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: 10 | ARCHIVED on 04-Oct-2019 | ISR38149 | 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: 31-Mar-2020 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 ►Moderately Satisfactory ►Moderately Satisfactory Overall Implementation Progress (IP) ►Satisfactory ►Satisfactory Overall Risk Rating ►Substantial ►Substantial Implementation Status and Key Decisions Overall, progress towards achievement of the PDOs is considered moderately satisfactory. 10/4/2019 Page 1 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 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, as designed, is considered completed. As reported earlier, targets for textbook provision and teacher training on EGM were exceeded and the number of classroom observations conducted by Curriculum Support Officers (CSOs) annually improved over the project implementation period. The EGM midline results showed a 2.5 percent decline in the ‘subtraction’ mathematical operation of grade 2 learners. In response the Government moved quickly to implement several strategic actions that were informed by an independent expert review of the teacher training and support model at the school level. These actions, which included adjusting the schedule, modality and manuals for training as well as strengthening teacher support, contributed to the end line survey results. The EGM end line results showed a 5.3% improvement (81.9%) compared to the midline results (76.6%). However, this improvement is short by 2.8% of the needed 5% improvement from baseline (79.1%) to the end target (84.1%). The proposed GPE Additional Financing (AF) will continue to support implementation of the 'revised' EGM methodologies at the school level and assess progress towards the end target at the end of the AF period. 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. As reported earlier, the targets for this component are achieved. An evaluation of this component highlighted the contribution of capacity development of head teachers, Boards of Managements, parent committees and county based education officers to strengthened school management and accountability. The end of project target for the PDO indicator, which is targeted schools completing the top two priorities in the School Improvement Plan, has been achieved. 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. Implementation progress for this component is on track. However, challenges remain on activities related to data collection and utilization. The annual education statistical reports for 2017 and 2018 have not been published due to earlier concerns about data credibility. The Government has put in place, a National Education Management Information System (NEMIS) that is expected to be a management tool and a single source for generating accurate, timely and reliable education data. Operationalization of the first phase of NEMIS is progressing well -with over 98 percent of secondary school students registered with a Unique Personal Identifier (UPI), and the use of this data for disbursing student capitation grants to secondary schools in January 2019. The lack of birth certificates among primary school learners is still a challenge. The BC is required to generate the UPI. This issue is being resolved. Findings of the grade 3 learner assessment under the National Systems for Monitoring Leaner Achievements (NASMLA, 2018) were disseminated through the July/August 2019 national and county-level education dialogues. Component 4: Project coordination, communication, monitoring & evaluation. This component covers 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 February 2020. 10/4/2019 Page 2 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 3 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 4 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 5 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 6 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 7 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 8 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) 10/4/2019 Page 9 of 16 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 ►Moderate Macroeconomic -- ►Substantial ►Moderate Sector Strategies and Policies -- ►Substantial ►Moderate Technical Design of Project or Program -- ►Substantial ►Substantial Institutional Capacity for Implementation and Sustainability -- ►High ►Substantial 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 IN00731848 ►5% over baseline (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 79.10 81.90 81.90 84.10 Date 11-Apr-2017 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 Comments: as well 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. 10/4/2019 Page 10 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Number of participating schools completing top two priorities in the School Improvement Plans (SIPs) IN00731846 ►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 4,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 Implementation of the SIPs is ongoing. However, the target schools have completed the required top two r priorities in the Comments: SIPs. The County based project teams monitor and report on this implementation. EMIS data for primary education published annually from 2016 IN00731847 ►EMIS data for primary education published annually from 2016 (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 2015-16 data was collected , analyzed and published 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 (NEMIS) online platform-over 98 percent Comments: of secondary school students are now registered on NEMIS with unique personal identifiers (UPI). However, registration of primary school learners is affected by a lack of birth certificates among many learners. MoE is addressing this matter. MoE plans to publish the data this FY. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018 (Ye IN00731849 ►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 Yes Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 2015 NASMLA was conducted and disseminated. The 2018 NASMLA was conducted and disseminated through Comments: the National and County education dialogues held in July and August 2019. Intermediate Results Indicators by Components Improving early grade mathematics competencies IN00731850 10/4/2019 Page 11 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) ►Number of EGM textbooks distributed to schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 10,469,754.00 10,469,754.00 6,000,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 due to continued increase in student’s Comments: enrolment. The enrolment data was based on submissions by the County project teams. IN00731854 ►Number of teachers trained in EGM (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 102,157.00 102,157.00 40,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 teachers was important since Comments: the EGM textbook and methodologies are adopted for the roll out, nation-wide, of the early years CBC. IN00731858 ►Number of classroom observations conducted under the project (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 103,848.00 103,848.00 120,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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. The data on classroom observations Comments: needs to be independently verified. Strengthening school management and accountability IN00731852 ►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 4,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 Comments: and KNEC is planning printing and distribution to the target schools by April 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. IN00731856 10/4/2019 Page 12 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) ►Number of teachers appraised in the participating schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 32,775.00 32,775.00 30,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 Out of a target 30,00 teachers, 32,775 teachers have been appraised through the TPAD process in the 4000 target schools. Comments: However, the TSC rolled out the TPAD initiative in all schools. IN00731859 ►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 4,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 entailed engagement of key stakeholders at Comments: the school level such as parents’ representatives; BoMs; and the county education teams IN00731861 ►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 4,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 The 4000-target school received the first and second tranches of US$3000 and US$ 2000 respectively to implement the SIPs. Disbursement of the second tranche is based on a verification process by MoE and county project team-the process Comments: entails confirmation of implementation of SIP priorities under tranche one. IN00731862 ►Number of participating schools being audited (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4,000.00 4,000.00 4,000.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 was completed in April 2019. MoE trained 250 school auditors trained on risk-based audit approach. The audits are conducted annually. Although all target schools have been audited over the three Comments: years, for the last FY, 3,884 of the 4000 target school were audited. MoE is following up with the 116 school not audited ( was reported to be due to insecurity or weather conditions). The Directorate of 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 IN00731853 10/4/2019 Page 13 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) ►Percentage of primary schools submitting EMIS data (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 60.00 20.00 20.00 98.00 Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 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 NEMIS with unique personal identifiers (UPI). MoE is Comments: 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. IN00731857 ►Sector diagnosis covering access, equity and efficiency (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 An Education Sector Analysis (ESA) report was developed in 2018. The ESA was informed by various studies and learning Comments: assessments conducted under the project and by other partners. IN00731860 ►Preparation of the next five year education sector plan launched (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 18-May-2015 29-Mar-2019 30-Aug-2019 31-Mar-2020 Development of the NESSP is complete. The NESSP was largely informed by the findings of the ESA. The document was Comments: validated and awaiting printing and dissemination. Project coordination, monitoring and evaluation IN00731851 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 7,258,427.00 7,258,427.00 6,040,000.00 Date 18-May-2015 29-Mar-2019 29-Mar-2019 31-Mar-2020 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, teachers appraised, county project Comments: coordinator, county directors of education, regional coordinators of education and BoM members. IN00731855 10/4/2019 Page 14 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) ►Female beneficiaries (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 53.00 53.00 40.00 Date 18-May-2015 29-Mar-2019 29-Mar-2019 31-Mar-2020 53% of project beneficiaries are female Comments: Data on Financial Performance 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 83.01 5.39 94% 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 31-Mar-2020 Cumulative Disbursements 10/4/2019 Page 15 of 16 The World Bank Implementation Status & Results Report Kenya GPE Primary Education Development Project (P146797) Restructuring History Level 2 Approved on 28-Nov-2018 ,Level 2 Approved on 20-Jun-2019 Related Project(s) P168142-Kenya GPE Primary Education Development Project Additional Financing 10/4/2019 Page 16 of 16