The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) MZ-Education Sector Support Program (P125127) AFRICA | Mozambique | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2011 | Seq No: 17 | ARCHIVED on 12-Apr-2019 | ISR36484 | Implementing Agencies: Ministry of Economy and Finance, MIN OF EDUCAT.(TF99811-MOZ), Government of Mozambique, Ministry of Science and Technology, Higher, Technical and Professional Education, Ministry of Education and Human Development (MINEDH), Ministry of Education and Development Key Dates Key Project Dates Bank Approval Date: 28-Apr-2011 Effectiveness Date: 06-Feb-2012 Planned Mid Term Review Date: 14-Oct-2013 Actual Mid-Term Review Date: 30-Sep-2013 Original Closing Date: 31-Jul-2015 Revised Closing Date: 30-Jun-2019 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) The original PDO is to improve access to and, quality and equity of education. No changes to the PDO are proposed in therestructuring. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Improving the quality of education:(Cost $167.80 M) Strengthening Local Governance and School-Based Management:(Cost $93.00 M) Supporting community-based Early Childhood Development activities:(Cost $47.00 M) Improving Access to Education:(Cost $52.40 M) HIV/AIDS Prevention and Mitigation:(Cost $3.70 M) Institutional Strengthening and Support of monitoring and policy development:(Cost $4.00 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Satisfactory Moderately Satisfactory Overall Implementation Progress (IP) Satisfactory Moderately Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions Component 1: Improving the Quality of Education: This component supports MINEDH’s efforts to improve learning outcomes through strengthening content knowledge among teachers, promoting effective classroom instruction, and providing relevant instructional materials. Implementation progress in this component is satisfactory. On teacher training, MINEDH continued to prepare the new model of initial training (12+ 3) - which is expected to begin in August 2019. Implementation will be gradually implemented, starting with 19 of the 38 Teacher Training Institutes (IFPs). The new model is expected to coexist with the two existing models (10 + 1 and 10 + 3) until they are fully replaced in the year 2021. Gradual 4/12/2019 Page 1 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) implementation seeks to ensure the number of trained teachers needed in the transition. The new model will require updating the training and profile of the IFP lecturers. The Bank is providing technical assistance on teachers’ policies, including teacher training, with the ASA P168765 (Strengthening Dialogue on Teachers’ Policies in Mozambique). MINEDH recognizes the need to reform the recruitment process of IFP lecturers and directors and is discussing the medium-term introduction of regulation, especially in the context of the decentralization process initiated by the Government. The strategy of in-service training is being implemented, although in a heterogeneous way throughout the country. The Manual has been distributed in some schools. The Bank is supporting the pilot design of the in-service training strategy (with a coaching model) and an impact evaluation. The details will be agreed upon with DNFP on a mission planned for late April of Bank experts working on this initiative. On textbook development, the production and acquisition of school books continued to progress as planned. The gradual introduction of new primary school books (monolingual) is ongoing, and bilingual education books is also running at the expected pace. After the introduction of the new Grade 1 (2017) and Grade 2 (2018) textbooks, this year MINEDH introduced new Grade 3 textbooks. The process of selecting the new Grade 4 textbooks is currently underway and books will be introduced in the 2020 academic year, as originally planned. For bilingual education, a selection process was initiated to hire consulting services to support MINEDH in the elaboration of Grade 1 textbooks in 19 Mozambican languages. The process has been delayed due to poor market response, but it is expected to be successfully completed. Lessons will be learnt to inform the next call for technical assistance in the preparation of Grade 2 bilingual textbooks. Licenses of the bilingual education textbooks will be owned by the Ministry and, once produced, books will be printed through competitive processes. The Bank notices progress in the development of the bilingual education program, allowing the production of learning material. However, MINEDH’s strategy to expand bilingual education is still in draft. It is important that the Ministry finalizes the strategy, including an analysis of risks, trade-offs and costs, as well as an impact evaluation at an initial stage that may indicate possible needs for adjustments before scaling up at national level. Finally, this year MINEDH began a gradual expansion of the system for the tracking and inventory of textbooks. This system will help improve the planning of new textbooks’ acquisitions and, at the same time, improve accountability at the school level. Curriculum development supports MINDEH’s efforts to update primary education curriculum and related learning materials. The revised primary education curriculum for Grade 1 was introduced in schools in 2017, while Grades 2 and 3 had revised curriculums introduced in 2018 and 2019, respectively. MINEDH is currently working on the revision of Grade 4 curriculum, which will be introduced in schools in 2020, as planned. The review of Grades 5 to 6 curriculum is expected to be finalized by November 2019. The new curriculums are being developed consistent with the changes introduced by the Education System Law. Component 2: Strengthening Local Governance and School-Based Management: The implementation of this component is satisfactory. ADE School Grants: Despite the Mozambique education-health PFM4R operation has ended and, consequently, there is no disbursement conditioned on the DLI on timing of the allocation of the ADE, all primary schools received the transfer of the first tranche timely. This indicates that mechanisms were maintained and that improvements were sustainable. MINEDH is planning to do an assessment of the ADE implementation and uses at the school level, which complements the information collected on this issue in the last round of SDI (2018). The assessment will inform the new GPE operation on the school-grant scheme. For the longer term, the Bank encourages MINEDH to consider gradually including school grants in the education public budget. MINEDH continued with the implementation of the pilot project for the performance-based ADE pilot in three provinces (520 schools in 15 districts – 12 treatment and 3 controls). The pilot baseline in 2017 generated data of poor quality, unveiling low capacity at the district level to collect reliable information and to conduct students’ literacy assessments. Based on this information the Bank shared two technical notes with MINEDH to review alternatives. In June, MINEDH implemented a new monitoring baseline, with instruments based on the best performing model in 2017 and including some of the recommendations made by the Bank after the first data collection (in 2017). The data collection for the endline is ongoing and the report of the results is expected to be completed by MINEDH in May 2019. The Bank expressed concerns about technical aspects of the pilot design, both in terms the performance indicators chosen as well as in terms of the verification mechanisms. The report should fully reflect the challenges and lessons learned during pilot implementation, as these could be useful when designing a stronger result-based focus in the next GPE-IDA operation. District supervision visits to schools went as planned and MINEDH accomplished the PFM4R operation target for 2018 (85% of schools received a first visit and, of those, 67% received a second visit). However, MINEDH indicated that the greatest challenge relates to the quality of supervision and reporting, which highlights the need for training of district supervisors and school principals. The reduction of teachers' absenteeism, documented by the latest results SDI 2018, could have been helped by progress in the systematization of district school supervision visits, among others. Component 3: Early Childhood Development (ECD) Support in the Community: The implementation of this component is moderately satisfactory. In 2019, the ECD pilot project (DICIPE) started the last phase, in which the third-party providers train MINEDH officials in competencies for preschool management and the administration of the schools is gradually transferred to Government. The transfer of schools will take place in two lots to facilitate MINEDH to take full responsibility for the management of the schools and to allow providers to complete the activities required before the school transfer. The first group of schools will be transferred at the end of April and the second group scheduled for late May. MINEDH is developing instruments to evaluate each school based on the indicators of operation and Quality Standards and Indicators of DICIPE (PIQDICIPE). In schools that do not meet the pre-defined criteria, corrective actions should be implemented by the providers by the end of May. The hiring of the firm that will collect the endline data of the impact evaluation is delayed and MINEDH expects to complete it by mid-April. Still, the contract needs to have the non-objection of the Administrative Tribunal before the field work can begin. The Bank urged MINEDH to accelerate this process, as the impact evaluation is a critical input for decisions about the continuity of the DICIPE project. The field work for the process evaluation was completed and the analysis of the results is being finalized. Looking ahead, the Bank emphasized the need to define an urgent short-term mechanism for the management of the DICIPE program after the project closes and a longer-term strategy of the ECD-preschool subsystem in Mozambique in the context of the preparation of the next 10-year Education Strategic Plan. The short-term mechanism should consider strategies to maintain the human resources necessary for the operation of the program (central, provincial, district and community), as well as funding for the maintenance and management of schools, and monitoring and supervision mechanisms. The Bank and UNICEF are supporting MINEDH in the identification and discussion of critical issues that should be considered in the 10-year strategy for the preschool years. Component 4: Institutional Strengthening. As part of the revision of the Secondary Education Curriculum, MINEDH is conducting several studies funded under component IV of the project, including (i) a diagnosis of secondary education in Mozambique; (ii) profile of secondary school teachers; (iii) the evaluation of the competences of secondary school science teachers. The implementation of this component is satisfactory. With the Bank's 4/12/2019 Page 2 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) agreement, MINEDH included in this component a pilot for in-service training for secondary school teachers, with an initial diagnosis of the skills of these teachers and a later analysis of the effectiveness of the training. MINEDH reported that these activities are progressing well and will share intermediate products of the studies shortly. The Bank emphasized the importance of maintaining a fluid dialogue on these activities with the Ministry of Science, Technology, Higher Education and TVET, and the universities that provide pre-service training to secondary school teachers to ensure coordination, especially in the context of the preparation of the World Bank's new higher education and TVET project, that will include a component on secondary school teachers and lecturers’ training. 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 Substantial Stakeholders -- High High Other -- -- -- Overall -- Substantial Substantial Results PDO Indicators by Objectives / Outcomes Improve the quality of education IN00686014 ►Net enrolment rate of 6 years olds in Grade 1 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 70.00 93.10 93.10 88.00 Date 28-Apr-2011 01-Aug-2018 01-Aug-2018 30-Jun-2019 Will be updated in June once data from the annual school census (3/3) are available Comments: IN00686016 ►Retention Rate until 3rd Grade (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 4/12/2019 Page 3 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Value 69.80 66.00 66.00 75.00 Date 31-Dec-2014 01-Aug-2018 01-Aug-2018 30-Jun-2019 Will be updated in June when data from the school census is available Comments: IN00686018 ►Parity Index of the Retention Rate until Grade 3 between the highest and lowest provinces (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.61 0.56 0.56 0.62 Date 31-Dec-2014 01-Aug-2018 01-Aug-2018 30-Jun-2019 Will be updated in June Comments: IN00686020 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 6,117,794.00 6,407,692.00 6,407,692.00 6,265,000.00 Date 28-Apr-2011 01-Aug-2018 01-Aug-2018 30-Jun-2019 Will be updated in June when data from the annual school census is available Comments: IN00686021 Female beneficiaries (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 47.20 48.08 48.08 48.10 Strengthening Local Governance and School-Based Management IN00686015 ►Number of additional qualified primary teachers resulting from project interventions. (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 37,836.00 44,734.00 44,000.00 Date 28-Apr-2011 01-Mar-2018 01-Mar-2018 30-Jun-2019 In 2018 there 7,006.00 graduates from the IFPs and EPFs, which adds to the cumulative number of Comments: teachers trained until 2017 (37,728). IN00686017 ►Percentage of students (of Grade 1 and 2) with Portuguese and Mathematics textbooks (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 82.60 78.70 78.70 92.00 Date 31-Dec-2014 01-Aug-2018 01-Aug-2018 30-Jun-2019 Will be updated in June when data from the annual school census is available Comments: IN00686019 4/12/2019 Page 4 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) ►Proportion of complete primary schools that comply with standards for transparency and accountability (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 76.00 76.00 80.00 Date 01-Jan-2015 01-Aug-2018 01-Aug-2018 30-Jun-2019 Information based on MIENDH's supervision reports indicate that 76% have functioning school councils Comments: and comply with transparency and accountability standards. Intermediate Results Indicators by Components Improving the quality of education IN00686024 ►Numbers of teachers (1st cycle ? grade 1 and 2) with in-service training (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 17,038.00 32,812.00 27,500.00 Date 31-Dec-2014 01-Aug-2018 01-Mar-2019 30-Jun-2019 32,812 is a cumulative figure that includes the 4,247 teachers trained in 2016 (confirmed by the IVA) + Comments: 12,791 trained in 2017 (verified by the IVA) and 15,774 trained in 2018 IN00686027 ►System for learning assessment at the primary level (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 28-Apr-2011 01-Aug-2018 01-Mar-2019 30-Jun-2019 IN00686029 Utility of the learning assessment system (Number, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4.00 4.00 4.00 IN00686030 ►Percentage of Complete Primary Schools supervised by the SDEJTs (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 74.60 80.00 80.00 Date 01-Jan-2015 01-Aug-2018 31-Dec-2018 30-Jun-2019 As reported by MINEDH (no longer verified by IVA as the PfR project closed) Comments: IN00686031 ►Number of primary school directors having participated in management training (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target 4/12/2019 Page 5 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Value 0.00 1,970.00 4,871.00 3,500.00 Date 01-Jan-2015 01-Aug-2018 01-Mar-2019 30-Jun-2019 The current figure is cumulative and includes 939 directors trained in 2016 (validated by the IVA) and Comments: 1360 trained in 2017 (validated by the IVA) and 2901 trained in 2018. IN00686032 ►Percentage of Complete Primary Schools with ADE funds available before February 28th of each year (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 100.00 100.00 95.00 Date 31-Dec-2014 01-Aug-2018 01-Mar-2019 30-Jun-2019 According to MINEDH 100% of complete primary schools received ADE before February 28th. Comments: IN00686033 ►GPI upon 1st grade entry in ECD participating districts (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.92 0.95 0.95 0.96 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 30-Jun-2019 IN00686034 ►Number of direct beneficiaries of ECD program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 31,512.00 31,512.00 49,000.00 Date 30-Mar-2015 01-Mar-2017 01-Mar-2017 30-Jun-2019 IN00686035 ►Percentage of ECD centers that are completely functional (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 95.00 89.00 100.00 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 30-Jun-2019 Although 94% of the centers are currently open and having classes, the centers are considered fully operational after functioning for at least 4 months (definition used for this indicator). Under this criterion, Comments: 89% of the centers are currently operational. IN00686036 ►Evaluation of the Education Sector Strategic Plan (2012-2016/19) (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target Firm selected and Dissemination of Value None -- inception report results at central and presented Provincial level Date 30-Mar-2017 01-Aug-2018 01-Mar-2019 30-Jun-2019 IN00686037 ►Implementation of Service Delivery Indicators Survey (SDI) (Text, Custom) 4/12/2019 Page 6 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Baseline Actual (Previous) Actual (Current) End Target Preliminary results Dissemination at Value 1.00 -- presented District level Date 15-Oct-2014 01-Aug-2018 01-Mar-2019 30-Jun-2019 Strengthening Local Governance and School-Based Management IN00686025 ►Implementation of new textbooks operational plan (Text, Custom) Baseline Actual (Previous) Actual (Current) End Target New grade 1, 2 and 3 New books introduced Value NA -- books introduced in grades 1-3 successfully Date 28-Apr-2011 01-Aug-2018 01-Mar-2019 30-Jun-2019 Supporting community-based Early Childhood Development activities IN00686026 ►Percentage of direct beneficiaries that are female (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 51.00 51.00 50.00 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 30-Jun-2019 Will be updated in June when we have data form 3/3 Comments: Institutional Strengthening and Support of monitoring and policy development IN00686022 ►Number of parents/caregivers enrolled in the parenting information sessions (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 24,133.00 24,133.00 24,500.00 Date 28-Apr-2011 30-Jun-2018 30-Jun-2018 30-Jun-2019 The Ministry reported that this indicator has increased, however the existing data is being adjusted for Comments: precision and comparability with previous measurements. IN00686028 Percentage of which male (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 20.00 20.00 30.00 Improving Access to Education IN00686023 ►Percentage of the newly trained primary school directors having their performance evaluated the following year (Percentage, Custom) 4/12/2019 Page 7 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 23.11 23.11 35.00 Date 31-Dec-2014 01-Aug-2018 01-Mar-2019 30-Jun-2019 Verified by the IVA Comments: Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P125127 IDA-49300 Closed USD 71.00 71.00 0.00 68.95 0.00 100% P125127 IDA-51000 Closed USD 40.00 40.00 0.00 37.82 0.00 100% P125127 IDA-60750 Effective USD 59.00 59.00 0.00 26.82 33.88 44% P125127 IDA-D0840 Closed USD 50.00 50.00 0.00 50.24 0.02 100% P125127 TF-99811 Closed USD 90.00 90.00 0.00 90.00 0.00 100% P125127 TF-A0429 Effective USD 57.90 57.90 0.00 50.00 7.90 86% Key Dates (by loan) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P125127 IDA-49300 Closed 28-Apr-2011 18-Jul-2011 06-Feb-2012 31-Jul-2015 31-Jul-2015 P125127 IDA-51000 Closed 01-May-2012 29-Aug-2012 26-Feb-2013 31-Jul-2015 31-Dec-2018 P125127 IDA-60750 Effective 02-Jun-2017 13-Jul-2017 20-Sep-2017 30-Jun-2019 30-Jun-2019 P125127 IDA-D0840 Closed 24-Jul-2015 16-Sep-2015 01-Dec-2015 31-Dec-2018 31-Dec-2018 P125127 TF-99811 Closed 18-Jul-2011 18-Jul-2011 11-Jun-2012 31-Jul-2014 31-Mar-2015 P125127 TF-A0429 Effective 24-Jul-2015 16-Sep-2015 01-Dec-2015 31-Dec-2018 30-Jun-2019 Cumulative Disbursements 4/12/2019 Page 8 of 9 The World Bank Implementation Status & Results Report MZ-Education Sector Support Program (P125127) Restructuring History Level Approved on 06-Aug-2013 ,Level 2 Approved on 20-Jan-2014 Related Project(s) P124729-MZ- AF to Education Sector Support Project ,P151185-Mozambique Additional Financing to Education Sector Support Project ,P160959- Additional Financing for the Education Sector Support Project 4/12/2019 Page 9 of 9