The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Improving Inclusion in Secondary and Higher Education (P168911) LATIN AMERICA AND CARIBBEAN | Argentina | Education Global Practice | Requesting Unit: LCC7C | Responsible Unit: HLCED IBRD/IDA | Program-for-Results Financing | FY 2019 | Team Leader(s): Helena Rovner, Francisco Haimovich Paz Seq No: 1 | ARCHIVED on 23-Sep-2019 | ISR38370 | Created by: Luciana Garcia on 26-Aug-2019 | Modified by: Helena Rovner on 18-Sep-2019 Program Development Objectives Program Development Objective (from Program Appraisal Document) The objectives of the Operation are to (i) reduce dropout rates in basic and higher education among the most vulnerable; and (ii) strengthen the Borrower’s education evaluation systems. Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO -- Satisfactory Overall Implementation Progress (IP) -- Satisfactory Implementation Status and Key Decisions The Operation was approved by the World Bank's Board of Executive Directors on June 28, 2019 and is pending signing and effectiveness. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed Not P168911 IBRD-89990 USD 341.00 341.00 0.00 0.00 341.00 0% Effective Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date Not P168911 IBRD-89990 28-Jun-2019 -- -- 30-Jun-2023 30-Jun-2023 Effective Program Action Plan Study of the estimation of the PROGRESAR Scholarships' coverage and development of a prioritization strategy to Action Description select beneficiaries Source DLI# Responsibility Timing Timing Value Status 9/23/2019 Page 1 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Dirección Nacional Technical Due Date 31-Jul-2020 Not Yet Due de Becas (MECCyT) Completion Study completed and delivered. Measurement Comments Action Description Strengthening the Program's outreach strategy with a focus on vulnerable groups. Source DLI# Responsibility Timing Timing Value Status Environmental and Social Dirección Nacional Recurrent Quarterly Not Yet Due Systems de Becas (MECCyT) Report on stakeholder engagement actions, including meetings with institutional and civil society representatives of Completion vulnerable groups, communication channels to reach different targets, and outreach resources and campaigns Measurement implemented. Comments Action Description Enhancement of access to PROGRESAR scholarship for students belonging to vulnerable groups Source DLI# Responsibility Timing Timing Value Status Environmental and Social Dirección Nacional Recurrent Semi-Annually Not Yet Due Systems de Becas (MECCyT) Report on enhancement of accessibility in the registration process for students with disabilities, establishment of Completion student help desk, review requirements for different vulnerable groups to ensure their inclusion, establish prioritization Measurement criteria. Comments Action Description Creation of baseline on PROGRESAR scholars belonging to different vulnerable groups Source DLI# Responsibility Timing Timing Value Status Environmental and Social Dirección Nacional Due Date 15-Oct-2019 Revised Date Systems de Becas (MECCyT) Completion Report with socioeconomic profile of students, with a focus on identifying students belonging to vulnerable groups Measurement (i.e. indigenous peoples, afrodescendants, strudents with disabilities, LGBTIQ students). The PROGRESAR team is moving forward with the creation of a baseline on the Program's scholars belonging to Comments different vulnerable groups and presented preliminary results to the Bank on Sept 6, 2019. They expect to finalize a report before Oct 15,2019 Action Description Creation of a Technical Table to coordinate technical assistance activities under Component 2 9/23/2019 Page 2 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Source DLI# Responsibility Timing Timing Value Status Technical PIU Due Date 16-Dec-2019 Revised Date Completion Document confirming the conformation of the Technical Table. Measurement Comments The implementing agency (DNB), with the assistance of the requesting areas, shall determine the maximum Action Description thresholds related to quality (technical) and cost (financial) weight in the special conditions included in the bidding documents. Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems PIU Recurrent Yearly Not Yet Due Completion Report identifying the maximum thresholds/weights determined, including a brief description and reasonableness of Measurement the decision adopted by procurement process. Comments Prepare a manual as a reference document for all staff involved in contract management and train relevant people Action Description accordingly. Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems PIU Other During implementation Not Yet Due Completion TBD Measurement Comments Dirección de Contrataciones will indicate in the evaluation reports - in writing the eligibility verification carried out; On Action Description June 30th of each year, the implementing agency will send to the Bank the list of contracts awarded to firms and individuals Source DLI# Responsibility Timing Timing Value Status Direccion de Fiduciary Systems Recurrent Yearly Not Yet Due Contrataciones Completion Report certifying that evaluation reports include in writing the eligibility verification carried out. The Report will include Measurement the relevant documentation (copies of evaluation reports). Comments 9/23/2019 Page 3 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Promptly inform the Bank of any credible and material allegations of fraud and/or corruption regarding the Program as Action Description part of the overall Program reporting requirements. Source DLI# Responsibility Timing Timing Value Status Fiduciary Systems PIU Recurrent Semi-Annually Not Yet Due Completion Report identifying any credible and material allegations of fraud/and/or corruption. The Report will include the relevant Measurement documentation. Comments Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance Substantial -- Substantial Macroeconomic High -- High 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 Low -- Low Other Moderate -- Moderate Overall Substantial -- Substantial Results PDO Indicators by Objectives / Outcomes Support programs to reduce dropout in basic and higher education IN00738434 ►Average dropout rate of ASISTIRE schools in selected provinces (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 11.70 -- 11.70 9.40 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 Selected Provinces are Buenos Aires, Chaco, Chubut, Corrientes, Jujuy and San Juan, which constitute the Comments first cohort of provinces for the expansion of ASISTIRÉ. The indicator is the average dropout rate of the 9/23/2019 Page 4 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) selected schools in each Province. the identification code of the schools included in the estimation of the indicator is available in the POM. The baseline for this indicator is 2017. IN00738456 ►Persistence in the first two years of higher education for the most vulnerable youth (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 15.60 -- 15.60 16.70 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks access and persistence in higher education for the most vulnerable. The most vulnerable are defined as 20 to 30-year-olds whose household income correspond to the first and second quintile. The indicator measures the percentage of vulnerable students that access higher education programs and complete at least 2 years of studies at this level, as a percentage of the total vulnerable youth Comments in this same age range. The indicator is estimated as an average of the data for the 4 trimesters of the calendar year. The baseline corresponds to the average of the first three trimesters of 2018 and a projection of the 2018 final trimester, given the avaiblable data. End target corresponds to average of the trimesters with available data from calendar year 2023, by the time of the project completion report. Strengthen student and teacher evaluation systems IN00738435 ►Percentage of students assessed through the APRENDER evaluation nationwide (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 69.3% secondary Value 69.3% secondary (2017) -- 82% primary (2022) (2017) Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks the number of students that participate in APRENDER as a percentage of the total Comments students enrolled in the assessed grades. The indicator alternates between primary and secondary in line IN00738457 with the APRENDER assessment, which is applied yearly alternating between primary and secondary. Percentage of basic education students assessed through the APRENDER evaluation in the Participating Provinces with the Lowest Coverage (Text, Custom Breakdown) Baseline Actual (Previous) Actual (Current) End Target Value 47.8% secondary (2017) -- 47.8% secondary (2017) 70% primary (2022) Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 IN00738458 ►Diagnostic evaluation system for teacher training institutes implemented (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Results report on the Value No -- No implementation of the pilot evaluation. Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the development and implementation of an evaluation system for teacher training institutes, including: i) an evaluation action plan that includes objectives of the system, scope, timeline for Comments the development of instruments, a dissemination of results plan, and an implementation plan (including carrying out a pilot); ii) the development and validation of instruments for evaluation; iii) carrying out the pilot established in the action plan; and iv) a final report on the results of implementation of the pilot. Intermediate Results Indicators by Results Areas 9/23/2019 Page 5 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Improving the Management and Monitoring of PROGRESAR Scholarships IN00738460 ►Students benefiting from direct interventions to enhance learning (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 581,547.00 -- 581,547.00 526,058.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 Comments IN00738461 Students benefiting from direct interventions to enhance learning - Female (Number, Corporate Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 376,007.00 -- 376,007.00 340,130.00 IN00738466 ►Percentage of applicants to PROGRESAR Higher Education that meet the eligibility requirements (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 46.18 -- 46.18 51.84 Date 31-Dec-2018 -- 30-Aug-2019 23-Jun-2023 This indicator is the percentage of PROGRESAR applicants to Tertiary non-university and university that Comments meet the eligibility requirements of the scholarship. Eligibility requirements include income and academic requirements. IN00738468 ►Percentage of higher education scholarship candidates whose academic information has been provided by their academic institution (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 75.00 -- 75.00 95.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator measures the share of higher education scholarship candidates that received an academic certification by their institutions on time for awarding of the scholarship . It tracks the efficiency of the system Comments to monitor eligibility requirements and ensures that all applicants have their academic certification requirement assessed. IN00738470 Percentage of female higher education scholarship candidates whose academic information has been provided by their academic institution (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 75.00 -- 75.00 95.00 IN00738471 ►Estimation of PROGRESAR Scholarships' coverage by education level (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Estimation of coverage Value No -- No rates using study's methodology Date 31-Dec-2018 -- 30-Aug-2019 31-Dec-2023 9/23/2019 Page 6 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) This indicator refers to the publication of a study that determines the coverage of PROGRESAR Scholarships by education level using EPH and available data from ANSES. The report includes coverage Comments estimations for vulnerable populations, gender, geographical location and education level, and establishes a methodology to estimate the coverage in the future. IN00738473 ►Percentage of higher education scholars that have renewed the scholarship (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 28.70 -- 28.70 36.70 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows scholars in their academic progression. It measures the share of higher education scholars that renew their scholarship, as a percentage of the total scholars in the previous year. It excludes Comments first and last-year scholars as they do not renew scholarships (first time scholars or graduation). The baseline's numerator is 2017 scholars that renew in 2018 and the denominator is 2017 scholars that apply for the scholarship in 2018. IN00738475 ►Percentage of first-year higher education scholars enrolled in Strategic Careers (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 29.30 -- 29.30 39.30 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the evolution of one of the incentives of PROGRESAR Scholarships related to the Comments enrollment in Strategic Careers. Strategic Careers for the indicator are detailed in the Project's Operations Manual. IN00738477 ►Percentage of female higher education scholars that study STEM careers as a percentage of female higher education scholars (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 6.80 -- 6.80 8.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks a gender gap identified in the ESSA. It estimates the share of STEM career scholars Comments that are females. STEM careers include careers in Science, Technology, Engineering and Mathematics. IN00738480 ►Tools to diagnose and overcome non-financial barriers to education progression and completion designed and implemented (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No -- No Website is active Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator comprises the diagnosis and development of tools to support students in the completion of their studies. The tools to diagnose non-financial barriers to education progression and completion refer to a quantitative and qualitative study that explores the causes for scholars’ dropout through surveys, structured interviews, focus groups, and analysis of administrative data. The minimum requirements of the study are Comments detailed in the POM. The tools to overcome non-financial barriers to education progression and completion of students refer to tools available to students through PROGRESAR’s website on: guidance for the application process, information on returns to education by career, tools for academic readiness on specific subjects, short courses/videos on developing socio-emotional skills, and others defined in the POM. IN00738481 ►Academic certification system for basic education scholars implemented (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target 9/23/2019 Page 7 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Certification system for Value No -- No basic education scholars is active Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks the development and implementation of an academic certification system for basic Comments education scholars. The system will be piloted in a group of adult schools. Supporting the National Student and Teacher Evaluation Systems IN00738463 ►Percentage of school principals accessing the APRENDER Summary Report (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 59.70 -- 59.70 85.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks the number of school principals (maximum of 1 per school) that access the online Comments APRENDER Report as a percentage of school principals of schools that participated in APRENDER and have a school report available online. IN00738465 ►Percentage of school principals using the APRENDER Summary Report to enhance pedagogical practices (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 60.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator tracks the percentage of schools in which principals and teachers report that they have used the data from the APRENDER Summary School Report to enhance any pedagogical practices in the school. This is measured by asking the following question to the school principals and teachers (for each school, either the teacher or the school principal should answer 1 for the indicator to be considered equal to 1. Otherwise, it is considered a zero): School principals: As a result of the data from APRENDER, has any pedagogical practice been improved? If yes, can you provide any evidence or example? 1. Yes, and Comments provides evidence or examples. For example, the school improvement plan, revision of lesson plans, sending teachers to professional development programs, etc. 2. Yes, but does not show any evidence or examples of this. 3. No Teachers: As a result of the data from APRENDER, have you made any revision toyour pedagogical practices? If yes, can you provide any evidence or example? 1. Yes, and provides evidence or example. For example, lesson plans, professional development programs, additional exercises for students, etc. 2. Yes, but does not provide any evidence or example. 3. No IPF: Strengthen the Borrower's Capacity for the Design, Implementation and M&E of the Programs IN00738459 ►Piloting and evaluation of a mentoring intervention program to support scholars in their academic progression (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Evaluation results Value No -- No report Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the design, piloting and evaluation of an intervention providing mentoring to scholars Comments (complementary interventions) in partnership with NEXOS. IN00738462 ►Beneficiary Feedback. Percentage of cases registered in the GRM that are responded and resolved in a timely manner (15 business days) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 9/23/2019 Page 8 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Value 0.00 -- 0.00 75.00 Date 31-Dec-2018 -- 30-Aug-2019 31-Dec-2023 This indicator tracks the percentage of cases registered in PROGRESAR Scholarships' Grievance Redress Mechanism (GRM) that are responded and resolved within 15 business days of their registration in the Comments system. While a GRM exists for submission of cases, the mechanism for response is being formulated and is expected to be implemented in 2020. IN00738464 ►Develop additional modules for APRENDER (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Results of additional Value No -- No modules included in school report Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the production, piloting and implementation of instruments for parents and on SES in Comments the APRENDER assessment, and the report of the results included in the school report cards. IN00738467 ►Local adaptation of TEACH (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Pilot implemented in Value No -- No schools Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 The indicator follows the adaptation of the TEACH classroom observation tool for Argentina, the Comments development of manuals to implement it, the training of observers, and the implementation of a pilot in a group of schools. IN00738469 ►Number of Provinces with signed agreements for the implementation ASISTIRÉ in a group of vulnerable schools (participating schools) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 1.00 -- 1.00 12.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 The indicator measures the number of Provinces that sign an agreement with the National authorities to implement ASISTIRÉ in a group of vulnerable schools within each Province. The agreement must be signed by the relevant Provincial and National authorities and include the agreement to implement ASISTIRÉ in a Comments group of vulnerable schools. Each agreement will be accompanied by a supporting document with: i) the list of schools that are selected for the implementation of ASISTIRÉ with their identification number (CUE); and ii) a description of the procedure followed to select the schools in the Province. In the baseline (2018), the Province of Buenos Aires had already signed an agreement. IN00738472 ►Percentage of participating schools in selected provinces that meet the minimum implementation requirements for ASISTIRÉ (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 70.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 Comments This indicator tracks the level of implementation of ASISTIRÉ in the selected schools and provinces, according to the implementation characteristics defined in the POM. Selected Provinces is the group of Provinces that signed the agreements by 2019. Participating schools are the schools in selected Provinces selected to scale up ASISTIRÉ. Minimum implementation requirements are defined in the POM, and include taking digital assistance, use of early warning, and follow-up interventions to at-risk students identified in the 9/23/2019 Page 9 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) EWS. It is built by estimating the percentage of participating schools that are complying with the characteristics of ASISTIRÉ. The denominator corresponds to the original list of participating schools in selected Provinces as found in the supporting documents of each agreement. IN00738474 ►Number of provinces implementing the improved early warning software (including attendance data and additional variables) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 -- 0.00 9.00 Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 The indicator corresponds to the number of Provinces that are implementing the improved early warning software. The improved software: i) includes additional administrative data to identify students at risk, such Comments as academic performance; ii) has a revised and improved algorithm; and iii) has approved sensitivity and false alarms tests and the technical specifications described in the POM. IN00738476 ►Pilot of ASISTIRÉ Family in a group of schools (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Evaluation results Value No -- No report Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the implementation and evaluation of a pilot program that provides student attendance Comments information to parents through an experimental evaluation IN00738478 ►Impact evaluation of the revamped ASISTIRÉ (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Evaluation results Value No -- No report Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator follows the impact and process evaluation of ASISTIRÉ in a Province through an experimental Comments evaluation. IN00738479 ►Development of interventions to improve the design of ASISTIRÉ (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Toolkit for schools is Value No -- No produced Date 31-Dec-2018 -- 30-Aug-2019 30-Jun-2023 This indicator comprises activities to improve the design of ASISTIRÉ. It includes: i) the systematization of the intervention protocols and training for facilitators which will be compiled in a manual; ii) an international Comments workshop on dropout prevention in the first semester of 2021; and iii) the development of a toolkit for schools to tackle specific dropout risks identified by a diagnosis study. Disbursement Linked Indicators DLI_IND_TABLE ►DLI 1 Percentage of higher education scholarship candidates whose academic information has been provided by their academic institution (Intermediate Outcome, 100.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 9/23/2019 Page 10 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Value 75.00 -- 75.00 95.00 Date -- -- 30-Aug-2019 -- Comments ►DLI 2 Percentage of higher education scholars that have renewed the scholarship (Outcome, 80.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Value 28.70 -- 28.70 36.70 Date -- -- 30-Aug-2019 -- Comments ►DLI 3 Percentage of first-year higher education scholars enrolled in Strategic Careers (Intermediate Outcome, 40.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Value 29.30 -- 29.30 37.30 Date -- -- 30-Aug-2019 -- Comments ►DLI 4 Tools to diagnose and overcome non-financial barriers to education progression and completion designed and implemented (Output, 60.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Value No -- No -- Date -- -- 30-Aug-2019 -- Comments ►DLI 5 Academic certification system for basic education scholars implemented (Output, 10.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Value No -- No -- Date -- -- 30-Aug-2019 -- Comments ►DLI 6 Percentage of basic education students assessed through the APRENDER evaluation in the Participating Provinces with the Lowest Coverage (Outcome, 4.50, 0%) 9/23/2019 Page 11 of 12 The World Bank Implementation Status & Results Report Improving Inclusion in Secondary and Higher Education (P168911) Baseline Actual (Previous) Actual (Current) October 2022 Value 65% primary (2018) -- 65% primary (2018) -- Date -- -- 30-Aug-2019 -- Comments ►DLI 7 Percentage of school principals using the APRENDER Summary Report to enhance pedagogical practices (Outcome, 4.00, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Value 0.00 -- 0.00 55.00 Date -- -- 30-Aug-2019 -- Comments ►DLI 8 Diagnostic evaluation system for teacher training institutes implemented (Intermediate Outcome, 2.50, 0%) Baseline Actual (Previous) Actual (Current) October 2022 Pilot of the Value No -- No evaluation carried out Date -- -- 30-Aug-2019 -- Comments 9/23/2019 Page 12 of 12