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Document ofThe World Bank

FOR OFFICIAL USE ONLY

Report No: RES17213

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING OF THE

EDUCATION QUALITY IMPROVEMENT PROJECTLOAN 8110-SV

APPROVED BY THE BOARD ON DECEMBER 13, 2011

TO THE

REPUBLIC OF EL SALVADOR

July 13, 2015

Education Global PracticeLatin America and the Caribbean Region

CURRENCY EQUIVALENTS

The US Dollar is the currency in El Salvador

FISCAL YEARJanuary 1 – December 31

ABBREVIATIONS AND ACRONYMS

DA SI EITP Directorate for the Integrated System of Inclusive Full-Time Schools (Dirección Adjunta de Sistema Integrado de Escuela Inclusiva de Tiempo Pleno)

DNES

DNE

National Directorate for Higher Education (Dirección Nacional de Educación Superior)National Directorate for Education (Dirección Nacional de Educación)

DNGD National Directorate of Educational Administration at the Department Level (Dirección Nacional de Gerencia Departamental)

ESMA Teacher Training College (Escuela Superior de Maestros)GOESGSC

Government of El SalvadorQuality Control Management Office (Gerencia de Seguimiento a la Calidad)

IFTS Inclusive Full-Time SchoolIRR Internal Rate of ReturnIS Integrated SystemMINEDNPV

Ministry of EducationNet Present Value

PDO Project Development Objective

Regional Vice President: Jorge Familiar Country Director: J. Humberto Lopez

Senior Global Practice Director:Practice Manager:

Claudia Maria CostinReema Nayar

Task Team Leader: Robert J. Hawkins

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EL SALVADOREducation Quality Improvement Project

A. Summary of Proposed Changes..................................................................................................4B. Project Status...............................................................................................................................6C. Proposed Changes.....................................................................................................................11Annex 1: Results Framework and Monitoring..............................................................................27Annex 2: Distribution of Project Activities...................................................................................37

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DATA SHEETEl Salvador

Education Quality Improvement Project (P126364)LATIN AMERICA AND CARIBBEAN

Education.

Report No: RES17213.

Basic InformationProject ID: P126364 Lending Instrument: Specific Investment Loan

Regional Vice President: Jorge Familiar Calderon Original EA Category: Partial Assessment (B)

Country Director: J. Humberto Lopez Current EA Category: Partial Assessment (B)Senior Global Practice Director: Claudia Maria Costin Original Approval Date: 13-Dec-2011

Practice Manager/Manager: Reema Nayar Current Closing Date: 31-Dec-2017

Team Leader(s): Robert J. Hawkins.

Borrower: Ministry of Finance El Salvador

Responsible Agency: Ministry of Education.

Restructuring TypeForm Type: Full Restructuring Paper Decision

Authority: Country Director Approval

Restructuring Level:

Level 2

.

Financing ( as of 10-Jul-2015 )Key Dates

Project Ln/Cr/TF Status Approval Date Signing Date Effectiveness

DateOriginal Closing Date

Revised Closing Date

P126364 IBRD-81100 Effective 13-Dec-2011 14-Mar-2012 15-May-2012 31-Dec-2017 31-Dec-2017

P126364 TF-10361 Closed 25-Aug-2011 12-Sep-2011 12-Sep-2011 30-Jun-2014 30-Jun-2014

P126364 TF-14166 Effective 09-Oct-2013 09-Oct-2013 09-Oct-2013 30-Jun-2015 30-Jun-2015

Disbursements (in Millions)

Project Ln/Cr/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed

P126364 IBRD-81100 Effective USD 60.00 60.00 0.00 13.86 46.14 23.0

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P126364 TF-10361 Closed USD 0.13 0.13 0.00 0.13 0.00 100

P126364 TF-14166 Effective USD 0.10 0.10 0.00 0.00 0.10.

Policy WaiversDoes the project depart from the CAS/CPF in content or in other significant respects? Yes [ ] No [ X ]

Does the project require any policy waiver(s)? Yes [ ] No [ X ].

A. Summary of Proposed ChangesThis is a Level 2 restructuring (the second for this Project). The first restructuring, to change implementation arrangements, was completed on January 23, 2013.

The proposed changes and rationale are as follows:

Project Components and Costs: Changes will be made to Component 1 sub-components focused on teacher training and teacher compensation. The in-service teacher training model will include teacher trainers instead of MINED technical staff in order to support a more scalable model for capacity building. The cost for this activity will increase by US$2.6 million. Support for an extension of the teaching schedule will be changed from “30 to 50” class hours per week in lower and upper secondary education to “30 or more class hours per week”. Also, a new activity labeled “classroom hours” (horas clase) will be added in addition to “overtime pay” (sobresueldos) as payments to teachers for work during the expanded school day to allow for more flexibility to hire non-contract teachers (as sobresueldos only covers contract teachers) – particularly at the upper secondary level. Overtime pay costs will increase by US$0.79. A new school feeding activity financed by MINED will be added to provide lunch to socio-economically disadvantaged students to support participation in the extended school day. This cost was erroneously included in initial cost calculations for component 1.5 and GOES will now assume the total cost of US$4.4 million. Moreover, the transportation costs from this sub-component will now cost US$2.4 million – a reduction from an initial cost estimate of US$4.5 million and the delivery strategy will change from provision by local service providers to a stipend provided to disadvantaged students. Overall, component 1.5 costs will decrease from US$20.8 million to US$11.2 million. Costs for infrastructure will increase by US$5.0 million and MINED capacity support will increase by US$0.49 million.

Results/Indicators: Project indicators will be modified to reflect changes in the number of schools that will benefit from Component 1 activities. All four of the PDO indicators will change in order to include both lower and upper secondary schools and measure results in the 213 schools (in 40 integrated systems) where Project activities are focused. For the intermediate indicators, 10 of 15 intermediate indicators will be revised to reflect changes in Project scope; three new intermediate indicators will be added to account for school director capacity building, minor works transfers, and completion of the impact evaluation; and one intermediate indicator measuring primary teacher certification will be eliminated as Project resources only focus on secondary teacher certification.

Reallocation: A total amount of US$8.9 million will be reallocated across categories to support additional financing of teacher training, infrastructure, teacher compensation,

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consultancies and monitoring and evaluation. “Horas clase” will also be added to the disbursement table 1B under Part A.4 of the Project.

Project Beneficiaries: Due to an increased number of schools organized into Integrated Systems (IS) in the target municipalities, the total number of teachers benefiting from the Project will increase from 2,334 to 6,544; the total number of students will increase from 41,055 to 87,650; and school directors will increase from 482 to 814. 761 parents and 780 teacher trainers will also benefit from the Project. The percentage of female participation is expected to remain at 49% according to projected demographic trends in the target population.

Implementation Schedule: The main change in the implementation schedule is related to infrastructure activities, which are expected to begin in December 2015 and conclude in November 2017. This change is due to delays in the confirmation of land titles and alterations in the scope of the activity to provide a more comprehensive set of infrastructure inputs to fewer target schools.

Risks: The Systemic Operations Risk Rating Tool (SORT) has been applied to the Project replacing the Operational Risk Assessment Framework (ORAF). Institutional capacity for implementation and sustainability risk has been changed from moderate to substantial, anticipating a potential reorganization of the Ministry of Education (MINED). Macroeconomic risks, a new risk category, has also been rated as substantial due to the potential for increased economic instability, migration, and crime and violence that could affect school access, retention, and graduation rates.

Financing Plan. Project financing for Component 1 on the Adoption of the IFTS Model will increase from US$65.25 million to US$65.76 million with an increase from US$54.85 million in IBRD financing to US$55.36 million. Project financing for Component 2 on Improvement of MINED’s Institutional Capacity and the Schooling System’s Governance will increase from US$4.00 million to US$4.49 million with an increase in IBRD financing also from US$4.00 million to US$4.49 million. Changes in the total financing of these components is due to the allocation of US$1 million of previously unallocated funds.

Disbursement Estimates. Disbursement estimates will change due to delays in the implementation of the infrastructure component as a result of revisions to the original specifications and additional time needed to clarify land titling.

Economic Analysis: The economic analysis has been updated to account for the change in the scope of the Project and the increased number of beneficiaries. Based on the updated scenario, the Project will generate an Internal Rate of Return (IRR) of 9%, compared to the original calculation of 8.4% percent. The Net Present Value will increase to US$74 million from an original projection of US$50 million.

Change in Implementing Agency Yes [ ] No [ X ]

Change in Project's Development Objectives Yes [ ] No [ X ]

Change in Results Framework Yes [ X ] No [ ]

Change in Safeguard Policies Triggered Yes [ ] No [ X ]

Change of EA category Yes [ ] No [ X ]

Other Changes to Safeguards Yes [ ] No [ X ]

Change in Legal Covenants Yes [ ] No [ X ]

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Change in Loan Closing Date(s) Yes [ ] No [ X ]

Cancellations Proposed Yes [ ] No [ X ]

Change to Financing Plan Yes [ X ] No [ ]

Change in Disbursement Arrangements Yes [ ] No [ X ]

Reallocation between Disbursement Categories Yes [ X ] No [ ]

Change in Disbursement Estimates Yes [ X ] No [ ]

Change to Components and Cost Yes [ X ] No [ ]

Change in Institutional Arrangements Yes [ ] No [ X ]

Change in Financial Management Yes [ ] No [ X ]

Change in Procurement Yes [ ] No [ X ]

Change in Implementation Schedule Yes [ X ] No [ ]

Other Change(s) Yes [ ] No [ X ]

Appraisal Summary Change in Economic and Financial Analysis Yes [ X ] No [ ]

Appraisal Summary Change in Technical Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Social Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Environmental Analysis Yes [ ] No [ X ]

Appraisal Summary Change in Risk Assessment Yes [ X ] No [ ].

B. Project StatusThe Project was approved by the Board on December 13, 2011 and became effective on May 15, 2012. The Project has two components: (1) Adoption of the Inclusive Full-Time Schooling (IFTS) Model; and (2) Improvement of MINED’s Institutional Capacity and the Schooling System’s Governance. The first restructuring, to change implementation arrangements, was completed on January 23, 2013.

Student access, retention, and graduation rates in lower secondary education have been steadily declining in recent years while upper secondary rates have remained relatively flat. These rates have followed the same trends in the targeted Integrated Systems in the Project’s 29 municipalities (See Graphs 1-6). Worsening rates are due to macro factors such as deteriorating economic conditions, migration, increased crime and violence and two natural disasters (in 2009 and 2011).

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Graph 1: Trends in Lower Secondary Access Rates

2008 2009 2010 2011 2012 201388%

90%

92%

94%

96%

98%

100%

102%

Access Rate for Lower Secondary

National Access Rate 101 Integrated Systems Access Rate40 Integrated Systems Access Rate

Graph 2: Trends in Upper Secondary Access

2008 2009 2010 2011 2012 201362%64%66%68%70%72%74%76%78%80%82%

Access Rate for Upper Secondary

National Access Rate 101 Integrated Systems Access Rate40 Integrated Systems Access Rate

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Graph 3: Trends in Lower Secondary Retention Rates

2008 2009 2010 2011 2012 201388%

89%

90%

91%

92%

93%

94%

95%

Lower Secondary Retention Rates

National Retention Rate 101 Integrated System Retention Rate40 Integrated System Retention Rate

Graph 4: Trends in Upper Secondary Retention Rates

2008 2009 2010 2011 2012 201382%

84%

86%

88%

90%

92%

94%

96%

98%

Upper Secondary Retention Rates

National Retention Rate 101 Integrated System Retention Rate40 Integrated System Retention Rate

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Graph 5: Trends in Lower Secondary Graduation Rates

2010 2011 2012 201364%

66%

68%

70%

72%

74%

76%

Lower Secondary Graduation Rates

National Graduation Rate101 Integrated Systems Graduation Rate40 Integrated Systems Graduation Rate

Graph 6: Trends in Upper Secondary Graduation Rates

2009 2010 2011 2012 201362%

64%

66%

68%

70%

72%

74%

Upper Secondary Graduation Rates

National Graduation Rate101 Integrated Systems Graduation Rate40 Integrated Systems Graduation Rate

To provide all students a pathway to access all grade levels from primary to lower and upper secondary, MINED strategy for reform of the governance of the education system has shifted to focus on development of Integrated Systems (IS -- referred to as clusters in the Project Appraisal Document) that comprise 7-12 schools which share resources – infrastructure, teaching staff, and other educational inputs.

During Project design, MINED had piloted 3 such Integrated Systems containing 22 schools. Following Project Appraisal, all schools in the Project’s 29 targeted municipalities have been organized into 101 “Integrated Systems”. Also, MINED previously identified schools based on their “district” orientation with some districts comprising more than one municipality. District

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orientation has now been eliminated in favor of municipal orientation by MINED. This change in orientation has resulted in the organization of 902 primary, lower secondary, general upper secondary, and technical schools in to 101 Integrated Systems in the 29 municipalities.

Component 1: Adoption of the IFTS Model

Component 1 is composed of five sub-components:

Sub-component 1.1, which supports capacity building activities, includes two phases of training for: (i) orientation to the IFTS Model for teachers, students, directors and parents and (ii) subject specialization training for teachers. The orientation phase is complete and reached 4,608 teachers, 823 school directors, 761 parents, and 1,080 students from all grade levels in 902 schools. The orientation is designed with the objectives of: (i) raising awareness of the national education sector reform and (ii) engaging multiple stakeholders in the development of a pedagogical proposal for their Integrated System focused on a plan to share resources within each IS and the definition of educational objectives for the extended classroom hours. The second phase modules for teacher professional development in the subject area specializations of language, math, social studies, chemistry, biology, and physics have been designed. Training targeting only upper and lower secondary teachers in 493 schools (schools that include upper and lower secondary among the 902 total – see Annex 2) began as of March 2015.

For Sub-component 1.2, 94 upper and lower secondary schools have received educational materials and equipment such as computers and projectors, laboratory equipment, musical instruments, library books, sports equipment, arts supplies, and materials for students with disabilities.

Under Sub-component 1.3, MINED completed school infrastructure design work for 58 upper and lower secondary schools of which 46 will be renovated under the Project. The Project experienced delays in this Sub-component due to changes to the original specifications and land titling verification. MINED distributed furniture – desks, chairs, bookshelves, etc. – to 428 upper and lower secondary schools.

Sub-component 1.4 provides overtime payments to teachers to extend teaching hours beyond the current 25 class hours per week. To date, no payments have been made under the Project.

For sub-component 1.5, school maintenance transfers for small works were executed in 195 upper and lower secondary schools.

Component 2: Improvement of MINED’s Institutional Capacity and the Schooling System’s Governance

Under Sub-component 2.1, MINED created 27 Community Organizations for the Coordination of Integrated Systems (Organismo Colegiado de Coordinación de Sistemas Integrados, OCCSI) in 9 municipalities comprised of teachers, students, principals, parents, and community leaders. MINED drafted four laws to support the IFTS Model, which are at various stages of legal approval. The implementation of the pilot governance model is underway and other monitoring

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and evaluation work, such as development of the control panel, is under development. Finally, the impact evaluation design is complete with instruments developed and baseline data collected.

Five studies financed by the Spanish Fund for Latin America and the Caribbean (SFLAC) are complete. These studies include (i) a study on the governance model of the IFTS; (ii) development of indicators for school management; (iii) design of a control panel for school management; (iv) communication strategy; and (v) options for school feeding program. .

C. Proposed Changes.

Development Objectives/ResultsProject Development Objectives

Original PDO

The objective of the Project is to improve access, retention and graduation rates for students in the Lower Secondary Education and the Upper Secondary Education of the Borrower's public schools adopting the Inclusive Full-Time School Model (IFTS Model).Change in Project's Development Objectives N/A

Change in Results Framework

Explanation:

MINED has made a strategic decision to concentrate Project resources in 40 of the 101 Integrated Systems based on matriculation, geographic location, and current infrastructure of the schools in these Integrated Systems. These 40 Integrated Systems benefit from all activities under Component 1. The other 61 Integrated Systems will be prepared through the Project to fully implement the Inclusive Full-time School Model through the provision of capacity building, educational materials and small works. Figure 1 provides a picture of the distribution of Project activities among the various schools in the 101 Integrated Systems located in the targeted 29 municipalities.

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Figure 1: Distribution of Project activities

PDO indicators one, two and three that measure access, retention, and graduation rates will include adjusted targets for both lower and upper secondary education in order to more precisely measure the PDO. Baseline data will also be adjusted based on the recent 2013 school census with a focus on 40 Integrated Systems where funds will be directed to fully implement the IFTS model and where Project impact is expected. PDO indicator 4 will be adapted to reflect the number of Integrated Systems effectively implemented instead of the number of municipalities. The following is a summary of the changes that will be implemented:

PDO Indicator 1:Original Indicator: Improvement in the Access Rate for lower secondary education.Original Baseline: 96.3% Original Target: 98.8% Original Methodology: Number of students enrolled in 7th grade in year t (net of 7th-grade repeaters in year t-1) as a proportion of the total number of 6th-grade students who were promoted to 7th grade at the end of year (t-1).

Revised Indicator: Improvement in the Access Rate for lower and upper secondary education.Revised Baseline: Lower Secondary 96.6% and Upper Secondary 78.0%Revised Target: Lower Secondary 96.6% and Upper Secondary 78.0%Revised Methodology: For Lower Secondary: The number of students enrolled in 7th grade in year (t+1) minus the 7th grade repeaters from year (t) as a proportion of the number of 6th grade students enrolled in year (t) minus the number of 6th grade repeaters from year (t+1) multiplied by 100.

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For Upper Secondary: The number of students enrolled in 10th grade in year (t+1) minus the 10th grade repeaters from year (t) as a proportion of the number of 9th grade students enrolled in year (t) minus the number of 9th grade repeaters from year (t+1) multiplied by 100.

PDO Indicator 2:Original Indicator: Improvement in the Retention Rate for lower secondary education.Original Baseline: 95.1% Original Target: 98.4%Original Methodology: Number of students in grades 7-9 that remain in school during the academic year as a proportion of the total number of students of grades 7-9.

Revised Indicator: Improvement in the Retention Rate for lower and upper secondary education.Revised Baseline: Lower Secondary 91.0% and Upper Secondary 92.5%.Revised Target: Lower Secondary 91.0% and Upper Secondary 92.5%Revised Methodology:For Lower Secondary: The number of students in grades 7-9 enrolled at the end of year t divided by the total number of students in grades 7-9 enrolled at the beginning of year t multiplied by 100.

For Upper Secondary: The number of students in general upper secondary education plus number of students in technical secondary education enrolled at the end of year t divided by the students in general upper secondary education plus number of students in technical secondary education enrolled at the beginning of year t multiplied by 100

PDO Indicator 3:Original Indicator: Improvement in the Graduation Rate for upper secondary education.Original Baseline: 75.0%Original Target: 91.7%Original Methodology: Number of students that graduate from 11th grade at the end of school year t as a proportion of the number of students enrolled in 10th grade at the beginning of school year (t – 1)

Revised Indicator: Improvement in the Graduation Rate for lower and upper secondary education.Revised Baseline: Lower Secondary 69.0% and Upper Secondary 71.5%Revised Target: Lower Secondary 69.0% and Upper Secondary 71.5%Revised Methodology: For Lower Secondary: Number of students that graduate from 9th grade at the end of school year t as a proportion of the number of students enrolled in 7th grade at the beginning of school year t-2.

For Upper Secondary: Number of students that graduate the second year of General Upper Secondary in year t as a proportion of students enrolled in the first year of General Upper Secondary (t-1) plus number of students that graduate the second year of Technical Upper Secondary in year t as a proportion of students enrolled in the first year of Technical Upper Secondary in year (t-1) multiplied by 100.

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Rationale for changes are as follows: The original indicators did not measure both upper and lower secondary education and

have been revised to account for both levels of secondary education for access, retention and graduation rates.

The revised targets will be to maintain the 2013 baselines, which would be an improvement over the expected access, retention and graduation rates without the Project given that national trends illustrate declining rates in lower secondary education due to poor economic conditions, migration, and crime and violence and flat or slightly declining rates in upper secondary education that are expected to continue in the 61 IS that will not fully implement the Inclusive Full-time School Model under the Project.

The targets will focus on 213 schools within 40 targeted Integrated Systems of the total 101 IS because these are the systems where the IFTS model will be fully implemented. (See Annex 2).

For the access indicator, the methodology for calculation will be the UNESCO definition of effective transition rate. This change calculates enrollment minus repeaters at the lower grade instead of those who passed the lower level grade. The rationale for this change is to reflect an internationally recognized definition for transition from one grade level to the next. This effective transition rate is applied as the access rate for the Project.

For graduation indicator at upper secondary, the methodology for calculation will include both general upper secondary and technical upper secondary which includes an additional year of schooling. This change is to more accurately measure the students who enroll in technical schools in the 40 Integrated Systems as well as the general upper secondary schools as these students will also be impacted by the Project.

PDO Indicator 4: Original Indicator: Number of municipalities with clusters effectively implemented.Original Baseline: 0Original Target: 29

Revised Indicator: Number of schools that fully adopt the Inclusive Full-time School Model.Revised Baseline: 0Revised Target: 213

The PDO indicator is changed to capture the number of schools, as part of an Integrated System, which adopt the IFTS instead of the number of municipalities. To fully adopt the IFTS a school must complete at least 4 of the 6 factors which are:

Be in an IS with a Pedagogical Plan completed. Longer school day implemented with 30 or more hours of class time offered. School directors and lower and upper secondary teachers in the school trained in the

features of the IFTS model. School has access in the IS to improved hub school infrastructure with civil works fully

completed, including furniture. Educational equipment and material have been delivered to schools earmarked for this in

the IS;

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School participates in the territorial reorganization of IS as evidenced by at least one teacher instructing in more than one school in the IS; at least one shared space used by more than one school; and students receiving a transport stipend.

Of the 13 original intermediate indicators, 10 will be revised; 1 will be eliminated; and 2 will be unchanged. Three new intermediate indicators will be added. There will now be a total of 15 intermediate indicators. Indicator targets have been adjusted for 11 of the indicators to reflect current projections for progress per changes in the scope of the Project. The following changes are proposed for the intermediate results indicators (See Annex 1 for more details). Table 1: Revised Intermediate Outcome Indicators

Revised Indicator Original Indicator Revised and Original Target

Rationale

IRI 1 – No change Direct Project Beneficiaries (number), of which female (percent)

Revised targets:96,549 (49% female):

* 59,576 students in grades 7-9 * 12,440 students in grades general upper secondary education.* 15,634 students in grades technical education.* 6,544 teachers in all levels of education.* 814 school directors.* 761 parents* 780 teacher trainers

Original target: 43,871 (49%)

Initially, Project beneficiaries included only those beneficiaries from the 493 target schools in the Project’s 29 municipalities. The indicator will now measure those beneficiaries in all 902 schools in the same 29 municipalities, including parents and teacher trainers.

Indicator eliminated Number of additional qualified primary teachers resulting from Project intervention

The indicator will be eliminated, as specialty training for primary teachers has been eliminated from the Project.

IRI 2: Number of certified teachers from lower and upper secondary schools

Number of additional qualified secondary school teachers and number of additional qualified school directors resulting from Project intervention

Revised Target: 1,301 teachers certified.

Original Target: 943 secondary school teachers and directors.

This indicator will now only capture teachers as IRI 3 will capture directors. The indicator will be revised to clarify that the Project supports certification, not just qualification. The certification process has been designed by MINED and defined in detail in an

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annex to the Operations Manual. Teachers are certified when they complete 4 of 8 mandatory modules which cover both pedagogy and subject-matter. The subject matter specializations will include language, math, social studies, biology, chemistry and physics.

The target is based on 50% of teachers in the 493 upper and lower secondary schools receiving certification– 2,602 x .5 – 1,301 teachers.

IRI 3: Number of certified directors(New Indicator)

New Target: 285 directors certified.

Both directors and sub-directors of schools with more than 5 teachers are eligible for director training.

The target is based on 50% of all directors in the 902 schools with more than 5 teachers receiving certification – 571 directors and sub-directors x .5 – 285 directors.

The number of directors and sub-directors is less than the total number of schools because smaller schools have teachers as acting directors that will only be trained as teachers. There are 432 directors at schools with more than 5 teachers and 139 sub-directors at schools with more than 5 teachers for a total of 571 directors and sub-directors who would participate in this training.

IRI 4: Number of certified teacher trainers

Number of additional qualified MINED technical staff (at the central and departmental level)

Revised Target: 624 teacher trainers certified

Original Target: 82

The reference to technical staff is changed to teacher trainers because the teacher training model has changed to focus on training of

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resulting from Project intervention

MINED technical staff

trainers and not technical staff. The certification process will be defined in detail in an annex to the Operations Manual. 130 teacher trainers will be selected for training for each of the 6 subject-matter specializations – language, math, social studies, biology, chemistry and physics – for a total of 780 teacher trainers (6 x 130).

The target is based on an expectation that 80% of these trainers will be certified – 780 x .8 – 624.

IRI 5: Number of IFTS that are being equipped with educational material and equipment

Number of IFTS that are being renovated and/or equipped with educational material and equipment according to the IFTS standards

Revised Target: 195 IFTS

Original Target: 201 IFTS

The indicator has been adjusted to just measure educational material and equipment transfers to schools, as the number of schools renovated with small works is already captured in IRI 8.

IRI 6: Number of newly built or renovated facilities

Number of new classrooms built under the Project, including necessary furniture

Revised Target: 882 newly built or renovated facilities

Original Target: 723 classrooms.

The indicator has been changed to monitor classrooms and other educational facilities such as kitchens, libraries, bathrooms, dining areas, etc.

The original target was identified as “classrooms” but in reality also included educational facilities.

IRI 7 – No change Number of IFTS being renovated under the Project

Revised Target: 46 IFTS

Original Target: 201 IFTS

Target has been changed to reflect reduced number of schools benefitting from infrastructure.

IRI 8: Number of IFTS that receive transfers for repairs or other minor works(New Indicator)

New Target: 195 IFTS

Includes 46 schools being renovated, plus 149 that will receive minor works.

IRI 9: Number of students in grades 7

Number of students in grades 7 to 9 that

Revised Target: 12,604

Indicator has been changed to reflect the minimum level

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to 9 that have 30 or more weekly hours of pedagogical activities coordinated by the school

have 40 weekly hours of pedagogical activities coordinated by the school

Original Target: 34,017

of implementation of the IFTS which extends pedagogical activities an additional 5 hours (or 30 hours in total) per week in the 40 IS that will be supported. Indicator is based on an estimate of reaching 50% of the 25,209 lower secondary students in the 40 IS or 12,604.

IRI 10: Number of students transported to school in the Integrated System.

Number of students transported to school in the cluster

Revised Target: 16,000

Original Target was 11,906

The revised target will be for the 213 upper and lower secondary schools in the 40 IS of the 29 targeted municipalities instead of the previously targeted 482 schools in the 29 municipalities.

The term cluster is changed to Integrated System.

The target assumes 200 students per IS in 2015, and 100 students in 2016 and 2017. Each cohort will continue through successive years.

The total number of students is therefore (40*200) + (40*100) + (40*100) = 16,000.

IRI 11: Number of Integrated Systems with a monitoring system

Municipalities with a monitoring system at the cluster level

Revised Target: 40

Original Target: 29 municipalities

The indicator is changed to tailor results to the IFTS model and will therefore measure IS instead of the municipalities. All 29 municipalities are still included in the revised target of 40 Integrated Systems. A monitoring system will include informatics equipment including computer, software and connectivity.

IRI 12: Number of Integrated Systems that implemented the

Municipalities that implemented the communication

Revised Target: 40

Original Target: 29

The indicator is changed to tailor results to the IFTS model and will therefore

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communication strategy for the IFTS

strategy for the IFTS municipalities measure 40 targeted IS instead of the 29 municipalities. All 29 municipalities are still included in the revised target of 40 Integrated Systems.

IRI 13: Municipalities that have started a process evaluation of the governance system

Municipalities that have undertaken a process evaluation of the governance system

Target: 7 municipalities

No change in target.

The indicator is changed as national level governance of schools is under review and the IFTS will be subject to this new plan. Evaluation criteria may change. Focus of indicator therefore will be on starting the evaluation of the new governance system.

IRI 14: Baseline survey for impact evaluation has been collected

Municipalities with an Impact Evaluation started

Revised Target: Yes/No

Original Target: 29

The indicator is changed to a yes/no response on initiating the impact evaluation activity to simplify the indicator. The evaluation is in all 29 municipalities.

IRI 15: Follow-up survey for impact evaluation has been collected(New Indicator)

New Target: Yes/No A new indicator to measure progress on impact evaluation implementation.

FinancingReallocations

Explanation:

Reallocations will be made from Category 2 and Category 5 to categories 1A, 1B and Category 3 for the following amounts and reasons:

A reduction to Category 2 of US$7.9 million to correct an erroneous allocation to the school feeding program which was removed from the Project during preparation but not removed from the disbursement table estimates.

A reduction to Category 5 of US$1.0 million which was previously unallocated and will now be allocated.

An increase to Category 1A of US$7.6 million to support changes in teacher training and infrastructure.

An increase of US$0.8 million to Category 1B for extra time pay (horas clase and sobresueldos) to teachers to cover expansion of access to upper secondary school and to account for an overall increase in total teacher compensation of around 7.5%.

An increase of US$0.5 million to Category 3 to support increased capacity support to MINED through consultancies and increased expenditures on monitoring and evaluation in Component 2 of the Project.

The use of “horas clase” will also be explicitly added to Category 1B along with

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“sobresueldos”under Pt. A4. Changes in the Loan Agreement are as follows:

Also, the table in Section IV, Part A2 of Schedule 2 of the Loan Agreement will be amended as outlined in Table 2.

Table 2: Changes to Reallocations

Ln/Cr/TF Currency Current Category of Expenditure Allocation Disbursement %

(Type Total)

Current Proposed Current Proposed

IBRD-81100 USD

Goods, works, Consultants’ services and Training under Part A.1; A.2; and A.3 of the Project(Category 1A)

42,300,000 49,950,000 100.00 100.00

Sobresueldo and Horas Clase under Part A.4 (Category 1B)

700,000 1,500,000 33.00 33.00

Goods, works, Consultants’ services, Operating Costs and Training under Part A.5 of the Project (Category 2)

11,850,000 3,900,000 57.00 57.00

Goods, works, Consultants’ services, Operating Costs and Training under Part B of the Project (Category 3)

4,000,000 4,500,000 100.00 100.00

Unallocated (Category 5) 1,000,000 0 0.00 0.00

Designated Account 0 0 0.00 0.00

FRONT END FEE (Category 4) 150,000 150,000 0.00 0.00

Total: 60,000,000 60,000,000

Disbursement Estimates

Change in Disbursement Estimates

Explanation:

Disbursement estimates have changed due to delays in implementation of the infrastructure component due to the additional time that was required to clarify land titling and due to revisions to the original specifications for school infrastructure.

20

Original Loan Agreement AmendmentSchedule 2, Section IV, Part A 2

(1) (B) Sobresueldo under Part A.4 of the Project

(1) (B) Sobresueldo and Horas Clase under Part A.4 of the Project

Fiscal Year Original (USD Million) Proposed (USD Million)

2012 0.00 0.00 (actual) 2013 0.00 1,710,000.00 (actual)2014 17,500,000.00 2,990,000.00 (actual)2015 17,330,000.00 8,500,000.002016 16,700,000.00 20,700,000.002017 7,300,000.00 26,100,000.00

Total 60,000,000.00 60,000,000.00.

ComponentsChange to Components and Cost

Explanation:

Changes will be made to Component 1 sub-components focused on teacher training and teacher compensation. Also, a school feeding activity financed by MINED will be added to the Project.

Sub-component 1.1: The Professional Development and Training component will be changed as follows:

The training of teacher trainers will be added and training of MINED technical staff will be eliminated as the Project will focus on identifying and supporting master teachers for provision of in-service training to teachers.

o The responsibility for the organization and delivery of the certified training plan will be changed from “ESMA in coordination with the National Directorate of Education Management at the Departmental Level” to consultant training firms to be contracted through the Project by MINED. The firms will both train teacher trainers as well as coordinate the teacher trainers to deliver cascade training to lower and upper secondary teachers. This change has been made to facilitate the scalability of the in-service program.

o The successful completion of teacher training modules will no longer provide additional credit/bonus points for graduate and undergraduate degrees that teachers are enrolled in as a teacher policy has not yet been implemented to support this type of incentive.

Sub-component 1.4:Original Project design anticipated a shift from 25 class hours per week to 40 class hours (30 to 50 school hours). This increase in hours will now be more flexible and defined as 30 or more class hours as each Integrated System will increase their number of hours based on the type of Full-time School Model chosen and resources allocated for expanding to 30, 35 or 40 class hours per week. The three basic models include: i) workshops linked to the curriculum; ii) extra-curricular sports, music and art activities; iii) study hours.

Also, this support for additional teacher compensation to accommodate the proposed Inclusive Full-time School Model will now explicitly include both sobresueldos (in the original Project),

21

which includes the additional hours paid to contract teachers, as well as horas clase, which covers contract teachers and non-contract teachers.

Sub-component 1.5:School feeding will be added to this sub-component as an important aspect of the Inclusive Full-time School Model and included in the School Subsidiary Arrangements for the transfer of resources to schools. Counterpart financing would cover all costs for the school feeding aspects of this sub-component. The transportation strategy will be modified from the provision of services by local providers (NGOs, municipalities, private operators, etc.) through service agreements to the provision of a stipend to finance the transportation needs of lower and upper secondary socio-economically disadvantaged students. This change is due to the difficult context of security to transport students from one territory to another particularly when using private vehicles (outside of the public network) hired for such purpose as evidenced by the failure of procurement processes to hire local transport services.

Table 3: Changes to Component 1

Original Loan Agreement AmendmentSchedule 1, Part A 1

Supporting the production of training materials and the carrying out of different types of training in the Eligible Schools, including, inter alia: (i) certified training plans for teachers, school directors and MINED’s technical staff; (ii) orientation training for teachers and school directors of said Eligible Schools; and (iii) specifically designed training for MINED’s technical staff.

Supporting the production of training materials and the carrying out of different types of training in the Eligible Schools, including, inter alia: (i) certified training plans for teachers, school directors and teacher trainers; (ii) orientation training for teachers and school directors of said Eligible Schools; and (iii) specifically designed training for teacher trainers.

Schedule 1, Part A 4 Supporting the extension of the teaching schedule from 30 to 50 class hours per week in the Lower Secondary Education and the Upper Secondary Education of the Participating Schools through, inter alia, the financing of teachers’ Sobresueldo.

Supporting the extension of the teaching schedule to at least 30 class hours per week in the Lower Secondary Education and the Upper Secondary Education of the Participating Schools through, inter alia, the financing of teachers’ Sobresueldo and Horas Clase.

Schedule 1, Part A 5(A) Carrying out of the following investments and/or activities in the Participating Schools: (i) the acquisition of general equipment for recreation, sport, art,

(A) Carrying out of the following investments and/or activities in the Participating Schools: (i) the acquisition of general equipment for recreation, sport, art, culture and civic

22

culture and civic education; (ii) the provision of transportation to: (a) students in the Lower Secondary Education whose residence is not within walking distance from their school; and (b) students in the Lower Secondary Education and the Upper Secondary Education, to allow them to use academic facilities of other nearby schools; and (B) carrying out of minor maintenance activities of school facilities and structures in the Eligible Schools.

education; (ii) the provision of transportation to: (a) students in the Lower Secondary Education whose residence is not within walking distance from their school; and (b) students in the Lower Secondary Education and the Upper Secondary Education, to allow them to use academic facilities of other nearby schools; and (B) carrying out of minor maintenance activities of school facilities and structures in the Eligible Schools; and (C) the provision of school lunches.

Appendix Section IN/A “Horas clase” refers to the special designation

under Article 33, number 4 of the Teacher Career Path Law (Ley de la Carrera Docente) that covers education service needs that fall under the following categories: a) when the Ministry of Education cannot name salaried teachers as a result of a lack of funds for the appropriate cost expenditure category and/or b) when the amount of hours required do not merit the creation of a new appointment, all in accordance with the provisions set forth in the Project Operations Manual.

Project Costs

The Project will realize increased costs for specialty training, infrastructure, teacher overtime pay, monitoring and evaluation and consultants to support implementation of the Project. For teacher training an increase of US$3.1 million will be used to support implementation of 8 teacher specialization modules instead of 4; an increase in training hours to 120 per module instead of the original 72 per module; two additional years of specialization capacity building; and an increase in the number of teachers, directors and teacher trainers participating in the activity. An increase of US$5.1 million for infrastructure will support a more comprehensive infrastructure plan increasing the quantity of educational spaces to be rehabilitated from 3.5 per school to 19.1 per school while reducing the number of beneficiary schools from 201 to 46. Overall, however, the number of newly built or renovated facilities will increase from 723 to 882 and the unit cost per facility will decrease from US$46,000 to US$44,000. Increases in costs for teacher overtime pay are due to overall teacher salary increases of approximately 7.5% and to cover additional upper secondary section. Under subcomponent 1.5 costs for transportation and school feeding will be reduced through a more focused targeting of recipients. Overall increases in component 2 costs are due to increased capacity support and monitoring and evaluation. The revised costs are outlined below in Tables 4 and 5.

23

Table 4: Changes to Costs

Project ComponentsProject cost(US$M)

IBRD Financing(US$ M)

% Financing

Revised Project cost(US$M)

Revised IBRD Financing(US$M)

Revised% Financing

1.Adoption of the IFTS Model

2.Improvement of MINED’s Institutional Capacity and the Schooling System’s Governance

Total Baseline CostsUnallocated

65.25

4.00

69.251.00

54.85

4.00

58.851.00

84

100

85

65.76

4.49

70.250.00

55.36

4.49

59.850.00

84

100

85

Total Project CostsInterest During ImplementationFront-End FeesTotal Financing Required

70.25

0.000.1570.40

59.85

0.000.1560.0

85

10085

70.25

0.000.1570.40

59.85

0.000.1560.0

85

10085

Table 5: Changes to Costs by subcomponent

Component Original Cost (USD Million)

Revised Cost (USD Million)

Difference (USD Million)

Subcomponent 1.1 4.50 7.57 3.07Subcomponent 1.2 4.20 3.64 (0.56)Subcomponent 1.3 33.60 38.74 5.14Subcomponent 1.4 2.10 4.53 2.43Subcomponent 1.5 20.85 11.28 (9.57)Component 1 65.25 65.76 0.51Subcomponent 2.1 0.80 0.69 (0.11)Subcomponent 2.2 0.28 0.25 (0.03)Subcomponent 2.3 1.82 2.15 0.33Subcomponent 2.4 0.40 0.32 (0.08)Subcomponent 2.5 0.70 1.08 0.38Component 2 4.00 4.49 0.49Total Baseline Costs 69.25 70.25 1.00Unallocated 1.00 0.00 (1.00)Total Project Costs 70.25 70.25 0

.

Other Change(s)

24

Change in Implementation Schedule

Explanation:All activities financed under the Project are expected to be completed by the closing date of December 31, 2017, along with the following critical milestones:

Teacher, director and teacher trainer capacity building – 3 modules delivered in 2015; 3 modules delivered in 2016; and 2 modules delivered in 2017.

Infrastructure as follows: September 2016 – 17 schools complete; March 2017 – 14 schools complete; September 2017 – 12 schools complete; November 2017 – 3 schools complete.

Teacher payments are expected to begin in August 2015. Equipment and Material Transfers – 57 schools in 2015; 27 schools in 2016; and 17

schools in 2017 Impact Evaluation –final data gathering in March 2017

Change in Financing Plan

Overall financing for the Project will remain the same with World Bank financing US$60.0 million of the Project and GOES financing US$10.4 million. GOES financing however will shift US$1.6 million from subcomponent 1.5 to subcomponent 1.4 increasing GOES financing to subcomponent 1.4 to US$3.01 million and decreasing financing to subcomponent 1.5 to US$7.36 million. World Bank financing for these subcomponents will also change as subcomponent 1.4 will receive an additional US$0.80 million for a total of US$1.5 million and financing for subcomponent 1.5 will be reduced by US$7.93 million for a total of US$3.92 million. Changes to financing for other components which are 100% Bank-financed reflect the changes in costs highlighted in Table 5 above..

Appraisal SummaryAppraisal Summary Change in Economic and Financial Analysis

Explanation:

The economic benefits of the Project as reflected in the Internal Rate of Return (IRR) have been adjusted from 8.4% (the original PAD had erroneously included an IRR of 13%) to 9%. The Net Present Value (NPV) of the Project will also increase to US$74 million from US$50 million. This increase in the NPV is due to a combination of factors. First, a larger number of students are now benefiting from the Project increasing to 87,650 from an original estimate of 51,000 students (higher than the subsequent Project beneficiary calculation of 41,055 students). Also, the original economic analysis considered a discount rate of 10% whereas this analysis uses a more appropriate rate of 5%.

Benefits are estimated based on potential future wage earnings. The Estimates have to be considered as lower bounds since they do not take into account the potentially high direct benefits and positive externalities that the Project might generate by reducing crime and violence, and teenage pregnancy in the targeted communities and, eventually, the entire country. Other benefits, equally difficult to quantify, might come from increased female labor market participation and improved health of beneficiaries. Appraisal Summary Change in Risk Assessment

25

Explanation:

The risk assessment has been updated to include revised risk categories as reflected in the Systemic Operations Risk Rating Tool (SORT) which replaces the Operational Risk Assessment Framework (ORAF). Institutional capacity for implementation and sustainability risk has been changed from moderate to substantial, in anticipation of a potential reorganization of the Ministry of Education (MINED). Macroeconomic risks (a new risk category) has also been rated as substantial due to the potential for increased economic instability, migration, and crime and violence that could affect school access, retention, and graduation rates. The primary mitigation measure for the institutional capacity risk is enhanced communication with MINED leadership and continuous technical assistance to MINED technical staff. For the macroeconomic risks to Project indicators the communication strategy serves as the main mitigation strategy through raising awareness of the benefits of the IFTS Model to the general public..

Systematic Operations Risk-Rating Tool (SORT)Risk Category Rating

1. Political and Governance Low

2. Macroeconomic Substantial

3. Sector Strategies and Policies Moderate

4. Technical Design of Project or Program Moderate

5. Institutional Capacity for Implementation and Sustainability Substantial

6. Fiduciary Moderate

7. Environment and Social Low

8. Stakeholders Moderate

9. Other

OVERALL Moderate

26

Annex 1: Results Framework and MonitoringEL SALVADOR: Education Quality Improvement Project

Project Development Objective (PDO): The objective of the Project is to improve access, retention and graduation rates for students in the Lower Secondary Education and the Upper Secondary Education of the Borrower’s public schools adopting the Inclusive Full-Time School Model (IFTS Model).

PDO-Level Results Indicators

Continued (C)

Revised (R)

Dropped(D)New(N)

Core Unit of Measure

Baseline2013

Cumulative Target Values

Frequency Data Source/Methodology

Responsibility for Data

Collection

Description (indicator definition etc.)2014

(actual) 2015 2016 2017

PDO Indicator One: Improvement in the Access Rate for lower and upper secondary education

R

Percentage Lower secondary 96.6

Upper secondary 78.0

Lower secondary 96.6(projected/ not actual)

Upper secondary 78.0 (projected/ not actual)

Lower secondary 96.6






Annual School Census

Directorate of Planning

Lower Secondary: The number of students enrolled in 7th grade in year (t+1) minus the 7th grade repeaters from year (t+1) as a proportion of the number of 6th grade students enrolled in year (t) minus the number of 6th

grade repeaters from year (t+1) multiplied by 100.

Upper Secondary: The number of students enrolled in 10th grade in year (t+1) minus the 10th grade repeaters from year (t+1) as a proportion of the number of 9th grade students enrolled in year (t) minus the number of 9th

grade repeaters from year (t+1) multiplied by 100.

27


Continued (C)

Revised (R)

Dropped


Baseline2013




Collection


(actual) 2015 2016 2017

The target will measure 213 schools, of which 154 are lower secondary, 20 upper secondary only, and 39 both lower and upper secondary in 40 IS of the Project.

PDO Indicator Two: Improvement in the Retention Rate for lower and upper secondary education.

R

Percentage Lower secondary91.0












Lower Secondary: The number of students in grades 7-9 enrolled at the end of year t divided by the total number of students in grades 7-9 enrolled at the beginning of year t multiplied by 100.

Upper Secondary: The number of students in general upper secondary education plus number of students in technical secondary education enrolled at the end of year t divided by the students in general upper secondary education plus number of students in technical secondary education enrolled at the beginning of year t multiplied by 100.

The target will measure 213 schools, of which 154 schools are lower secondary, 20 upper secondary only, and 39 both lower and upper

28


Continued (C)

Revised (R)

Dropped


Baseline2013




Collection


(actual) 2015 2016 2017

secondary in 40 IS of the Project.

29

PDO Indicator Three: Improvement in the Graduation Rate for lower and upper secondary education.

RPercentage













For Lower Secondary: Number of students that graduate from 9th grade at the end of school year t as a proportion of the number of students enrolled in 7th grade at the beginning of school year t-2.

For Upper Secondary: Number of students that graduate the second year of General Upper Secondary in year t as a proportion of students enrolled in the first year of General Upper Secondary (t-1) plus number of students that graduate the second year of Technical Upper Secondary in year t as a proportion of students enrolled in the first year of Technical Upper Secondary in year (t-1) multiplied by 100.

The target will measure 213 schools, of which 154 are lower secondary, 20 upper secondary only, and 39 both lower and upper secondary in 40 IS of the Project.

PDO Indicator Four:Number of schools that fully adopt the Inclusive Full-time School Model

Number22 22 85 148 213 Annual Admin. Acts

from ISDA SI

EITP and DNGD

Number of schools as part of an Integrated System (IS) that complete at least 4 of the following 6 fac-tors (required to become an IS), which are: Pedagogical Plan

completed of which the school is included.

Longer school day

30

Cimplemented with 30 or more hours of class time offered.

School directors and lower and upper secondary teachers in the school trained in the features of the new model.

Schools have access in the IS to improved hub school infrastructure with civil works fully completed, including furniture.

Educational equipment and material delivered to schools earmarked for this in the IS;

Schools participating in the territorial reorganization of IS as evidenced by at least one teacher teaching in more than one school in the IS; at least one shared space used by more than one school; and students receiving a transport stipend.

31

Intermediate Re-sults Indicators

Continued (C)

Revised (R)

Dropped(D)

New(N)


Baseline2013



Responsibility for Data Col-

lection

Description (indicator definition etc.)2014 2015 2016 2017

INTERMEDIATE RESULTS INDICATORS (IRIs)

Component One: Adoption of the IFTS model

IRI 1:Direct Project ben-eficiaries (num-ber), of which fe-male (percentage) C

Number 96,549 N/A 96,549 96,549 96,549 Annual

Records from Implementation Status Reports at the end of each

year

Directorate of Planning and DA SI EITP

Beneficiaries in all 902 schools in the 29 mu-nicipalities, including students, teachers, di-rectors, parents and teacher trainers.

Female beneficia-ries

C Percentage

49 N/A 49 49 49 Annual


year

Directorate of Planning and DA SI EITP

Female beneficiaries in all 902 schools in the 29 municipalities, includ-ing parents and teacher trainers.

IRI 2: Number of certified teachers from lower and upper secondary school

R

Number0 0 0 665 1,333 Annual Records

from training sessions

ESMA (Escuela

Superior de Magisterio –

Higher Education Teacher Training

Institution)

The certification process has been designed by MINED and defined in detail in an annex within the Operations Manual. Certification is provided when 4 of 8 modules are complete. The subject-matter training will include language, math, social studies, biology, chemistry and physics.

The target is based on a projection that 50% of

32


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


teachers in the 493 upper and lower secondary schools will complete at least 4 of the 8 modules offered.

The total number of expected participating teachers is 2,667.

IRI 3: Number of certified directors

N

Number0 0 0 100

285Annual Records

from training sessions

ESMA The target number of certifications is based on a projection that 50% of all directors in the 902 schools with at least 5 teachers will complete at least 4 of the 8 modules offered – 571 directors (432 directors and 139 assistant directors in charge of schools with more than 5 sections) *0.5 = 285 directors.

Certification is provided when 4 of 8 modules are complete.

The number of directors and sub-directors is less than the total number of schools because smaller schools have teachers as acting directors that will only be trained as teachers.

Indicator will be calculated for all

33


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


schools in the 29 selected municipalities only.

IRI 4: Number of certified teacher trainers

R Number 0 0 0 0 624 Annual

Exams records from

training sessions

ESMA

Total number of teacher trainers includes 130 for each of the 6 disciplines, for a total of 780.

The total number of modules offered for teacher trainers will be 8 and it is expected that, on average, 80% (624) of teachers will complete the 8 modules.

IRI 5: Number of IFTS that are being equipped with educational material and equipment

R Number 35 94 151 178 195 Annual

Certificate of delivery

of educational material and equipment for IFTS

accreditation

Infrastructure Management

Unit

Educational material and equipment transfers delivered to schools.

IRI 6:Number of newly built or renovated facilities


Certificate accrediting

the completion

of civil works for

classrooms


Unit

New school facilities will be built only in 46 schools in 40 IS which are earmarked for civil works in the 29 selected municipalities.

Facilities include new classrooms and other educational facilities such as kitchens, libraries, bathrooms, dining areas, etc.

34


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


IRI 7:Number of IFTS being renovated under the Project

C Number 0 0 0 17 46 Annual

Certificate accrediting

the completion

of civil works


Unit

Renovations of classrooms or educational facilities will be undertaken only in 46 schools selected in 40 IS.

IRI 8: Number of IFTS that receive transfers for repairs or other minor works

N Number 60 195 195 195 195 Annual

Certificate review of

transfers and completion

of work


Unit

Transfers are made for repairs and small equipment purchases.Includes 46 schools being renovated and 149 that will receive minor works.

IRI 9: Number of students in grades 7 to 9 that have 30 or more weekly hours of pedagogical activities coordinated by the school

R

Number 0 0 4,197 8,394 12,604 AnnualSchool Census


Indicator will monitor 40 IS that will be supported with sobresueldos and horas clase.

50% of the 25,209 total students in lower secondary school in these IS are expected to gradually increase their weekly school hours.

IRI 10:Number of students transported to school in the Integrated System

R

Number 0 0 8,000 12,000 16,000Records from

Implementation Status Reports at the end of each

year

DA SI EITP and DNGD

Indicator will monitor provision of school transportation within the selected 40 IS.

An estimated 200 students in each of the 40 IS will participate in 2015. In 2016 and 2017, at least 100 students per IS will participate.

Each cohort will

35


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


continue through successive years.

Component 2: Strengthening Institutional Capacity and Governance of Education

IRI 11:Number of “Integrated Systems” with a monitoring system.



year


Each monitoring system will include ICT equipment, such as a computer, software, and connectivity capabilities.

IRI 12:Number of “Integrated Systems” that implemented the communication strategy for IFTS



year

Directorate of Communications

The communication strategy includes a national and local focus.

National strategy: advertising spot, radio slots, informative pamphlet or brochure, and a point of contact in each of the 14 departmental directorates.

At a local level, there will be at least one point of contact for communications in each IS, social network promotion and use, and a web page for each IS.

IRI 13:Municipalities that have started a process evaluation of the governance system

Number 0 0 2 4 7 Annual Records from Implementation Status Reports at the end of each

year

Directorate of Planning and

DNGD

The process evaluation will be a qualitative assessment of the performance of the new governance model piloted in 7 selected municipalities.

36


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


C

Indicator to be calculated for all IS located in the 7 selected municipalities, for which pilots of the new governance model will be conducted.

The 7 municipalities are Zaragoza, Sonsonate, Nueva Granada, Izalco, Santo Domingo de Guzman, Suchitoto and Jiquilisco.

IRI 14:Baseline survey for evaluation has been collected

R Yes/No No Yes Yes Yes YesAt

beginning of

evaluation


year

Directorate of Planning and DNE/GSC

Baseline information for the impact evaluation will be collected prior to specialization training.Instruments include perception survey, Paesita data, Paes data, and school census data.

IRI 15:Follow-up survey for impact evaluation has been collected

N Yes/No No No No No Yes

24 to 30 months from base-line


year


Measures progress on impact evaluation implementation.

Follow-up Survey for the Evaluation will be collected by 2017.

Instruments include perception survey, Paesita data, Paes data, and school census data.

37


Continued (C)

Revised (R)

Dropped


Baseline2013




lection


Number of additional qualified primary teachers resulting from Project intervention

D Number 0 1,216 Annual

Exams records from

training sessions

ESMA Indicator deleted.

38

Annex 2: Distribution of Project Activities

The Project will target the 902 schools in the 101 Integrated Systems with various levels of intensity through the Component 1 activities. The distribution of activities is outlined below:

All schools will receive orientation training on the IFTS Model and teachers from 493 of these schools (all lower and upper secondary) will receive specialty teacher training.

195 schools will benefit from educational materials and transfers for small works. 40 IS were chosen to receive all components of the Project. In these 40 IS, there are 379

schools, 213 of them offer lower or upper secondary. These 213 schools in 40 Integrated Systems will benefit from teacher payments and transport and school feeding transfers; and

46 of these schools will receive new infrastructure (see figure 1).

These 40 Integrated Systems were chosen based on student population trends, geographic location and current infrastructure capacity to meet demands for lower and upper secondary access. The breakdown by grade level of the schools in 101 IS and 40 IS is as follows:

Table 1: Breakdown of schools in the Project’s total 101 IS and selected 40 IS

School Level Number of schools in 101 IS

Number of schools in 40 IS

Special Education 6 2Preschool 44 23Preschool and 1st – 3rd grades 12 5Only 1st – 3rd grades 3 1Preschool, 1st – 6th grades 286 116Only 1st – 6th grades 56 18Schools with only pre-school, primary and special education 407 165

Preschool, 1st – 9th grades 350 141Only 1st – 9th grades 28 13Schools with pre-school, primary and lower secondary 378 154

Preschool, 1st – 9th grades, and Baccalaureate Diploma 77 35

1st – 9th grades and Baccalaureate Diploma 6 34th – 9th grades and Baccalaureate Diploma 1 1Schools with primary, lower secondary and upper secondary education 84 39

Baccalaureate Diploma (10th and 11th) 26 197th – 9th grades and Baccalaureate Diploma 5 1Schools with lower and upper secondary edu-cation only 31 20

39

Total Lower Secondary 467 194Total Upper Secondary (see table 2 for breakdown of programs offered) 115 59

Total Lower and Upper Secondary 493 213 TOTAL 900 378

Schools with No Data 2 1 TOTAL 902 379

Upper Secondary BreakdownPrograms offered: Number of Schools in

the 101 IS:Number of Schools in 40 IS

General Baccalaureate Diploma

51 26

Technical Baccalaureate Diploma

14 6

Both General and Technical Baccalaureate Diplomas

50 27

TOTAL 115 59Table 2: Breakdown of upper secondary Schools

40

Documents

World Bankdocuments.worldbank.org/.../P126364-Restructuring-Pa… · Web viewWorld Bank financing for these subcomponents will also change as subcomponent 1.4 will receive an additional