Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Second Education Reform for the Knowledge Economy (P105036) MIDDLE EAST AND NORTH AFRICA | Jordan | Education Global Practice | IBRD/IDA | Specific Investment Loan | FY 2009 | Seq No: 15 | ARCHIVED on 10-Oct-2016 | ISR25029 | Implementing Agencies: Ministry of Education Key Dates Key Project Dates Bank Approval Date:19-May-2009 Effectiveness Date:22-Jan-2010 Planned Mid Term Review Date:18-Nov-2012 Actual Mid-Term Review Date:12-Nov-2012 Original Closing Date:31-Dec-2015 Revised Closing Date:31-Dec-2016 Project Development Objectives Project Development Objective (from Project Appraisal Document) The development objective of ERfKE II is that students enrolled in all streams of pre-tertiary education in Jordan will have increased levels of skills necessary for participation in the knowledge economy. Has the Project Development Objective been changed since Board Approval of the Project Objective? No PHRPDODEL Components Name Establishment of a National School-based Development System:(Cost $13.30 M) Monitoring and Evaluation and Organizational Development:(Cost $13.60 M) Development of Teaching and Learning:(Cost $49.30 M) Special Focus Program Development:(Cost $20.60 M) Improvement of Physical Learning Environments:(Cost $310.80 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 10/10/2016 Page 1 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Overall Risk Rating  Moderate  Moderate Implementation Status and Key Decisions The project has continued to progress satisfactorily with regard to the school construction component financed by the World Bank (WB) loan. To date, the remaining, ongoing civil works contracts are expected to be fully completed by project closure (December 31, 2016). During the remainder of the project, it will be critical for the Ministry of Education (MOE) and Ministry of Public Works and Housing (MOPWH) to continue to rigorously monitor the physical and financial progress of civil works contracts in order to ensure their full completion before the closing date. More importantly, the Financial Management (FM) position at the Development and Coordination Unit (DCU) at the MOE has been vacant since July, and the Bank urges the MOE to identify a qualified and experienced FM officer to support the existing accounting staff and ensure critical FM functions and proper closure of the project. 10/10/2016 Page 2 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) 10/10/2016 Page 3 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) 10/10/2016 Page 4 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) 10/10/2016 Page 5 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance  --  Moderate  Moderate Macroeconomic  --  Moderate  Moderate Sector Strategies and Policies  --  Moderate  Moderate Technical Design of Project or Program  --  Moderate  Moderate Institutional Capacity for Implementation and Sustainability  --  Moderate  Moderate Fiduciary  --  Moderate  Moderate Environment and Social  --  Moderate  Moderate Stakeholders  --  Moderate  Moderate Other  --  --  -- Overall  --  Moderate  Moderate Results Project Development Objective Indicators PHINDPDOTBL  Increase in scores on national assessments aligned with knowledge economy skills (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Grade 5: Math: 31.6, Grade 5: Math: 29.6, Grade 5: Math: 31.6, An average Science: 45.5, Arabic: Science: 43.7; Arabic: 38.5 Science: 45.5, Arabic: increase 37.8; Grade 9: Math: Grade 9: Math: 33.3; 37.8; Grade 9: Math: between year 4 37.0; Science: 40.9, Value Science: 36.3; Arabic: 39.9 37.0; Science: 40.9, & year 6 of 1 Arabic: 43.4 Grade 11: Math: 22.8; Arabic: 32.4; Grade 11: score points for Grade 11: .Math: 30.6, Science: 28.2; Arabic: 45.8 Math: 30.6; Science: Math, Science Science: 30.5; Arabic: 30.5; Arabic: 48.8 and Arabic 48.8 Date 31-Jan-2011 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The actual figures are the results achieved as per NAfKE 2014 compared to the results of NAfKE 2011 which have been selected as a baseline for this indicator (for more detail, refer to the 2013 Project Restructuring). Discussions are underway to draw on lessons learnt from NAFKE that will help improve the National Assessment test in terms of structure and content. This will be subject to further discussions during the ICR mission. 10/10/2016 Page 6 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDPDOTBL  Enrollment rates: maintain current high net enrollment rates in Basic Cycle and increase NER in Secondary Cycle (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Basic cycle: Basic cycle 2(1-10): 97.6% Basic cycle: 98.0% Basic cycle: 97.9% Sec. 98.8% Value Sec. cycle: 61.5% Sec. Cycle: 72.6% Cycle: 72.6% Sec. cycle: 78.2% Date 01-Jun-2008 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The decrease in the NER for the basic cycle is due to the influx of Syrian students, which increased the denominator for the age bracket. The secondary NER is also less than the target due to the influx of Syrians to some extent but for other reasons as well, including the economic conditions pushing students to exit to the labor market – this will be further investigated during the ICR mission. In addition, in 2016, the NER was calculated based on the census data as opposed to previous years where NER was calculated based on the data forecasts. Overall Comments Intermediate Results Indicators PHINDIRITBL  Development and implementation of enabling policies, guidelines and procedures (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Implementation Policies are all Policies are all of policies, Value No implemented. implemented. guidelines and procedures. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments This indicator refers to the SDDP program details (SDDP program and training modules, Field Directorates program and training modules). In order to ensure proper implementation, several enabling policies were reviewed: education councils’ regulation, new supervisors’ role, block grant’s regulation. The MOE established the accountability system based on the SDDP. 10/10/2016 Page 7 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Establishment of a National School-based system: Number/percentage of schools that are implementing improved plans (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 3000 Value 789 3716 3709 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments Indicator achieved. The end target was established based on the number of existing schools at the beginning of the project and assuming 90% of the total schools will be included and leaving 10% in case of any unforeseen reasons. The decrease in the number of schools is due to the merging of several schools (note: this includes vocational schools). PHINDIRITBL  Number of field directorates that are implementing improvement plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 7.00 42.00 42.00 35.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments Indicator achieved. The end target was established based on the number of existing schools at the beginning of the project and assuming 90% of the total schools will be included and leaving 10% in case of any unforeseen reasons. The decrease in the number of schools is due to the merging of several schools (Note: this includes vocational schools). PHINDIRITBL  A single School Evaluation Instrument focused on ERfKE outcomes, agreed and being used for school self-evaluation and for public and professional accountability (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Instrument is being Instrument is being Instrument Value No instrument. used. used. used. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The instrument was developed at the beginning of the project and has been used during the implementation. It was presented and discussed at earlier stages during WB missions. The instrument is part of the implementation process for SDDP, which is currently under implementation for all targeted schools and field directorates. It includes four domains: teaching and learning, leadership, community engagement, and learning environment. 10/10/2016 Page 8 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Number of schools having received financial support from MOE to continue implementing School Improvement Plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 2537.00 0.00 3000.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The numbers are not cumulative; they reflect the number of schools that received funds from the MOE each year. This is because it depends on the available budget allocations. These numbers will be reassessed at the time of project closing (November 2016) and checked against the project target. Schools and districts did not receive any block grants due to insufficient allocations from the MOE’s budget. However, the MOE is currently discussing the reallocation among the budget items to secure the necessary budget and release the block grants by the new scholastic year. PHINDIRITBL  Number of field directorates having received financial support from MOE to continue implementing field directorate improvement plans (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 28.00 0.00 35.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The numbers are not cumulative and reflect the number of schools that received funds from the MOE each year. This is because it depends on the available budget allocations. These numbers will be reassessed at the time of project closing (November 2016) and checked against the project target. Schools and districts didn’t receive any block grants due to insufficient allocations from the MOE’s budget. However, the MOE is currently discussing the reallocation among the budget items to secure the necessary budget and release the block grants by the new scholastic year. PHINDIRITBL  Review and realignment of mandate and responsibilities of MOE organizational structures required by ERfKE II to ensure effective and efficient implementation of the reform. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Realignment is Realignment is Realignment Value No mandate completed. completed. completed. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments “MOE center” refers to the Ministry offices in Amman. To date, the following was achieved: the ECD Directorate established in line with the reform requirements; the Special Education Managing Directorate established along with the subsequent modification reflected at the Field Directorate level; and an Accountability Unit is being established and streamlined within the structure of the MOE. However, further actions are required in the three key functions of policy planning, teachers’ professional development, and the institutional arrangements for student assessment. The team will follow up on these at the time of project closing. Note: realignment is a continuous process. While the MOE headcount may have been rationalized in terms of improved efficiency, some 10/10/2016 Page 9 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) clarity is critically required for the mandate of ETC, Planning, Examinations, and other key MOE departments. PHINDIRITBL  Number/percentage of non-school staff participating in ongoing programs to support the delivery of the school improvement program (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0 1952 830 1200 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The figure of 830 is up to date, and training will be continued during the new scholastic year to reach the target. This will be further assessed during ICR mission (Note: this indicator is annual and not cumulative). PHINDIRITBL  Report on stakeholders' perception on extent to which implemented studies are responsive to the M&E framework and the approved implementation plan is carried out and disseminated. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Final report delivered Final report Value No report. Completed in 2013. by NCHRD delivered. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The baseline study was conducted in 2013. The report was completed, shared with the Bank and disseminated. A decision was made not to conduct another study because there would be no value added to the baseline study. One main recommendation of the baseline study, which was adopted by the MOE, was for the Ministry to disseminate NCHRD reports more widely. NCHRD reports are now more widely disseminated, workshops executive summaries are online, and policy briefs have been disseminated 10/10/2016 Page 10 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Report on stakehlders'perception of relevance of M&E reports for informing policy and planning is carried out and disseminated. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Baseline study Final report delivered Final report Value No report. completed and report by NCHRD delivered. delivered. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2015 Comments The baseline study was conducted in 2013. The report was completed, shared with the Bank and disseminated. A decision was made not to conduct another study because there would be no value added to the baseline study. One main recommendation of the baseline study, which was adopted by the MOE, was for the Ministry to disseminate NCHRD reports more widely. NCHRD reports are now more widely disseminated, workshops executive summaries are online, and policy briefs have been disseminated PHINDIRITBL  Extent to which SIS/EMIS is producing data for continuous monitoring of the 32 key performance indicators (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 10.00 25.00 25.00 32.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 PHINDIRITBL  Percentage of newly appointed permanent teachers completing post recruitment initial training in ETC (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 9.00 98.40 98.40 40.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The MOE decided to include all newly appointed teachers in the Induction training program. As of September 2015, 3,550 teachers were appointed, of which 3,495 teachers were trained through the Induction training program. Teachers who were appointed after September 2015 will be enrolled in forthcoming training program. Training for the year 2016-2017 is under preparation after the completion of the employment process. Data will be available before the end of the year. 10/10/2016 Page 11 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Teacher policies revised to support applicaton of national teacher standards (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 100% of target Value 0 70% 70% policies revised Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The MOE is still reviewing the National Teacher Professional Standards. The policy framework was developed in 2009 by an international expert. Based on this, several activities were identified; (i) induction program for the newly appointed teachers which is being implemented satisfactorily; (ii) professional development for teachers (which is currently ongoing with mixed results among different functional areas); (iii) selection of teachers on a competitive basis (successfully implemented as it is now a joint-decision between the MOE and Civil Service Bureau); and (iv) and initial steps towards establishing teachers’ career paths. The TA provided by EU through UNESCO is currently working on reviewing the teachers standard, policy framework, teachers charter, career path, teachers appraisal, etc. The final report for teacher policies is expected to be ready by December 2016. PHINDIRITBL  Review of subjects by grade to better ensure alignment with knowledge economy skills (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Subjects for grades 5-10 reviewed and fine-tuned. Subjects for grades 5- Textbooks for 4th, 5th, 10 reviewed and fine- 6th to 9th grades tuned. Textbooks for developed and used. All subjects for 4th, 5th, 6th to 9th Textbooks 7th, 8th,10th grades 5-10 Value Zero grades developed and & 11th grades are in the reviewed and used. Textbooks for 7th printing process. fine-tuned. and 9th grades are in Textbooks 12thboth the process of being (science &art streams) developed. are in the process of being developed. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The MOE is seeking funding from donors in order to support more substantial revision of the curricula for Grades 4-12. 10/10/2016 Page 12 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Tawjihi examinations reviewed and arrangements put in place for harmonization with the goals of the ERfKE II curriculum (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target New plan was New plan with the endorsed for Tawjihi, required subjects, and to Harmonized Value Exams not reviewed. and will be have the exam in one examinations in implemented during the cycle staring from place school year 2016-2017. 2017/2018 approved. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The harmonization consists of including knowledge economy skills in Tawjihi exam. This was measured previously by the Examination Directorate and could be included in the internal M&E activities to be assessed by the end of the project. The Board of Education endorsed conducting (Tawjihi) once annually during its meeting on September 3, 2015. This decision will be implemented during the school year 2017-18. Accordingly, the MOE will reconsider the curricula and the study plans for the secondary stage. Moreover, there will be decrease in the number of subjects covered by the exam, as well as a supplementary session of the exam in August. As per mission discussions in February 2016, it seems that most of these changes were geared towards cost-efficiency and addressing cheating issues. The Board of Education approved including the practical score for the vocational streams in the Tawjihi score. For enrollment in the army, students are no longer required to provide their failed scores in Tawjihi. For enrollment in the army, students are no longer required to provide their failing scores in Tawjihi. PHINDIRITBL  Extent of e-learning/ICT utilization in the teaching and learning process (by subject/grade) as revealed by nationally representative classroom observation studies (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 67.00 80.00 73.00 73.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments This indicator was calculated based on TIMSS 2011 results. In addition, there are ongoing discussions to conduct a national survey via NCHRD: “study on ICT utilization”. The value of this indicator is obtained from a questionnaire addressed to school principals for the TIMSS study. The assessment from the MOE is that there is low utilization in ICT because of connectivity issues, access to computers and relevance of e-contents. As part of the ICT strategy implementation, the MOE will adopt an M&E framework for ICT utilization (an ICT executive plan is being prepared). The figures for this indicator are pending the final TIMSS report in December 2016 (through the life of ERFKEII, there were 2 TIMSS in 2011 and 2015. Baseline is based on TIMSS 2007). 10/10/2016 Page 13 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  The content and design of NAfKE is reviewed for overall technical soundness and alignment with ERfKE curriculum ad arrangements putin place for any necessary revision (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Tool tested and Content and design not The reviewed tool was The reviewed tool was piloted ready Value reviewed or put in place. implemented in 2014. implemented in 2014. for implementation Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments No target for 2015. The study was implemented in 2014 based on the revised tool. Discussions are underway to use the NAfKE approach and tools as the national test for Jordan. PHINDIRITBL  Percentage of eligible children enrolled in KG2 in all authorities (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 51.80 62.00 61.40 60.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 PHINDIRITBL  Percentage of KG teachers/supervisors successfully completing prescribed training program for early childhood education (National curricula/working with young children, comprehensive training program) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 93.00 98.00 100.00 100.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments No training was implemented for the year 2104-2015 due to lack of resources after the closing of USAID-funded ERSP. MOE provided the training for all supervisors and continued teachers training for the year 2015-2016. 10/10/2016 Page 14 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Number of parents of KG students enrolled in volunteer program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 2000.00 4229.00 4323.00 5000.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The figures are calculated on an annual basis and are not cumulative. Since funding is now available for this activity, the number of beneficiaries is likely to increase and reach the target by the end of the project. This will be verified by the Team at time of project closing. PHINDIRITBL  Percentage of KG classrooms that meet MOE quality assurance standards (developed and approved in 2011) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 89.03 93.85 75.00 Date 21-Apr-2009 26-Jul-2015 29-Jul-2016 31-Dec-2016 Comments Indicator surpassed. MOE is preparing QA report for 2015/2016 , the final report is expected to be issued by October 2016. PHINDIRITBL  Percentage of VET textbooks aligned with market requirements and adopted for grades 11 and 12 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 65.00 65.00 65.00 90.00 Date 31-Jul-2014 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments It is unlikely that this indicator will meet end of project target value as the VET strategy is still being developed and the finalization of the industrial stream is still pending the Board of Education approval as specified in the February 2016 mission aide-memoire. The Board of Education decided on its session dated (5/6/2016) to reduce the industrial specializations from (25) to (10), accordingly the textbooks for the industrial specializations will be reviewed accordingly. 10/10/2016 Page 15 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Revision and approval of policies to support special education program services (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Policies revised and being implemented. Meanwhile, these Policies not reviewed or Policies Value policies will be Policies implemented. approved. implemented reflected in the law pending legal endorsement. Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments End of project target is met. Policies have been revised and are being implemented. Meanwhile, these policies will be reflected in the law which is currently pending endorsement. PHINDIRITBL  Number of teachers trained and qualified according to national standards for (i) Gifted students and (ii) Students with disabilities (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 50 (teachers of 0 (teachers of gifted 48 (for gifted students) 48 (for gifted students) gifted students) Value students) 0 (teachers of 0 (for students with 145 (for students with 50 (teachers of students with disabilities) disabilities) disabilities) students with disabilities) Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments This is not a cumulative indicator. Training, based on national standards, was conducted by KOICA by the mid of Aug, 2015. This training targeted 48 administrative staff, teachers and supervisors. For the year 2014-2015 no training was conducted for disabled due to lack of resources. KOICA is currently leading a training program related to hearing -impaired children. In the year 2015/2016, several training programs was implemented , KOICA ,UNICEF, Mercycorps. The target is very nearly reached for gifted students and is two-folds above the end target for teachers with students of disabilities. PHINDIRITBL  Number of students enrolled in special education programs for (i) Gifted students; (ii) Students with disabilities (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 8750 (Gifted 10846 Gifted students 3875 (Gifted students) 111944 Gifted students students) Not available yet, under Value 13894 (Students with 20823 students with 18500 processing for students disabilities) disabilities (Students with with disabilities disabilities) Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 10/10/2016 Page 16 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Comments Targets surpassed. For the school year 2015-2016, the additional number for enrolments of disabled children is 1344, same as indicator #4. Number for disabled children is for children enrolled in special education schools only so the same number of disabled children also received services as stated in indicator #4. PHINDIRITBL  Number of special education students with access to services relevant to their individual needs (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 6500 (Gifted 11382 (gifted students) 10268 (gifted students) 3875 (Gifted students) 238 Students) 850 Value 1344 (students with 2861 (students with (Students with disabilities) (Students with disabilities) disabilities) disabilities) Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments 1. Numbers are annual and not cumulative. PHINDIRITBL  Number of students with access to learning in a safe and well-managed physical environment (MOE schools) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 859867.00 925427.00 925553.00 945000.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments Since the school year 2014-2015, numbers have actually decreased due to the Syrian crisis. This means that more children are going to schools that are unsafe, or there is an increase in double-shift schools. Note: number of students who are not accommodated in rented and double-shift schools as these schools are considered unsafe. Safe schools are MOE-owned and one shift. Note: MOE will transfer additional 100 schools to double shift to accommodate Syrian students which will decrease the indicator for the coming scholastic year. 10/10/2016 Page 17 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Decrease in number of underutilized schools in all fields directorate (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1244.00 118.00 130.00 2.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments The number of underutilized schools decreased substantially due to the Syrian crisis and students moving from private to public schools. Based on EMIS data, underutilized schools decreased by 118 (among which 27 are the result of merging schools), no. of underutilized is 1234. PHINDIRITBL  Decrease in number of overcrowded schools in all field directorates (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1891.00 1673.00 1377.00 2.00 Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments Decrease by 296 schools. PHINDIRITBL  Number of additional classrooms/lab spaces for science and ICT constructed as extensions to existing old schools (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 583 classrooms 0 classrooms 0 ICT lab 0 505 classrooms, 12 505 classrooms, 9 ICT, Value 12 ICT labs science lab ICT, 31 science labs 30 science labs 31 science labs Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Comments 51 classrooms to be completed before 2016. It is expected that by the end of the project 624 classrooms. 13 ICT labs and 34 science labs will be completed before project ends. The actual needs for classrooms have changed based on space and revisiting the needs for these locations compared to when the target was identified. 10/10/2016 Page 18 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) PHINDIRITBL  Policies created for continuous building maintenance and approved. (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Policy reviewed but no Policy reviewed but no Policy Value No policy strategy ahead. strategy ahead. implemented Date 21-Apr-2009 08-Feb-2016 29-Jul-2016 31-Dec-2016 Overall Comments Policy was not implemented due to funding gap under ERfKE II for this activity. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed Disbursed P105036 IBRD-77020 Effective USD 60.00 60.00 0.00 60.00 0.00 100% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P105036 IBRD-77020 Effective 19-May-2009 30-Dec-2009 22-Jan-2010 31-Dec-2015 31-Dec-2016 Cumulative Disbursements 10/10/2016 Page 19 of 20 Public Disclosure Copy Public Disclosure Copy The World Bank Implementation Status & Results Report Second Education Reform for the Knowledge Economy (P105036) Restructuring History Level 2 Approved on 22-Oct-2013 ,Level 2 Approved on 18-Mar-2015 Related Project(s) There are no related projects. 10/10/2016 Page 20 of 20 Public Disclosure Copy