Document of The World Bank · preparation of analytical reviews designed to enable the development of policy to reform in-service training (in conjunction with mentoring) under sub-component

Document of The World Bank

Report No: ICR3009

IMPLEMENTATION COMPLETION AND RESULTS REPORT (TF-95896)

ON A

GRANT

IN THE AMOUNT OF US$13.5 MILLION

TO THE

REPUBLIC OF TAJIKISTAN

FOR THE

FAST TRACK INITIATIVE

CATALYTIC FUND PROJECT - 3

March 26, 2014

Human Development Department Central Asia Department Europe and Central Asia Region

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CURRENCY EQUIVALENTS

(Exchange Rate Effective March 24, 2014)

Currency Unit = Tajikistan Somomi (TJS) 1.00 = US$0.21

US$ 1.00 = TJS 4.80

FISCAL YEAR

January 1 – December 31

ABBREVIATIONS AND ACRONYMS

ADB Asian Development Bank ARI Analysis and Education Sector Reform Project AKF Aga Khan Foundation CAS Country Assistance Strategy CCP Cash Compensation Program CFAA Country Financial Accountability Assessment CfTPD Center for Textbooks Preparation and Production CWs Civil Works DA Designated Account DARF Department for Accountancy and Financial Reporting DCC Department of Capital Construction DPB Department of Planning, Budget Implementation and Forecasts in Education DPL Development Policy Lending DPSA Department of Personnel and Special Affairs DPGS Department for Pre-School and General Secondary Education EC European Commission ECD Early Childhood Development EMF Environmental Management Framework EMIS Education Management Information System EMP Education Modernization Project EPDF Education Program Development Fund ESFCAU Education Sector Fiduciary Capacity Assessment Update FTI Fast Track Initiative GBAO Gorno-Badahshan Autonomous Oblast GDP Gross Domestic Product GTZ Gesellschaft fuer Technische Zusammenarbeit (German Cooperation Agency) HMU Head of Methodological Unit ICB International Competitive Bidding IDA International Development Association IFRs Interim Un-audited Financial Reports INSET In-Service Training ISA International Standards on Auditing JCSS Joint Country Support Strategy KfW German Development Bank LEDG Local Education Donor Group M&E Monitoring and Evaluation MLSP Ministry of Labor and Social Protection MOE Ministry of Education MOF Ministry of Finance

MOH Ministry of Health MTEF Mid-Term Expenditure Framework MTR Mid-Term Review NSED National Strategy for Education Development OSI Open Society Institute (Soros Foundation) PAD Project Appraisal Document PCF Per Capita Financing PDO Project Development Objective PMU Project Management Unit POM Project Operational Manual PRSP Poverty Reduction Strategy Paper PTAs Parents-Teachers Associations QLP Quality and Learning Project RAP Resettlement Action Plan RED Rayon Education Department RIITT Republican Institute for In-Service Teacher Training RMTC Republic Methodological and Training Center RPF Resettlement Policy Framework RRS Rayons of Republican Subordination SIL Specific Investment Lending SSP Sector for State Procurement and Provision of Services TA Technical Assistance TRF Textbook Revolving Fund TRS Textbook Rental System UMR Unit for Marketing and Resources UNICEF United Nations International Children’s Fund USAID United States Agency for International Development VET Vocational Education and Training

Vice President: Laura Tuck Country Director: Saroj Kumar Jha

Acting Sector Manager: Andrea Guedes Project Team Leader: Saodat Bazarova

ICR Team Leader: Sachiko Kataoka

TAJIKISTAN FAST TRACK INITIATIVE CATALYTIC FUND PROJECT - 3

CONTENTS

Data Sheet A. Basic Information B. Key Dates C. Ratings Summary D. Sector and Theme Codes E. Bank Staff F. Results Framework Analysis G. Ratings of Project Performance in ISRs H. Restructuring I. Disbursement Graph

1. Project Context, Development Objectives and Design ............................................... 1 2. Key Factors Affecting Implementation and Outcomes .............................................. 7 3. Assessment of Outcomes .......................................................................................... 13 4. Assessment of Risk to Development Outcome ......................................................... 22 5. Assessment of Bank and Borrower Performance ..................................................... 22 6. Lessons Learned ....................................................................................................... 24 7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners .......... 25 Annex 1. Project Costs and Financing .......................................................................... 26 Annex 2. Outputs by Component ................................................................................. 27 Annex 3. Economic and Financial Analysis ................................................................. 29 Annex 4. Bank Lending and Implementation Support/Supervision Processes ............ 30 Annex 5. Beneficiary Survey Results ........................................................................... 32 Annex 6. Stakeholder Workshop Report and Results ................................................... 33 Annex 7. Summary of Borrower's ICR and/or Comments on Draft ICR ..................... 34 Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders ....................... 42 Annex 9. List of Supporting Documents ...................................................................... 43

MAP

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A. Basic Information

Country: Tajikistan Project Name: Fast Track Initiative Catalytic Fund Grant - 3

Project ID: P115343 L/C/TF Number(s): TF-95896 ICR Date: 03/26/2014 ICR Type: Core ICR

Lending Instrument: SIL Grantee: REPUBLIC OF TAJIKISTAN

Original Total Commitment:

USD 13.50M Disbursed Amount: USD 13.50M

Revised Amount: USD 13.50M Environmental Category: B Implementing Agencies: The Ministry of Education (MOE) Cofinanciers and Other External Partners: B. Key Dates

Process Date Process Original Date Revised / Actual Date(s)

Concept Review: 02/11/2009 Effectiveness: 04/16/2010 04/16/2010

Appraisal: 08/11/2009 Restructuring(s): 03/30/2011 12/01/2011 05/29/2012

Approval:* 04/16/2010 Mid-term Review: 01/31/2011 12/09/2011 Closing: 06/30/2011 06/30/2013 * The Bank approval date was the date when the first GFR was approved. The GPE Board approval date was November 6, 2009. C. Ratings Summary C.1 Performance Rating by ICR Outcomes: Satisfactory Risk to Development Outcome: Moderate Bank Performance: Satisfactory Grantee Performance: Satisfactory

C.2 Detailed Ratings of Bank and Borrower Performance (by ICR) Bank Ratings Borrower Ratings

Quality at Entry: Satisfactory Government: Satisfactory

Quality of Supervision: Satisfactory Implementing Agency/Agencies: Moderately Satisfactory

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Overall Bank Performance: Satisfactory Overall Borrower

Performance: Satisfactory

C.3 Quality at Entry and Implementation Performance Indicators

Implementation Performance Indicators QAG Assessments

(if any) Rating

Potential Problem Project at any time (Yes/No):

No Quality at Entry (QEA):

None

Problem Project at any time (Yes/No):

No Quality of Supervision (QSA):

None

DO rating before Closing/Inactive status:

Satisfactory

D. Sector and Theme Codes

Original Actual Sector Code (as % of total Bank financing) General education sector 84 84 Primary education 1 1 Public administration- Education 15 15

Theme Code (as % of total Bank financing) Education for all 100 100 E. Bank Staff

Positions At ICR At Approval Vice President: Laura Tuck Philippe H. Le Houerou Country Director: Saroj Kumar Jha Motoo Konishi Sector Manager: Andrea C. Guedes Mamta Murthi Project Team Leader: Saodat Bazarova Saodat Bazarova ICR Team Leader: Sachiko Kataoka ICR Primary Author: Suzana Nagele de Campos Abbott Jeremie Matthew Amoroso F. Results Framework Analysis Project Development Objectives (from Project Appraisal Document) To contribute to an increased access to improved learning environments and a more efficient delivery of quality education services.

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Revised Project Development Objectives (as approved by original approving authority) N/A (a) PDO Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised Target Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : (Access) Number of students in the targeted schools that have benefited from civil works

Value quantitative or Qualitative)

0.00 13,000 14,720 (in 34 completed schools).

Date achieved 04/16/2010 06/30/2011 06/30/2013

Comments (incl. % achievement)

Target exceeded. The FTI-3 Review found that schools and local authorities were pleased with the schools' physical upgrades, and considered improved learning environments a key factor for reducing student/teacher absenteeism, esp. in the cold season

Indicator 2 : (Access) Number of students in targeted schools that have benefited from furniture


0.00 50,000 106,600

Date achieved 04/16/2010 06/30/2011 06/30/2013 Comments (incl. % achievement)

Actual data exceeds revised target due to additional purchase of furniture at the expense of project savings and more correct calculation of the number of beneficiaries taking into account that schools operate in 1.5 shifts.

Indicator 3 : (Access) Number of students in targeted schools who have benefited from reading materials


0.00 180,000 298,000


Target exceeded due to UNICEF's parallel financing.

Indicator 4 : (Efficient Delivery) Pupil:stavka ratio in new PCF rayons Value quantitative or Qualitative)

12.9 Increase of at least one point 14.9


Target exceeded. Baseline data provided for correct date: beginning of the year prior to the PCF introduction in the remaining rayons.

Indicator 5 : (Efficient delivery) Class size in new PCF rayons Value quantitative or 19.4 Increase of at least

one point 20.4

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Qualitative) Date achieved 01/01/2009 06/30/2011 01/01/2013 Comments (incl. % achievement)

Target achieved. It was higher in 2011 (21.0) and declined in 2013 (20.4) but still achieved the target.

Indicator 6 : (Quality) Number of teachers who received in-class mentoring support during the year


0.00 1,000 1,100


Target exceeded. However, data was not disaggregated by gender.

(b) Intermediate Outcome Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised

Target Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : Number of classrooms rehabilitated or constructed Value (quantitative or Qualitative)

0.00 200 261


Target exceeded. 261 classrooms in 28 schools where classrooms were rehabilitated/constructed. In 6 schools, only the roof was rehabilitated, not classrooms.

Indicator 2 : Number of classroom (equivalents) equipped with new furniture Value (quantitative or Qualitative)

0.00 1,100 2,840


Target exceeded. This was due to additional purchase of furniture at the expense of project savings and more correct calculation of the number of beneficiaries taking into account that schools operate in 1.5 shifts.

Indicator 3 : Number of schools that received supplementary reading materials Value (quantitative or Qualitative)

0.00 700 1,000


Target exceeded substantially. Since FTI-3 and UNICEF's parallel financing were complementary, it is not possible to precisely disaggregate the attribution.

Indicator 4 : % of FTI-trained directors who successfully master the essentials of the course Value (quantitative 0.00 90% 97.1% (FM Module

by 4/30/2013)

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or Qualitative) 99.7% (PL Module by 6/30/2013)

Date achieved 04/16/2010 06/30/2011 06/30/2013


Targets exceeded. 792 out of 816 directors trained on FM module successfully mastered course basics. 148 trainees were female. 810 out of 812 directors trained on PL module successfully mastered course basics. 140 trainees were female.

Indicator 5 : % of FTI-trained methodologists who successfully master the essentials of the course

Value (quantitative or Qualitative)

0.00 90% 90.1%

Date achieved 04/16/2010 06/30/2011 04/30/2013


Target achieved. 253 methodologists (incl. 132 females – 51.2%) and 397 teachers (incl. 296 females – 74.6% were trained). 228 out of 253 trained methodologists (90.1%) and 327 out of 397 trained teachers (82.3%) successfully mastered course basics.

Indicator 6 : Reports are completed and recommendations discussed


No reports

Final report is available including analyses of training needs and demands; of training courses; and of relation between demand/need and supply, including recommendations

Final report is available and presented

Date achieved 04/16/2010 06/30/2011 06/30/2013


Target achieved. This indicator focused on monitoring progress in the preparation of analytical reviews designed to enable the development of policy to reform in-service training (in conjunction with mentoring) under sub-component 2.3.

Indicator 7 : Number of module reports submitted to the Unit for Analysis and Education Sector Reform Development


0.00 9 9


Target achieved. Work is completed on all 9 modules

Indicator 8 : Reports are completed and recommendations discussed. Value (quantitative No reports Report is finalized

and discussed. Report is finalized and discussed

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or Qualitative) Date achieved 04/16/2010 09/30/2012 06/30/2013 Comments (incl. % achievement)

Target achieved. This indicator focused on monitoring progress in the elaboration of policy options to promote attendance and ensure that all children complete basic education under sub-component 3.3

Indicator 9 : Percentage of targeted MOE staff who successfully passed trainings on financial management, procurement procedures, and management.


0.00 90% 100%


Target exceeded in terms of the successful completion of training. However, a high turnover among MOE staff to be trained was an issue. Also, due to heavy workload, some staff were unable/unwilling to participate in training.

Indicator 10 : RIITT facility rehabilitated Value (quantitative or Qualitative)

Inadequate facility RIITT rehabilitated 100% of works is

completed


Target achieved.

G. Ratings of Project Performance in ISRs

No. Date ISR Archived DO IP

Actual Disbursements (USD millions)

1 01/08/2011 Satisfactory Satisfactory 1.00 2 12/24/2011 Satisfactory Satisfactory 4.58 3 12/01/2012 Satisfactory Satisfactory 9.74 4 06/23/2013 Satisfactory Moderately Satisfactory 11.61

H. Restructuring (if any)

Restructuring Date(s)

Board Approved

PDO Change

ISR Ratings at Restructuring

Amount Disbursed at

Restructuring in USD millions

Reason for Restructuring & Key Changes Made DO IP

03/30/2011 S S 1.00

**Closing Date extension - to September 30, 2012 **Extension of the date for one of the legal covenants

12/01/2011 S S 4.09 **Reallocation to Civil Works

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Restructuring Date(s)

Board Approved

PDO Change

ISR Ratings at Restructuring

Amount Disbursed at

Restructuring in USD millions

Reason for Restructuring & Key Changes Made DO IP

**Decreased scope of component 3.3 **Increased DA authorized allocation

05/29/2012 S S 5.74

**Closing Date extension - to June 30,2013 **Adding rehabilitation and equipment of the Republican Institute for In-service Teacher Training (RIITT) into the scope of activities, corresponding revision of the Supplemental Letter

I. Disbursement Profile

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1. Project Context, Development Objectives and Design

1.1 Context at Appraisal 1. Tajikistan is a relatively small, low-income, and landlocked country in Central Asia, with a population of 8 million people. At Project appraisal of the third Fast Track Initiative Catalytic Fund Grant (FTI-3, the Project) in 2009, the country had a population of 6.8 million, and a per capita GNI of US$730. Poverty was widespread: 47 percent of the population lived in poverty, of which 14 percent resided in extreme poverty. Tajikistan experienced a period of severe civil unrest in the mid-1990s, the result of a civil war soon after its independence in 1991. After the peace accord in mid-1997, the Government turned its attention to the economic and social development agenda. Despite major structural and geographic challenges, the country’s economy had been growing steadily, and the setback in education had been mitigated. The 2007 Poverty Reduction Strategy Paper (PRSP) set the goal of sustainable poverty alleviation along with maintaining growth and macroeconomic stability. However, the worsening global situation at appraisal was impacting financing sources available to government and households, posing additional constraints to growth and development, including education financing and participation. 2. Tajikistan was one of the first signatories to the Millennium Development and Education for All goals. The Ministry of Education (MOE) had defined its mission to ensure the effective and efficient delivery of education services, and access to relevant and quality education for all. Five education goals were established for the Government of Tajikistan (the Government, GOT), as defined in its National Development Strategy and PRSP: (a) to improve management and performance of the education system for the delivery of quality education services; (b) to improve system effectiveness through decentralization, community participation, and building institutional and human capacities; (c) to ensure the quality of education services; (d) to ensure equitable access to basic education and merit-based access to other levels, and (e) to improve the physical infrastructure, and material and technical aspects of the education system. These goals were the foundation for the MOE’s National Strategy for Education Development (NSED) 2006-2015 whose Action Plan had been updated and budgeted in 2008. 3. These goals addressed the main challenges in general education, including the poor state of school infrastructure; a shortage of adequate furniture and basic equipment; a lack of teaching-learning materials; and the poor quality of teaching. There was also a persistent lack of attendance in the final 2-3 years of basic education, impacting vulnerable populations, and was partly due to household factors. The affected groups include the poor and young females. The impacts of the global economic crisis were expected to exacerbate those household factors, putting some Tajik households under increased pressure, reducing their participation in education. 4. Implementation of the NSED was hindered by a sub-optimal structure, functions, and work processes within the MOE and its affiliated agencies; a lack of institutional capacities in strategic planning, policy analysis, and monitoring and evaluation (M&E), combined with inadequate data to enable evidence-based policy development; a culture of regulation and control that opposed the strategic vision of creating schools with increased autonomy, and an inadequate alignment between strategy and policy, and budgets. 5. The Government and the MOE were committed to their strategic goals and to reforming the education sector. To improve the strategic and efficient use of resources, the MOE was piloting policy-based budgeting through the initial stages of a Medium Term Expenditures Framework (MTEF), and introducing per capita financing (PCF) along with increased school

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autonomy. The curriculum was being reformed, and the MOE had established an education quality control agency, and a National Testing Center was being set up to provide tools to measure learning outcomes. Sector financing as a percentage of GDP was increasing, and the education budget as a share of the total budget was almost 20 percent, enabling increases in teacher salaries and needed capital investments. However, public education spending per student remained low, both in absolute terms and as a share of GDP per capita. The costing of the NSED had revealed that internal and external financing for the education sector fell short of the amounts needed for its implementation, and the economic and financial crisis exacerbated the shortfall, potentially undermining previous gains in the sector. Donor financial and technical support was required to ensure that basic education needs were met and reforms of the NSED implemented. 6. The Rationale for Fast Track Initiative Catalytic Fund (FTI CF) involvement was strong. FTI-3 followed on the FTI-CF’s support, agreed at the Beijing donors’ meeting in December 2005, to grant US$18.4 million over two years to Tajikistan to support the initiation and delivery of the NSED’s Action Plan. The first year funds (FTI-1) of US$9.2 million, were made available in mid-2006, and fully disbursed by January 31, 2008. The second year funds (FTI-2), also in the amount of US$9.2 million, were made available in February 2008, and the grant closed in September 2010. FTI-3 was provided as a bridging fund between FTI cycles to provide continuity to the satisfactory progress that had been achieved towards expected outcomes under both FTI-1 and FTI-2. As such, the design of FTI-3 entailed what could be considered a programmatic approach to FTI support for the implementation of the NSED Action Plan. Continued FTI involvement was justified by the achievements of the past grants, and the persistent need for external funds to support the implementation of the NSED. 7. Similar to FTI-1 and FTI-2, FTI-3 was designed and implemented in – and continued to foster – an environment of effective donor coordination in support of the NSED’s implementation. Numerous bilateral and multilateral agencies and international non-governmental organizations1 including the FTI and the World Bank, were providing education sector assistance to the GOT through formal arrangements for donor and MOE coordination. This assistance was within the framework of NSED and FTI, under a Local Education Donor Group (LEDG), and led to improved complementarities and more strategic resource allocation. 8. FTI-3 contributed directly to the MOE’s mission to ensure the effective and efficient delivery of education services and access to relevant and quality education for all. The Grant was aligned to the Government’s development goals and the World Bank’s country assistance objectives of improving the education of the population through increased school completion rates and improved learning achievements. Hence, FTI-3 would contribute to the higher goal of improved human development in Tajikistan. 1.2 Original Project Development Objectives (PDO) and Key Indicators (as approved) 9. The Project Development Objective was to contribute to an increased access to improved learning environments and a more efficient delivery of quality education services. The Grant was designed to alleviate NSED implementation gaps, related to improving the physical infrastructure,

1 Including the Asian Development Bank, the Aga Khan Foundation, the European Community, GTZ (Gesellschaft fuer Technische Zusammenarbeit, the German Cooperation Agency), Japan International Cooperation Agency, KfW (the German Development Bank), the United Nations Children Fund (UNICEF), and the United States Agency for International Development.

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and material and technical aspects of the education system; to improve the management and performance of the education system for the delivery of quality education services; and to ensure the quality of education services. 10. Progress towards the accomplishment of the Grant’s Development Objective was to be measured through Key Indicators:

• Contribution to access would be measured by the number of schools/students benefiting from new or rehabilitated learning spaces, and from new school furniture and reading materials provided by the Grant.

• Contribution to efficient delivery would be measured by the pupil:stavka2 ratio and class size. These indicators were expected to reveal improvements in resource use through PCF reforms, and the management capacity-building of school directors and PTAs.

• Contribution to quality would be measured by the number of teachers who received mentoring support during the school year.

11. The Grant’s Results Framework also incorporated several Intermediate Results Indicators, by component (Annex 2).

1.3 Revised PDO (as approved by original approving authority) and Key Indicators, and reasons/justification 12. The Project Development Objectives were not revised. An Intermediate Result Indicator, “Republican Institute for In-Service Teacher Training (RIITT) facility rehabilitated” was added to the Project’s Results Framework (Section 1.6).

1.4 Main Beneficiaries 13. The Project Appraisal Document (PAD) did not specify the Project’s main beneficiaries. As described in its individual components, and inferred in the PDO, the main beneficiaries were: (a) approximately 13,000 students in Sugd province and the Rayons of Republican Subordination (RRS) who would benefit from upgrading physical infrastructure in their schools (selected from among the poorer rayons that had received limited donor support); (b) approximately 62,800 students in rehabilitated or rebuilt schools who would benefit from new furniture; (c) students in primary grades of approximately 700 schools who would benefit from reading materials, along with a teacher’s manual on usage; (d) approximately 900 school directors (preferentially chosen from the 25 districts scheduled to implement PCF in 2010 and from schools who benefited from FTI-funded civil works) who would acquire knowledge and skills on pedagogical leadership, financial management and school administration to improve their management of schools; and (e) mentors who would acquire the knowledge, skills and resources to provide mentoring support in approximately 135 schools.

2 The Stavka—which is a terminology unique to the Former Soviet Union countries—refers to the teaching load. One stavka may range typically from 18 to 24 hours and may vary across countries. Teachers may teach less or more than one stavka, which is also usually defined in legislation. Whereas the student-stavka ratio reflects the total teaching load of teachers accurately, the student-teacher ratio (unless the full-time equivalent teacher is used) reflects the headcount of teachers whose workload could widely vary.

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14. The Project would also support systemic strengthening and improvements (e.g., teacher training, PCF, the Educational Management Information System (EMIS), etc.) that would benefit the sector, management and staff of the MOE and rayon Education Departments, school directors, teachers, and mentors, among others, and hence improve their ability to leverage the impact of the Project’s interventions to a broader share of beneficiaries in the future.

1.5 Original Components 15. The FTI-3 Grant had four components, as described below. Component 1. Improving the learning environment. 16. The objective of this component was to increase access to improved learning environments, thus contributing to the NSED’s fifth goal of improving the physical infrastructure and material and technical aspects of the education system and , the third goal of ensuring quality of educational services delivered at all levels3. This component had three sub-components.

1.1 School Buildings Upgrade (US$7.7 million). 4 This sub-component aimed to upgrade the physical infrastructure of schools. It would include the construction or rehabilitation of premises for approximately 30 schools in the Sugd province and RRS.5 The Grant would also build premises for up to two rayon education departments in light of the importance given to decentralized management of education services.

1.2 School Furniture Supply (US$2.5 million). This sub-component aimed to ensure that all new and rehabilitated school buildings were furnished and that furniture shortages in other schools were alleviated. It would finance the purchase and distribution of furniture for school buildings that were rebuilt or rehabilitated under sub-component 1.1. Given the acute shortages of furniture in the education system as a whole, it would also finance desks and chairs for students and teachers, blackboards and bookcases for about 900 already existing classrooms, as well as basic furniture for School Directors in those existing schools. Finally, it would finance the supply of two buses to pilot a school bus program, if the analysis included under sub-component 3.3 was to recommend its implementation.

1.3 Provision of Reading Materials (US$110,000). This sub-component aimed to improve the availability of reading materials for students in primary grades in about one quarter of the country’s schools. It would finance the supply of a set of reading materials for students in primary grades (grades 1-4) to around 700 schools, along with a teacher’s manual on usage. An independent expert group would be established to determine technical selection criteria to guide the tender-process and purchase. An expert group

3 The Project supported general education consisting of grades 1 to 11.

4 All budget allocations exclude contingencies. 5 FTI would not finance civil works and furniture in Khatlon and Gorno-Badahshan Autonomous Oblast (GBAO); the KfW had allocated Euro 11 million for school infrastructure in Khatlon, and sufficient funds had been allocated from the state budget for school construction/rehabilitation in GBAO.

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would also design the teacher’s manual. The Grant would finance international technical assistance to support the expert groups in the above tasks.

Component 2. In-service training of pedagogical and managerial personnel. 17. The objective of this component was to improve in-service training/mentoring systems for teachers and school directors, thus contributing to the NSED’s third goal of ensuring quality of educational services and to the second goal of improving the effectiveness of the education system. It included three sub-components:

2.1 School Directors Training (US$330,000). This sub-component aimed to ensure that approximately 900 School Directors acquired the knowledge and skills to improve their management of schools. The Grant would support the training of School Directors on pedagogical leadership, financial management, and school administration. 2.2 Mentoring (US$270,000). This sub-component aimed to ensure that mentors 6 acquired the knowledge, skills and resources to provide mentoring support to teachers in approximately 135 schools. Grant funds would be used to expand and reinforce the operation of a mentoring program that began under FTI-2 to ensure that it was integrated into the existing systems and made sustainable. They would support:

• Revision of the mentoring course and its integration into the curriculum of the Republican Institute for In-Service Teacher Training (RIITT).

• A seven-day refresher training for trainers based primarily at the five regional RIITT centers (three per center) and the Republican Methodological and Training Center (RMTC).

• The regional RIITT centers to deliver the revised in-service mentoring course to Deputy Directors and Heads of Methodological Units (HMUs) from approximately 135 schools whose teachers had been trained under FTI-2.

• A two-day visit of methodological support staff from the RMTC, the regional IITTs and the Rayon Education Departments (REDs) to the schools of the Deputy Directors and HMUs who were trained.

• RED staff to conduct local mentoring workshops for methodologists, Deputy Directors, HMUs and teachers to further promote methodological support to teachers.

2.3 In-Service Training (INSET)7 System Review (US$250,000). This sub-component aimed to develop policy options for reforming INSET and mentoring of teachers. The Grant would support analytical reviews of courses developed and delivered under FTI-1 and FTI-2. Based on a functional review of in-service training and mentoring delivery systems and an in-service training outcomes evaluation supported under FTI-2, the Grant would support the development of recommendations for policy options, to guide future policy and develop a reform program.

Component 3. Policy reform, research and evaluation.

6 These were teachers’ mentors who were responsible for building teacher capacities in teaching-learning methods and reinforcing knowledge and skills acquired during in-service training. Mentors included the Deputy Director of the school, Heads of Methodological Unites (teachers also based within the school), as well as rayon-level specialists in mentoring (typically called Methodologists). 7 The In-Service Training (INSET) refers to the state systems for in-service training and support for teachers and directors.

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18. This component’s objective was to strengthen national education policy development and implementation, particularly in PCF, generating the data for decision-making, and promoting universal completion of basic education, thus contributing to the NSED’s first goal of improving the management and performance of the education system, and the goal of ensuring equitable access to basic education. It included three sub-components:

3.1 Per Capita Financing (US$600,000). This sub-component aimed to continue supporting continued development and national introduction of PCF in general education, with particular emphasis on the remaining districts moving to the PCF scheme in January 2010. Support would include the revision of legislation, further elaboration of the PCF model, operational support for 24 new districts to initiate PCF, capacity building for school accountants and Parent-Teacher Association (PTA) Heads, and knowledge and experience sharing between districts and regionally. 3.2 Education Management Information System (US$210,000). This sub-component aimed to enable education data collection for analysis and decision-making through the EMIS. Building upon work performed under FTI-1 and FTI-2, the Grant would support completion and operationalization of the remaining modules of “School-2”8. The design of the modules would be performed by Grant-financed national technical assistance that would also be responsible for training national staff to use the modules. The Grant would finance international technical assistance to review EMIS design and operationalization, and to make recommendations for its improvement and for implementing the next steps of the EMIS Master Plan. 3.3 Evaluation of Supply- and Demand-Side Schemes to Promote Enrollment and Attendance (US$350,000). This sub-component aimed to develop a policy and program to ensure that all children completed basic education. The Grant would support M&E of three initiatives that included measures to increase enrollment and attendance: a demand-side cash compensation program supported by the European Commission (EC), a supply-side school meals program supported by the World Food Program (WFP), and a hybrid approach outreach project supported by the United Nations International Children’s Fund (UNICEF). Based on these evaluations, this sub-component would support the elaboration of policy options and their discussion by stakeholders, to enable a policy decision by the MOE, followed, if required, by the design and costing of a national program. This sub-component would also finance a study of the demands, benefits, feasibility and operation of a program.

Component 4. Capacity building and Grant management. 19. The objective of this component was to strengthen key management and fiduciary capacities of the MOE and Grant implementers, thus contributing to the NSED’s second goal of improving the effectiveness of the education system. It would also finance the additional administrative cost of management of the FTI-3 Grant.

8 “School-2” was the new modules-based EMIS system for collecting data, establishing a database, and generating reports on the General Secondary Education system.

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4.1 Fiduciary and Management Capacity Strengthening (US$490,000). This sub-component aimed to improve the fiduciary and management capacities of the MOE. The Grant would be used to address MOE priorities identified in the functional review. The Grant would also finance a mid-term international Advisor to the Analysis and Education Sector Reform Development Unit (ARU) to support the MOE in managing those tasks and in using data for analysis and decision making on policy options. The Grant would also finance an independent operational and financial audit of the Textbook Rental System (TRS). The Grant would also finance a thorough review and revisions of the NSED and any other analytical exercises required for compliance with future FTI Grant applications as well as procurement and financial management training for education sector staff. 4.2 Grant Management (US$300,000). This sub-component aimed to ensure judicious and satisfactory implementation of Grant activities. The Grant would finance the hiring of the Project Coordinator and consultancy services to support the Project Coordinator and Deputy Ministers to manage the Grant. This sub-component would also cover incremental operational costs of the Grant’s implementation, communication campaign expenses, monitoring compliance with the World Bank’s safeguard policies and the cost of the Grant’s financial audit on an annual basis.

1.6 Revised Components 20. The Grant’s components were not officially revised, but activities were excluded and included from its original components, as described below. Both amendments were agreed to by the LEDG. 21. In the first Level 2 restructuring, approved on December 1, 2011, the scope of Component 3 (sub-component 3.3) was reduced to eliminate the “Evaluation of Supply- and Demand-Side Schemes to Promote Enrollment and Attendance” because: (a) more recent data became available after grant effectiveness showing that enrollment in basic education substantially exceeded 90 percent in 2009 and had been increasing in recent years; (b) two out of the three initiatives to be monitored and evaluated had been stopped for different reasons, and (c) USAID had launched a regional School Dropout Prevention Pilot Program which would overlap with the purpose of the evaluation supported by the Grant. 22. In the second Level 2 restructuring, approved on June 5, 2012, financing for the rehabilitation and refurbishing of the dormitory of the RIITT was included under Component 1 (sub-component 1.1), utilizing cost savings resulting from the successful procurement of civil works and also from gains from exchange rate fluctuation. The RIITT building had administrative offices and classrooms for conducting training for education sector employees (district education specialists, directors and teachers), but all training had been put on hold due to the decayed building conditions. The addition was seen as supporting the PDO “to contribute to an increase access to improved learning environments and a more efficient delivery of quality education services”. The Intermediate Result Indicator, “RIITT facility rehabilitated” was added to the Project’s Results Framework.

1.7 Other significant changes 23. The first Level 2 restructuring extended the Grant’s Closing Date from June 30, 2011 to September 30, 2012 to provide additional time for the GOT to complete initiated activities, and

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the completion date of the independent operational and financial audit of the TRS (specified in a dated covenant) from January 31, 2011 to March 31, 2012 to reflect the greater than expected time required to complete the consultation and discussion process for this activity. 24. The Level 2 restructuring approved on December 1, 2011 (Section 1.6) also increased the authorized allocation to the Designated Account from US$1.0 million to US$1.5 million to accommodate the increased flow of funds required to cover payments for civil works. Additionally, the restructuring provided for the reallocation of funds under the Category (3), Unallocated, to Category (1), Goods, Training, Consultants’ Services and Incremental Operating Costs, including audit under the Project (increased by US$18,000 equivalent), and to Category (2) Works under Part A of the Project (increased by US$372,000 equivalent). 25. The Restructuring Paper dated May 23, 2012 (Section 1.6) again extended the Grant’s Closing Date from September 20, 2012 to June 30, 2013, to allow the GOT to complete then ongoing activities that required additional time (including civil works under Component 1 that were stopped for five months due to severe weather conditions), achieve the Development Objectives and avoid a funding gap between FTI-3 and the proposed GPE-4 that was then under preparation.

2. Key Factors Affecting Implementation and Outcomes

2.1 Project Preparation, Design and Quality at Entry 26. FTI-3, a third year grant in the amount of US$13.5 million, was approved by the GPE Board on November 6, 2009 and became effective on April 16, 2010. 9 The Project’s programmatic approach to FTI support for the implementation of the NSED Action Plan not only took into consideration lessons learned during earlier phases, but more importantly, provided continuity to adjusted, continuously improved and expanded implementation arrangements (where applicable), as well as activities and specific components supported under the earlier phases of FTI support. These efforts to continuously incorporate lessons relied on detailed mid-term and end-term reviews of both FTI-1 and FTI-2, not only helped to keep implementation on track, but also fed directly into the design of FTI-3 (and earlier FTI-2). The Project also built upon the lessons learned and capacities built through implementation of the World Bank-financed Education Modernization Project10. 27. Following FTI-1 and FTI-2, FTI-3 was designed and implemented in – and continued to foster – an environment of effective donor coordination in support of the NSED’s implementation (Section 1.1). Funding under FTI-3 was designed for use in coordination with other donor funds, building upon initiatives funded by them, and more importantly, to build national capacities for implementation. For example, the training modules on pedagogical leadership, financial management and school administration to be delivered to school directors under the Project’s component 2.1 were developed with support from the USAID-funded Quality and Learning Project. Similarly, for example, UNICEF was to provide funds in support of expanding the

9 The Bank approval date was April 16, 2010, which was the date when the first GFR was approved. 10 Tajikistan Education Modernization Project, P069055, Credit No. IDA-37590, IDA H0370 and IDA H5690, approved May 15, 2003.

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coverage of schools that would benefit from reading materials under the Project’s component 1.3 (see Table 1 for a summary of the design of FTI-1 through FTI-3 and its link to NSED).

Table 1: Summary of the Programmatic Approach adopted by FTI series

Key areas of Support

Key accomplishments Area of NSED supported FTI-1 FTI-2 FTI-3

Civil works Construction/rehabilitation of classes, benefitting students

Construction/rehabilitation of classrooms in schools benefitting students

Construction/rehabilitation of classrooms in schools benefitting students

*Goal 5 (improvement of physical infrastructure) *Supports government's National Investment Program (2008-2015 and NSED MOE Action Plan 2009-2013

Textbooks and teaching- learning materials

Publication of textbooks

Publication of textbooks

Provision of supplementary reading materials for primary grades to approximately 15% of all schools

Goal 3 (ensuring quality of education services). Supports MOE Action Plan to improve access to teaching-learning materials

School furniture/equipment and visual aids

Procurement of furniture and equipment for schools to benefit students

Furniture for classrooms to benefit students

Furniture benefitting students (higher than planned 62,800 due to project savings used to purchase additional furniture)

Goal 5 (improvement of material aspects of education system). Supports MOE Action Plan to fill gaps in furniture availability.

In-service training of pedagogical and managerial personnel

Training of school directors



Goal 3 (ensuring quality educational services). Support annual MOE programme to provide training to 20% of teachers and MOE. Action Plan to reform INSET system

Capacity building of educational personnel on per-capita financing

Scaling up of PCF to additional districts, yielding more efficient and transparent resource use

Scaling up of PCF to additional districts, yielding more efficient and transparent resource use

Scaling up of PCF to final districts not included in FTI-1 and FTI-2, and consolidating reform nationwide

Goal 1 (improve management and performance of education system). Supports government PCF programme and MOE Action Plan

Fiduciary and management capacity strengthening in the system

Fiduciary system acceptable to the Bank was established in the MOE enabling the latter to implement externally funded operations; Fiduciary Capacity Strengthening Action Plan Phase-1 is fully implemented

Functional Review of the MOE; professional development plans for education staff; strengthened fiduciary capacity in the sector, partial implementation of the Fiduciary Capacity Strengthening Action Plan Phase-2

Internationally facilitated MOE self-review of MOE structure, staffing and work processes; management capacity building; provision of technical assistance in strategic planning, policy analysis and monitoring; fiduciary capacity building;

Goal 1 (improve management and performance of education system). Supports MOE Action Plan to restructure MOE and build management capacities

Education Management Information System (EMIS)

Nation-wide operationalization of first phase of EMIS; introduction of second phase; provision of IT equipment to rayons, oblasts and MOE, along with basic IT training to relevant staff at all levels

Nation-wide operationalization of second phase of EMIS

Goal 1: improve management and performance of education system. Supports government's EMIS Master Plan and MOE Action Plan

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28. The Project’s 18-month implementation period was too ambitious. The initial implementation periods for FTI-1 and FTI-2 were 18-months, respectively, or three years combined, and both were extended. Despite the lessons from FTI-1 and FTI-2, the team was informed during the preparation that the implementation period for FTI-3 was also going to be limited 18-months only. This short implementation presented challenges in terms of defining what the Project could reasonably accomplish. The transfer of implementation to the MOE—undoubtedly a positive achievement, but one that would increase the risk to timely implementation, exacerbated these challenges. In retrospect, it appears that the preparation team made a conscious decision to design a meaningful project, consistent with the Government’s goals and the World Bank’s country assistance objectives, possibly anticipating ex-ante the need for a Closing Date extension. 29. In view of the above, Project’s Results Framework was well designed, and limited to Key Development Indicators that could be easily measured and monitored, in line with institutional capacity, as well as to targets that could reasonably be expected to achieve—albeit with some “stretch”—during the Grant’s expected 18-month implementation period. Similar to previous FTI grants, FTI-3 was not designed as a unified project where the components would synchronize to achieve project development outcomes. Rather, it comprised components that strengthened key areas of the NSED’s Action Plan where there were significant gaps in the budgeted national and donor resources, reflecting also the concerns and comparative advantages of the various donors and the need to provide continuity to activities put in place by earlier FTI grants. The Results Framework also accounted for FTI-3’s shorter than expected implementation, relative to similar World Bank-financed projects, in terms of indicators selected and respective targets. As such, project preparation accepted that the Project’s Key Development Indicators could not be too far from outputs along the results chain, and identified key outputs that could be interpreted together with targets as proxies for outcomes.11 30. Preparation relied on two reviews of financial management arrangements at the MOE: first, as part of the Education Sector Fiduciary Assessment in early 2009, and then later during appraisal of the Project. The Bank had been working with the MOE to progressively build capacity internally for project financial management, including installation of an automated accounting system, and development of a project-specific financial management procedures manual. Nevertheless, the appraisal mission’s financial assessment discovered that the accounting system was not fully functional. The system did not possess the capacity to generate financial monitoring reports, and not all accounting staff was fully proficient in using the accounting software. Delays were experienced in the flow of funds through the treasury system with consequent delays in settling accounts with contractors, heightening the potential for implementation delays.

11 The use of the word “quality” in the FTI-3 PDO led to some consideration in the preparation and review of this ICR. Based on the Key Indicators selected for measuring progress towards expected outcomes, quality was to be measured by “the number of teachers who received mentoring support during the school year”, a proxy output indicator that could be expected to result in the delivery of higher quality education services. The position taken is that “quality” in the PDO was used as an adjective describing the delivery of services, and not as an objective, per se, since the latter would require a more appropriate indicator and instruments to measure progress, and obviously a much longer implementation period during which to monitor, measure and produce results.

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31. FTI funds had been used in coordination with other donor funds to build national capacities so that national structures were used increasingly for implementation, thereby increasing their capacity for allocating resources and monitoring their use. A Project Implementation Unit (PIU) in the MOE had implemented FTI-1, especially since donors did not consider that the MOE possessed adequate fiduciary and management capacities to implement the grant. Following intensive capacity building, especially in fiduciary capacity, FTI-2 was implemented by the PIU and the MOE. The FTI-2 mid-term review found that implementation by the MOE was satisfactory, and recommended that the MOE should be able to implement FTI-3 fully, provided it was supported by adequate technical assistance to do so effectively and efficiently. Based on this recommendation, and with support financed under the Grant to strengthen fiduciary, management and other technical capacities, FTI-3 was implemented wholly by the MOE. The Minister of Education was the National Coordinator, tasked with overall Grant management. Daily coordination and oversight of activities were delegated to the Deputy Ministers and a Grant-financed Projects Coordinator (all of whom reported regularly to the Minister of Education, and were to be held accountable for progress). Grant funds were allocated to cover consultancy services to support the Projects Coordinator and Deputy Ministers to manage the Grant in the following areas: general assistance to the Projects Coordinator; procurement; financial management; translation and secretarial services, and M&E. Each of FTI-3’s components was to be implemented by the MOE unit assigned primary responsibility for the component’s activities. As such, by design, FTI-3 had an implicit objective to build institutional capacity by entrusting implementation and supervision to the responsible units in MOE, supported by technical assistance where required to augment capacity, and equally important, to build MOE capacities by transferring knowledge and skills to MOE staff.

2.2 Implementation 32. The US$13.5 million Grant for FTI-3 was signed on January 19, 2010, and became effective on April 16, 2010. The Grant’s Closing Date was extended twice, for a total of two years, from the original June 30, 2011 Closing Date until June 30, 2013. The Project was rated Satisfactory for both progress towards achievement of PDO and overall implementation progress mostly throughout its implementation (despite lower ratings for Financial Management on occasion). However, overall implementation progress was rated Moderately Satisfactory in the last ISR because of a risk of not completing all the activities in time; in the end, all activities completed before the closing date. The following factors affected its implementation (see also Sections 1.6, 2.3 and 2.4). 33. Government Commitment. The political stability and consistency in the GOT’s commitment to the NSED, and consequently, to the Project’s objective contributed to its successful implementation. This commitment was sustained through a change in leadership at the MOE halfway through implementation. The change in leadership led to changes in staff of several departments (that were responsible for implementation), including Department Heads and technical staff with responsibility for project implementation. The new leadership and staff required time to understand FTI-3 and the World Bank’s procedures and requirements. 34. Climate. Severe weather in the winter season 2011-2012 led to work-stoppages at the time. Then ongoing works were only resumed in Spring 2012, leading to delays. As civil works represented a large portion of Grant funding, this resulted in disbursement delays, and delays in overall execution.

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35. Cost Savings. Reallocated funds (due to revised components) and cost savings under the first three components of approximately US$1.5 million, due to more efficient implementation and to exchange rate fluctuations, allowed the MOE to implement more works, train more directors, and implement additional activities with available funding (Section 3.2). 36. Donor Coordination. Donor coordination, through the LEDG, was strong throughout, providing a supportive environment where the MOE could implement the Project. Technical and other support was often provided by multiple donors, and the activities they financed were complementary to the NSED and the Project. Donor support through FTI was instrumental in mitigating gaps in M&E, and in ensuring that lessons learned through implementation of earlier phases as well as of FTI-3 were taken into account in implementation. 37. Staffing. As the PAD noted, staffing at the MOE suffered several constraints. In addition to capacity constraints, staffing levels were not commensurate with the increased workload that externally funded operations entail, especially since some departments are understaffed in relation to their regular workload. This may explain some of FTI-3’s Completion Review findings that the MOE lost several opportunities to benefit from capacity-building activities. In different capacity-building workshops high rotation in participating MOE staff existed, and little apparent interest on the part of staff of MOE departments for the exercise. Overworked staff may find it difficult to participate in capacity building efforts. Second, staff turnover is relatively high, and salaries are acknowledged to be inadequate to attract and retain high quality staff. This presents an exceptional hurdle for any capacity building efforts, to ensure that the institution can benefit from the improved capacity of staff trained.

2.3 Monitoring and Evaluation (M&E) Design, Implementation and Utilization 38. Design. The Project’s Results Framework was well-designed, and built upon the framework designed for FTI-2 to allow for continuity. The Analysis and Education Sector Reform Development Unit (ARU) of the MOE was responsible for Grant M&E, and the unit’s capacity for this would be strengthened through the hiring of a local consultant. Regular reports on all indicators would be provided to the Projects Coordinator and the Deputy Ministers, as well as to the relevant lead donor agencies to identify bottlenecks as and when they arose to facilitate corrections. Donors and the MOE would conduct a mid- and end-term review of the FTI-3 grant, and third party verification would be hired by the LEDG for components 1.1, 1.2, 1.3, 3.1 and 3.2. An overall evaluation of all three FTI grants would provide input to the design of future FTI grants, to adjust government strategy and programs and donor support. 39. ARU also developed mechanisms and instruments for grant M&E that were included in the Project’s Operations Manual, with special mechanisms for components 1.1 (Civil Works), 2.1 (Directors’ Training) and 2.2 (Training for Mentoring). 40. Implementation and Utilization. The MOE, through ARU, provided routine reporting on progress towards indicators in the Project’s Results Framework. The mechanisms for monitoring specific components were effective: the mechanism to monitor civil works led to improved record-keeping, while the mechanism to monitor training led to the improvements in the delivery of training programs (Section 3.2). ARU conducted several exercises to ensure that the results of monitoring were provided to decision makers: two roundtables to discuss the performance of civil works and the sites’ record-keeping; two roundtables on Directors’ Training, covering logistics, participants’ satisfaction and trainer quality; a roundtable on the results of monitoring the training for mentors, and roundtables to discuss the findings and recommendations

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of analytical exercises undertaken under components 2.3 (INSET system review) and 3.3 (bus program feasibility). Nevertheless, the internal monitoring conducted by MOE Departments was affected by inadequate financing, especially mid-way through implementation, as the MOE did not release the totality of funding budgeted for monitoring and supervision of works, PCF, and EMIS development. 41. Using funds under the Education Program Development Fund (EPDF)12, the World Bank contracted a local non-governmental organization to perform independent third-party verification of outputs financed by the FTI-1, FTI-2 and FTI-3 grants, focusing on school maintenance, furniture availability and adherence to contract specifications, availability of teaching-learning materials, work status of trained education personnel, and the availability and use of information technology and other equipment.13 Following a detailed Mid-Term Progress Review of FTI-3 implementation conducted by the LEDG during December 9-16, 2011 (and Implementation Progress Update in August 2012)14, it also conducted an Implementation Completion Review of FTI-3 during October 7-17, 2013.15

2.4 Safeguard and Fiduciary Compliance 42. The Project’s implementation arrangements continued the process initiated under FTI-2 to progressively build capacity within the MOE to rely increasingly on country structures and systems for implementation of investment programs (Section 2.1). The MOE assumed full responsibility for decision-making and project implementation with its own staff to the extent possible rather than relying on the project management unit (PMU), drawing on external technical assistance to strengthen its capacity where needed, including in fiduciary aspects. 43. Financial Management. The Project’s financial management risk was considered Substantial, and the financial management assessment identified a need for additional staff capacity in the MOE’s accounting department to cope with the expected increase workload from the FTI-3 Grant (Section 2.1). Specifically, the Grant would finance two local consultants, one acting as a financial specialist and the other handling disbursement issues, to support the accounting department during implementation. The financial management arrangements at MOE were acceptable, but with issues. Audits of financial statements were unqualified, but the 2010 and 2011 audits were delayed significantly, resulting in a downgrading of the Project’s FM rating.16 Staffing also affected the financial management function. The MOE did not hire the consultant to handle disbursement processing until November 2012. Also the financial management consultant did not train the MOE’s accounting staff properly. When the financial management consultant departed in June 2012, almost six months passed before a replacement hired, whilst the MOE struggled to ensure proper financial management and reporting. The result was an adverse impact on Project implementation. MOE staff faced difficulties in updating

12 Bank-executed Trust Fund in support to the Recipient-executed FTI CF. 13 FTI Grant Series Evaluation, Third Part Verification of Works, Goods and Services, reports dated August 15, 2012 and October 31, 2013 14 Fast Track Initiative – Catalytic Fund Grant, Third Year Allocation, Mid-Term Progress Review and Implementation Progress Update, dated August 30, 2012. 15 Fast Track Initiative – Catalytic Fund Grant, Third Year Allocation, Implementation Completion Review Report dated November 14, 2013. The Implementation Completion Review’s findings have provided most of the implementation and outcomes information for this Implementation Completion and Results Report. 16 The MOE had little control on the timing of audits since project audits were contracted as part of a block audit contracted by the State Investment Committee (SIC).

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project budgets (disbursements and commitments) and justifying substantial project savings. When the new financial management consultant was hired in December 2012, it became clear that with only six months to Grant closing, slightly more than US$1.5 million in project funds remained uncommitted. Additionally, two financial supervision visits performed by the World Bank revealed deficiencies in the application of exchange rates in payments processing, and payments being made in cash for project-supported trainings. 44. Procurement. Similarly, the Project’s procurement risk was considered high at appraisal, especially with regard to the public procurement law that had not been implemented effectively. Measures, including specific training for MOE procurement staff and contracting of external staff to work with them, were identified to mitigate this perceived risk. Procurement ratings were satisfactory throughout implementation. MOE’s procurement unit was fully staffed and counted on the support of a local procurement consultant, and, despite staff and consultant turnover in 2012, was capable of managing procurement in accordance with agreed procedures throughout. The Project was implemented in accordance with the agreed procurement plan, with good coordination between the procurement team and the implementing departments and their technical specialists, and all planned activities were completed (with additional procurement packages left shortly before closing to utilize uncommitted funds). Nevertheless, two procurement reviews conducted ex-post during implementation made minor recommendations that should be considered in implementing procurement processes and the LEDG Implementation Completion Review noted that the quality of evaluation reports, terms-of-reference and technical specifications could be improved. 45. Safeguards. Regarding the rehabilitation and/or construction of schools and up to two local educations departments (Component 1), the Project was classified as Category B for environmental assessment purposes and triggered two of the World Bank’s Safeguard Policies: Environmental Assessment (OP/BP 4.01) and Involuntary Resettlement (OP/BP 4.12). As the construction sites were only to be identified during implementation, an Environmental Management Framework, as opposed to a full Environmental Assessment (EA), was prepared, adopted and disclosed, as required. The Environmental Management Framework (EMF) required, inter alia, the preparation and consultation of site-specific Environmental Management Plans (EMP) before the commencement of any works. The MOE had been handling well the application of environmental safeguards during implementation of FTI-2, with an adequate system in place to prepare, monitor and document the implementation of Environmental Management Plans on a rolling basis. The Department of Capital Construction (DCC) of the MOE was responsible for application of environmental safeguards under the Project. Several environmental reviews conducted during the process of implementation support concluded that overall, environmental safeguards were handled well, that DCC managers and staff had a good understanding of the EMF, EA/EMPs and the environmental risks associated with construction and demolition civil works. The MOE recruited qualified engineers to supervise the works, including environmental aspects. Site-specific EMPs were prepared for all investments, and implementation was well monitored and properly documented by DCC. The Project’s activities did not result in any Involuntary Resettlement, as detailed in the Bank’s Involuntary Resettlement Policy (OP 4.12).

2.5 Post-completion Operation/Next Phase 46. A subsequent grant, the fourth Global Partnership for Education (GPE-4) of US$16.2 million, was approved by the GPE Board on May 22, 2013. The GPE-4 builds on the three previous FTI grants. It is designed to mitigate financing gaps in the implementation of the Mid-

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Term Action Plan of the NSED for the period 2012-2014. While expanding focus into pre-school education, GPE-4 aims to contribute to improving the learning conditions in preschool and genera education. Learning conditions include the education program standards and content, teaching-learning materials and practices, and the physical environment. It will nonetheless continue to build on the priorities addressed and activities implemented successfully in FTI series of grants through four main components: (a) increasing access to affordable and quality early childhood education programs through enhancement of existing and establishment of new early learning institutions; (b) enhancing the quality of general education through upgrading educational standards and programs, teacher training, methodological support and provision of teaching and learning materials; (c) improving child-friendly learning environment through financing the construction or rehabilitation of schools and provision of furniture; and (d) capacity strengthening at all levels of the education sector to manage the education system through support to on-going reforms in education financing and data collection and analysis, as well as provision of training to pre-school and school directors in financial management and pedagogical leadership. 47. In addition, with support under FTI-3, the MOE has prepared and secured GOT approval for its National Strategy for Education and Development of the Republic of Tajikistan Until 2020 (NSED2). NSED2 includes a budgeted Action Plan, and has incorporated LEDG inputs.

3. Assessment of Outcomes

3.1 Relevance of Objectives, Design and Implementation Rating: Satisfactory Objectives Rating: Highly satisfactory 48. The objectives of the Project, FTI-3, were relevant when it was appraised and continue to be relevant. They are fully responsive to the GOT’s NSED, since GPE-4 provides continuing support to assist Tajikistan in meeting MDG-2 and EFA goals, Achieving Universal Primary Education. Additionally, the objectives are fully compatible with the World Bank’s latest Country Partnership Strategy Progress Report for Tajikistan, in its focus on human capital development and its CPS outcome of strengthening the quality of public education.17 Design Rating: Satisfactory 49. The Project’s design was relevant, encompassing components and activities that would strengthen key areas of the NSED’s Action Plan where significant gaps existed in the (budgeted) national and donor resources, supporting four of the NSED’s five goals. The Project incorporated lessons learned and experiences from FTI-1 and FTI-2, adjusting implementation and the design of specific activities to maximize their effectiveness. It also incorporated activities supported by other donors, building upon them to maximize complementarities. More importantly, the design and implementation of the Project’s institutional arrangements were extremely relevant in the progression of the Project from a PMU model of implementation to one of full implementation by the MOE’s structure. Though the design was probably too ambitious for an 18-month project, the

17 IBRD, Country Partnership Strategy Progress Report for Tajikistan for the Period FY10-13, Report No. 72959-TJ, dated October 2, 2012.

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team probably took an informed risk so that the Project would result in substantial and sustainable outcomes. This progression was facilitated by the preceding FTI assistance programmes. The MOE’s structure contracted external technical support to assist in conducting other mandatory functions including fiduciary operations, and also to transfer knowledge and capacity as defined in specifically designated contractual obligations in the consultants’ terms-of-reference. Implementation Rating: Moderately Satisfactory 50. The Project’s implementation also maintained its continued relevance through timely project restructuring (Section 1.6). This restructuring eliminated certain activities that were no longer expected to produce useful inputs. Activities outlined in detailed M&E in the Project Operations Manual of data-collection instruments and methods, workshops, training programs and other project activities served as a continuous evaluation of findings and results that provided feedback into improvement in delivery. However, monitoring of civil works, EMIS, and furniture delivery were not as effective. 51. The first disbursement under FTI-3 was made on May 19, 2010 against the first withdrawal application submitted on May 7, 2010. Overall, the initial disbursement of about USD 1 million was sufficient to support the early activities. Some of the project staff worked for both FTI-2 and FTI-3 were paid by FTI-2, which somewhat might have contributed to a slow disbursement of FTI-3. Disbursements started to accelerate only nine months after the effectiveness, resulting in two extensions of the Project’s Closing Date for a total of 24 months—first to September 30, 2012 and then to June 30, 2013—partly due to an ambitious project design for an 18-month project, but partly due to inefficient implementation of some activities and inefficient management, including high staff turnover and long absence of key project staff. Primary reasons for the delays in civil works included those beyond the control of project management: (i) designing took more time than expected to introduce innovations; and (ii) works needed to be suspended during the unexpectedly severe winter climate.

3.2 Achievement of Project Development Objectives Rating: Satisfactory 52. The Project achieved its objective satisfactorily. The objective was to contribute to increased access to improved learning environments and a more efficient delivery of quality education services, as measured by its Key Development Indicators that were carefully selected to measure progress (Section 2.1). In fact, it exceeded defined outcome targets in several areas. Achievements in each of these three areas are described below18. 53. Access: Explicit in the PDO was the objective of increasing access to improved learning environments, thus contributing to the NSED’s fifth goal to improve the physical infrastructure and material and technical aspects of Tajikistan’s education system. FTI-3 achieved successfully—in fact exceeded—original targets for defined proxy outcomes, as presented in Table 2. Table 2: Development Objective Indicators - Access

18 This section draws heavily from the findings of the Fast Track Initiative – Catalytic Fund Grant, Third Year Allocation, Implementation Completion Review Report dated November 14, 2013.

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Indicator Baseline Target Achievement Comment Number of Students benefited from civil works

Zero CWs: 13,000 (est.) 14,720 in 34 completed schools

Number of students benefited from furniture

Zero Furniture: 67,000 (est.)

106,000 Initial target changed to 50,000 at the MTR

Number of students benefited from reading materials

Zero Reading Materials: 180,000 (est.)

298,000 Includes FTI-3 and UNICEF contribution

54. Civil Works. Originally, FTI-3 intended to finance the rehabilitation or construction of 28 schools and 2 RED buildings. By completion, the Grant had financed the rehabilitation or construction of 34 schools, 3 RED buildings and the RIITT facility in Dushanbe. In total, 261 classrooms were rehabilitated or constructed covering 14,720 students. The FTI-3 Implementation Completion Review (the FTI-3 Review) found generally, the beneficiaries (schools and local authorities) were pleased with the schools’ physical upgrades, and considered the improved learning environments as a key factor for reducing students’ and teachers’ absenteeism, especially during the cold season. The FTI-3 Review also discovered that shortcomings which surfaced under FTI-2 had been addressed, including design innovations, more detailed drawings, and improvements in the supervision mechanism and supervisory documentation. As a result, the quality of drawings and building specifications improved, leading to an improvement in the quality of works. However, the overall quality of building works varied (from satisfactory to unsatisfactory), to a large extent due to the wavering quality and integrity of the contractors. Additionally, the FTI-3 Review found that the quality of site supervision could be improved and was unsatisfactory in some cases; supervision was affected in part by the limited release of budgeted funds by the MOE. 55. Furniture. FTI-3 financed furnishing 2,840 classrooms (target of 1,100 classrooms) benefitting 106,600 students (target of 67,000 students) in all newly constructed and rehabilitated schools and in other schools that were facing furniture shortages. The third-party verification (Section 2.3) performed a verification of selected furniture delivered and found that all visited schools had received furniture and had assigned staff to monitor its usage. Additionally, the third-party verification discovered that 50 percent of schools considered the quality of furniture higher than what they had in the received in the past. However, in some cases, overall quality of the furniture was unsatisfactory: there were deviations from the technical specification in the contracts (22 percent), affecting mainly the quality of materials, the size of different parts of furniture, furniture design and the low quality of surfacing. The FTI-3 review recommended and the MOE agreed to force the contractors to replace unsatisfactory furniture, to revisit standard furniture specifications, and strengthen furniture acceptance procedures in the next phase, GPE-4. The government’s Anti-Corruption Agency is currently reviewing FTI-3 outputs. Once Agency’s findings become available, the Ministry of Education (implementing agency) will follow the Agency’s instructions and address the issues. The Bank team also plans further technical reviews of selected sites. 56. Reading Materials. FTI-3 aimed to improve the availability of reading materials for students in primary grade in approximately one quarter of the country’s schools. In all, 298,000 students in 1,000 targeted schools 19 (targets of 180,000 students in 700 targeted schools)

19 The list of beneficiary schools was based on the following criteria: (a) all districts and cities should be represented proportionate to their population; (b) the schools should have a library; (c) the language of majority instruction should

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benefited from reading materials under FTI-3. UNICEF funded procurement of part of the reading materials, allowing for an increase in originally expected coverage. FTI-3 assisted in developing a selection criteria for the primary grades reading materials, and their selection, procurement and supply to beneficiary schools, along with developed teachers’ guides. The Center for Textbooks Preparation and Distribution (CfTPD) under the MOE and a group of national experts (from academia, experienced teachers and publication experts), were supported by international technical assistance to develop selection criteria, develop a rating methodology and instruments to enable focus groups to rate reading materials provided to them in terms of suitability for students, choose a selection of potentially suitable reading materials, and recommend a final list of materials. They also drafted guidance notes for teachers and parents on how to use the reading materials. Representatives of the LEDG were invited to participate at all stages of the identification and selection process, and UNICEF, USAID and AKF supported the process by making technical experts available to assist. Reading materials selected included 12 titles for grade 1, 15 titles for grade 2, 12 titles for grade 3 and 18 titles for grade 4 – for a total of 57 titles. Altogether, 122,000 copies were financed (38,000 by FTI-3 and 84,000 by UNICEF). The FTI-3 Mid-Term Review visited two beneficiary schools and reported, inter alia, that all titles were available as distributed, the majority of the materials were in use by the children (and few remained in the library), materials were found to be in high demand and actually used by teachers and students, the quality of the materials was found to be good, and the guides for teachers and parents were found to be useful and practical. Overall, beneficiaries in schools including school directors, teachers, and students provided positive feedback on the materials. The third-party verification also confirmed the availability of books in a sample of 39 randomly-selected beneficiary schools, and made only minor recommendations on issues related to distribution by REDs to schools, and practices related to registering and stamping the materials as school property. 57. Efficiency: Stated in the PDO was the objective of contributing to a more efficient delivery of education services by strengthening national education policy development and implementation, particularly in the area of PCF, generating data for decision-making, and promoting universal completion of basic education, thus contributing to the NSED’s first goal to improve the management and performance of the education system, and fourth goal to ensure equitable access to basic education. FTI-3 achieved successfully—in fact exceeded—original targets for the defined proxy outcomes, as presented in Table 3. Table 3: Development Objective Indicators – Efficient Delivery Indicator Baseline Target Achievement Comment Pupil:stavka ratio in new PCF rayons

TBD at beginning of Grant

Increase of at least one point

14.9 Baseline: 12.9

Class size in new PCF rayons TBD at beginning of Grant

Increase of at least one point

20.4 Baseline: 19.4; Actual: 20.7 (1/2012 )

58. Per Capita Financing (PCF). Perhaps the main achievement of the series of three FTI Grants has been the national introduction of PCF in general education. FTI-3 supported the introduction of PCF scheme in the last group of 24 districts and one city, including a regional conference on PCF, managing the PCF database and monitoring information, updating the legal-regulatory framework, enabling the automatic calculation of school budget at the school level,

be Tajik, as all titles were in Tajik language; and (d) all schools that benefited from rehabilitation and/or new construction under FTI-3 should be included.

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training local authorities on PCF, purchasing equipment and furniture for REDs, and conducting an information and education campaign on PCF. The only scheduled activities that were not fully implemented related to monitoring as the MOE did not release all budgeted funds for that purpose. 59. The FTI-3 Review found that schools in the new PCF districts used human resources more efficiently after the introduction of PCF. The pupil:stavka ratio increased from 12.9 in 2009 to 14.9 in 2013. Similarly, the average class size increased from 19.4 to 20.4 during the same period. This improvement in efficiency indicators is in line with experience of other districts that had introduced PCF, especially since the greatest inefficiencies in class size and stavka are easily addressed in the first year after adoption of PCF. The Review reported that schools welcomed the PCF reform for the budgetary autonomy conferred, its fairness, and the increase in resources associated with its introduction. Many schools have been able to improve the quality of the school environment as a result of increase resources and budgetary control; they expressed satisfaction at being able to maintain/rehabilitate their schools, and provide additional teaching-learning resources for their classrooms. Yet, schools, in general, rarely spend the budgeted amount for non-salary expenditures. In general, schools have sufficient capacity to calculate their budget under PCF, though they sometimes have difficulty in calculating pricing, and experience problems with staffing changes – financial management support from the RED is still required. Reportedly, the reform is also appreciated at the rayon level, although the capacity of districts to assist schools varies greatly. 60. However, issues have surfaced in the application of PCF. In 2013, oblasts were granted authority to redistribute funds between districts, in contradiction to the PCF model. As a result, 36.7 percent of districts did not receive their full budget allocation according to the PCF formula. Also, while efficiency targets were met in the new PCF districts, the FTI-3 Review found that national averages of pupil:stavka and pupil:teacher ratios were either stagnant or declining since 2010. This decline is reportedly the result of significant increases in salaries that have not been matched by increases in non-salary budget items, combined with relatively poorer levels of execution on non-salary items. Schools have responded by creating more class groups and budgeting more stavkas as the protected wage bill will be financed fully, unlike the discretionary non-wage bill. The FTI-3 Review provided recommendations to address these issues, as well as to highlight the need to fully fund monitoring of PCF. Most recently, the Ministry of Finance agreed with the Ministry of Education to provide an adequate increase in the PCF formula parameters, improving the sustainability of the reform outcomes. 61. EMIS. Another significant achievement of the FTI series is the completion of the EMIS, an important instrument to support the MOE in data collection for analysis and decision-making. All planned modules of School-2 (Section 1.5) were completed and are operational. Additionally, the EMIS department of the MOE, with technical support financed by FTI-3: (a) developed a unified reports generator (a powerful, analytic tool that allows the user to draw from all modules and make specific queries, required for in-depth analysis, decision-making and policy development); (b) completed a financial module, Molia, to support the application of PCF on the EMIS platform (replacing the previous Excel-based software); (c) completed a stand-alone module for the Textbook Rental System (TRS); (d) established a network enabling the transmission of EMIS data (FTP server) that allows the transmission of large files, as well as normative documents, and MOE orders; and (e) established a domain for the MOE (maorif.tj), permitting email and web pages (all REDs have access to the domain, including email). 62. The FTI-3 Review reports on usage of the EMIS by four REDs and six schools. At the REDs, it reports that the responsible person was able to use the module-based reports generator,

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some districts have fully automated data transmission from schools, and the relevant specialists were proficient in using the fixed template module-based reports generator (but not the unified reports generator). The Review found that, although improvements are possible in data entry at the school level (to decrease the workload at the RED level), none of the schools visited reported difficulties with using EMIS formats, but none had started using Molia financial software. At the MOE, the EMIS and ARU Departments were proficient in using the EMIS for report generation and data analysis. 63. Finally, the National Center for Information Technologies and Communications (of the MOE) is operational, and has offices in all except one of the REDs, and has adequate capacity to provide information technology support to the MOE and its agencies. 64. Fiduciary and Management Capacity Strengthening, and other Efficiency-Enhancing Activities. Several other initiatives under FTI-3 were intended to improve the efficiency and effectiveness of the education system. The Grant also supported the MOE, with technical assistance and training, in several initiatives to strengthen its internal capacity in terms of strategic planning, policy analysis and development, fiduciary management, and in M&E. A first involved developing a policy and program to ensure that all children complete basic education. A review of data sets, particularly the 2007 and 2009 Tajikistan Living Standards Surveys (TLSS), the 2009 National School Census, and 2009 EMIS data, found that 2009 enrollment in basic education was high, exceeding 90 percent for boys and girls in all grades, and had been increasing since the mid-1990s (the latest data available at the time FTI-3 was prepared). The review also found that: there was a sharp drop-off in enrollment after basic education (2009 EMIS data reports that approximately 15 percent of students who started grade 9 dropped out); there were discrepancies in the data (2009 TLSS reported that only 5 percent of men and 6 percent of women reported not completing grade 9). The MOE also conducted a study of policy options for piloting a transportation policy and identified schools where the lack of transportation made it difficult for students to enroll and attend school regularly. 65. The MOE functional review performed under FTI-2 had identified several weaknesses in MOE’s structure, as well as capacity weaknesses. FTI-3 addressed the capacity weaknesses by supporting fiduciary capacity building on financial management, procurement procedures and management, as well as ensuring that technical support would be available to support the MOE in these areas, with the explicit requirement in their terms-of-reference that consultants be tasked with transferring knowledge and skills (as opposed to just filling gaps). Professional development activities were targeted at 18 persons (100 percent of targeted staff, as oppose to the 90 percent target) who attended, and passed, 22 courses on fiduciary capacity building. The FTI-3 Review reports that of these, 15 were still working at the MOE upon completion, and that the participants rated the value of the training programs highly, and continue to use the knowledge and skills acquired. Additionally, an audit of the Textbook Rental System (TRS) identified serious weaknesses in all areas of financing, accounting and reports, as well as in the area of internal controls. Presently, the MOE is preparing a strategy for addressing the audit findings. These findings will be discussed with development partners. 66. Through FTI-3’s technical support, the MOE prepared and secured GOT approval for the follow-up National Strategy for Education Development of the Republic of Tajikistan until 2020 (NSED2). The initial plan was compiled by a team of consultants that acted more as guides in the process, while the content of the plan was influenced by an MOE Working Group (including university professors and other educational professionals with expertise in priority areas of the strategy) and the Sub-Working Groups responding to priority areas (pre-primary, general

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education, vocational education, etc.). The Sub-Working Groups included development partners, local non-governmental organizations and MOE officials, led by a member of the MOE Working Group. Technical support was also provided for developing NSED2’s Mid-Term Action Plan. The Development Partners have prepared an appraisal and endorsement report on NSED220. A significant development for NSED2 is the approval of the strategy and the three-year budgeted Action Plan by the Government (the earlier NSED was approved at the ministerial level). Finally, FTI-3 provided technical support on curricular standards development. International experts worked with MOE staff to develop a concept on standards and build capacity of local experts (hired to develop subject standards for grades 1-11) through training on standards development. 67. Quality: Finally, explicit in the PDO was the objective of improving in-service training/mentoring systems for teachers and school directors, thus contributing to the NSED’s third goal to ensure quality of educational services and to its second goal to improve the effectiveness of the education system. FTI-3 also achieved successfully—in fact exceeded—original targets for this proxy outcome, as presented in Table 4 below. Table 4: Development Objective Indicators - Quality Indicator Baseline Target* Achievement Comment Number of teachers who received in-class mentoring support during the year

Zero 1,000 (80% of est. target group)

1,100; data not disaggregated by gender

*The proportion of beneficiaries who are female will be at least equal to the proportion in the general teacher population 68. School Directors’ Training. Building upon the directors’ training in financial management and pedagogical leadership rolled out under FTI-1 and FTI-2 (and revised to incorporate the findings of an effectiveness survey conducted in 2010, and presented to donors and stakeholders for their comments 21 ), 816 school directors received training in financial management under FTI-3; of these, 812 were also trained on pedagogical leadership. More directors were trained than planned as the result of savings (due to lower than planned expenses for training logistics). The pass rates for the courses were 97.1 percent and 99.7 percent for financial management and pedagogical leadership, respectively, exceeding the targets of 90 percent. 69. The school directors were chosen from among the districts where PCF was introduced under FTI-3. Monitoring of this training, conducted by the Analysis and Education Sector Reform Development Unit (ARU) of the MOE and RIITT in accordance with the Operation Manual was effective. It found that: (a) the courses were logistically organized in as satisfactory manner, and that the organization improved over time; (b) participant satisfaction was consistently high, particularly with respect to the trainers; and (c) entry/exit tests were not initially applied rigorously, though this was reported to have been remedied in subsequent training rounds. Additionally, the first round of training found that trainer quality was generally satisfactory, but identified trainers that were weak in all areas while identifying certain skills that were generally weak across all trainers. In response, the RIITT replaced its weakest trainers, and provided a

20 Development Partner’s Appraisal and Endorsement Report, “National Strategy for Education Development of the Republic of Tajikistan until 2020”. 21 The pedagogical leadership component was revised after the effectiveness survey with support from USAID that supported a similar activity under its QLP.

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refresher training of trainers targeting identified weaknesses. Subsequent monitoring of trainer quality found that trainer quality improved. 70. Mentoring. FTI-3 provided in-class mentoring support to 1,100 teachers (against a target of 1,000), and more than 90 percent of the methodologists that were trained successfully mastered the essentials of the training provided. The Grant financed training of mentors, conducting of two follow-up visits by trainers to the schools to support mentoring activities, and monitoring of a sample of schools (including control schools) to check on monitoring activities and assess effectiveness of mentoring. The FTI-3 Review reports that the trainings were monitored by the MOE and RIITT, and found to be of satisfactory quality in terms of logistics, participant satisfaction, trainer quality and acquisition of knowledge. However, approximately two thirds of the participants were not the correct profile for training (subject teachers instead of methodologists and deputy director), due to issues by RIITT and REDs in properly identifying and notifying participants. It also reports that the follow-up mentoring visits were conducted, and found a moderate improvement in teachers’ pedagogical practices in beneficiary schools (compared to control schools), but little or no change in the organization and content of methodological support (that could be due to the profile of the persons trained, the content of the training and/or difficulties for mentors in translating general principles of mentoring into practical advice in specific subjects). 71. INSET System Review. FTI-3 also aimed to develop policy options for reforming in-service training and mentoring of teachers. Reviews of teacher training courses, a survey of teachers’ training needs and experiences, a teachers’ assessment of training they had received and an analysis of how well supply was meeting needs were conducted. The major findings were the following, as reported in the FTI-3 Review. First, while trainers often train teachers on active learning as a teaching-learning technique, the trainers do not themselves apply the technique during training. Second, teacher-training courses focus on theory and information, while providing little in the way of application, demonstration or practical lessons. Third, courses proved too little to teachers in the way of visual aids, teachers’ guides and additional sources of information that they might use to improve their practice. Fourth, teachers request more flexibility in the courses they can take, and would like to choose from a menu of courses according to their needs and interests. Fifth, courses tend to be designed based on the abilities and interests of trainers, rather than on the needs and interest of teachers. A system to identify teachers’ needs and interests does not exist. Finally, courses are rarely evaluated. The MOE is developing an action plan to address the above findings and corresponding recommendations provided in the FTI-3 Review.

3.3 Efficiency Rating: Satisfactory 72. A full economic analysis of the Project was not prepared at appraisal. Rather, its economic and financial justification was based on the efficiency improvements expected with full implementation of PCF through the increase in average class sizes, as measured by student:teacher and student:stavka ratios, and on efficiency improvements expected from in-service teacher training, directors’ training, and strengthening of the MOE’s management capacities to improve the use of its scare resources. The Project satisfactorily concluded scheduled activities in each of these areas (Section 3.2). Specifically, the Project exceeded expectations regarding indicators of student:teacher and student:stavka ratios, although experience with other districts that have been implementing PCF for a longer time present worrisome trends that are being addressed.

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73. The Project’s efficiency can also be measured, ex-post, since it exceeded targets for nearly every PDO and Intermediate Outcome indicator regarding civil works, furniture delivered, reading materials provided, teachers provided with mentoring support, and mentors and directors trained. The unit costs of school construction for works financed under FTI-3 averaged around US$343 per square meter, compared to US$362 for those financed under FTI-2. While the costs are relatively similar, the time lag between FTI-2 and FTI-3 should imply increases in material costs due to inflation. In part, the decreased costs may well reflect the better specification adopted in FTI-3 schools. On the other hand, there was a significant difference in the unit cost of reading materials provided by UNICEF (TJS5.6 per copy) and by the Grant (TJS8.6 per copy). According to the MOE, the price difference is mostly attributable to different sizes and specifications of the materials procured under different sources of funding. The efficiency improvements supported by the Project (Section 3.2) were the result of a policy reform that required minimal investment. 74. For the reasons listed above, and cost savings under training activities and overall efficient procurement, the Project as a whole faced cost savings that allowed the MOE to achieve more than planned with the originally allocated resources (Section 3.2). The final allocation of project expenditures by component is presented in Annex 1.

3.4 Justification of Overall Outcome Rating Rating: Satisfactory 75. The Project’s Overall Outcome Rating is rated Satisfactory. Project’s many achievements are evident: its sustained relevance, and exceeding, many targets set by the original PDO Indicators and Intermediate Outcome indicators. Additionally, these targets were achieved efficiently, utilizing cost savings to expand outputs. The Project’s activities directly promoted greater efficiency in the use of education sector resources in Tajikistan. On the other hand, some weaknesses were observed in implementation delays, weak monitoring of civil works, and procurement and financial management.

3.5 Overarching Themes, Other Outcomes and Impacts (a) Poverty Impacts, Gender Aspects, and Social Development 76. The Project did not have a specific poverty focus, although the schools selected were to be located in Tajikistan’s more vulnerable regions (Section 1.4) and 50 percent of schools which benefitted from the civil works serve students from an ethnic-linguistic minority. The Project aimed to achieve gender-equity in the provision of training; the relevant data was collected for the directors and methodologists training was recorded by gender, and indeed, female participants (18 percent of directors, 51 percent of methodologists, and 75 percent of teachers) were proportionate to the overall gender composition of directors (23 percent) and teachers (56 percent) (data for methodologists not available). (b) Institutional Change/Strengthening 77. FTI-3, similar to phases of the previous FTI grants, had a strong institutional capacity-building objective, not only through the design and activities under individual components, but more broadly, through the design of technical assistance with the specific aim of not only filling identified gaps, but of transferring knowledge and capacity in the process. Specific outputs related to institutional change and strengthening are described in Section 3.2. Building the capacity for M&E was an integral—but not always successful – aspect of capacity building.

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(c) Other Unintended Outcomes and Impacts (positive or negative) 78. Support to local market on civil works and goods – resulting in the price decrease in the civil works (compare with FTI-2 prices) and job opportunities for local small contractors.

3.6 Summary of Findings of Beneficiary Survey and/or Stakeholder Workshops N/A

4. Assessment of Risk to Development Outcome Rating: Moderate 79. The GOT is fully committed to sustaining development outcomes. As one of the first signatories to the Millennium Development and Education for All Goals, Tajikistan remains committed to achieving their goals. NSED2, the second comprehensive strategic framework and plan for the education sector (Section 3.2) was approved by the GOT by Decree on June 30, 2012, compared to the earlier NSED that was approved only at the MOE level. Second, the GOT is fully committed to pursuing education reforms in close collaboration with development partners including the World Bank, through the LEDG. While provision of sustainable financing in the amounts required to fully implement the NSED may be a challenge, the partners have provided continuous and coordinated assistance, complementing their efforts through effective, in-country support. Through the gradual transfer of implementation to the MOE proper, the Ministry has been gradually building its capacity for assuming more responsibilities, including monitoring, although close cooperation and support from donors may still be required.

80. There are a few issues to be addressed in terms of sustainability of the project outcomes. As for PCF, while the successful nationwide expansion of PCF proved its institutionalization, a number of challenges have arisen that threaten the sustainability of PCF implementation, as discussed above. It is essential that the government continues to adapt the PCF model to suit the emerging needs, while pursuing the fundamental principles to ensure the sustainability of the reform. Most recently, the Ministry of Finance agreed with the Ministry of Education to provide an adequate increase in the PCF formula parameters, improving the sustainability of the reform outcomes. With regard to civil works, the quality was found uneven, and there is a need to improve the supervision capacity of the Ministry. Schools allocate budget for maintenance from the budget envelope provided based on PCF. The independent third party verification (Section 2.3) found that the schools constructed/rehabilitated under FTI-1 and FTI-2 were being maintained, and that, in general, schools were maintained satisfactorily. Finally, the MOE will need to address criteria for the selection of mentors, since a majority of teachers trained under the Project did not have the correct profile and as a result, did not provide mentoring support to other teachers in their school. However, the mentoring training had an impact on improving teachers’ pedagogical practices.

5. Assessment of Bank and Borrower Performance

5.1 Bank Performance (a) Bank Performance in Ensuring Quality at Entry Rating: Satisfactory

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81. FTI-3 followed earlier phases of FTI assistance, but the preparation team ensured that lessons learned were incorporated and that activities were coordinated with and built upon those of other donors. The Project’s implementation arrangements were carefully thought through with the objective of supporting the MOE in critical areas which needed strengthening, while the conditions existed for its capacity to be built-up in the process simultaneously. The Project’s Results Framework was realistic, and limited activities to indicators which could reasonably be expected to impact beneficiaries during its short implementation period. The PAD was very detailed in explaining the rationale for each of the above factors, as was the Project’s Operations Manual in detailing the requirements of monitoring activities under each of its components. The Project, as designed, was responsive to needs while being mindful of institutional capacity constraints (as well as a limited implementation period). It was designed in a way that made achieving its objectives feasible. (b) Quality of Supervision Rating: Satisfactory 82. Bank supervision was consistent, proactive, and effective. The project restructurings were suitably responsive to eventual realities. Coordination with other donors was maintained throughout in the form of the LEDG, under UNICEF and the World Bank’s leadership. Bank and other donors’ supervision was results-oriented, not only with regard to monitoring indicators, but also in pushing for regular evaluations of the impact of specific activities, specifically feedback on workshops and trainings. Additionally, supervision was focused in defining findings and required actions from the MOE, and of filling gaps where needed such as the verification of civil works. M&E of activities was focused, and was not performed for the sake of it, but to improve the design and content of activities based on feedback and lessons. Mid-Term Review and Completion Reviews were comprehensive and very well documented, not only presenting updates on progress, but identifying issues and making concrete recommendations of how to address them. (c) Justification of Rating for Overall Bank Performance Rating: Satisfactory 83. Overall World Bank Performance is rated Highly Satisfactory, based on similar ratings for both Quality at Entry and Supervision.

5.2 Borrower Performance (a) Government Performance Rating: Satisfactory 84. The Borrower’s commitment to the NSED and to the Project was unwavering throughout. It remains fully committed to the MDG and EFA goals, as reflected in the issuance, by Decree, of its second NSED in 2012. The main issue that affected Borrower Performance was the delay in contracting of the audits of project financial statements through a block audit process. (b) Implementing Agency or Agencies Performance Rating: Moderately Satisfactory 85. The Implementing Agency Performance is rated Moderately Satisfactory. This was the first project fully implemented directly by the MOE without a special PMU. Given this fact, the MOE and its relevant units performed well, adapting to the World Bank’s fiduciary (despite minor issues) and Safeguard Requirements. The MOE and its Departments were able to sustain

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implementation despite minor shortcomings (Section 2.2). However, the MOE faced three main issues. First, the Project’s implementation was affected by a change at the ministerial level that resulted in staffing changes at all levels, leading to the loss of some capable, trained staff. Second, although sufficient amounts were budgeted for monitoring specific component activities (civil works and EMIS in particular) those funds were not fully released, and resulted in a lack of monitoring towards the end of implementation. Finally, there was inadequate supervision of the quality of the civil works and equipment supplied. (c) Justification of Rating for Overall Borrower Performance Rating: Satisfactory 86. Overall Borrower Performance is rated Satisfactory, based on similar ratings for Borrower and Implementing Agency performance, and the Project’s satisfactory outcome.

6. Lessons Learned 87. Design: The Project’s Results Framework was feasible, centered on basic output indicators that could have been measured realistically, and that the Project could impact, with some stretch, during its short implementation period. For an investment operation, the design of a project’s results framework should be based on readily available and easy to measure data; the ability of the implementing agency to monitor; and on indicators that measure impacts that can be (directly) attributed to the project. While for a project of medium- to longer-term implementation it is desirable to measure intermediate or final outcomes, a project of shorter duration cannot be expected to influence these. Similarly, while it may be desirable to have more complex indicators, improperly established monitoring systems could result in challenges when measuring progress. Therefore, it would be preferable to create indicators that are simple, and easy to quantify and measure. 88. Project implementation period: FTI-1 and FTI-2 were both designed for the 18-month implementation period and extended by one year. Despite that it was almost certain that 18 months would not be sufficient to successfully implement a project, the implementation period for FTI-3 was also required to be 18-months. It is unrealistic to expect FTI-funded projects to be completed in such a short period, particularly in a low capacity country like Tajikistan, if substantial outcomes are to be achieved. (This lesson might have contributed to the GPE’s decision to extend the project implementation periods to 3-4 years. Indeed, the GPE-4 in Tajikistan was designed for three years of project implementation.) 89. M&E should be integral to project design. M&E is much more than measuring progress. It should be seen as an integral aspect of learning to improve performance and impact. Quite apart from monitoring progress in accordance with the Project’s Results Framework, the Project’s Operations Manual included procedures, tools, and processes for monitoring (or supervising) the Project’s achievements and the feedback from stakeholders under individual components as the activities were being implemented. The purpose was to follow performance, evaluate effectiveness, and incorporate findings while addressing issues to improve effectiveness. 90. Similarly, programmatic-type operations provide an appropriate instrument for implementing, learning, adjusting, and improving. But, for these benefits, follow-on operations need to evaluate, learn, and revise adjusting activities to account for capacities and realities. Significant attention is directed toward incorporating “lessons learned,” but projects often summarize lessons of similar or other operations without sufficiently adjusting them to

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incorporate past lessons. This Project’s design and implementation are examples of best practices in terms of reflecting learning, and adjusting adequately to improve results. 91. Implementation through any implementing agency with weak capacity is a challenge. The FTI series, particularly FTI-3 which was implemented through the structure of the implementing agency, MOE, presents a successful effort toward achieving satisfactory outcomes, while gradually transferring implementation responsibilities to an agency whose capacity is – through project activities – actively being strengthened. While technical assistance will likely be required to support an implementing agency that requires strengthening, it is significant that the objective of that technical assistance not aim to cover for or comply with responsibilities of the agency. It is imperative that any required technical support be charged with transferring capacity to the implementing agency.

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7. Comments on Issues Raised by Grantee/Implementing Agencies/Donors (a) Grantee/Implementing agencies N/A (b) Cofinanciers/Donors N/A (c) Other partners and stakeholders (e.g. NGOs/private sector/civil society) N/A

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Annex 1. Project Costs and Financing

(a) Project Cost by Component (in USD Million equivalent)

Components Appraisal Estimate (USD millions)

Actual/Latest Estimate (USD

millions)

Percentage of Appraisal

1. Improving the learning environment 10.31 11.00 106.7%

2. In-service training to pedagogical and managerial personnel

0.85 0.86 101.2%

3. Policy reform, research and evaluation 1.16 0.81 69.8%

4. Capacity building and Grants management 0.79 0.83 105.1%

Total Baseline Cost 13.11 13.50 Contingencies 0.39 0.00

Total Project Costs 13.50 13.50 100%

(b) Financing

Source of Funds Type of Cofinancing

Appraisal Estimate

(USD millions)

Actual/Latest Estimate

(USD millions)

Percentage of Appraisal

Trust Funds 0.00 0.00 EFA-FTI Education Program Development Fund 13.50 13.50 100.0%

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Annex 2. Outputs by Component Indicator Baseline Target at Completion Actual Comment

Grant Development Objective: to contribute to an increased access to improved learning environments and a more efficient delivery of quality education services Access (in the targeted schools): Number of Students that have benefited from civil works

Zero CWs: 13,000 (est.) 14,720 in 30 completed schools

Number of students that have benefited from furniture

Zero Furniture: 67,000 (est.) 106,000 The initial target was changed to 67,000 at the MTR

Number of students that have benefited from reading materials

Zero Reading Materials: 180,000 (est.)

298,000 Includes FTI-3 and UNICEF contributions

Efficient Delivery: Pupil:stavka ratio in new PCF rayons

TBD at beginning of Grant

Increase of at least one point 14.9

Baseline was measured as 12.9

Class size in new PCF rayons TBD at beginning of Grant

Increase of at least one point 20.4

Baseline was measured as 19.4; actual reached 20.7 in 1/2012 then decreased

Quality: Number of teachers who received in-class mentoring support during the year

Zero 1,000 (80% of est. target group. The proportion of beneficiaries who are female will be at least equal to the proportion in the general teacher population

1,100; no data disaggregated by gender

Component 1: Improving the learning environment Sub-component 1.1: School Buildings Upgrade Number of classrooms that have been rehabilitated or constructed

Zero 200 (est.) 257 in 29 completed schools where classrooms were rehabilitated

RIITT facility rehabilitated 95% of work completed Indicator introduced in Restructuring Paper dated May 23, 2012

Sub-component 1.2: School Furniture Supply Number of classroom (equivalents) equipped with new furniture

Zero 1,100 (est.) 1,500

Sub-component 1.3: Provision of Reading Materials Number of schools that received supplementary reading materials

Zero 700 (est.) 1,000

Component 2: In-service training of pedagogical and managerial personnel Sub-component 2.1: School Directors Training % of FTI-trained directors who successfully master the essentials of the course

Zero At least 90% (of 600 est. directors to be trained). The proportion of directors trained who are female will be at least equal to the proportion of directors who are female.

97.06%, of which 18% were female

Sub-component 2.2: Mentoring % of FTI-trained Zero At least 90% (of 520 est. 90.10%

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methodologists who successfully master the essential of the course

methodologists to be trained). The proportion of methodologists trained who are female will be at least equal to the proportion of methodologists who are female.

Sub-component 2.3: INSET22 System Review Reports are completed and recommendations discussed

No reports Final report is available, including analyses of training needs and demands; of training courses; and of relation between demand/need and supply, including recommendations

Field works are completed

Component 3: Policy reform, research and evaluation Sub-component 3.1: Per Capita Financing % of the districts in the country that have their school budget approved according to the PCF regulations

N.A. At least 70% 73.5%

Sub-component 3.2: Education Management Information System Number of module reports submitted to the Unit for Analysis and Education Sector Reform Development

No reports 9 (teachers; school library; premises, territory and equipment; demography; students; infrastructure and buildings; textbooks rental; construction; financial management

9 modules completed

Sub-component 3.3: Evaluation of Supply- and Demand-Side Schemes to Promote Enrollment and Attendance Reports are completed and recommendations discussed

No reports All planned report should be published and officially discussed, by 16 month mark (quantitative assessment; causal analysis; evaluations of CCP, school meals and outreach projects; comparative cost-effectiveness analysis; international experience; policy options

Local NGO was hired and field work is completed

Component 4: Capacity building and Grant management Sub-component 4.1: Fiduciary and Management Capacity Strengthening Percentage of targeted MOE staff who successfully passed trainings on financial management, procurement procedures, and management

Zero At least 90% of targeted staff

100%

22 The In-Service Training (INSET) refers to the state systems for in-service training and support for teachers and directors.

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Annex 3. Economic and Financial Analysis Please see Section 3.3

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Annex 4. Grant Preparation and Implementation Support/Supervision Processes

(a) Task Team members

Names Title Unit Responsibility/ Specialty

Lending/Grant Preparation Rajiv Aggarwal Consultant ECSH2 Architect Ruslan Amanbaev Consultant ECSH2 Engineer Saodat Bazarova Senior Operations Officer ECSH2 TTL Gabriel C. Francis Program Assistant ECSHD Program Assistant David Gochasvilli Consultant ECSHD Consultant Darejan Kapanadze Environment Specialist ECSEN Safeguards Dilshod Karimova Procurement Analyst ECSO2 Procurement Sachiko Kataoka Sr. Education Economist ECSH2 Education Financing Naushad A. Khan Consultant SARPS Procurement Hannah M. Koilpillai Senior Finance Officer CTRFC-His Financial Management Scherezad Joya Monami Latif Senior Education Specialist SASED Sr. Education Specialist Martin H. Lenihan Sr. Social Development Specialist LCSSO Social Development Shodi Nazarov Financial Management Analyst ECSO3 Financial Management John Otieno Ogallo Sr. Financial Mgmt Specialist OPSOR Financial Management Danielle Malek Roosa Senior Counsel LEGES Operations Kseniia Malenko Finance Analyst CTRDM Financial Management Gerard Peart Consultant ECSH2 M&E Nithin Umapathi Consultant ECSH2 Economist Yuling Zhou Lead Procurement Specialist ECSC2 Procurement Shoira Zukhurova Program Assistant ECCTJ Program Assistant Supervision/ICR

Suzana Abbott Consultant ECSH2 Author Rajiv Aggarwal Consultant ECSH2 Architect Jeremie Matthew Amoroso Junior Professional Associate ECSH2 Author Ruslan Amanbaev Consultant ECSH2 Engineer Norosoa Andrianaivo Program Assistant ECSH2 Program Assistant Saodat Bazarova Senior Operations Officer ECSH2 TTL Arcadii Capcelea Environmental Specialist ECSEN Safeguards Ma Dessirie Finance Analyst CTRLA Finance Nagaraju Duthaluri Lead Procurement Specialist ECSO2 Procurement Amy Evans Consultant AES Env. Specialist Joseph Formoso Senior Finance Officer CTRLA Finance Gabriel Francis Program Assistant ECSH2 Program Assistant Gerard Peart Consultant ECSH2 M&E Scherezad Latif Senior Education Specialist SASED Sr. Education Specialist Martin H. Lenihan Sr. Social Development Specialist LCSSO Social Development Dilshod Karimova Procurement Analyst ECSO2 PAS Sachiko Kataoka Senior Education Economist ECSH2 TTL Shodi Nazarov Financial Management Analyst ECSO3 Financial Management

34

Janna Ryssakova Consultant Consultant Consultant

Ana Maria Sandi Consultant ECSH2 Curriculum, mentoring support, INSET

(b) Staff Time and Cost

Stage of Project Cycle Staff Time and Cost (Bank Budget Only)

No. of staff weeks USD Thousands (including travel and consultant costs)

Lending

FY10 6.28 5.20 Total: 6.28 5.20

Supervision/ICR

FY11 3.11 8.79 Total: 3.11 8.79

Note: FTI supervision Trust Fund (TF094399) funded most of the staff time and cost.

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Annex 5. Beneficiary Survey Results (if any)

36

Annex 6. Stakeholder Workshop Report and Results (if any) There was no completion related event, but there were several roundtables and workshops during the project, including civil works (innovative design (roundtable), quality of civil work supervision and works), mentoring support (2 roundtables), directors training, M&E results, and Third Party verification (presentation to the key stakeholders).

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Annex 7. Summary of Grantee's ICR and/or Comments on Draft ICR 1. Main beneficiaries The main beneficiaries of the project are: schoolchildren, teachers, directors, and employers of the education system at national and local level.

2. Evaluation of results 2.1 Results overview The overall objective of Grant development - to contribute to an increased access to improved learning environments and a more efficient delivery of quality education services.

Main targets of Project have been successfully completed, and completed all intermediate indicators. The results on achieved tasks were as follows: 1. Approximately 14,720 students have benefited from construction work, which exceeds the

target by 13.2%. 2. Approximately 106,600 students have benefited from purchase of furniture, which exceeds

the target by 213% (50,000). 3. Number of students in grades 1-4 who have benefited from training materials was 298,000,

which exceeds the target by 65% (180,000). 4. More than 1,100 teachers in pilot schools received different kinds of methodological support

from the side of trained mentors. This indicator also exceeds the target by 10% (1,000). 5. Indicators of system on per-capita financing (PCF) a) "student’s coefficient / rate in new

areas of PCF” and b) "Ratio of student/class" had to increase at least on one point from initial indicators. Thus, at the beginning of project on first indicator was 12.9 and 19.4 on second. Thus, in 2011, the ratio of the first indicator was 14.9, and 20.4 for the second.

2.2 Intermediate Indicators a. Number of classes repaired or built b. Number of classes provided with new furniture c. Number of schools receiving additional training materials d. % of directors who trained under FTI who successfully mastered basics of course e. % of methodologists passed training in a frame of FTI who have successfully mastered basics

of courses f. Prepared reports and discussed recommendations g. % of districts where schools have approved budget in accordance with rules of PCF h. Number of reports submitted to Department of Analysis/Development of Reforms of

Education Sector i. Prepared reports and discussed recommendations j. % of targeted employees of MoE who successfully passed training on financial management,

procurement procedures and management.

2.3 Achieving Results on Components Component 1: Improved learning environment The objective of this component was to improve conditions of education, which in turn contributed to the fifth goal of NSED on improving of physical infrastructure and material-technical aspects of the education system.

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Subcomponent 1.1: Updating of school buildings According to this subcomponent, planned repair and construction work in 30 objects at a cost of US$7.3 million. Repair and construction of 20 objects (12 objects of construction of new schools, 2 objects of new construction of education departments and 6 repair objects) in Sogd at a cost of US$4.39 million. In addition, in RRS provides repair and construction of 10 objects (9 objects of construction of new school and 1 object of repair) at a cost of US$2.92 million. № Plan Actual %

1 Repair-construction works $7.30 million $7.67 million 105% 2 Consulting service $0.25 million $0.58 million 232% 3 Equipment and operating expenses $0.15 million $0.08 million 53% Total: $7.70 million $8.33 million 108%

Measures on implementation of subcomponent: • Selection of objects for rehabilitation • Implementation of Framework program of resettlement and getting of WB approval • Preparation of environmental management plan and getting of WB approval • Development of PED on objects of rehabilitation (7 objects), and objects of construction (23

objects) • Selection, hiring and training of regional engineers, monitors • Construction and repair works on 7 objects of rehabilitation and 23 objects of construction

Results Three international consultants were hired to oversee development of project estimate documentation (PED) who fully completed their work. Local design firm LLC "TOCHIKLOIHA-INVEST" was hired. Work of local design firm on development of PED for 30 objects, and their performance on state examination is completed. It is important to note that developments of PED were applied following innovations; • Heat insulation of floors of first stage. • Metal construction of roof. • Monolith reinforced concrete floor coating and coating of educational buildings. • Additional automatic power in distribution boards in educational buildings. • Laying of cables under plaster in PVC pipes. • Model of Technical Specifications. • Laying of heating pipes and return pipes indoors. • Insulated exterior walls of educational building from foam blocks. It should also be noted that repair and construction works were undertaken at a cost of US$8.25 million. Due to these provided funds of subcomponent, all 30 objects were financed and still had some saved funds. Repair and construction works of 8 more objects (secondary school # 4 of Varzob, secondary school # 42 of Asht, secondary school # 64 of Rudaki, secondary school # 134 of Vakhdat, secondary schools # 22, 10 of Faizabad, building of Sogd Education Department and building of RIITT. All activities to be undertaken in this subcomponent are completed

Comparing of objects of first stage with second

Comparing of objects of first stage with second

Sogd

RRS Stage -1 Stage -2

Stage -1 Stage -2

39

Zafarabad №12 56,2 83,3

Hisar №19 24 60 Asht №15 56,5 40 Rudaki №38 80 96,6 Shahristan №7 69,2 100 Rudaki №19 88 85,7 Shahristan №9 69,5 100 Hisar №56 96 75,7 Asht №43 72 61 Shahrinav №28 100 80,7 Isfara №28 94 97,6

Varzob №1 73 83,3

Subcomponent 1.2: Provision of school furniture This subcomponent aims to ensure that all new and repaired school buildings (completed under subcomponent 1.1) were provided with furniture and lack of furniture in other schools were eliminated in favor of approximately 50,000 students. The intent was to purchase school furniture at a cost of US$2.5 million. Measures on implementation of subcomponents • Monitoring of necessary furniture for schools and development list of recipients • Preparation of tender documents • Consideration of biddings • Selection of winner and signing of contract • Reception of equipment • Gradual distribution of equipment for schools

Results Total amount of US$1.48 million in Sogd and RRS, 208 secondary schools were equipped with furniture, which is reflected in Table 1.

Table 1

Desks and chairs

Tables and chairs for teachers

Boards Bookcases Set of furniture for

office of Director

Set of tables and chairs for computer

class

Wardrobe Shelving for library

53,567 4148 1359 2843 79 251 82 234 All activities to be undertaken in a frame of this subcomponent are completed. Subcomponent 1.3: Providing of reading materials This subcomponent aims to improve availability of reading materials for students of primary classes in about one-quarter of country's schools. According to this subcomponent planned to purchase reading materials for primary school students, about 900 schools in country at a cost of US$0.21 million (US$0.11 million from the side of FTI GCF-3 and US$0.1 million from the side of UNICEF). Measures on implementation of subcomponents:

• Development of criteria and selection of reading materials • Contract signing for purchase of reading materials • Development of instructions on use of reading materials • Delivery of reading material

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Results One of the main activities of this subcomponent is determination of technical criteria of selection for study available materials and implementation of procurement process. For implementation of given activity MoE was necessary to hire international and local consultants. Competition was declared which results were summarized and process of evaluation is complete. However, because of not matching specialty, international consultant received objection. After second holding competition was hired international consultant who meets all requirements and criteria. Then hired local consultants and planned activities of subcomponent were start. All activities to be undertaken in a frame of this subcomponent are completed. Component 2: In-service training of teaching and leading staff. The objective of this component was to improve training systems/mentoring without departing from work schedule for teachers and school directors, thus contributing to the third goal of NSED providing quality of educational services and to the second goal on improving efficiency of educational system. Subcomponent 2.1: Training for school directors This subcomponent aims to ensure that approximately 900 school directors of the republic gained knowledge and skills on improving their management in schools at a cost of US$0.33 million. Measures on implementation of subcomponents:

• Compilation of achieved results on monitoring and evaluation results of completed courses with a view of amending to package of training materials

• Hiring of local expert on synthesis and preparation of recommendations for improving of training materials for directors

• Develop and agreement list of training participants with stakeholders • Preparation package of materials on conducting TOT • Conduction of TOT on INSET for directors with participation of FTI-2 trainers and new

trainers • Preparation package of materials on INSET of Directors (replicating of training modules,

instructions for trainers, distribution materials) • Conducting of INSET for directors (Sogd, Khatlon, GBAO, Dushanbe and RRS)

Results The purpose of this event was to identify successful in-service training courses (INSET) of directors of secondary schools. After completion of mini-survey and synthesis of results was organized roundtable in the hall of the RIITT in which was attended heads of departments and heads of departments of the Ministry of Education, representatives of the World Bank and other donor groups. Measures on internal monitoring and evaluation (M&E) of subcomponent Based on Guidelines on M&E Department of Analysis and Development (DAD) of MoE is responsible for internal M&E of this subcomponent. For this purpose were prepared three types of instrument; logistics, satisfactory of participants and evaluation of trainers activity. After that was, establish working group of DAD MoE employers and hired monitors that were used to assess activity of trainers. All monitors have been trained in proper use of tools, both theoretically and practically. As a result all workshop/training covered by M&E system. After completion of

41

each phase of M&E workshop/training, working group on M&E give all filled instruments to specialist on data entry and processing. All activities to be undertaken in a frame of this subcomponent are completed. Subcomponent 2.2: Mentoring (Tutorship) According to this subcomponent is planned mentoring support for teachers approximately in 135 schools of the country at a cost of US$0.27million. Measures on implementation of subcomponents: • Revision of training courses • Qualification Improvement of trainers • Revision of structure and instruments of monitoring • Training on program "Mentoring and methodical support of teachers"

• Visit of schools • Monitoring of mentoring programs

Results Research was conduct in RRS, Dushanbe and Kurgan-tube of Khatlon region. According to the results of research and data analysis has been prepared concept according to which local consultants in cooperation with international consultant were include changes in structure and content of program "Mentoring and methodological support of teachers." Next was held approbation seminar from 7th up to 16th of December 2010 in one group consisting from 25 members. All activities to be undertaken in a frame of this subcomponent are completed. Subcomponent 2.3: Review of INSET system This sub-component aims to develop policies for reforming of in-service training and mentoring of teachers and for carrying out activities under subcomponent calculated amount US$0.25 million. Measures on implementation of subcomponent: • Development and coordination of questionnaire with purpose of inventories of existing

methodical aids and educational modules for INSET • Development and coordination of Terms of references for Consulting company • Hiring of scientific research organization for assessment of maintenance of educational

modules for INSET and research of needs of teachers and execution of works • Hiring of international consultant for completion of recommendations on Functional review

All activities to be undertaken in a frame of this subcomponent are completed. Component 3: Policy Reforms, Research and Evaluation The objective of this component is to strengthen development and implementation of national education policy. Subcomponent 3.1: Per Capita Financing This subcomponent aims to continuation of support of further development of national introduction of per capita financing (PCF) in secondary education, with special focus on remaining areas that transfer to PCF starting from 2010. The cost of these activities amounted to US$0.6 million.

42

Measures on implementation of subcomponent: • Coordination at national level • Employment of local consultants on PCF • Assistance to work on places on cities and regions of RT at level of each school • Employment of international consultant • Training of new methods of management and financings • Work with public • Strengthening of capacity of all parties involved in process of introduction of PCF

Results in a frame of this subcomponent: To provide practical assistance to regions and cities of Tajikistan, educational institutions have been transferred to PCF from January 1, 2010 on a contract basis were. All activities to be undertaken in a frame of this subcomponent are completed. Subcomponent 3.2: Education Management of Information System Purpose This subcomponent aims to ensure collection of education data for analysis and decision-making. These activities cost approximately US$0.21 million. Measures on implementation of subcomponents: • Introduction in exploitation modules ‘Schools-2 • Training staff of EMIS Department • Consideration of performance and structure of Master Plan Results From the beginning of grant activities on development and implementation of automated information, systems are implemented based on the EMIS plan. There are three automated information systems (AIS)

1. AIS "Maktab-2" which consists from 6 modules; teacher, library, general compulsory education, pupil, material resources of school, school passport

2. AIS "Finance" 3. AIS "Rent of Textbooks" which in turn shares on 2 parts: the level of MoE, and districts 4. All activities to be undertaken in a frame of this subcomponent are completed. Subcomponent 3.3: Evaluation schemes of supply and improving enrollment and attendance This sub-component aims to develop policies and programs to ensure that all children have completed secondary education.

Measures on implementation of subcomponents:

• assistance to general receiving basic education - Reasons connected with coverage and attendance - Assessment of programs - Develop and present measures of policy and pilot program on strengthening of

universal coverage and attendance based on results of work, which has been carried out by consulting company.

- Granting of school buses

43

Results under this subcomponent: The World Bank and the Ministry of Education, after long discussions, came to an agreement that there was no need for implementation of activities on research, so this event was removed from FTI-3. All activities to be undertaken in a frame of this subcomponent are completed.

Component 4: Capacity Building and grant management This component meant to strengthen key management and fiduciary capacities of the MoE and grant performers, thus contributing to the second goal of NSED on improving efficiency of the education system. This component will also finance additional administrative costs of managing of grant FTI -3.

Subcomponent 4.1: Strengthening fiduciary and management capacity This subcomponent aims to improve fiduciary and management capacities of MoE. According to this subcomponent, planned to reinforce key management and fiduciary capacity of MoE RT, carrying out audit textbook rent system and revision of National Strategy of Education Development (NSED) at a cost of US$0.49 million.

Measures on implementation of subcomponents: • Strengthening of fiduciary potential concerning financial management and procurement

activity. • Improvement of management in a frame of the Ministry of Education • NSED revision • Audit of textbooks rent system • Purchase of furniture Results: Six employees of the Ministry of Education successfully passed seminar/training on procurement and financial management, which was held in Almaty, Kazakhstan. Also 5 employees of the Ministry of Education and consultants of GCF-3 successfully passed seminar/training on financial management in the Republic of Kyrgyzstan in Bishkek. Subcomponent 4.2: Management of grant This subcomponent aimed to ensure that activities of the grant were carried out satisfactorily and in a timely manner. Results Financial condition: total amount of disbursements from the beginning of implementation of grant is US$12.17 million (90.2% of total grant amount). Direct responsibility for grant-management was entrusted to the Minister of Education, who fulfilled the function of national coordinator on FTI-3. The Deputy Minister was fully responsible for ensuring that the Ministry of Education met all requirements on monitoring, reporting and evaluation, as prescribed in Legal Grant Agreement signed between the World Bank and the Republic of Tajikistan. The Project Coordinator supported the Deputy Minister. It is also important to note that this grant satisfactorily passed all donor missions, inspection and audits to date.

44

3. Factors affecting on implementation of Project a) Comprehensive support on all levels of government and full support and cooperation of organizations and institutions that operate in field of education and which are structural division of the Ministry of Education. b) Professionalism and constant support of World Bank team have stimulated specialists of the Ministry of Education to cooperate and seek timely resolution of target goals and objectives.

4. Assessment of Bank and Borrower 4.1. Bank’s work in preparation and supervision of project Preparation During preparation of the grant by the World Bank, they received full technical support in the form of financing of local and international consultants. Professional support of the World Bank team has enabled to develop project proposal in accordance with requirements and standards of World Bank. Supervision over execution During visits, the WB team led direct supervision over implementation of Grant, including identification and solutions for problems and difficulties. Ongoing support and quick response of World Bank team led to successful completion of Grant. 5. Learned lessons and recommendations Lessons

1. Construction and restoration of buildings, both providing schools with furniture and equipment are positive factors influencing the increase in the level of knowledge and attendance.

2. Additional training materials for primary classes are an important source of receiving new materials that promote improvement in the level of knowledge.

3. PCF at comprehensive schools showed its efficiency, and it demands significant ownership from leaders, and allows schools to become much more independent.

4. INSET for employers of education system is necessary and important. 5. Implementation of projects in close cooperation with authorities increases effect and

positively influences on stability of project on places. 6. Education Management of Information System (EMIS) is an important source of

obtaining information for the Ministry of Education of RT and all branches as whole. Recommendations

1. It is necessary to invest in the construction of new educational establishments and provide schools with furniture and equipment.

2. It is necessary to invest in construction to increase administrative staffs at all levels of education system.

3. Improvement of per capita financing mechanism and application of this experience in system of preschool institutions and primary professional education.

4. To strengthen capacity of the Ministry of Education for further development of EMIS system as main source of information in education.

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Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders N/A

46

Annex 9. List of Supporting Documents

FTI Grant Series Evaluation, Third Party Verification of Works, Goods and Services, August 2012. Government of the Republic of Tajikistan, National Strategy of Education Development of the Republic of Tajikistan, Dushanbe. Government of the Republic of Tajikistan, 2007, Poverty Reduction Strategy Paper (PRSP), Dushanbe. Ministry of Education of the Republic of Tajikistan, 2013. Report on Project Completion, 2013. World Bank, 2009, Project Appraisal Document, Proposed Grant to the Republic of Tajikistan for the Fast Track Initiative Catalytic Fund Project – 3, Report No. 49349. December 2009. World Bank, 2012, Mid-Term Progress Review and Implementation Progress. Fast Track Initiative – Catalytic Fund Grant, Third Year Allocation, August 2012. World Bank, 2013, Implementation Completion Report. Fast Track Initiative – Catalytic Fund Grant, Third Year Allocation. November 2013. World Bank, 2014, Implementation Completion Report. Credit and Grants to the Republic of Tajikistan for an Education Modernization Project, January 2014.

World Bank, various years, Aide Memoires of Supervision Missions (5 documents), 2009-2012. World Bank, various years, Implementation Status and Results Reports (4 documents), 2010-2013.

Tr a n s A l a i - R a n g e

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Ghorno-Badakhshan

Auton. Oblast KhatlonTursunzodaShahrinavRudakiHissorVarzobFayzobodVahdatRoghunNurobodRashtTojikobodTavildaraJirgatol

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10111213

DarvozVanjIshkoshimRoshtqalaRushonShughnonMurghob

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Nosir KhusravShahrituzQabodiyonJilikulKhurosonQumsangirBokhtarRumiJomiVakshsYovonSarband

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PanjDangharaFarkhorNorakVoseTemurmalikKulobBaljuvonHamadoniShurobodKhovalingMuminobod

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SogdPandjakentAyniShahristonZafarobodIstaravshanGhonchiSpitamenMastchohJabor RasulovKuhistoni MastchohGhafurovKonibodomAshtIsfara

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80 Kilometers IBRD 40732

FEBRUA

RY 2014

* Area with no oblast-level administrative divisions,where rayons are under direct republic jurisdiction.

CITIES AND TOWNS

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NATIONAL CAPITAL

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TAJIKISTAN

FAST TRACK INITIATIVECATALYTIC FUND PROJECT-3

This map was produced by the Map Design Unit of The World Bank.The boundaries, colors, denominations and any other informationshown on this map do not imply, on the part of The World BankGroup, any judgment on the legal status of any territory, or anyendorsement or acceptance of such boundaries.

GSDPMMap Design Unit

PROJECT REGIONSTAJIKISTAN