Document of The World Bank Report No. RES22788 RESTRUCTURING PAPER ON A PROPOSED PROJECT RESTRUCTURING OF THE EDUCATION SECTOR STRATEGY SUPPORT PROJECT TF013232 – APPROVED ON APRIL 20, 2013 TF015143 – APPROVED ON SEPTEMBER 17, 2013 TO THE REPUBLIC OF NICARAGUA February 23, 2016 Public Disclosure Education Global Practice Latin America and the Caribbean Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
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Document of
The World Bank
Report No. RES22788
RESTRUCTURING PAPER
ON A
PROPOSED PROJECT RESTRUCTURING
OF THE
EDUCATION SECTOR STRATEGY SUPPORT PROJECT
TF013232 – APPROVED ON APRIL 20, 2013
TF015143 – APPROVED ON SEPTEMBER 17, 2013
TO THE
REPUBLIC OF NICARAGUA
February 23, 2016
Public Disclosure
Education Global Practice
Latin America and the Caribbean Region
This document has a restricted distribution and may be used by recipients only in the
performance of their official duties. Its contents may not otherwise be disclosed without World
Bank authorization.
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ABBREVIATIONS AND ACRONYMS
EU European Union
FY Fiscal Year
GDSI General Directorate of School Infrastructure
GoN Government of Nicaragua
GPE Global Partnership for Education
IDB Inter-American Development Bank
IRI Intermediate Results Indicator
MINED Ministry of Education (Ministerio de Educación)
MTR Mid-Term Review
PAD Project Appraisal Document
PDO Project Development Objective
PMS Planning and Monitoring System
RFM Results Framework and Monitoring
RAAS South Atlantic Autonomous Region (Región Autónoma del Atlántico del Sur)
SEAR Education Sub-System for the Autonomous Regions (Sub-Sistema de Educación
Autonómico Regional)
SEIDI Integrated Early Childhood Development Monitoring and Evaluation System
(Sistema de Evaluación Integrado del Desarrollo Infantil)
TERCE Third Regional Comparative Standardized Student Assessment (Tercer Estudio
Regional Comparativo y Explicativo)
UNESCO United Nations Organization for Education, Science and Culture
WB World Bank
Regional Vice President: Jorge Familiar
Country Director:
Senior Global Practice Director:
J. Humberto Lopez
Claudia Maria Costin
Practice Manager/Manager: Reema Nayar
Task Team Leader: Enrique O. Alasino Massetti
DATA SHEET
Nicaragua
Education Sector Strategy Support Project (P133557)
LATIN AMERICA AND CARIBBEAN
Education
Report No: RES22788
Basic Information
Project ID: P133557 Lending
Instrument: Specific Investment Loan
Regional Vice President: Jorge Familiar Original EA
Category: Partial Assessment (B)
Country Director: J. Humberto Lopez Current EA
Category: Partial Assessment (B)
Senior Global Practice
Director: Claudia Maria Costin
Original Approval
Date: 19-Apr-2013
Practice
Manager/Manager: Reema Nayar
Current Closing
Date: 31-Aug-2016
Team Leader(s): Enrique O. Alasino
Massetti
Borrower: Republic of Nicaragua, Ministry of Finance and Public Credit (MHCP)
Responsible
Agency: Ministry of Education (MINED)
Restructuring Type
Form Type: Full Restructuring Paper Decision Authority: Country Director Approval
Restructuring
Level:
Level 2
Financing ( as of 15-Oct-2015 )
Key Dates
Project Ln/Cr/TF Status Approval
Date
Signing
Date
Effectiveness
Date
Original
Closing
Date
Revised Closing Date
P133557 TF-13232 Effective 20-Apr-20
13
20-Apr-2
013 02-May-2013
30-Apr-2
016 31-Aug-2016
P133557 TF-15143 Effective 17-Sep-20
13
17-Sep-2
013 19-Sep-2013
28-Feb-2
016 28-Feb-2016
Disbursements (in Millions)
Project Ln/Cr/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed
The financing plan will be revised to take into account the decrease in TF015143 (from US$35,000,000 to
US$31,322,614 or around 10.5% compared to the original Grant value at time of approval) due to the loss in the
Euro to Dollar exchange rate. A cancellation in the amount of USD 2,063,994 is required resulting in a revised
amount of USD 31,322,614 with value date of amendment’s signature by the Bank, as per BP 10.0. Revisions to
the financing plan will also reflect the GoN’s contribution of approximately US$500,000 towards financing of
the pre-service training for secondary education teachers.
Source(s) At Approval Current (from
AUS) Proposed
BORR 0.00 0.00 500,000.00
EFAS 16,700,000.00 16,700,000.00 16,700,000.00
MSC1 35,000,000.00 35,000,000.00 31,322,614.00
Total 51,700,000.00 51,700,000.00 48,522,614.00
Disbursement Estimates
Change in Disbursement Estimates
Explanation:
Disbursement estimates will be changed in line with revised total Project costs to reflect actuals for fiscal years
(FYs) 2013-2015 and revised estimates for FYs 2016, 2017 and 2018.
Fiscal Year Current (USD) Proposed (USD)
2013 800,000.00 3,328,396.00
2014 14,200,000.00 19,926,281.00
4 For the EU financing, the process comprises three sequences: (i) signing of the Financing Agreement between the
EU and the GoN for 32 million Euros for Nicaragua Education. (ii) Signing of the Administration Agreement between
the Bank and the EU for Bank administration of 28.78 million Euros out of the total 32 million Euros; and (iii) signing
of the Grant Agreement between the Bank and the GoN for a Grant amount of US$33.38 million to be managed and
administered by the Bank.
2015 20,000,000.00 15,000,000.00
2016 16,700,000.00 6,200,000.00
2017 3,500,000.00
2018 567,937.00
Total 51,700,000.00 48,522,614.00
Components
Change to Components and Cost
Explanation:
A- Changes to components
The changes by component are presented below.
1- Component 1. The number of intervened schools and new/rehabilitated classrooms will be reduced from
200 classrooms across 85 preschools to 106 classrooms across 60 preschools. With regards to SEIDI,
alternative resources have been secured to finance the technical assistance for the development of the
SEIDI. As such, SEIDI activities supported by the project will be limited to carrying out a pilot of SEIDI
measurement tools in preschools within the area of intervention.
2- Component 2. The number of intervened schools and new/rehabilitated classrooms will be reduced from
500 classrooms across 250 core schools to 465 classrooms across 75 core schools. The number of days
for the in-service training will be increased from 20 to 22. With respect to the integration of cultural and
linguistic aspects of local communities into existing materials, the Project will finance the design of new
material for students in grades seven through nine in line with the Curricular Transformation of the
Caribbean Coast, as opposed to adapting existing materials.
3- Component 3. The provision of training and professional development to MINED’s preschool education
technical specialists has been eliminated, as it was deemed unnecessary by the GoN.
B- Changes to costs
With the revised infrastructure strategy, the cost per school will be revised upward. In addition to the impact of
the increase on the price of materials (the majority of the selected schools are in remote areas with high
transportation costs), the cost per school is higher because additional works for additional complementary
facilities and equipment are included under the new holistic approach. Besides equipment and other facilities, the
main reason for the increase in the cost of core schools is the change in number of classrooms to rehabilitate per
school, from two to eight classrooms. For preschools, the revised average cost per school is expected to be
US$61,609, in comparison to the original estimated cost per school of US$35,000. The revised costs include
costs for toilets, security walls/paths, and equipment for water, sanitation and electricity. For core schools, the
average cost per school is expected to be US$310,460, in comparison to the originally estimated US$87,032.
There would be also changes in the cost per component.
Components 1 and 3, financed by GPE funds (TF013231): The cost of Component 1 will be revised slightly
downward as a result of the decrease in the cost of sub-component 1.5 due to the elimination of the technical
assistance for SEIDI’s diagnosis. The total costs of infrastructure under the new strategy and the revised number
of classrooms will increase slightly by about two percent. The cost of Component 3 will be revised upward to
cover the costs of: (i) additional equipment for the “Direction General de Administración y Finanzas;” and (ii)
the contract extension of the technical assistance for Financial Management and Procurement.
Components 2 and 4, financed by EU funds (TF015143): The costs of Component 2 will be revised to reflect: (i)
the decrease in the number of teachers receiving training; (ii) the decrease in the cost per textbook from US$3.24
to US$2.20; and (iii) the decrease of the available budget for infrastructure due to the to the loss in the Euro to
Dollar exchange rate. The costs of Component 4 will be revised upward in order to integrate the costs of: (i)
about 30 additional consultants for the Directorate of Infrastructure for supervision of civil works; and (ii) the
implementation of the new computerized education management system.
Finally, the total Project amount has decreased due to changes in the Euro to Dollar exchange rate, which went
from US$1.31 per Euro at the time of approval, to US$1.11 per Euro as of February 4, 2016.
Current Component Name Current Cost
(US$M) Proposed Cost (US$M) Action
Increasing Access and
Improving Learning
Conditions of Preschool
Education
15.90 15.85 Revised
Improving Access, Quality
and Completion of Lower
Secondary Education
33.50 29.82 Revised
Strengthening of the Ministry
of Education’s Institutional
Capacity for Preschool
Education
0.80 0.85 Revised
Strengthening of the Ministry
of Education’s Institutional
Capacity for Lower Secondary
Education
1.50 2.00 Revised
Total: 51.70 48.52
Other Change(s)
Change in Implementation Schedule
Explanation:
The implementation schedule will be revised for school infrastructure taking into account progress to date, future
plans, and the recent institutional re-organization at the MINED.
For the development of SEIDI, under the revised implementation schedule the activities will be completed by the
end of September 2016.
Annex 1: Results Framework and Monitoring Matrix
NICARAGUA EDUCATION SECTOR STRATEGY SUPPORT PROJECT
Project Development Objective (PDO): The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to
improve preschool education learning conditions nationwide; and (b) increase access to lower secondary education in selected municipalities, and improve lower
secondary education quality and completion rates nationwide.
PDO-Level
Results
Indicators
Continue
d (C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency
Data
Source/
Methodolog
y
Responsibility
for Data
Collection
Description (indicator
definition etc.) 2014
Actual
2015
Preliminary 2016 2017
PDO Indicator
One: Gross
enrollment rate for
preschool in
selected
municipalities.
R
Percent
age 40 42 43 44 44 Annual
Annual
Monitorin
g Report
Department
of Statistics
Number of students
enrolled in the three levels
of preschool in the
selected municipalities
divided by the total
population of children of
3-5 years of age based on
the 2005 Population
Census Data. Indicator
would be calculated for all
preschools in the 43
selected municipalities.
PDO Indicator
Two: Gross
enrollment rate for
lower secondary
(grades 7-9) in
selected
municipalities
R
Percent
age 47 51 53 54 55 Annual
Annual
Monitorin
g Report
Department
of Statistics
Number of students
enrolled in grades 7-9 of
preschool divided by the
total population of
children 12-14 years of
age based on the 2005
Population Census Data.
Indicator would be
calculated for all
preschools in the 43
selected municipalities.
PDO Indicator
Three: Learning
conditions
improved in
preschool.
C Text No No Yes Yes Yes Annual
Annual
Monitorin
g Report
Directorate
of
Preschool,
Department
of Training
and
Department
of Statistics
Learning conditions
would be considered
effectively improved if
50% of the preschools
nationwide have at least 3
out of the 4 conditions
described below:
Preschool teachers
trained in the use of the
unified curriculum
Revised classroom
learning instruments are
available in preschools
Preschool teachers are
certified
Preschools have
received a package of
learning materials.
PDO Indicator
Four: Grade 9
completion rate.
R Percent
age 64 69 70 71 71 Annual
Annual
Monitorin
g Report
Department
of Statistics
Grade 9 completion rate is
the number of new
entrants (enrollments
minus repeaters) in grade
9, regardless of age,
divided by the population
at the entrance age for
grade 9. Indicator
calculated at the national
level.
PDO Indicator
Five: Percentage
of grade 9 students
achieving
intermediate,
advanced or above
proficiency
R Percent
age
Math: 51
Languag
e: 75
Math: --
Langua
ge: --
Math: --
Language: --
Math: 53
Languag
e: 77
Math: 53
Language:
77
Defined
by
MINED
Evaluatio
n Report
Office of
Learning
Evaluations
Directorate
of
Secondary
and
Department
The next assessment
would be carried out in
2015. Baseline is 2010
which is when the last
assessment was carried
out. The baseline is the
sum of three of the four
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
INTERMEDIATE RESULTS INDICATORS (IRIs)
Component 1: Increasing Access and Improving Learning Conditions of Preschool Education
IRI 1: Number of
preschool
classrooms
built/rehabilitated
and equipped in
selected
municipalities.
R Number 0 10 40 106 106 Annual
Annual
Monitoring
Report
Directorate
of
Infrastructure
Interventions to
improve a
preschool
classroom would
comprise: (i) the
construction
and/or
rehabilitation of
classrooms; (ii)
complementary
facilities
including, but not
limited to toilets,
recreational
areas,
water/sanitation
and security; and
(iii) the provision
(excellence) levels
standardized
evaluations for
Spanish and
Mathematics.
of Statistics levels established in the
scale of the 2010
assessment: intermediate,
advanced and excellence.
Tests are conducted on a
representative sample at
the national level.
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
of furniture and
equipment.
IRI 2: Preschool
unified
curriculum
developed.
R Text No Yes Yes Yes Yes Once
only
Annual
Monitoring
Report
Directorate
of Preschool
One curricular
framework and
three preschool
classroom
instruction guides
would be
integrated in one
unified preschool
curriculum
approved by the
Executive
Directorate of
MINED and
available on
MINED website.
IRI 3: Number
of certified
preschool
teachers
(Nationwide).
R Number 0 0 0 2,300 2,300 Annual
Annual
Monitoring
Report
Directorate
of Preschool
The number of
preschool
teachers that have
been certified
under the Project.
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
IRI 4: Number
of preschools that
receive learning
material
packages
R Number 0 8,500 8,500 8,500 8,500 Annual
Annual
Monitoring
Report
Directorate
of Preschool
Two types of
learning material
packages are
delivered: i)
educational
materials
including
dominos,
puzzles, musical
instruments, etc.
and ii) basic
material
packages that
include crayons,
watercolors,
scissors, etc..
Preschools
includes public
and community
schools
IRI 5: System to
evaluate early
childhood
development
outcomes and
preschool-age
learning
outcomes in
place and
operational.
C Number 0 0 1 2 2 Annual
Annual
Monitoring
Report
Evaluation
Office of
Learning
Evaluation,
Directorate of
Preschool and
Department of
Statistics
A new system
will be
developed, and
piloted for
validation. The
tools developed
to measure child
development
outcomes and
preschool-age
learning
outcomes will be
applied to a
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
sample that
includes a group
from the 43
selected
municipalities,
and which covers
a wide variety of
contexts and
regions, both in
rural as well as
urban areas.
System to
evaluate early
childhood
development
outcomes and
preschool-age
learning
outcomes is
designed and
piloted
Number 0 0 1 1 1 Once
only
Annual
Monitoring
Report
Evaluation
Office of
Learning
Evaluation,
Directorate
of Preschool
and
Department
of Statistics
(i) System to
evaluate early
childhood
development
outcomes and
preschool-age
learning
outcomes is
designed and
piloted; (ii)
System
validation
conducted in a
sample that
includes a group
from the 43
selected
municipalities,
and which covers
a wide variety of
contexts and
regions, both in
System
validation
conducted in a
representative
sample of
municipalities
nation-wide,
and results
published.
Number 0 0 0 1 1 Once
only
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
rural as well as
urban areas, and
results published.
Component 2: Improving Access, Quality and Completion of Lower Secondary Education
IRI 6: Number of
core schools
(K-9) with
facilities
improved for
lower secondary
education.
R Number 0 0 30 60 75 Annual
Annual
Monitoring
Report
Directorate
of
Infrastructure
Interventions to
improve a core
school facility
would comprise:
(i) eight new
and/or
rehabilitated
classrooms on
average per
school; (ii)
improved
learning facilities
(ICT, libraries,
vocational
workshops); (iii)
classroom
furniture and
blackboards; and
(iv)
complementary
facilities, such as
improved
sanitation, water
supply etc.
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
IRI 7: A
university-based
certification
program for
lower-secondary
teachers
implemented.
C Text No
946
student-teachers
enrolled
760
student-teachers
enrolled
750
student-teachers
certified
750
student-teachers
certified
Annual
Annual
Monitoring
Report
Directorate
of Secondary
Universities will
carry out, in
coordination with
the MINED, a
certification
program for
secondary school
teachers that lasts
three years and
which will grant
the certification
for “secondary
education teacher
with superior
technical level”.
IRI 8: Number of
secondary school
teachers who
participate in the
22-day in-service
teacher
upgrading
training based on
the secondary
curriculum.
R Number 0 0 216 1,600 1,600 Annual
Annual
Monitoring
Report
Directorate
of Training
Number of
secondary school
teachers
participating in
22-day in-service
courses
IRI 9: Number of
secondary
textbooks
distributed.
R
Number 0 0 1.29 million 1.50 million 1.50 million Annual
Annual
Monitoring
Report
Directorate
of Secondary
Textbooks would
be distributed for
grades 7 to 11 in
five subject
matters according
to the table 2.5 of
the PAD.
Intermediate
Results Indicators
Continued
(C)
Revised
(R)
Dropped
(D)
New
(N)
Core Unit of
Measure
Baseline
2013
Cumulative Target Values
Frequency Data Source/
Methodology
Responsibility
for Data
Collection
Description
(indicator
definition etc.) 2014
Actual
2015
Preliminary
2016
2017
IRI 10: Number
of teaching
guides distributed
to secondary
school teachers.
C Number 0 0 16,300 16,300 16,300 Annual
Annual
Monitoring
Report
Directorate
of Secondary
Teaching guides
would be
distributed to all
secondary school
teachers in five
subject matters.
Component 3: Strengthening of the Ministry of Education’s Institutional Capacity for Preschool Education
IRI 11:
Directorate of
Preschool
Education is
equipped for
Project
implementation
and supervision
activities
R Yes/No No Yes Yes Yes Yes Once
only
Annual
Monitoring
Report
Directorate
of
Infrastructure
Directorate of
Preschool
Education
receives
equipment
including vehicle
for supervision of
Project activities
and computers to
develop
curriculum and
classroom guides
Component 4: Strengthening of the Ministry of Education’s Institutional Capacity for Lower Secondary Education