 83% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P146797 TF-18863 Effective 18-May-2015 04-Jun-2015 08-Jul-2015 31-Mar-2019 28-Jun-2019 Cumulative Disbursements Restructuring History Level 2 Approved on 28-Nov-2018 Related Project(s) P168142-Kenya GPE Primary Education Development Project Additional Financing 4/25/2019 Page 14 of 14