project implementation manual · heads of schools and colleges of education (coes) technical,...

REPUBLIC OF GHANA

MINISTRY OF EDUCATION

GHANA EDUCATION SERVICE

The Ghana Partnership for Education Grant

PROJECT

IMPLEMENTATION

MANUAL

MARCH, 2013

i

TABLE OF CONTENTS

1. 1 The Project

1.1. Context

1.2. Education Sector Background

1.3. Project Description

1.4. Project Cost and Financing

1.5. Project Implementation Arrangements

1

2. 2 Sub-Grant to Deprived Districts to Support Key Education Objectives

2.1. Introduction

2.2. Preparation of Annual Programme of Work (APW)

2.3. Teachers Development and Skills Upgrading (Support for UTDBE)

2.4. In-Service Education and Training (INSET)

2.5. Participatory Approaches to Student Success- Girls PASS Program

2.6. Remedial Education

2.7. Complementary Basic Education Programme

2.8. Improve the management of education service delivery

2.9. District Training and Orientation

2.10. Implementation Arrangements

2.11. Financial Management and Reporting

2.12. Procurement Arrangements

2.13. Supervision, Monitoring and Evaluation

2.14. Social Accountability Issues at the District

2.15. Roles and Responsibilities in education service delivery

2.16. Deprived Districts

Templates and operational guidelines

17

90

3. 3 School Grants

3.1. Introduction

3.2. Preparation of a School Performance Improvement Plan (SPIP)

3.3. Detailed Implementation at the School Level

3.4. Support to Quality Kindergarten Education



3.7. Procurement Arrangements at the School level


3.9. Supervision and Monitoring Activities at the School level

3.10. Roles and Responsibilities

Templates and operational guidelines

121

145

4. 4 Financial Management Procedures 4.1. Introduction

4.2. Organization and Responsibilities

4.3. Budgeting Arrangements

4.4. Funding and Banking Arrangements

4.5. Funds Flow

4.6. Disbursement Arrangements

4.7. Policies Regulations

4.8. Requesting Funds

4.9. Receiving Funds

4.10. Disbursement Processes at the District Level

162

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4.11. Uncommitted Funds

4.12. Accounting Arrangements

4.13. Records and Books

4.14. Preparation and Submission of Report

4.15. Financial Reporting and Monitoring

4.16. Supervision Plan

4.17. Internal Control and Internal Auditing

4.18. Auditing

5. 5 Procurement Management 5.1 Implementation arrangements for procurement

5.2. Procurement Arrangements and Management

5.3. Procurement Planning

5.4. Scope of procurement under the Project

5.5. Review of Procurement by the Bank

5.6. Procurement Methods and Procedures

5.7. Publications of Awards and Debriefing

5.8. Dealing With Complaints And Dispute Resolution

5.9. Mis-Procurement, Fraud, Coercion and Corruption

5.10. Documentation and Filing System

5.11. Procurement Reports

5.12. Contract Management

179

6. 6 Environmental and Social Issues

6.1. Environment and Social Safeguards

6.2. Monitoring, Supervision and Reporting

210

7. 7 Project Management and Institutional Strengthening

7.1. Project Management

7.2. Overview of Monitoring and Evaluation

7.3. Roles and Responsibilities for Monitoring and Evaluation

213

ANNEXES

Annex 1. Templates and Operational guidelines

219

220

Annex 2. Operational Guidelines and School Report Card 243

Annex 3. Operational Guidelines Lesson Observation Sheet 248

Annex 4. Results Framework 251

Annex 5. Example of reporting format for academic progress of UTDBE students, to be held

by Colleges of Education

254

Annex 6. Girls PASS Scholarship Programme 255

Annex 7. DATA FLOW MAP (THE GPEG PROJECT) 272

Annex 8. COMMUNICATION AND SUPERVISION MAP (THE GPEG PROJECT) 273

Annex 9. Contact Details for key resource personnel 274

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List of Tables and Figures

Figure 1.1. Four Core Elements of GPEG

Figure 1.2. Objectives of GPEG

Table 1.1. Project Objectives and Indicators

Table 1.2. Project Cost and Financing

Figure 1.3. Institutional Structure of the GPEG Project

Figure 1.4. Results Framework

Fig 2.1. Objectives for GPEG

Table 2.1. Menu of Activities for District Grants (2012 – 2015)

Table 2.2. Academic cycle for the four year UTDBE course.

Table 2.3. Weekly programme for the residential courses

Table 2.4. Estimated UTDBE costs as in 2011

Table 2.5. Example of Personal details record

Table 2.6. Example of Attendance record

Table 2.7. Example of Field Support record

Table 2.8. Example of Exam attainment record

Table 2.9. Menu of Specific Interventions and Activities

Figure 2.2. Timetable for INSET

Table 2.10. Number of students in PASS pilot phase

Table 2.11. Timing of pilot phase

Table 2.12. Scholarship package

Table 2.13. PASS full program

Table 2.14. Costs per package

Table 2.15. Timing of full phase

Table 2.16. Proposed Disbursement Structure in Pounds

Table 2.17. Remedial Education: Activities to be undertaken

Table 2.18. Unit costs of Remedial Education

Table 2.19. Monitoring for Remedial Education

Figure 2.3. Flow Chart for Submission and Approval of Annual Workplans and Budget

Table 2.20. Eligibility scoring checklist for Consultants

Table 2.21. Thresholds for Procurement Methods and Prior Review

Table 2.22. Results Indicators for Component One: District Grants

Table 2.23. 57 Deprived Districts-based on 2011/12 EMIS data

Figure 2.4: Flow Chart for Submission and Approval of APW

Figure 2.5: Flow Chart for Submission of Interim Financial Reports


Table 3.1. Menu of activities for School Grants (2012 – 2015)

Table 3.2 Menu of Specific Interventions and Activities for INSET

Table 3.3. Implementation Framework for remedial education


Figure 3.2. Simplified Shopping Procedures under School Grant

Figure 3.3. Direct Contracting Procedures under School Grant

Table 3.5. School Sub-Grants Indicators

Table 3.6. Summary of reporting templates

Table 4.1. Allocation of Grant Proceeds

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Figure 5.1. ICB or NCB Procedures

Table 5.2. Steps for Procuring for Goods, Works & Non-Consulting Services (ICB & NCB Procedures)

Figure 5.2. Direct Contracting Procedures

Table 5.3. Steps for Shopping Procedures for Goods, Works and Non-consulting services

Table 6.1: SAFEGUARDS: format for construction and rehabilitation site checklist (Checklist 1)

Table 7.1: PDO-level indicators

Table 7.2: Component 3: Project Management and M&E Indicators

Table 7.3: Summary of reporting templates


Flow Chart for Submission and Approval of APW

Flow Chart for Submission of Interim Financial Reports

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ACRONYMS

ADEOP Annual District Education Operational Plan

AESOP Annual Education Sector Operational Plan

APW Annual Programmes of Work

BECE Basic Education Certificate Examination

CAGD Controller and Accountant General Department

CBI Cluster Based In-service Training

CBO Community Based Organization

CFS Child Friendly School

CoE College of Education

CPAP Country Programme Action Plan (UNDP)

CRDD Curriculum Research and Development Division (GES)

CS Circuit Supervisor

CSO Civil Society Organization

DED District Education Directorate

DED District Education Directorate

DEOC District Education Oversight Committees

DFID UK Department for International Development

DP Development Partner

EDSEP Education Sector Project

EFA Education for All

EFA-FTI Education for All Fast Track Initiative

EGRA Early Grade Reading Assessment

EGMA Early Grade Math Assessment

EMIS Education Management Information System

ESP Education Strategic Plan

FCUBE Free Compulsory Universal Basic Education

GDP Gross Domestic Product

GER Gross Enrolment Ratio

GES Ghana Education Service

GEU Girls Education Unit

GNI Gross National Income

GoG Government of Ghana

GPE Global Partnership for Education

GPEG Ghana Partnership for Education Grant

GPI Gender Parity Index

ICT Information and Communication Technology

IED/UCC Institute for Education Development, University of Cape Coast

INSET In-Service Education and Training

JHS Junior High School

JICA Japan International Cooperation Agency

KG Kindergarten

LEG Local Education Group

MLGRD Ministry of Local Government and Rural Development

MoE Ministry of Education

MoFEP Ministry of Finance and Economic Planning

NALAP National Literacy Accelerated Programme

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NEA National Education Assessment

NESAR National Education Sector Annual Report

NGO Non-Governmental Organization

NIB National Inspectorate Board

PBME Planning, Budgeting, Monitoring and Evaluation Department

PTA Parent Teacher Association

PTTR Pupil Trained Teacher Ratio

RED Regional Education Directorate

SBA/ CBA School Based Assessment / Cluster Based Assessment

SEA School Education Assessment

SHS Senior High School

SMC School Management Committee

SOAG Strategic Objective Assistance to Ghana (USAID)

SPAM School Performance Assessment Meeting

SPIP School Performance Implementation Plan

SRC School Report Cards

SRIMPR Statistics, Research, Information Management and Public Rel.

TED Teacher Education Department

THR Take Home Rations

TVET Technical and Vocational Education and Training

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

UTDBE Untrained Teacher Diploma in Basic Education

WFP World Food Programme

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0. Introduction

PROJECT IMPLEMENTATION MANUAL (PIM)

This Project Implementation Manual (PIM) sets forth all the operational and procedural steps for project

implementation including detailed description of the roles and responsibilities of implementing units,

review and approval of district annual plans, flow of funds as well as operational and financial reporting

arrangements, procurement and disbursement processes, standard formats for biannual and annual

reporting and amendment procedures. It should be used in conjunction with the most recent versions of

the Project Appraisal Document (PAD) and Environmental and Social Management Framework (ESMF).

The primary users of the PIM would be the Technical Implementation Group (TIG) of the Ghana

Education Services (GES), the Regional Education Directorate, the District Education Directorate and the

Heads of Schools and Colleges of Education (CoEs) technical, financial, operational and administrative

staff of Ghana Education Services.

The PIM clarifies the role and responsibilities of the TIG, GES, Regional Education Directors, District

Education Directors, Headteachers and Heads of Colleges of Education, and the World Bank in relation to

project implementation where relevant, and should help guide all stakeholders and GES staff assigned

oversight responsibilities of the Project.

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1. The Project

1.1. Context

Ghana is a strong performer among the Sub-Saharan African economies. After years of sustained

economic growth and based on a 2010 GNI per capita of US$1,240, Ghana reached the status of lower

middle income economy as of 2011, with ambitions for further rapid growth and development in the

coming years. Ghana’s economy—which grew by an average of 5.7 percent per year between 2000 and

2009— is based to a large extent on natural resources and agriculture, mostly high volume and low

intensity production of raw materials, such as cocoa. In recent years, the beginning of oil production

combined with high global commodity prices further boosted the economy and real GDP growth is

expected to reach 12.2 percent in 2011 and more than 7 percent in both 2012 and 2013. Economic growth

has been widely shared in Ghana, and the poverty level nearly halved from 52 percent at the beginning of

the 1990s to 28.6 percent by 2005-06. Nonetheless, wide regional disparities in poverty and human

development indicators remain, mainly between the poorer Northern Savannah regions and the rest of the

country.

1.2. Education Sector Background

Ghana has pursued free and compulsory basic education for decades, but the definition of what constitutes

basic education has evolved. Since 2008, the policy is to provide eleven years of universal basic education

(two years of Kindergarten, six years of Primary, and three years of Junior High School). This is based on

the Education Strategic Plan 2010-2020 (ESP) and informed by the 2011 Ghana Education Report

Improving Equity, Efficiency and Accountability of Education Service Delivery, the Joint Review of

Public Expenditure and Financial Management 2011, the National Education Sector Annual Review (June

2011) and the lessons learned from the EFA-FTI Catalytic Fund Grants and Education Sector

Development Project (IDA Cr.), Education Strategic Objective Assistance to Ghana (SOAG, USAID

Ghana), Support to Education Strategic Plan (DFID), Country Programme Action Plan (CPAP, UNICEF

Ghana), Support to Education Implementation (JICA) and the school feeding programme supported by

WFP.

1.2.1. Project Aims and Objectives

The Global Partnership for Education Fund grant is a grant from the multi-donor partnership (GPE)

allocated to the Republic of Ghana for a three year implementation period. The implementing agencies

are the Ghana Education Service and Ministry of Education. The Project Development Objective is to

improve the planning, monitoring and delivery of basic education services in deprived districts of Ghana.

The project supports a decentralized mechanism for more reliable funding of non-salary expenditures in

basic education. There are three components: the first provides Sub-Grants to Deprived Districts to

support key education objectives. The second component provides sub-grants to schools in the Deprived

Districts to complement capitation grant funding. The third component focuses on programme

management, institutional strengthening and monitoring and evaluation of project activities.

The GPE programme incorporates significant engagement and coordinated funding from the local

This section provides a summary of the Ghana Partnership for Education Project (GPEG). It

states briefly, the project development objectives and describes the three main project

components. The overall Results Framework for the project is presented. The section draws on

relevant sections of the PAD and it gives users a quick overview of the GPEG project and what

kind of activities it will support, component cost and the general institutional framework for the

project.

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education development partners in Ghana. The PAD includes commitments by the various donor partners

to ensure complementary, coordination and collaboration across the grant objectives. The GPE grant

prioritizes key areas of the Government’s Education Sector Plan and the activities indicated under the

grant aim to impact these priority areas. Other donor programmes are also oriented around these strategic

areas. This framework serves as the reference point for utilizing resources in an effective and efficient

manner to achieve results in these priority areas. The thematic areas include: (see figure 1):

Access;

Bridging the Gender Gap;

Quality; and

Education Management.

Figure 1.1. Four Core Elements of GPEG

These core elements are linked to a menu of interventions and activities at the district and school levels.

The GoG strategic goal of Basic Education is to provide equitable access to good-quality child friendly

universal basic education, by improving opportunities for all children in the first cycle of education at

kindergarten, primary and junior high school levels. The strategic goal of education cannot be achieved

without significant interventions at the national, regional, district and school levels: effective policies,

teachers’ work environment, teacher accountability, effective teaching and learning, gender sensitivity

and community engagement as well as additional public resources and improvements in equity and

efficiency of public spending are paramount. Figure 1.2 presents objectives that are linked to the four core

elements of the GPEG.

It is important that in addition to providing funds to deprived districts, key stakeholders ensure efficiency

of basic education, teacher accountability as well as transparency, accountability, and greater parental and

community participation in school management.

Quality Providing quality educational delivery facilities in

all the deprived districts

Improving teaching and learning in basic education

Access Reducing the percentage of children with no access to formal education

Targeting the deprived districts

Bridging the Gender Gap

Bridging the gender gap in school participation

in deprived districts

Management Instituting school based management approaches

Strengthening School Management Committees, PTA, and use of School Performance Appraisal Meetings (SPAM )

GPEG

3


In summary, the project objectives and expected outputs are presented in Table 1 below.

Table 1.1. Project Objectives and Indicators

Objective Indicator

Improved Planning Deprived districts disbursing 75% or more of their district education grants as

planned in their APW

Improved Monitoring Public basic schools in deprived districts with up-to-date School Report Cards

Improved Service Delivery

P3 students achieving proficiency in English and Math (NEA results for deprived

districts).

Teachers trained under the project in deprived districts who obtain satisfactory

rating or higher in the SBI/CBI Lesson Observation Sheet for (a) lesson planning

(b) teaching methodology (c) classroom organization and management

Beneficiaries Direct project beneficiaries (disaggregated by beneficiary type); and female

beneficiaries (percentage)

The project results framework that specifies the key indicators required to track and assess the activities

and results of GPEG is shown in Figure 1.4 and in Annex 4. The results framework is broken down into

two main sections: (i) PDO Indicators, which will be used to assess the achievement of this objective, and

(ii) Intermediate Results Indicators, which are each tied to a specific activity or set of activities within one

of the project components or sub-components.

1.3. Project Description

Component 1 Sub-Grants to Deprived Districts to support key education objectives

Component 2 School Sub-Grants in Deprived Districts

Component 3 Programme Management and Institutional Strengthening

GPEG

QUALITY 1. Increase the supply

of trained teachers

in schools in

deprived districts

2. Increase supply of

teaching and

learning materials

and textbooks

3. Enhance and

upgrade the

training of teachers

and qualification

4. Reduce teacher

absenteeism

ACCESS

1. Provide basic

education

opportunities for

disadvantaged

children

2. Remove barriers to

education in deprived

districts

3. Improve pupil

welfare to increase

attendance

4. Support hard to

reach children

BRIDGING THE GENDER GAP 1. Promote highly

trained and

motivated GEU

Staff in the deprived

districts.

2. Develop functional

GEU.

3. Ensure girl friendly

guidance and

counseling systems

4. Maintain efficient

statistics on girls’

education through

EMIS

EDUCATION MANAGEMENT 1. Improve efficiency

in teacher allocation

2. Promote better and

frequent supervision

3. Enhance the

Capacity of District

Officers in M&E

4. Develop effective

school inspection

and teacher

supervision systems

5. Develop a

professional, well

motivated teaching

cadre

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1.3.1. Component 1: Sub-Grants to Deprived Districts to support key education

objectives (Estimated Base Cost US$42.36 million).

The objective of the district grant is to provide supplemental non-salary resources to those districts

identified as most deprived in the country (measured through key social and education indicators and

poverty level) using transparent and agreed criteria. The grant would focus on allocation of resources to

districts based on their annual programmes of work (APW) and government strategic priorities identified

under the ESP and AESOP. A comprehensive set of guidelines is therefore developed in this PIM to

guide the district planning process, procedures and monitoring requirements as well as reporting.

The district grant aims to channel funds to decentralized structures; to create a favorable environment for

MoE, GES and its implementing agencies to take direct responsibility for the funding and monitoring of

basic education services; and ultimately generate increased accountability and participation by districts,

schools and communities.

Sub-Component 1.1: District Sub-Grants (Estimated Base cost US$27.30 million)

The district grant will be provided annually to approximately 57 targeted districts to implement their

annual programmes of work (APW) which will be focused on local priority needs but aligned with

government strategic priorities of improving equitable access, quality and management of basic education

and bridging the gender gap. Given current enrollments in the selected districts, the average annual grant

would be GHS 264,860 1(US$155,800 equivalent), with exact amounts determined by the GES Resource

Allocation Model which is used by the GES to equitably allocate Government of Ghana and donor funds

to the districts of Ghana. Many of these 57 districts have had experience in grant operations through the

provision of district grants under the EDSEP project, DFID-supported budget support and government

budgeting under the ADEOP.

The Ghana Education Service (GES) will lead the planning and budgeting process. The annual activity

cycle of the district grant consists of APW planning, validation, execution and feedback-gathering. The

Annual Programmes of Work are to be based on assessment of local education needs, feasible, cost

effective activities with appropriate outputs and targets. The development of the district strategy would

entail specific alignment with the ESP objectives, yet allow for maximum flexibility to address local

challenges and priorities.

Targeted support would focus on the four pillars corresponding to the policy areas identified in the ESP

and AESOP: equitable access and participation in quality education; bridging the gender gap; improving

quality of teaching and learning; and improving management of education service delivery. Interventions

proposed will be based on the district work programme and would correspond to the ESP focus areas.

This sub-component would finance: (i) the training of district and school personnel, teachers, SMCs, DA

staff, (ii) district grants that may include, but are not limited to, minor works for school rehabilitation;

latrines; provision of instructional materials and laboratories, implementation of special school

programmes for students, provision of in-service training programmes; and (iii) goods, non-consultant

services and consultant services and operational costs.

Sub-component 1.2 Teacher Development and Skill Upgrading (Estimated Base Cost US$15.07

million)

While the ESP envisages that not more than 5% of teachers should be unqualified, the proportion of

1 Exchange rate based on 1.70 GHS to US$1.

5

trained teachers in primary schools has deteriorated since 2003/04, when 65% of male teachers and 91%

of female teachers were trained, to 61% and 69% respectively in 2010/11. Deprived districts have a

proportion of untrained teachers significantly higher than the national average. The UTDBE programme

introduced by Government in 2004 aimed to address this by training teachers already working in deprived

schools. The upgrading is expected to improve children’s learning during the training period and is

viewed as an efficient way to get trained teachers in the more remote/deprived schools. There is also a

high likelihood that teachers would remain in these schools after graduation. However, the number of

teachers being upgraded, including through the UTDBE, will have to be increased if the ESP target of

95% trained teachers is to be achieved by 2015 or soon thereafter.

One of the objectives of this component is to support the upgrading through UTDBE of approximately

5,000 and no more than 8,000 untrained teachers (applying transparent criteria to identify eligible

candidates) in deprived districts. The GPEG programme will also support some capacity strengthening

of the institutions delivering the courses. This component will include an impact assessment of the

UTDBE. This sub-component would finance: (i) the costs of residential courses, UTDBE tutors on these

courses and to help teachers between residential courses; and (ii) goods (e.g., teaching materials), non-

consultant services and consultant services, including for monitoring, system improvement and

evaluation.

1.3.2. Component 2:School Sub-Grants (estimated base cost US$22.06 million)

The elimination of basic school fees/charges in 1992 and additional reforms in 1996 contributed to the

dramatic increase in basic education enrollment of 50% over the last decade. However, during this period,

in the context of flagging public expenditures on education beyond salaries, many schools were forced to

impose indirect fees to cover a range of schooling expenditures including lunch, uniforms, textbooks,

examination fees and transportation. In response, the government introduced a capitation grant in lieu of

fees/charges for public primary and junior high schools in 40 deprived districts in 2004 and in 2005

extended this grant to the whole country. This grant amounts to GH¢4.50 (US$2.78) per student per

academic year with a view to encourage enrollment and empower local schools management. Reviews of

the Ghana capitation programme have often pointed out the limitations of the small capitation resources,

particularly for schools with lower enrollment, many of which are situated in the more remote and

deprived areas of the country.

The objective of this component is to provide a supplement to the above described capitation grant with

an explicit focus on improving access to and quality of education services as priority needs are defined at

the school level. School sub-grants will be provided annually to all public basic education schools (6,600)

in the 57 districts to augment schools’ operating costs and non-salary expenditures to ensure that key

policies aligned with the ESP can be implemented. The amount of the grant would average GHc1,836

(US$1,100)/year based on a GHc7.65 (US$4) per capita formula. A per capita expenditure formula is

used for planning purposes in order to support the ongoing capitation grant already received annually

through the Government of Ghana.

The grant aims to make greater headway towards improving the quality of education and focusing on

improved teaching and learning. Although international evidence is mixed with regard to impact from

school grants, experience in Ghana has been promising, as demonstrated by significant improvements in

access. Improvements would require strengthening the strategic objectives of the grants (increasing the

menu of options, using data to determine activities and using evaluation to understand what is working

and what is not). Furthermore, the GPEG is promoting improvements in the scope of the grants (new

formula for allocation), better targeting of resources (to redress inequities), more reliable timing of

resources, and stronger information feedback loops through School Report Cards (SRCs), School

Performance Appraisal Meetings (SPAMs), increased monitoring by circuit supervisors, etc.. Given the

lack of rigorous evaluation of the ongoing capitation grant, this component could also finance an

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evaluation to better understand the impact of the GPEG grant and cost effectiveness of interventions.

Qualitative reviews of the school grants will also be conducted annually with support provided under

component 3.

The school grants are expected to finance activities (KG, primary and JHS) identified in School

Performance Improvement Plans (SPIP) prepared jointly by parents, teachers and school principals. The

school grant could include: (a) instructional materials and learning inputs; (b) school furniture; (c)

mentoring/coaching opportunities; (d) training related to identified local skills needs, i.e., math and

science, special needs assessments, remedial courses, KG training; (e) guidance and counseling system

for girls; (f) school based In-Service Education and Training (INSET) on child-centered activity based

learning; (g) support for UTDBE study circles; (h) library materials; (i) equipment or tools (ICT) to

improve teaching and learning; and/or (j) school-level reading or and/or math competitions.

To access the grants, a prerequisite is the training and capacity building on record keeping and use of

school report cards, to ensure school grant receipt and expenditure is communicated to parents and

communities (by posting this information on school bulletin boards, in SRCs and through other

dissemination strategies depending on the local context). Support for School Report Cards will also be

made available through support from UNICEF and USAID project. This is expected to contribute

towards better monitoring of the school grant use, teacher attendance and punctuality, and help create a

culture of transparency, accountability, and greater parental and community participation in school

management. Impact studies of the school sub-projects may also be carried out during the life of the

project.

1.3.3. Component 3: Programme Management and Institutional Strengthening

(Estimated Base cost: US$4.58 million)

This component will provide the necessary resources for effective management, monitoring and

evaluation of GPEG activities at the central, district and school levels. The objective of this component is

to strengthen government systems for the implementation and supervision of decentralized education

services in the deprived districts. This is crucial since effective implementation of the GPEG grant will

rely upon efficient management and monitoring mechanisms, timely implementation and effective

evaluation of project activities and outcomes.

Significant technical assistance is already being provided through established TA programmes supported

by USAID, DFID and JICA. GPEG would complement these activities and where necessary scale up

identified interventions (e.g. School Report Cards). A key lesson from previous decentralized

programmes/projects is the need for a robust monitoring and evaluation system that supports both the

routine detailed supervision and broader periodic assessments to improve the knowledge and functioning

of the system. Without the data to validate progress, challenges and deficits, the anecdotal and superficial

reporting becomes a burden without much meaning for the beneficiaries (students, communities,

educators). The data empowers the implementers at all levels to be more accountable for their roles and

responsibilities and to better allocate limited resources.

In addition to supervision support, financial audits, qualitative audits and impact evaluations,

iindependent monitoring firms will be contracted to support the Ministry of Education, Teacher Education

Department (TED), National Inspectorate Board, Regional Education Directorates and District Education

Directorates to undertake M&E activities and/or carry out supplemental data collection and analysis

necessary to measure implementation performance and impact of grant activities. Therefore, this

component would support school supervision; delivery of INSET; data sharing technology; the

implementation of School Report Cards; reporting, monitoring and evaluation for school improvement

planning; support to Colleges of Education for UTDBE implementation and to TED for managing core

INSET activities, monitoring and consulting support. This component may also include capacity building

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activities for financial management, procurement and M&E.

This component may also include key capacity building activities to coordinate development partner

activities, undertake specialized studies and finance key trainings for decentralized financial management,

procurement and M&E. Financing under this component will include: (i) Consultancy services for

supporting independent monitoring and evaluation; (ii) INSET and UTDBE materials and costs related to

managing INSET delivery;(iii) monitoring surveys and impact assessments, including provision of

Quality Assurance for UTDBE; (iv) training materials and costs related to providing the training

programmes; (v) Internal and External Audits; and (vi) operational costs for project management and

training programmes.

1.4. Project Cost and Financing

The GPEG is US$75.5 million complemented by continued support from UNICEF, DFID, USAID, and

JICA. Table 1.2 presents detailed project costs and financing.

Table 1.2. Project Cost and Financing

1.5. Project Implementation Arrangements

1.5.1. Executing Agency

The Ministry of Education, which is the policy making entity, will provide oversight for the project with

implementation carried out by the Ghana Education Service (GES). The project will be implemented at

the national, district and school levels. The national level activities will be implemented by the Ghana

Education Service headquarters, while the district and school level activities are implemented at the

district and school levels. Regional Education Directorates and Regional Coordinating Councils of the

assemblies will also play a key role in coordinating and monitoring activities at sub-national levels (see

Figure 1.3).

1.5.2. Detailed Institutional Arrangements: Roles and Responsibilities

The Project Steering Committee (PSC)

The GPEG will have a high-level intergovernmental steering committee that will provide oversight to

project implementation and facilitate cooperation among all stakeholders. The PSC will be chaired by the

Minister of Education or designate and shall comprise representatives from relevant sector Ministries,

Agencies and Divisions of the Ministry of Education as well as key external partner representatives.

The Steering Committee shall comprise of:

1. Minister of Education (Chair) or designate

2. Chief Director, Ministry of Education

3. Director, Planning, Budgeting, Monitoring and Evaluation Division, Ministry of Education

4. Director General, Ghana Education Service

5. Director, Basic Education Division, Ghana Education Service

6. Financial Controller, Ghana Education Service

7. Project Coordinator, Ghana Education Service

8. Chief Inspector of Schools, National Inspectorate Board (NIB)

9. Representative, Ministry of Finance and Economic Planning (MOFEP)

10. Representative, Ministry of Local Government and Rural Development (MLGRD)

8

11. Sector Development Partners’ Lead

12. National Coordinator, Ghana National Education Campaign Coalition(GNECC)

13. National Coordinator, Northern Network for Education Development (NNED)

The PSC, at its discretion, shall invite other project staff to attend meetings as observers. The role of the

PSC is to provide implementation oversight. Its responsibilities are to:

Meet quarterly to review implementation bottlenecks.

Oversee disbursements.

Coordinate and harmonize activities of agencies involved in project implementation.

Review and approve annual work plans, budgets and reports.

Oversee progress towards the achievement of project development objectives.

Provide other strategic guidelines for project implementation.

1.5.2.1. The Ministry of Education (MoE)

The Ministry of Education, responsible for policy and strategy of education in Ghana, will chair the

Project Steering Committee (PSC). The Ministry will be responsible for quality control and facilitate the

implementation of the project.

Specifically, the Ministry will:

a. Serve as an oversight institution: discuss and integrate the progress and performance of the project

into the Annual Educational Sector Review (NESAR).

b. Facilitate monitoring and evaluation and implementation support at the policy and strategy levels.

Project Coordinator. The Director General of the GES, will appoint a full time Project Coordinator

whose task will be to assure timely and effective implementation, disbursement, flow of funds,

monitoring and reporting between various levels. The Project Coordinator will work closely with the

Technical Implementation Group (TIG), Director of Basic Education and the Financial Controller of the

GES who will jointly report on the project’s implementation, and be responsible for the operational and

the financial management reporting on the project respectively.

A Technical Implementation Group (TIG) comprising the key relevant departments as well as various

departments of MoE will provide regular advice and oversight. The TIG will be responsible to address

any sector-specific issues affecting implementation effectiveness and will also be responsible for the

timely submission and quality of operational and financial management reporting to the Steering

Committee and the Local Education Group (LEG). This Group will be made up of the Director of Basic

Education and the Financial Controller of the GES, the Director of the Teacher Education Division (TED)

(also responsible for management and reporting on UTDBE and INSET through the NIU), the Girls

Education Unit, the CRDD, PBME and the SRIMP, and the Director of Procurement at the GES.

Coordination and Training. The Project Coordinator, with the TIG, will update and distribute

guidelines, manuals and grant processes and coordinate the training in these guidelines for implementing

agencies, project stakeholders and beneficiaries to ensure smooth implementation at the sub-national

level. The guidelines and manuals will cover (a) the district and school grant procedures including

procurement and financial management; (b) the key GPEG priority areas as they are defined in the GPEG

policy framework; and (c) the planning and monitoring procedures and reporting formats.

The project coordinator will organize regular practical training sessions to ensure that districts (i)

understand the guidelines for planning their programmes; (ii) implement activities that will achieve set

9

targets; (iii) access and report on funding provided for district and school grants; (iv) regularly monitor

and evaluate activities being implemented, and (v) incorporate/scale up/mainstream lessons learned.

Planning: The GPEG implementation is built on existing Government planning procedures. The project

is based on the Education Sector Plan (2010-2020) and on the Annual Education Sector Operational Plan

(AESOP) that defines the operational agenda for three year periods on a rolling basis. Based on these each

district is expected to develop an Annual District Education Operational Plan (ADEOP) to cover all

Government and DP financed sector investment activities and an Annual Programme of Work (APW),

which defines specifically for the GPEG the district’s recurrent, non-salary type expenditures in the

districts selected to be financed under the programme. The APW is a section of the ADEOP. The scope of

the APWs and SPIPs is defined by the project design with the expectation that the grants will be sustained

over time from Government resources. District and school grants will have an upper ceiling that is

defined by the GES Resource Allocation Model.

The Ghana Education Service (GES) will lead the planning and budgeting process. Capacity has been

strengthened in this area with support from JICA on decentralized education. The annual activity cycle of

the district grant consists of APW planning, validation, execution and feedback-gathering. The APWs are

to be based on assessment of district education needs, feasible, cost effective activities with appropriate

outputs and targets. The development of the district strategy would entail specific alignment with the

ESP objectives, yet allow for maximum flexibility to address local challenges and priorities.

PBME (MoE)

The PBME Division shares responsibility with GES HQ for oversight of monitoring and evaluation of

GPEG. This will involve (i) planning and establishing monitoring frameworks and data collection

processes; (ii) ensuring timely submission of monitoring reports from the relevant implementing bodies

(e.g. REDs, DEDs); (iii) compiling and submitting national monitoring reports for the project, including

the annual Status report; and (iv) coordinating impact evaluations and data verification exercises to be

undertaken by external agencies.

1.5.2.2. The Technical Implementation Group (Ghana Education Service HQ)

Under the oversight of GES, the tasks and responsibilities of the Technical Implementation Group include

the following:

1. Function as a secretariat for the PSC.

2. In consultation with the Ministry of Education represent the project in discussions with third

parties and development partners.

3. Oversee and coordinate project implementation.

4. Advise the Ministry of Education on any implementation issues/problems that are brought to the

attention of GES, including issues relating to the achievement of project objectives and planned

actions.

5. Coordinate, consolidate and review annual work programmes, budgets and procurement plans.

6. Manage project funds including the Special and Project accounts.

7. Oversee the training and coordination of the various entities involved in the project

implementation

8. Liaise with the PSC on issues of project policy and technical coordination.

9. Organize workshops for district planning, budget, statistics and other key officers to review and

finalize work plans and budgets for funding under the project.

10

10. Coordinate the preparation of progress and quarterly reports to the PSC through the MoE.

11. Evaluate the performance of supporting agencies, NGO’s and CSOS in collaboration with the

districts.

12. Ensure that procurement complies with the country’s procurement and World Bank guidelines as

appropriate.

13. Ensure the up-grade, operation and maintenance of the EMIS to track project progress and

performance including timing of specific project’s outputs and the effectiveness of

implementation assistance provided by NGO’s, CSO and consultants.

14. Organize regular, practical training sessions to ensure that districts understand the guidelines for

planning their programmes. Implement activities that will achieve set targets, assess and report on

funding provided for district and school grants, and monitor and evaluate activities being

implemented.

The TIG with support from the Project Coordinator is responsible for the day-to-day management of the

project including procurement of works, goods and services, financial management, monitoring and

evaluation. It will also be responsible for the preparation and submission of all required reports, based on

the policies and procedures set forth in this PIM.

The TIG will meet regularly to facilitate regular cross-component coordination, supervision and

monitoring of project implementation, focusing on short-term and overall project progress and

performance, project finance, issues/problems arising during implementation and necessary actions to

address them. The TIG will also regularly meet with project coordinators at the regional and district

levels.

The PMU will also be responsible for the preparation and submission of all required reports, based on the

policies and procedures set forth in this PIM.

1.5.2.3. The Regional Education Directorate (RED)

The Regional Education Directorate will, with the support of the Regional Planning

Coordinating Units (RPCU):

1) Co-ordinate and monitor sub-national activities.

2) Provide capacity support and technical assistance to the deprived districts as needed.

3) Provide backstopping for weaker districts.

4) Collect, review and consolidate district reports as necessary.

1.5.2.4. District Education Oversight committees (DEOC)

The District Assembly will play an oversight and guidance role over the project through the District

Education Oversight Committee (DEOC). The District Planning Coordinating Unit (DPMU) will provide

technical support for project implementation at both the District and school levels. The District

Assemblies will also provide procurement support as needed.

1.5.2.5. The District Education Directorate (DED)

The District Education Directorate is the focal point of the project implementation under the districts Sub-

Grant component.

The District Education Directorate:

11

1. Disseminate information and mobilize constituents for education activities

2. Implement activities endorsed by the GES headquarters and approved by the PSC budget

3. Prepare District Plans and budget for endorsement by GES headquarters and approved by the PSC

4. Implement and manage project and investment funds.

5. Supervise, monitor and report on Projects implementation with assistance from the DPMU’s.

6. Submit financial management returns/reports on a biannual basis.

7. Utilize resources judiciously and be accountable to beneficiaries and GES Headquarters.

8. Assess project implementation performance and report to beneficiaries through appropriate social

accountability instruments.

9. Incorporate/scale up/mainstream lessons from the GPEG implementation into the management and

administration of districts.

1.5.2.6. The Colleges of Education

Selected CoEs will be identified to admit untrained teachers from Deprived Districts and provide

residential courses, three annually for ten weeks. CoEs will also provide self-instructional modules to the

untrained teachers and follow up and support their learning when they are teaching in basic schools

1.5.2.7. The Basic School

The focal point of implementation under the school sub-grants component is the school.

The school under the School Based Management (SBM) approach is constituted of the Parent

Teacher Associations (PTA)/ School Management Committee (SMC) and school. Specifically, the

school will be responsible for:

1. The process of developing School Performance Improvement Plans (SPIPS).

2. Organizing School Performance Appraisal Meetings (SPAM) from which the SPIP will emanate.

3. Implementation of SPIP activities

4. Monitoring and evaluation

5. Operation and maintenance of the school environment to ensure improvement in the teaching and

learning environment.

6. Timely and accurate reporting (e.g., School Report Cards)

7. Using information including from the SRCs to make decisions to improve teaching and learning.

1.5.2.8. Other stakeholders involved in project implementation

Private consultants, local NGOs and CBOs as well as collaborating Agencies will be drawn upon to

facilitate the implementation of the project playing catalytic roles for the transfer of resources and skills to

individuals, groups, and associations. As private organizations, playing advocacy roles and supporting

local communities in undertaking community developmental initiatives to improve education

management and quality in deprived areas, private consultants, NGOS, CSO and collaborating Agencies

are ideal channels of communication and interaction with the local people.

Thus, in the implementation of the project, District Education Directorates and Schools would count on

the active involvement and participation of such organizations at the community level.

These stakeholders will:

Facilitate the process of Social Accountability mechanisms

Facilitate community mobilization and building of institutions for effective and efficient school based

management

12

Monitor implementation and evaluation of impacted of investment activities in collaboration with

district education offices and school management teams

Provide technical services to school communities during implementation.

Implement aspects of the GPEG project at the instance of DEDs e.g. Wing Schools, CBE.

The various stakeholders involved have been divided into four categories as

(a) Community Based Organizations (CBO)/CSOs

These are informal grassroots organization bases in a specific community and whose members are

drawn primarily from the same community. Given the right training these communities based

organizations can play effective and lost efficient roles in the implementation at the project.

(b) Non-Governmental Organizations (NGO)

Both Ghanaian and international NGOs are expected to be active partners in the achievement of the

projects goals. Local and international NGOs may provide technical support, training and other

capacity-building assistance to CBOs/CSOs. Such NGOs may also be pre-qualified for competitive

selection as service providers.

(c) Private companies

The Ghanaian private sector has an important role to play in the implementation of the project.

Private structures (consultant’s enterprises and firms) would participate in effective technical

services, including support for minor works, capacity building and procurement of goods, including

instructional materials.

(d) Other collaborating Agencies and Institutions such as the Universities, Ghana Institute of

Management and Public Administration (GIMPA), Other Training Institutions and Government

Agencies (e.g., NIB) etc, have roles to play in the project. These structures are not to be formally pre-

qualified but their capacities will be assessed on a case by case basis for support as required.

13

Figure 1.3. Institutional Structure of the GPEG Project

Project Steering Committee

RCC Ghana Education Service (Regional Offices)

DED Support to Districts, Schools,

Teachers, etc.

Other beneficiaries

(Agencies)

Schools Schools Schools Schools

Ghana Education Service HQ Implementing Agency

District Assembly (DA)

Ministry of Finance (Policy and Financial)

flowslevel)

Donor Community

Local Education Group

Ministry of Education (Executive Agency)

14

Figure 1.4. Results Framework

Ghana Partnership for Education Grant

Results Framework .

Project Development Objective .

PDO Statement

The Project Development Objective is to improve the planning, monitoring and delivery of basic education services in deprived districts in Ghana.

.

Project Development Objective Indicators

Cumulative Target Values Data Source/ Responsibility for

Indicator Name Core Unit of

Measure Baseline YR1 YR2 YR3 YR4 YR5 End Target Frequency

Methodology Data Collection

Deprived districts

disbursing 75% or more

of their district education grants as


Percentage 0 60% 70% 80% - - 80% Annual

Report of financial

analysis of

APWs

DED provides data to RED which consolidates

the information and

submits a report to GES HQ & PBME. Inputs are

incorporated into the

NESAR.

Public basic schools in

deprived districts with up-to-date School

Report Cards

Percentage 0

10% 50% 75% - - 75% Annual

Report of

analysis and summary of

School Report Cards

School data in SRCs

submitted to districts 2X/year. RED

aggregates data into M&E report and submits

copy to GES HQ &

PBME.

P3 students achieving proficiency in English

and Math (NEA results

for deprived districts)2

Percentage

P3 English: 12.4%

P3 Math: 9.0%

- -

P3 English: 15%

P3 Math: 11%

Biennial

National

Education

Assessment

GES overseeing National Education Assessment

Teachers trained under

the project in deprived

districts who obtain satisfactory rating or

higher in the SBI/CBI

Lesson Observation


Sample

survey using

SBI/CBI Lesson

Observation

Sheet

DED and RED

overseeing sample survey on the SBI/CBI Lesson

Observation Sheet

2 Baseline figures correspond to the 2011 National Education Assessment (NEA) results for the deprived districts.

15

Sheet for (a) lesson

planning (b) teaching methodology (c)

classroom organization

and management

Direct project

beneficiaries

Number 0 0 0.2 mill. 1.6 mill. - - 1.6 mill. Annual

Report of

analysis of APW,

UTDBE and

INSET

Schools, DEDs, and

REDs collect data which

are then consolidated by GES HQ & PBME.

Female beneficiaries

Percentage 0 0 40% 40% - - 40% Annual

Report of

analysis of

APW, UTDBE and

INSET

Schools, DEDs, and REDs collect data which

are then consolidated by

GES HQ & PBME

Intermediate Results Indicators





Component 1: Grants to Deprived Districts to support key education objectives

Head teachers and

Circuit Supervisors in

deprived districts

trained under the project

in the use of School

Report Cards

Number 0 - - 6,930 Annual

Capacity

building and

training

reports

DEDs collect data from

training providers, submits

to REDs for regional

consolidation, and the GES

HQ & PBME produce a

national report.

Regional and District

education officers trained under the project

(e.g., financial

management, data collection and analysis,

etc.)

Number 0 - - 500 Annual

Capacity

building and training

reports



to REDs for regional consolidation, and the GES

HQ & PBME produce a

national report.


the project (disaggregated by

UTDBE and INSET)

Number 0 - -

35,000

UTDBE: 5,000

INSET: 30,000

Annual

Reports of training

providers

Report of APW,

UTDBE and

INSET reports




HQ & PBME produce a

national report.

16

DEDs collating School

Reports Cards from at least 70% of schools

within the district

Percentage 0 30% 50% 70% - - 70% Annual M&E

reports

RED collects information

and submits an M&E report

to GES HQ & PBME.

Component 2: School Grants

Basic schools in

deprived districts

participating in all INSET core courses

supported under the

project


INSET annual report

on capacity

building and training




HQ & PBME produce a

national report.

Schools that have

received and displayed

the most recent School Report Card on their

notice board


DED annual

report based

on Circuit Supervisors

Report

DED collates data from

circuit supervisor reports, submits to REDs for

regional consolidation, and

the GES HQ & PBME produce a national report.

Component 3: Project Management and Monitoring and Evaluation

Schools visited by

Circuit Supervisors at

least two times in a year


DED annual

report based on Circuit

Supervisors

Report

DED collates data from circuit supervisor reports,

submits to REDs for

regional consolidation, and the GES HQ & PBME

produce a national report.

REDs submitting annual M&E reports to

GES HQ & PBME by incorporating data from

all districts in the region


Annual M&E reports

GES HQ & PBME

Schools in deprived districts with completed

SPIPs approved by

SMCs using the revised template

Percentage

0

20% 50% 75% - - 75% Annual

DED annual

report on

school grants

DEDs will send report to REDs for regional


HQ & PBME produce a national report.

17

2. Sub-Grant to Deprived Districts to Support Key Education Objectives

2.1. Introduction

Grants to deprived districts to support key education objectives is a component of the GPEG that focuses

on providing annual non-salary resources to deprived districts, additional to existing resource flows to

support district’ annual programmes of work (APW). The expected outcome of the district grant is to

channel funds to decentralized structures; to create a favorable environment for MOE, GES and its

implementing agencies to take direct responsibility for the funding and monitoring of basic education

services; and generate increased accountability and participation by districts, schools and communities.

This section describes the various activities, policies and procedures put in place to help the District

Education Directorate (DED) and staff members perform their function to meet the objectives set for this

component. It is intended to provide District Directorate Staff a guide to their roles and responsibilities

and aid staff who are responsible for procurement and financial management a guide them in their central

role of good governance and social accountability.

Districts benefiting under this component were selected based on a set of poverty and education criteria

on deprivation so that the GPEG targets the most deprived districts. The Ministry of Education has

operated with the concept of deprived districts in one form or the other since 2004. For this project, the

criteria for selection were revised to give the project a stronger poverty orientation and to put a greater

focus on educational outcomes rather than inputs. The new criteria include both Ghana's poverty index3

(share of population below the poverty line) as well as education indicators. The education indicators are:

a) retention in primary education (enrollment in P6/enrollment in P1 based on all schools),

b) retention in the basic cycle (enrollment in JHS3/enrollment in P1 based on all schools),

c) share of girls enrolled in P6 (all schools),

d) share of girls enrolled in JHS3 (all schools),

e) pass rate in BECE English, and

f) share of trained teachers in the public primary schools.

The bottom third (57) of the districts, ranked according to the criteria listed above, were selected to

benefit from the GPEG. The total estimated cost to support 57 districts to support key education objective

is US$42.36 million with US$26.64 million earmarked to districts to implement their annual programmes

of work (APW) which will be focused on local priority needs but aligned with GoG strategic priorities of

improving access, equity, quality and management of basic education and US$15.07 million targeted to

support Teacher Development and Upgrading (UTDBE).

Each district will receive approximately US$155,800 annually for the next three years to support APW.

The GPEG will also support the additional costs associated with teacher development and upgrading

(UTDBE): on average, US$508.00 per teacher, excluding the costs for transport and examination fees,

while the Girls PASS programme supported by DFID will provide additional finance for girls’

scholarships. Finally, based on the training needs of a district, an estimated additional amount of

3 Based on district-level poverty index, 2003

This section presents the first component of the project and describes various policies and

procedures put in place to help beneficiaries’ access district grants and ensure standards of

integrity and accountability expected of beneficiaries. It provides guides in financing,

procurement and menu of options as well as reporting templates at district level.

18

US$2,632.00 is available annually at district level to support training and sensitization in support of grant

implementation.

Grants to districts might involve minor rehabilitation of existing buildings. Such works will follow

guidelines as detailed in the Environmental and Social Management Framework available in the GES HQ

or on MOE website. The grants will also finance goods, training, consulting services, and operational

costs.

In summary, the grants seek to improve planning, monitoring and effectiveness of basic education

services in deprived districts:

To provide annual non-salary resources to deprived districts

To improve access and quality of education and bridge the gender gap in the deprived districts.

To support teacher development and upgrading

To support Education Management at the district level

The district grants aim to achieve the following:

Fig 2.1. Objectives for GPEG

In terms of monitoring and evaluation of project at the district level, the objectives set forth in Figure 2.1

will form part of the basis of evaluation.

2.2. Preparation of Annual Programme of Work (APW)

(a) Proposal

To receive funds, each district will prepare annual programme of work with wide DED participation

informed by the ADEOP. All activities to be funded should be done through a consultative process and

prioritized according to the needs of the particular district. Completed APW should be ready by

GPEG


of trained teachers

in schools in

deprived districts


teaching and

learning materials

and textbooks

3. Enhance and

upgrade the


and qualification

4. Reduce teacher

absenteeism

ACCESS

1. Provide basic

education

opportunities for

disadvantaged

children



districts

3. Improve pupil

welfare to increase

attendance

4. Support hard to

reach children


trained and

motivated GEU


districts.

2. Ensure functional

GEU.

3. Promote girl friendly

guidance and

counselling systems


statistics on girl

education through

EMIS





3. Enhance the


Officers in M&E


school inspection

and teacher

supervision systems

5. Develop a

professional, well

motivated teaching

cadre

19

November each year or at the annual budget training organized by GES Headquarters where ceilings for

each district will be set.

For each tranche of funds received by a District, they are expected to prepare a Workplan to support the

disbursement. The Workplan is based on the approved programme of work (APOW). These Workplans

should comply with the following:

The activities should have been catered for under GPE Funding in the Approved APW. Activities

which are not listed in the Approved APW should not be covered under this programme.

Activities selected should be prioritized such as to be covered by the total funds available.

The cost of activities should not exceed the total cost as provided in the budget under the Approved

APW except where appropriate approvals are obtained and reflected in a new APW.

(b) Workplans

All Districts are required to prepare expenditure plans for each tranche of funds received. These plans are

to be prepared on monthly basis and should be prepared using approximations of expenditure

requirements based on analysis of the timing of the activities to be implemented.

To develop the cash requirements, each district is to estimate the proportion of the total allocation

required during the month, supported by detailed activity costing.

The preparation of the Workplan should involve:

Reviewing the outputs and activities in the Approved Proposal.

Identifying which months the activities will be implemented (assess the start date, implementation

period and completion date).

Assessing when the expenditure is required and payments to be made for the activity planned for that

month.

Ensuring that the total expenditures are within total estimates as contained in the Approved Proposal

(c) Approval of Workplans

Workplans will be approved as part of the authorization/approval process for proposals.

(d) Review and Amendment of APWs

In the event of revising or amending an APW, the following steps are necessary:

All APWs will be reviewed for approval by GES at the residential training session.

Approved APWs will be referred to World Bank for clearance and No Objection.

Rejected APWs will be referred to the districts for revising and amendments

Once APWs are amended by the districts, GES will have a final review before re-forwarding them

to the World Bank for clearance and No Objection.

2.2.1. Menu of Activities

The district grants will focus on the following:

1. Improving quality of teaching and learning

2. Improving access to education for people with disability/vulnerable children

3. Bridging gender gap in access to education

20

4. Improving management of education service delivery

The following table sets out the menu of activities which can be funded under the district grants as they

appear in the APW. Those activities which are core and therefore mandatory under the GPEG have been

shown in bold and have a note to indicate they are core. All other activities are optional and should be

chosen to reflect districts’ local priorities.

21

Table 2.1. Menu of Activities for District Grants (2012 – 2015)

GHANA PARTNERSHIP FOR EDUCATION GRANT (GPEG)

Policy Objective: Improve equitable access to and participation in quality education at the basic education level

Activity Code:

Activity description

A1 Rehabilitate school buildings – minor repairs

A2 Provide schools with essential supplies - chalkboards, mono desks, dual desks, teacher's tables, chairs, cupboards, KG furniture etc.

A3 Provide clean and safe water facilities in schools (Poly tanks, boreholes, veronica buckets, rain harvest facilities etc.)

A4 Provide gender friendly sanitary facilities in basic schools (Urinals and toilets)

A5 Provide dust bins for schools

A6 Implement SHEP programmes i.e. Sanitation, Health, Environment and safety system in schools

A7 Ensure that each school has a teacher designated as a health officer and has access to a First Aid Kit

A8 Support HIV/AIDs clubs in basic education schools

A9 Organize enrolment drive in communities

A10 Undertake public campaigns (e.g. on radio, churches and mosques) on the importance of appropriate age enrollment in KG

A11 Organize Technical/Vocational Education outreach sensitization seminars

A12 Reach and integrate excluded children (out-of-school, truants, dropouts and adolescent mothers) within the education system

A13 Provide material support to children who are orphaned in order for them to complete their education

A14 Provide bicycles to young and vulnerable children who live far away from schools

A15 Support Complementary Basic Education e.g. Wing Schools

22

Policy Objective: Improve access to quality education for people with disability

Activity Code:


A16 Organize sensitization workshops for parents of children with special needs

A17 Organize INSET in Braille, sign language for staff of special education institutions

A18 Provide teaching and learning materials for students with special needs

A19 Conduct regular inspection of special schools in the district

A20 Ensure school infrastructure facilitates for students with special needs

23


MENU OF ACTIVITIES FOR DISTRICT GRANTS (2012 - 2015)

Policy Objective: Improve Quality of Teaching and Learning

Activity Code:


Q1 Organize INSET - Maths, Science and Literacy (CORE ACTIVITY)

Q2 Organize INSET – Gender module

Q3 Organize INSET - Early Childhood Education

Q4 Provide non salary incentives for teachers in deprived areas

Q5 Implement award scheme as an incentive to hard working head teachers, teachers and circuit supervisors

Q6 Provide support for teachers on UTDBE programmes (CORE ACTIVITY)

Q7 Train teachers in ICT

Q8 Equip libraries with teaching and learning materials

Q9 Provide teaching and learning materials, learning kits etc.

Q10 Provide science equipment

Q11 Organize annual open days at a model KG in the district to show teachers and the public best practice

Q12 Support deprived schools with materials and other resources to develop indoor learning corners and outdoor learning areas

Q13 Establish Early Childhood Education resource centres (in partnership with GNAT and faith-based education units) which KG teachers can access to create learning resources

Q14 Organize literacy and art competitions

24

Q15 Organize School Performance Appraisal Meetings (SPAMs) at the district level

Q16 Organize Science, Technology, Mathematics in Education (STME) clinics annually

Q17 Undertake School Based Assessments (SEA, NEA)

Q18 Provide remedial sessions on basic literacy and numeracy skills (TCAI)

25



Policy Objective: Bridge gender gap in access to education

Activity Code:


G1 Run a district level campaign to encourage girls to enroll in primary schools at the appropriate age (6 years)

G2 Undertake scholarship programmes for the girl child in deprived areas (not as part of the PASS Programme)

G3 Undertake scholarship programmes for the girl child in deprived areas (PASS Programme) (CORE ACTIVITY FOR 15 DISTRICTS)

G4 Provide training for school teachers to be designated girl child facilitators/ mentors

G5 Undertake gender sensitive teacher training, anti - violence against girls initiatives and making the school environment girl - friendly

G6 Sensitize and assist students experiencing bullying and sexual harassment (especially girls who face harassment by male peers and/or teachers)

G7 Promote the use of gender clubs and promote the use of role models within schools and communities

G8 Support girls’ camps

G9 Organize female mentors (teachers, community women, older girls) to mentor girls

G10 Sensitize community members to promote girl-friendly community approaches to education

G11 Promote Girls' week activities using local radio/media programmes

G12 Support girls by providing a life- skills development programme

G13 Support pregnant girls and adolescent mothers to complete education

G14 Organize STI (Sexually Transmitted Infections) clinics in schools for girls and boys

G15 Organize sensitization workshops for civil society groups to advocate on behalf of girls

26



Policy Objective: Improve management of education service delivery

Activity Code:


M1 Organize workshops on the preparation of Annual District Education Operational Plans (ADEOP)

M2 Organize management training for circuit supervisors to strengthen school supervision

M3 Conduct training for Head teachers on the use of school grants (CORE ACTIVITY)

M4 Conduct training for Circuit Supervisors regarding reporting on school grants and school report cards (CORE ACTIVITY)

M5 Train district officers in excel, forecasting etc.

M6 Train District management on HIV/AIDS and public health issues affecting school aged children

M7 Train Girls Education Unit (GEU) staff on guidance and counselling, community mobilization etc.

M8 Train Girls Education Unit (GEU) staff to handle cases of sexual harassment or bullying of female students

M9 Train and build capacity in SMCs and PTAs about SPIP, SPAM, SRCs, gender sensitive education and special needs education

M10 Provide training in Special Education Needs to all teachers

M11 Monitor and support school grant planning and expenditure (CORE ACTIVITY)

M12 Monitor and evaluate District Education Department's operations including textbook and equipment distribution

M13 Monitor and evaluate teacher deployment

M14 Monitor and evaluate various (non-PASS) scholarship schemes for girls

M15 Monitor and evaluate PASS scholarship scheme for girls (CORE ACTIVITY FOR 15 DISTRICTS)

M16 Conduct regular school inspection and disseminate reports in a timely manner

27

M17 Ensure SPIPs are drawn up and readily available

M18 Ensure the proper functioning of SMCs and PTAs in all schools

M19 Implement teacher appraisal system

M20 Establish HIV/AIDS committee in SMCs to support HIV/AIDS training counselling and care teams

M21 Organize a workshop for head teachers on the new GES standards for safe school environment

M22 Organize cluster-based meetings for KG teachers

M23 Organize district level cluster School Performance Appraisal Meetings (SPAMs)/durbars to discuss education results

M24 Organize workshop in partnership with NGOs/CSOs to strengthen accountability and transparency

M25 Provide support to incorporate School Report Cards, School-based Assessments and EMIS reporting for improvement planning

M26 Monitor and support district grant planning and expenditure (REGIONS ONLY)

29

2.2.2. Negative List

The following are not eligible to receive GPEG funding:

Infrastructure

This includes any new construction and major rehabilitation. GPEG funds cannot be used for tackling

major structural damage and other major problems with infrastructure requiring extensive renovation.

Infrastructure works can be expensive and, if allowed, would leave no funds for any other sort of

school improvements.

Building materials

The GPEG funds cannot be used for the purchase of building materials, except where these are

necessary for minor repairs or for the construction of school urinals and latrines.

Operations costs

GPEG funds cannot be used as a substitute for the district or school’s routine costs for electricity,

water, telephone bills, etc., which would normally be covered by the Government of Ghana.

Payments to teachers

GPEG funds cannot be used for paying any salaries, fees or for giving loans to any individual or

group of individuals.

Firearms

GPEG funds cannot be used for the purchase of firearms for any purpose, including security.

Private/personal costs or transfers

Any payments not intended to be used by the districts or schools for the benefit of schools and

students are prohibited. This includes personal transactions by district and school staff or SMC

members, deposits in private bank accounts and unauthorized payments to officials and other visitors,

gifts or hospitality.

Environment and Social

projects that require involuntary land acquisition

projects that will deprive people of access to their usual means of livelihood

project activities that restrict people’s access to their assets

2.3. Teachers Development and Skills Upgrading (Support for UTDBE) (US$ 15.07

million)

The UTDBE Programme is a distance learning in-service training programme aimed at improving the

quality of education at the basic school level in Ghana. It is also designed to advance the personal and

professional qualities of the Untrained Teachers (sometimes called pupil teachers) who are the

trainees.

Through the grants to deprived Districts, additional funding will be provided to support those teachers

undergoing the UTDBE in their district. This sub-component would finance: (i) the training of

UTDBE teachers, UTDBE tutors; and (ii) goods (e.g., teaching materials), non-consultant services

and consultant services for UTDBE participating teachers. It should be noted that whilst the UTDBE

course is four years, the GPEG funding is only a three year programme and as such financial year

2015 includes funding for the third and fourth years of the course.

30

Each district will receive a top-up to the District grant depending on the number of untrained teachers

selected. The District will be responsible for the implementation of UTDBE for its teachers, i.e.

paying Colleges of Education directly, including for manuals, paying for tutor support in school, and

for boarding and lodging at the college. Colleges of Education (CoEs) will be responsible for all of

the academic aspects of the course, including content, assessment, monitoring and remedial support

and they will deliver the residential courses directly and administer examinations. The CoEs are

overseen by the University of Cape Coast.

TED will collate the number of untrained teachers from each district on the UTDBE programme and

compare with the Colleges of Education roster for consistency.

The objectives of the programme are to:

Assist all serving and qualified untrained teachers to have access to professional teacher

training.

Improve the quality of teaching and learning especially in the underserved communities.

Increase the number of trained teachers by training the untrained so that the percentage of

untrained teachers will be reduced.

Produce teachers who have a clear grasp of intended outcomes of their teaching activities and

are skilled in monitoring, diagnosing and in providing appropriate equal opportunities to all

pupils.

Promote close working relationships between CoEs, local schools, district offices and other

areas of the teacher education system.

The GPEG will provide an estimated amount of US$15.07 million to support the training activities,

including capacity support to institutions delivering the UTDBE training. This component is to

support the upgrading through UTDBE of approximately 5,000 and no more than 8,000 untrained

teachers, in deprived districts.

A handbook has been developed by TED as a guide for both trainees and all those involved in

implementing the UTDBE programme. It sets out the programme aims, objectives, structure, roles and

responsibilities; the provision of professional support to trainees including the key personnel involved,

their roles and responsibilities; and provides information on assessment. It should be noted this

handbook is for the general UTDBE programme and does not deal with GPEG specifically. A copy of

this handbook can be provided by TED on request.

2.3.1. Detailed Training and Support under the UTDBE Programme

The training and support system consists of the following:

Selection of untrained teachers

Induction of untrained teachers

Residential face-to-face

Self-instructional modules

Field support in-between the residential courses

Selection of Untrained Teachers and assignment to Colleges of Education

In close consultation with TED, DEDs in deprived districts will identify untrained teachers who are

on the GES payroll, have the appropriate academic qualifications, teach at primary or Kg levels and

are willing to devote themselves to UTDBE over a four-year period. Up to 8,000 of these will be

identified and informed by their District of their selection. TED will identify up to 10 CoEs to

support and train these untrained teachers and inform each district of the name of the CoE where

district untrained teachers will enrol.

31

Induction of Trainees

The induction course will take place during the first residential face-to-face meeting. The purpose of

the induction is to give trainees an insight into the programme and also for the trainees to collect their

learning materials/modules. The induction will be organized by Principals of Colleges of Education

(CoE) in collaboration with District Directors (DDE) of Education and the colleges of education.

Residential Face-to-face Meeting

The purpose of the residential face-to-face meeting will be to create a forum for trainees to come

together to share experiences, ideas, learn from one another, write tests/quizzes and assignments and

discuss learning problems with college tutors. This will take place on the CoE campuses during

vacations. The session will also be used to take advantage of college facilities such as libraries,

laboratories and resource centres. The period and duration for face-to-face meetings within an

academic year shall be as follows;

1. Christmas Break – 3 weeks

2. Easter Break - 3 weeks

3. Long Vacation - 4 weeks

The ten week residential face-to-face sessions shall be structured such that trainees attend five weeks

of the residential session each semester, one of which shall be used for end of semester examination.

The tables below set out the full academic cycle for the four-year UTDBE course, and the semester

schedule across the three face-to-face sessions for each year.

Table 2.2. Academic cycle for the four year UTDBE course.

Year Residential course Length

Year 1

Christmas 2012 3 weeks

Easter 2013 3 weeks

Summer 2013 4 weeks

Year 2


Easter 2014 3 weeks

Summer 2014 4 weeks

Year 3


Easter 2015 3 weeks

Summer 2015 4 weeks

Year 4


Easter 2016 3 weeks

Summer 2016 4 weeks

Table 2.3. Weekly programme for the residential courses

Week 1 Week 2 Week 3 Week 4

Number of weeks of

tuition

Christmas Semester 1 tutorials 3

Easter

Semester 1

tutorials

Semester 1

exams

Semester 2

tutorials

2

Summer Semester 2 tutorials

Semester 2

exams

3

32

Self-instructional Modules

Self-instructional modules have been developed for each course. In all there are 35 separate modules

covering the whole course including teaching practice and these are aimed at the trainee working in

Ghanaian schools. The modules are written by Ghanaian subject experts most of whom are teaching

in the CoEs and edited by Ghanaian and international experts in distance education for teachers.

Field support in-between the residential courses

Districts have been tasked with organising support for the student teachers in between the face to face

residential courses. This will provide additional support with the self-instructional modules for

students close to their schools. Districts have to provide the following as a minimum for each student

teacher:

Two cluster meetings per month

Two lesson observations per semester

Two school visits per semester

The cluster meetings will offer opportunity to the trainees to meet their field tutors for tutorials,

assignments/feedbacks and also to discuss other learning problems. This period could also be used

for counselling sessions. Districts are responsible for appointing appropriate field tutors. A suitable

school will be identified for use as a cluster study centre. The lesson observations and schools visits

will be carried out by district staff, most likely circuit supervisors.

In addition students will be encouraged to organise study circles. This will create an opportunity for

trainees to meet their colleagues in the same cluster and to study and share ideas. Cluster sessions

will be organized by trainees themselves and they will be required to decide where they will hold their

cluster or study circle meeting.

Assessing and monitoring the results of untrained teachers

As is the case with pre-service courses in CoEs, accreditation is provided by the Institute of

Education, University of Cape Coast, IoE/UCC. Each semester IoE/UCC administers examinations

and provides students with results. At the end of the four years, IoE/UCC oversees assessment of

teaching practice and administers the final examination. Successful completion of these examinations

lead to the award for untrained teachers of the Diploma in Basic Education. Separately, GPEG is

providing support for an external academic agency to work with TED and CoEs to monitor progress

annually and suggest improvements for the following year. This agency will work in collaboration

with IoE/UCC and assist capacity enhancement in TED and CoEs.

2.3.2. Roles and Responsibilities of Key Stakeholders in the UTDBE

Programme

1. Teacher Education Division (TED)

Despite the new designation of the CoEs under the National Council on Tertiary Education (NCTE),

TED will continue to be responsible for the implementation, management and monitoring of the

programme. Specifically, it shall:

carry out a needs assessment of the target group

work with the deprived districts to identify up to 8,000 eligible trainees

develop the programme design

Identify CoEs to deliver the residential course

identify, recruit and train writing and materials development teams

organize writing teams to develop/review syllabuses and course modules

arrange to have relevant course materials printed and distributed to CoEs

design and implement staff/trainee management support services

identify the needs of support cadres

design induction/orientation schedules for professional support cadres

33

compile data on and provide support for each district

periodically review course materials/modules

monitor and report annually on trainees progress

assist with impact evaluation of the UTDBE

Before the first semester residential course begins in December 2012, TED should have the necessary

preparations in place such as programme and module design and distribution, identification and data

collection for the enrolled student teachers and training for the districts in how the support services

should be organized. TED will be assisted in its ongoing work by an experienced international

academic body, monitoring progress on programme design and implementation annually and assisting

to build capacity within TED and CoEs.

2. Colleges of Education (CoEs)

The tutors in the colleges will:

serve as resource persons during the induction course for the trainees enrolled on the

programme and at residential face-to-face meetings

be responsible for invigilation of examinations

mark examination scripts

moderate marked assignments

monitor and maintain all relevant records on each trainee including practice and final

teaching location

provide regular training for the professional support staff/cadres

set and mark assignments and quizzes/tests

provide tutorial support during circuit tutorial meetings

report on numbers attending and progress of trainees and numbers graduating

report on attrition and drop-out

The Principal in collaboration with the DDE will be responsible for the overall organization of the

induction course and the residential face-to-face meetings. The Colleges will be responsible for

maintaining up to date records on their students’ academic progress, including their attendance,

examination results and in-field support as monitored by the districts. The CoEs will also distribute

self-instructional modules to the untrained teachers and will be responsible for purchasing modules,

for which they will be reimbursed by the Districts.

3. Regional Education Directorates

Every region will have a coordinator. The Regional Chief Inspector will serve as the Regional

Coordinator. He/she will be assisted by the other Regional Inspectors viz; Training Officer, ICT

Coordinator and Guidance and Counseling Coordinator to:

assist with the orientation of support staff/cadres in the region

keep records on district activities in the region

regularly monitor the progress of the implementation of the programme in the region and

provide feedback to TED.

participate in induction courses organized for newly enrolled trainees

The Regional Director has oversight responsibility for the success of the Programme in every district

in his/her region.

4. District Education Directorates (DEDs)

The districts will play the key support role in the implementation of the programme. They will

coordinate all the activities concerning the programme i.e. provide academic, professional and

personal support as well as counseling to the trainees.

34

The District Director of Education will be responsible for the overall coordination of the programme

in his/her district, and therefore will be expected to take up the ownership of the programme. In this

connection his/her roles include the following:

Administrative Roles

Select and enrol untrained teachers onto the programme according to agreed criteria

Maintain relevant data/documents on trainees

Keep a record of the in-field support provided to trainees, and share this with the Colleges

Pay approved fees to CoEs in respect of boarding and lodging, tuition and self-instructional

modules for untrained teachers allocated to the college

In addition, he/she shall, in collaboration with the college Principal:

Supervise induction courses for newly enrolled untrained teachers

Ensure effective learning environment for the programme in the district.

Solicit support from the District Assembly, for effective implementation of the programme

Organize seminars, fora and workshops on the programme periodically for stakeholders in the

district

Ensure that the professional support staff/cadres play their roles in the programme effectively.

Receive feedback on all activities from the District Coordinator

Ensure maximum enrolment of untrained teachers

Maintain direct contact with tutors and mentors on specific issues

Carry out annual appraisal of the work of the professional support staff/cadres.

Help organize graduation ceremonies for successful trainees

Provide annual report to TED on progress of trainees in their district

Propose placement of graduating teachers to the most needy schools

5. District Coordinator

There shall be a Coordinator in every district. This role shall be taken up by the officer in charge of

supervision or any other officer assigned to do so by the District Director. He/she shall:

Supervise the activities of the District Field Tutors/Cadres

Ensure that adequate data is compiled on all trainees

Ensure that regular tutorials are organized for the trainees

Ensure that school visits are carried out to support trainees on teaching practice

Ensure that trainees are given regular feedback

Take part in programme monitoring and evaluation activities, including reporting on the field

support provided in the district between each face to face residential

Attend training sessions as and when necessary

Report on progress of the trainees enrolled on the Programme to the District Director

Liaise with the District Field Tutors/Cadres to organize training and support for mentors

Follow up on trainees who drop out to document lessons learned and reduce attrition

6. District Field Support Cadres/Staff

Every district shall have a team of District Field Support Cadres/staff to be appointed from

qualified Circuit Supervisors, District Training Officers, District Guidance and Counseling

Coordinators and other professionals in the District. The team shall be headed by the District

Coordinator. Where a district has a CoE, college tutors should be included on the cadre team to

support the teaching of English, Mathematics and Science. The academic qualification for cadres shall

be at least a first degree.

The District Field Support Cadres/staff shall:

Provide training for school mentors

35

Conduct school visits to support school mentors in their work

Coordinate activities of trainees

Ensure cluster/circuit tutorial sessions are set up and are operational

Take part in cluster/circuit tutorial sessions where possible

Report on progress of the trainees to the District Coordinator

Carry out classroom lesson observation and give feedback to trainees and supervisors

Provide group-based or individual academic counseling as and when needed

Tutor and assess trainees when required

Keep group and individual records and report annually on progress.

Attend training sessions as and when necessary

7. Mentors/Headteachers

Headteachers who are responsible certificated teachers or any dedicated certificated teacher shall be

qualified to mentor trainees. They shall provide on-the-job professional guidance and encouragement

to trainees with respect to the following:

Lesson Notes Preparation

Classroom Teaching

Professional Skills and Standards Development

Recommendation for awards/sanctions as necessary

In addition, mentors shall:

Offer advice to trainees on how to plan their study time.

Organize periodic counseling meetings with trainees to discuss their problems.

Assist and guide trainees to complete assignments on time.

Keep records on counseling sessions held with trainees.

Organize demonstration lessons for trainees, observe teaching and demonstration lessons mounted

by trainees and provide feedback.

Collaborate with cadres to support trainees.

Headteachers are also to see to it that trainees are not over-burdened with other school

responsibilities. Neither should trainees be allowed to squeeze any part of the normal school teaching

hours for their private study. Naturally mentors/headteachers will be among the first line of contacts

should trainees have any difficulties with their studies.

8. District Assemblies

Under the UTDBE programme, the Assemblies will need to foster and maintain close collaboration

with the district office to ensure that it reaps maximum benefit from the programme. There will be the

need to develop additional, sustainable and attractive incentive packages to get untrained teachers in

their districts to enrol and complete the programme successfully. This will help a great deal to

improve upon quality of education in their respective districts since these untrained teachers are

already serving in their districts.

9. Institute of Education, University of the Cape Coast.

As described, IoE/UCC will be responsible for overall academic quality. It will do this through

administering regular, semester examinations, overseeing quality of the practicum and administering

and marking the final end-of-course examinations. The cost of this work will be met directly by the

untrained teachers as they pay for the examinations directly.

36

2.3.3. Financing expenditure under UTDBE

An allocation of $15.07m has been made specifically to cover the additional costs of upgrading

teachers’ skills through the UTDBE programme. Districts will need to account for the costs of the

UTDBE programme for each of the students enrolled from their district in their APWs. All of these

costs will come under the Activity code Q6: Provide support for teachers on UTDBE programmes.

Under this activity, the District Accountant, with support from the District UTDBE Coordinator,

needs to complete the the Input costs for GPEG activities template when they plan their Annual

Programme of Work by October/November. This template is included in the annexes. It will be an

opportunity to set out each of the costs expected to be incurred under the UTDBE programme (Q6:

Provide support for teachers on UTDBE programmes).

In the Input costs for GPEG activities template, Districts should estimate the cost for:

Paying Colleges of Education for tuition, boarding and lodging and the teaching modules (See

table 2.4 below for unit costs.)

Paying for support for student teachers in between the face-to-face residential courses.

Each of these costs should be included as a unit cost, then multiplied by the number of units to be

incurred in one year. For example, where appropriate costs are included as a unit cost per student,

then the unit cost should be multiplied by the number of students enrolled from their district. For

district-level field support, Districts should estimate the costs of paying for this support and

supervision of students.

Districts will have to complete this same template again at the data collection exercise in January.

This time they will complete it with their actual expenditure for the year before, in order to compare

their expected costs with their actual costs.

Table 2.4a. Estimated annual costs for a year with three (3) residential courses

Item Calculation Cost per year Payment

Tuition on residential

courses

At GHC 15 per hour for tutors,

50 students per class, 48 hours

per week, 8 weeks4 per year =

384 hours per year

GHC 115.2 per

student

Districts to

college

Modules GHC 7 per module, 10 per year. GHC 70 per

student

Districts to

college

Residential (accommodation,

board, registration, use of

facilities, admin services in

college)

GHC 8 per day, 70 days per year GHC 560 per

student

Districts to

college

Total cost to colleges for

residential courses

GHC 745.2 per

student

Districts to

college

Field support including

tuition in clusters close to

school (details to be decided)

Allocation to be decided GHC 50 per

student

Districts to

tutors

4 Whilst there are ten weeks of the residential courses per year, only eight of these are for tuition. In the April

course and the Long Vac course, one week is spent sitting exams. In these weeks, there is no tuition and the cost

of invigilation is covered by UCC (recuperated from the exam fees).

37

Please note that 2013 is unusual in that a residential course was already held in December and GES

(with GPEG funds) will repay eligible students for the costs they incurred. These are for Boarding

and lodging and for teaching modules. Calculations are below.

Table 2.4b. Additional cost for APW 2013: Christmas 2012 residential course per student

Item Calculation Cost per student Dec 2012

Boarding and lodging 3 weeks at GHC 8 per day = GHC 168 GHC 168 per student

Modules GHC 7 per module, 5 modules = GHC 35 GHC 35 per student

Total

GHC 203 per student

This amount will be repaid to eligible students by districts as a one-off payment.

In order to provide motivation to be committed to the course, students will be required to pay the cost

of the examination fees. Students will pay theirs to CoEs directly. Students will also pay their own

transport costs.

Payments to CoEs for the residential courses

CoEs will provide a service which includes tuition, boarding and lodging and the modules for

students. On this basis they will be reimbursed by the Districts as approved in their APWs. TED will

coordinate the procurement of printing companies to print the modules, for which ultimately Districts

will pay.

Templates have been developed in order for Districts to estimate the costs to Colleges, pay an

advance, and then for colleges to invoice for the final balance to be paid based on the actual costs.

38

Template 1: District Preparation for Colleges Advance Payment

This template is to be completed for each of the three residential courses in the year and in two stages,

before the course begins and when the College provides the actual costs of the course

The first stage is to be completed one month before the residential course is due to start, by the

District UTDBE Coordinator. The District fills in columns a to l in order to calculate the costs

expected to be incurred in the residential course, given the number of students enrolled and the unit

costs provided by TED. Unit costs for 2013 are shown in the table below. Unit costs will be reviewed

annually and communicated by TED. Colleges will be paid an advance of 70% of the expected costs

to cover the up-front costs for the residential course. The District will send a cheque for the 70%

advance payment and note the expected enrolment on which this is calculated to the College one week

in advance of the residential course starting.

Table 2.4c. Unit costs for face to face residential at Colleges of Education, 2013

Item Calculation Unit costs

Tutorial

40 hours per week GHc 15 per

hour 50 students per class

Total cost = 48 * 15 / 50

= GHc 14.4 per student per week

Boarding and

lodging GHc 8 per day

Total cost = 7 days * GHc 8

= GHc 56 per student per week

Modules GHc 7 per module GHc 7 per module

Note that the number of weeks of the residential course is not always equal to the number of

weeks of tuition. In the April and Long Vac residential courses, one of the weeks is for

examination, and the costs of the invigilators is incurred by UCC rather than by the district.

The second stage is to be completed after receiving template 2 back from the College. The

College completes template 2 to invoice the district for the actual costs they incurred in the

residential course, which are attributable to that district. The District UTDBE Coordinator on

receiving the form back from the College should cross-check the attendance figures reported

in this template against the College's report of attendance and their own supervision of the

residential course.

Column m in template 1 must be completed using column M in the college form (template 2):

the actual costs incurred by the college. The difference between the costs incurred and the

70% advance payment previously received is calculated in column n and must then be

reconciled - either by payment of balance from the District to the College, or repayment back

to the District. This balance should be reconciled within one month of the completion of

the residential course.

39

Template 1: Template for Colleges Advance Payment and reconciliation of costs, to be filled in by the District

a b c d e f g h i j k l m n

Calculation a x b x e a x c x f a x d x g h+i+g k x 70% M m - l

Nu

mb

er

of

we

eks

of

tuit

ion

Bo

ard

ing

and

lod

gin

g

(per

wee

k)

Tuit

ion

(p

er w

eek)

Mo

du

les

Bo

ard

ing

and

lod

gin

g

Tuit

ion

Mo

du

les

December 3 3

April 3 2

Long Vac 4 3

Total for year

Act

ual

co

st in

curr

ed

by

Co

lle

ge (

fro

m c

olle

ge

form

)

Esti

mat

ed

en

roll

me

nt

Nu

mb

er

of

we

eks

of

resi

de

nti

al c

ou

rse

Nu

mb

er

of

mo

du

les

give

n p

er

stu

de

nt

Unit costs

Re

sid

en

tial

dat

es

Sign

atu

re o

f C

oo

rdin

ato

r

DISTRICTS - COST ESTIMATES AND ACTUALS

District Name

College of Education

Financial Year

Total costs

Exp

ect

ed

co

sts

of

resi

de

nti

al

AD

VA

NC

E P

AY

MEN

T

(70

%)

pai

d b

efo

re

resi

de

nti

al

Bal

ance

to

be

pai

d (

+)

or

retu

rne

d (

-)

40

Template 2: Colleges of Education – Reconciliation of Costs

This template is to be completed by the College Programme Coordinator, within two weeks of the

completion of the residential course. The Colleges will have to complete one template for each

District from which they have student teachers. This template helps the Colleges to report how many

students attended and therefore the actual costs incurred. Using the actual cost incurred, the College

then invoices the District for any outstanding balance. If fewer students attend than expected, then the

cost of boarding and lodging and modules will be lower than previously expected. The cost of tuition

will depend on both the number of hours of tutorials actually provided, and the actual enrolment.

Detailed guidance is given below.

The College must send the completed form, signed by the Programme Coordinator, back to the

District within two weeks of completion of the residential course, to invoice any outstanding

balance.

Detailed guidance, in addition to the calculation column headings:

Column A: The total number of UTDBE students attending the residential course from the deprived

district for which this template is being completed (‘District X’).

Column B: The total number of UTDBE students attending the residential course, regardless of

which district they are from.

Column C: Calculate what proportion of all UTDBE students who attended which were from this

district. This will help calculate what proportion of the tuition costs should be covered by District X.

Column E: The College should provide the total number of tutor hours provided over the residential,

for example of 20 tutors gave 48 hours of tuition each, this would be 20x48=960.

Column F: The total cost of paying the tutors, which is the total hours multiplied by the flat rate of 15

cedis per hour (e.g. 960 hours x 15 cedis per hour = 14,400 cedis).

Column G: The number of modules handed out to each student.

Columns H, I: The unit costs as set by TED before the residential.

Columns J, L: Multiply the relevant units by the unit costs.

Column K: This works out how much of the total tuition costs are attributable to District X. It

multiplies the total tuition costs (column F) by District X’s proportion of all enrolment (column C).

Column M: The total of all the costs for District X.

Column N: This is taken from District X’s advance cost estimate (template 2, column l)

Column O: Calculate the balance left to be paid by District X, the difference between the actual cost

and the advance payment.

41

Template 2: Colleges of Education – Reconciliation of Costs

A B C D E F G H I J K L M N O

Calculation A / B E x 15 A x D x H F x C A x G x I J+K+L l M - N

Bo

ard

ing

and

lod

gin

g

(p

er w

eek)

Mo

du

les

Bo

ard

ing

and

lod

gin

g

Tuit

ion

(to

tal c

ost

of

tuit

ion

at c

olle

ge x

pro

po

rtio

n o

f

enro

llmen

t)

Mo

du

les

December3

April3

Long Vac4

Total for year

Tota

l en

roll

me

nt

in c

oll

ege

COLLEGES OF EDUCATION - RECONCILIATION OF COSTS

Pro

po

rtio

n o

f e

nro

llm

en

t fr

om

this

dis

tric

t (t

o n

eare

st 1

%)

Tota

l co

st o

f tu

itio

n t

o c

oll

ege

,

ced

is (

ho

urs

x 1

5)

Tota

l nu

mb

er

of

tuto

rial

ho

urs

Tota

l co

st o

f re

sid

en

tial

AD

VA

NC

E P

AY

MEN

T (7

0%

) p

aid

be

fore

re

sid

en

tial

Bal

ance

to

be

pai

d (

+)

or

retu

rne

d (

-)

Sign

atu

re o

f C

oo

rdin

ato

r

Residential

dates Act

ual

en

roll

me

nt

fro

m t

his

Dis

tric

t

Nu

mb

er

of

we

eks

of

resi

de

nti

al

cou

rse

Nu

mb

er

of

mo

du

les

give

n p

er

stu

de

nt

Unit costs Total costs

District Name

College of Education

Financial Year

42

Costs of monitoring and supervision of the UTDBE course at the district level should come under the

Education Management options from the Menu of Activities.

TED will also be responsible for financing a number of activities which will be funded under

Component 3 of the GPE. These activities include the initial awareness-raising, training and capacity

building of the implementing bodies (Districts, Regions, Colleges, cadres) and supervisors. In

addition, this includes the costs of the external academic body that will provide monitoring assistance,

programme improvement recommendations and capacity building.

2.3.4. Monitoring and Reporting

Training for the monitoring and reporting requirements of districts was provided by TED before the

December 2012 residential course began.

Academic Progress

Colleges will have responsibility for monitoring and keeping record of the academic progress of their

students. They must complete and update a template which contains information on:

Student personal

details (for example gender, date of birth, qualifications, school and class being taught, and

mobile phone number)

Attendance at the

face-to-face residential courses

Attainment in the

examinations (the results for which are provided by IoE/UCC)

Field support

received by the students in between the face-to-face sessions. This will be provided by the

Districts to the Colleges.

District Coordinators are required to provide to Colleges and TED the details of the number of in-field

support sessions for each of their students before each residential.

Examples of these templates being developed by TED are given below. A complete version of the

template developed by TED is given in Annex 5.

The external academic body employed to support the monitoring and quality of UTDBE

implementation will write an annual progress report using the academic progress data held by the

Colleges.

43

Table 2.5. Example of Personal details record

S/N

NAME OF TEACHER G

END

ER

DA

TE O

F B

IRT

H

AC

AD

EMIC

Q

UA

LIFI

CA

TIO

N

STA

FF ID

SCH

OO

L TE

AC

HIN

G

CLA

SS

TEA

CH

ING

CIR

CU

IT

DA

TE O

F FI

RST

A

PP

OIN

TM

ENT

DIS

TRIC

T

CO

LLEG

E

REG

ION

STA

TU

S

MO

BIL

E TE

L N

o.

Table 2.6. Example of Attendance record

S/N NAME OF TEACHER ATTENDANCE AT RESIDENTIAL FACE-TO-FACE MEETINGS (CoES)

Year One

1 2 3 Total

Date( /…/../..) Date( /…/../..) Date( /…/../..)

Table 2.7. Example of Field Support record

S/N NAME OF TEACHER

FIELD SUPPORT - PERIODS/INTERVALS BETWEEN RESIDENTIAL FACE-TO-FACE MEETINGS (DISTRICTS/SCHOOLS/CoES PARTNERSHIP OR COLLABORATION)

Year One

Total Field Support- Year One

PERIOD ONE -12/02/12 -

15/04/13 PERIOD TWO -12/02/12 -

15/04/13 PERIOD THREE -12/02/12 -

15/04/13

Total SV

Total CL MT

Total CL/ROOM

OBS SV CL MT CL/ROOM OBS SV CL MT

CL/ROOM OBS SV CL MT

CL/ROOM OBS

44

Table 2.8. Example of Exam attainment record

S/N

NAME OF TEACHER Examination results Year 1 (Grade point multiplied by course credit)

Engl

ish

Lan

guag

e

Stu

die

s

Pri

nci

ple

s an

d P

ract

ice

of

Edu

cati

on

Mat

he

mat

ics

(N

um

ber

&

Bas

ic A

lge

bra

)

Ph

ysic

al E

du

cati

on

(P

rin

cip

les,

Fo

un

dat

ion

s an

d

Me

tho

ds)

Gh

anai

an L

angu

age

an

d C

ult

ure

(La

ngu

age

and

& L

ang.

Te

ach

ing)

Re

ligio

us

and

Mo

ral

Edu

cati

on

(G

en

, In

tro

&

Me

th)

Envi

ron

me

nta

l an

d

Soci

al S

tud

ies

Inte

grat

ed

Sci

en

ce 1

Mu

sic

and

Dan

ce

(Ele

me

nts

an

d

Me

tho

ds)

Ch

ild a

nd

Ad

ole

sce

nt

De

velo

pm

en

t an

d

lear

nin

g

Gra

de

Po

int

Ave

rage

Ye

ar

1 Date

45

After each residential course, the College Programme Coordinator will be required to report on various

aspects of the course. A template is being designed for this purpose will be provided to Colleges.

Similarly, district staff will be required to report on the field support provided to student teachers in

between the residential courses, and a template is being designed for this also. These reports will need to

be submitted to TED.

Supervision

TED will send staff to each residential course to supervise for the whole period. At the end they will write

a report to inform TED of the progress and challenges for the Colleges and students in the course. A

reporting template is being developed to standardise this. In addition, these supervision staff will

administer a short feedback form for a small sample of the student teachers.

Additional external monitoring will be provided by members of GES management, NCTE, UCC and

GNAT. They will visit colleges during residential courses in order to report back to TED and GES

management.

After each residential course the TED supervisor and external monitoring reports will be brought together

to examine the progress and challenges.

TED will carry out field monitoring during every field period in-between residential courses. This

monitoring will cover a sample of the districts, informed by the monitoring and supervision reports to

target particular problem or success areas.

A second layer of external monitoring and supervision will be carried out by the academic body employed

to provide quality assurance, monitor progress, build capacity and recommend improvements for the

following year.

Overall progress

TED will be responsible for providing an annual report on the implementation of the UTDBE course.

This report will cover the data on enrolment and attendance, the organisation of the residential courses

and field support, monitoring activities and student feedback. It will also consider policy implications to

be addressed in the following year or future iterations of UTDBE. TED are developing a template for this

to ensure all the necessary issues will be reported.

In addition, GPEG includes funds for an Impact Assessment of the UTDBE sub-component (financed

from Component 3: Project management and monitoring and evaluation). This will look to assess the

impact of the UTDBE programme, how effective it has been as well as any unexpected benefits or

negative effects.


District Grants from the GPE will support INSET activities at the district level. In particular, the grants

will support a pre-identified mandatory core INSET curriculum in math, science and literacy (this is listed

in the menu of activities but should be mandatory for deprived districts). Other INSET activities will be

decided at the discretion of each District and identified in its APW. INSET is a programme designed by

the GES with support of the LEG to update teachers teaching skills at both the district and school levels.

The programme aims at improving quality of teachers by ensuring continuous Teacher Professional

Development for individual teachers through school and cluster-based INSET. SBI/CBI provides an

46

avenue for teachers to identify their needs and find solutions collaboratively with the support of the

training teams established at the districts.

The INSET Structure

Since 2008, INSET structures have been put in place in all the 170 district education offices and the

process for operationalizing SBI/CBI began. The following trainings have been offered from the TED.

Orientation and training of all 170 District INSET Committee (DIC) members;

Training of all District Teacher Support Teams (DTST) ; and

Training of all District Master Trainers (DMT)

After these training, districts

trained headteacher and selected Curriculum Leaders (CL) in all schools; and also

trained Curriculum Leaders

District INSET Committee (DIC) is a steering committee in District Education Directorate (DED) which

manages INSET at the district level. Some of the specific interventions at the District level are presented

in the table below.

Table 2.9. Menu of Specific Interventions and Activities Support to TED Specific Intervention Possible Activity Source of Funding

Support to District Training in activity based

teaching and learning

Assessment

Monitoring

Information sharing

Maths

Science

Literacy

SBA

SBI/CBI

DIC meeting

SPAM

District Grant:

DFID

GPE

“

“

School level SBI/CBI Maths

Science

Literacy

Demonstration lessons in

(ABL)

Peer teaching

T/LM preparation

Lesson preparation

SBA

School Grant:

Capitation Grant

GPE

Eligible Districts

Over the course of three years, all schools in the 57 deprived districts and all teachers are to attend the

mandatory Maths, Science/Literacy (SBI/CBI) as planned by districts and schools and GPEG will support

these mandatory activities.

Implementation Plan

The following table sets out the implementation plan timetable for the INSET activities.

47

Figure2.2. Timetable for INSET

1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

Orientation of Key Players TED (NIU)

DIC

DMT

Developing,reviewing and printing of materials

TED (NIU), CRDD,

S&L

Maths

Science

Literacy

Training and Retraining District Master Trainers (DMTs) TED (NIU)

Monitoring (National -> District) TED (NIU)/HQ

Monitoring Training of Monitors (Other headquater staff

like CRDD, Inspectorate Division and BED)

Monitoring Activity

Monitoring by Regional Office and District Office (DIC) -

twice in a term RDE

Information Seminar & review meetings TED (NIU)

NIC

JCC

Training and Re-orientation of HT/CS/CL DDEs

Training for CS,HTs

Training for CLs

Information Exchange Seminar for HTs, CLs and CSs

Content Training for All Teachers at Circuit Level DDEs

General Pedagogy

Maths (for all primary teachers by levels)

Lower Primary (P1-P3)

Upper Primary (P4-P6)

Science



Literacy



Challenging topics(Circuit Level)



Monitoring (District -> School) DDEs

Monitoring Training on LOS for all CS by MT DDEs

Monitoring SBI/CBI at least once in a term by CS, DTO DDEs

Reporting on SBI/CBI to the National Level DDEs

SBI/CBI at least twice in a term(minimum) HTs/CLs

Baseline Survey TED (NIU)/PBME

Sampling Survey TED (NIU)/PBME

External Evaluation GPEF

Others

SBA CRDD

Gender BEDKG TED (NIU) ?

Year 3Year 2Year 1

INSET Activities (GPEF) Responsible

48

2.5. Participatory Approaches to Student Success- Girls PASS Program

The aspects of GPEG focusing on bridging the gender gap will be supplemented by the Participatory

Approach to Student Success Program – Girls PASS funded separately by DFID. To minimize the burden

on districts, the PASS Program reporting will be aligned with the GPEG reporting. The PASS supports

the implementation of a full access scholarship for needy Ghanaian girls-particularly girls who are likely

to drop out of school- enabling them to remain in school, perform to their full potential and to complete

their JHS level of education. The program targets 55,000 needy girls in the 57 deprived districts, and runs

from 2013-17. The 4-year program will begin with a 1 year pilot phase in 15 of the 57 deprived districts,

spanning 8 regions of Ghana, and will be implemented in 2013/4. In 2014/5, the project will then be

expanded to cover the remaining deprived districts, and will run for a further 3 years until 2016/17.

Total funding for the PASS program equals $10.45 million5. The program has two mandatory components

designed to:

(a) provide a scholarship package for needy girls (PASS) - up to $9.67 million6;

(b) support GEU staff at national, regional and district levels to build their capacity to effectively

implement and monitor the program – up to $0.78 million7.

The aim of the PASS Scholarship program is to increase the enrolment, retention, completion and

performance of girls at Junior High School level in the 57 deprived districts of Ghana. This is to be

achieved by providing a full access, needs-based material support package comprising all the items

necessary for a girl to attend Junior High School (JHS), paying BECE examination fees, addressing

problems of distance to school with the provision of a bicycle, raising awareness of and promoting girls

education, and increasing the capacity of the Girls Education Unit Head Office and District and Regional

Officers. The program tackles the factors hindering girls from enrolling, staying in, completing and

performing in school.

The $0.78 million allocated for capacity building will cover the following priority areas related to the

implementation of the PASS program:

a) Orientation and training

b) Monitoring

c) ICT capacity

d) Administrative costs

Each district will receive funding via the Girls PASS program for monitoring of the scholarship program,

and for training and sensitization relating to the Girls PASS program. The remainder of the capacity

building budget will be administered centrally by the Girls’ Education Unit Head Office, with the

majority of funds being disbursed in the first two years of the program. It will be funded separately from

the GPEG accounts.

2.5.1. Pilot phase

The PASS Scholarship Program will implement a pilot phase in Year 1 in 15 districts across 8 operational

regions. A program review will be conducted after Year 1 to enable identification of the challenges and

risks of implementation and to identify what works best before the program scales up in Years 2 – 4. It is

5 Equivalent to £6.7 million, or GH₵20.1 million. Exchange rate based on GH₵3 to GB£1, and US$0.52 to GH₵1.

The amount in US dollars may change due to exchange rate differences at the time of disbursement. 6 Equivalent to £6.2 million. Exchange rate based on GH₵3 to GB£1, and US$0.52 to GH₵1.

7 Equivalent to £0.5 million. Exchange rate based on GH₵3 to GB£1, and US$0.52 to GH₵1.

49

anticipated that in total, at least 50,000 girls will benefit from the scholarship program, 10,000 of these in

the pilot year.

Districts covered

In order to cover sufficient geographical spread, 2 pilot districts were selected from each of the 7 regions,

in addition to the only deprived district in Eastern region. The districts covered by the pilot scheme were

decided according to a randomised selection from deprived districts in each region. Districts were

excluded where girls’ enrolment at JHS level was too small to allow application of the selection criteria.

The quota for the pilot phase is based on previous year enrolment rates in JHS, gender ratios in Basic

Education and the poverty rate of the district, with larger allocations given to districts with higher

enrolment, lower gender ratios or higher incidence of poverty. This allocation is subject to change once

full enrolment data has been collected.

See Annex 6 for full details of district quotas for pilot and full phase of scholarship package.

Number of students

Overall, 10,000 students will benefit from the scholarship during the pilot phase.

Table 2.10. Number of students in PASS pilot phase

2013/4

Pilot JHS 1 4,019

Pilot JHS 2 3,565

Pilot JHS 3 2,416

Pilot all JHS students 10,000

Table 2.11. Timing of pilot phase

Activity Timing

GPE Grant Training for District Budget Officers and DGEOs- includes

PASS elements

December 2012/ January 2013

Signing of Girls PASS MOU April 2013

Orientation workshop for DGEOs and RGEOs in 15 districts/8 regions- 1

day in 2 locations

May 2013

Additional DGEO capacity training in 15 districts- 2 days in 2 locations May 2013

Year 1 Tranche 1 disbursement End of May 2013

Beneficiary selection process June/July 2013

Scholarship packages procured August 2013

Scholarship packages distributed 1st week September 2013

GEU HQ monitoring of distribution Late September/ Early October 2013

Bi-annual progress and financial reports on accomplishments and

challenges in the implementation of activities.

October 2013

April 2014

Year 1 Tranche 2 disbursement November 2013

BECE fees paid to examination council by districts December 2013

GEU HQ evaluation trip- monitor performance and gather feedback April 2014

Review meeting for 15 participating districts- 1 location, 2 days May 2014

GEU collate feedback from participating districts May 2014

GEU/DFID review pilot scheme and identify refinements May 2014

Scholarship package for pilot phase

The scholarship package in the pilot phase will comprise the following items:

50

Table 2.12. Scholarship package

The scholarship package in the pilot phase will comprise the following items:

Item Approximate

cost per unit-

GH¢

Quantity

Total

Cost-

GH¢

Distribution

in term 1, 2

or 3

School uniform- 1 yard of fabric 5 4* 20 T1

School uniform sewing 10 2* 20 T1

School sandals 10 1 10 T1

School bags 10 1 10 T1

Exercise books 1 8 8

T1=3

T2=3

T3=2

Note books 1.5 4 6

T1=2

T2=1

T3=1

Pens 0.5 4 2

T1=2

T2=1

T3=1

Pencils 0.25 4 1

T1=2

T2=1

T3=1

Ruler 1 1 1 T1

Text books 10 4 40 T1

Sanitary pads (pack of 6) 2.5 10 25

T1=4

T2=3

T3=3

Maths sets (includes eraser and sharpener) 2 1 2 T1

Total (GH¢)

145

*JHS 3 students will require 2 yards of fabric and sewing of 1 uniform, with the remaining GH¢20

covering BECE examination fees.

Procurement of the items will be over the long vacation, in order to distribute the packages in the first

week of each academic year, but some items will be distributed by school-based facilitators at the start of

terms 2 or 3. Bicycles will be excluded from the pilot phase programme. These items will be procured by

districts and money will be disbursed through the GPE mechanisms- as a result, the number of

scholarships will be included in the district Annual Programme of Work (APW) prepared by districts.

A ceiling of GH¢145 is set for the procurement of these items (GB£48.338 or US$75.40

9). GH¢5

(GB£1.6610

or US$2.6011

) per student, on top of this amount, is available to fund procurement and

distribution.

8 Exchange rate based on GH₵3 to GB£1.

9 Exchange rate based on $0.52 to GH₵1.

10 Exchange rate based on GH₵3 to GB£1.

51

For JHS 3 students, they will receive only one uniform in their scholarship package. The remaining

GH¢20 (GB£6.6712

or US$10.4013

) that would otherwise have funded an additional uniform will be used

to pay for the BECE fees usually paid by individual students and not covered by the Government of

Ghana.

The funds to pay for BECE fees will be paid to the District, according to the number of JHS 3 students, in

December each year. The District Education Office will then submit the amount to the examination

council on behalf of the scholarship students.

Schools will be informed that BECE fees for the Girls’ PASS Scholarship students have been paid, and

this will also be highlighted to scholarship recipients in the booklet they receive when selected, to avoid

the possibility of double payment of the fees.

2.5.2. Full phase of scholarship program

In 2014/5 the scholarship programme will be rolled out to include all 57 deprived districts across 8

regions, including those not covered by the pilot phase. Students in each of the 3 years of Junior High

School will receive the package in the first year, and will continue to receive it until they leave Junior

High School.

Number of pupils receiving

scholarship

2013/4 2014/5 2015/6 2016/7

Pilot phase JHS 1 4,019

Pilot phase JHS 2 3,565 4,019

Pilot phase JHS 3 2,416 3,564 3,564

Full phase JHS 1 17,724

Full phase JHS 2 16,115 17,724

Full phase JHS 3 11,161 16,115 17,724

Total new recipients 10,000 45,000

Total packages 10,000 52,583 37,403 17,724

At this stage it is anticipated that the scholarship package will remain the same as in the pilot phase, but

the ceiling for procuring the package will increase to take account of inflation.

2013/4 2014/5 2015/6 2016/7 Overall

Cost per package 145 147 149 151

Total scholarship package costs 1,450,000 7,729,848 5,573,047 2,676,324 17,429,219

Bicycle and solar lamp costs - 595,000 - - 280,000

Procurement and distribution-

GH¢5 per package

50,000 262,920 187,015 88,620 588,555

Total costs- GH¢ 1,500,000 8,587,768 5,760,062 2,764,944 18,612,774

11

Exchange rate based on $0.52 to GH₵1. 12

Exchange rate based on GH₵3 to GB£1. 13

Exchange rate based on $0.52 to GH₵1.

52

Total costs- GBP14

£500,000.00 £2,862,589.33 £1,920,020.67 £921,648.00 £6,204,258.00

Total costs- USD $780,000 $4,465,639 $2,995,232 $1,437,771 $9,678,642

In the full phase of the programme, bicycles may be provided to 3,500 (just over 5% of) scholarship

recipients to ease problems of distance for those living furthest from school without other transport

options. Bicycles will be procured by the district office. The maximum unit cost for bicycles is GH¢80

(US$41.60). 3,500 scholarship recipients may also be provided with a solar lamp to facilitate study

outside of school hours where mains electricity is not available. The maximum unit cost for solar lamps is

GH¢90 (US$46.80). The feasibility of provision of bicycles and solar lamps will be determined after a

comprehensive monitoring and evaluation needs assessment which will be conducted during the pilot

phase of the project by an independent evaluator in close collaboration with the GEU.

Table 2.15. Timing of full phase

Activity Timing

GPE Grant Training for District Budget Officers and DGEOs-

includes PASS elements

December 2012/ January 2013

Annual work plans prepared and submitted by districts- include

scholarship information

October 2013/2014

Orientation workshop for DGEOs and RGEOs in all 57 districts/8

regions- 1 day in 2 locations

May 2014

Additional DGEO capacity training in all 57 districts- 2 days in 2

locations

May 2014

Beneficiary selection process June/July 2014

Scholarship packages procured August 2014/2015/2016

Scholarship packages distributed 1st week September 2014/2015/2016

GEU HQ monitoring of distribution Late September/ Early October

2014/2015/2016

BECE fees paid to examination council by districts December 2014/2015/2016

GEU HQ evaluation trip- monitor performance and gather feedback April 2015/2016/2017

Review meeting for 57 participating districts- 2 locations, 1 day June 2015/2016/2017

GEU collate feedback from participating districts June 2015/2016/2017

Bi-annual progress and financial reports on accomplishments and

challenges in the implementation of activities.

April 2015/2016/2017

October 2014/2015/2016

Annual reports June 2015/2016/2017

Final project report August- October 2017

2.5.3. Capacity building at the district level

Each district will receive funding for monitoring the Girls PASS program, and this activity should be

included in the Annual Program of Work. The ceiling for monitoring activity relating to the Girls PASS

program for each district is shown below:

2013/4 2014/15 2015/6 2016/7 Overall

Ceiling for monitoring per district-

GH₵ 1170 1280 1400 1550

Costs for all districts participating-

GH₵ 17550 72960 79800 88350 258660

Costs for all districts participating- £5,850 £24,320 £26,600 £29,450 £86,220

14

Exchange rate based on GH₵3 to GB£1.

53

GBP15

Costs for all districts participating-

USD16

$9,126 $37,939 $41,496 $45,942 $134,503

Districts will also receive funding for training of school-based facilitators about the Girls PASS Program

and sensitization work in the community relating to girls’ scholarships.

This funding will be available in 2013/4 for the 15 pilot districts, and in 2014/5 for the remaining

deprived districts not included in the pilot phase. Up to GH₵4,000 are available per district for these

activities.

2013/4 2014/15 2015/6 2016/7 Overall

Ceiling for Girls PASS sensitisation, promotion

and training per district- GH₵ 4000 4000

Costs for all districts participating- GH₵ 60000 228000 0 0 288000

Costs for all districts participating- GBP17

£20,000 £76,000 £0 £0 £96,000

Costs for all districts participating- USD18

$31,200 $118,560 $0 $0 $149,760

Funds for both these activities should be planned into the Annual Program of Work and will be disbursed

into GPEG district accounts in June each year.

2.5.4. Eligibility

Districts and Schools

All deprived districts eligible for GPEG funding under the 2012 definition are required to participate in

the Girls PASS Scholarship. Schools shall be selected by the District Directorate of Education with

priority given to the schools in the most disadvantaged communities.

Student Eligibility

Girls will be selected to receive the scholarship on the basis of need. The beneficiary must be a girl,

Ghanaian, and must be schooling in the district (not necessarily as an indigene of the district). The

beneficiary must not be receiving support from any other scholarship programme or organisation for their

schooling. Specific criteria based on material deprivation will be used to identify beneficiaries. The girl-

child selected must fulfill at least one of the following criteria:

An orphan without support.

A child who takes care of herself

A disabled child without support.

A child living with HIV/AIDS.

A child in a household with income below the minimum wage.

A child from a LEAP beneficiary household.

15


Exchange rate based on $0.52 to GH₵1. 17



54

A child from a single parent family with a low income.

A child whose parents or guardians are all unemployed.

A child whose parents or guardians are living with a disability or serious illness.

A child from a large household unable to afford to send all children to school.

In order to qualify for a second or third year of the scholarship and to receive a scholarship package once

selected, girls must achieve at least 80% attendance at school in the previous year. In applying the criteria

above, the scholarship selection committee should pay attention to girls who are keen to attend despite

signs of deprivation, such as a tattered uniform.

All eligible girls- those enrolled in P6, JHS 1 or JHS 2 in either 2012/3 or 2013/4- will receive an

information sheet about the scholarship programme informing them about the selection process. Those

wishing to apply for the scholarship should complete at application form.

2.5.5. Recipient Selection Procedure

The selection process will be a two-stage process, occurring both at school level and district level. It will

occur in the first year of the pilot phase and the first year of the full phase- no selection will happen in

subsequent years of the programme. Specific quotas for each district will be provided as a guideline for

the selection process, based on enrolment figures at JHS level (See Annex 6 for details of these quotas for

the pilot year, and full phase quotas). The final sign off of beneficiary lists for each district will be carried

out by GEU Head Office- there will be a two week window for appeals to be made to the GEU Head

Office by girls not selected through the procedures below.

At the School level

A committee shall be set up to investigate the background of the selected pupils. This committee should

comprise the following:

• The head teacher

• The school-based facilitator

• PTA Executive/ SMC members

• A pupil (preferably a female)

• A unit community member (preferably a female)

• An assembly person

• An educationist

Each of the selected pupils wishing to be the recipient of a scholarship should fill a form to be sent to be

submitted to the school-based facilitator for consideration by the scholarship committee. Once the

scholarship committee has selected the pupils that fit the criteria, the application forms should be

submitted to the District Director of Education through circuit supervisors and the District Girls’

Education Officer.

At the District level

The District Director of Education shall constitute a selection panel comprising representatives of the

various stakeholders in education in the district for the final selection of beneficiaries. Finalised lists

including names of beneficiaries, signatures of beneficiaries, head teachers, parents/guardians and the

District Director of Education shall be forwarded to the Girls’ Education Unit at GES HQ and to

participating schools and the pupils that applied for the scholarship. The provisional nature of their

selection and the possibility of appeal open to those not selected should be highlighted.

55

Membership to the District level selection committee should constitute:

• District Director of Education

• District Education Oversight Committee Member

• A head teacher

• A teacher (preferably a female)

• District Girls Education Officer

• Member, Head of any MDA

• Traditional Authority Representative

At the National level

The final sign off of beneficiary lists for each district will be carried out by GEU Head Office. Districts

will submit the lists of selected beneficiaries to GEU HQ, and there will be a two week window for

appeals to be made to the GEU HQ by girls not selected through the procedures.

GEU HQ will then confirm the final lists for each district, and DEOs will communicate the final selection

to schools and pupils.

This process should be complete by the end of the academic year.

Those selected will receive a booklet outlining what to expect during the course of the scholarship.

Roles and Responsibilities

At the National Level

The Basic Education Division of the Ghana Education Service will provide overall oversight of the

implementation of this programme.

The Girls’ Education Unit (GEU) shall:

Coordinate, monitor and evaluate the programme implementation.

Advise the Management Steering Committee on the implementation of the project.

Sign off beneficiary lists and deal with appeals.

Keep the database of all beneficiary students.

Develop the appropriate monitoring and evaluation tools for the project.

Carry out direct monitoring of the distribution of materials and performance of recipients in

selected districts.

Advise the implementing districts on matters of Girls’ PASS Education (Programming,

Procurement, Scholarship etc.)

Coordinate and procure promotional materials and distribute to the districts.

At the District Level

The District Directorate of Education of targeted districts shall be the implementing agency of all

activities under the PASS in Ghana Scholarship Programme. The District Girls’ Education Officer in

consultation with the District Education Directorate will:

Develop annual work plans for the scholarship programme and incorporate this into the GPEG

Annual Programme of Work

Identify and select scholarship beneficiaries

Purchase and distribute scholarship packages to beneficiaries

Ensure that scholarship package reach selected beneficiaries

56

Organize training workshops/Information Education Communication (IEC) and sensitization for

district staff and parents in relation to the PASS in Ghana Scholarship Programme

Organize monitoring and field visits by district staff

Ensure that the District Girl’s Education Officers (DGEO) work collaboratively with other

stakeholders in the planning, implementation and monitoring of all training under the PASS

Track school attendance and evaluate learning achievement levels of the scholarship beneficiaries

Ensure the integrity of the accounting systems and funds disbursement in all of the DDE’s by the

GES Office of the Financial Controller

Provide bi-annual financial reports and cash flow projections supported by receipts and other

documentation as necessary in accordance with established procedures

The beneficiary District Director of Education (DDE) shall provide technical oversight for the planning

and implementation of all workshop and school monitoring activities supported under the PASS in Ghana

Scholarship Programme. The budget officers of the beneficiary District shall provide services towards the

budgeting, disbursement and auditing of funds provided under the supervision of the Financial Controller

at GES Headquarters.

2.5.6. Ways of Working

The Girls PASS Programme will be implemented closely with the GPEG programme with regular

coordination between the GEU and the GEPG Project Coordinator’s Unit. Regular feedback on progress

will be provided to the GPEG Steering Committee by the GEU.

All reports and research documents generated under this programme will be shared with the GPEG

Project Coordinator’s Unit.

2.5.7. Flow of funds

DFID will disburse funds for the scholarship in two tranches every year. This will be based the on PASS

Scholarship numbers and related capacity building activities outlined in the GPE Annual Programme of

Work (APW). Funds will be disbursed in May and November. The treatment of unused/uncommitted

funds will follow the GPE provisions outlined in this document.

The GEU will collate all district PASS programme-related activities from the APW together with the

national level capacity building activities and submit to DFID.

The procedures for requesting and disbursing of funds are outlined in the bilateral MoU which will be

signed between the Government of Ghana and the Government of the United Kingdom. DFID will

disburse funds into the Sector Budget Support Account which will be transferred into the newly-created

MOE/GES designated account at the headquarters for Girls PASS activities. GES will ring-fence funds

allocated for Girls PASS National level Monitoring and Capacity Building for use by the GEU and

transfer district allocations directly into the to the GPEG account at the district level.

The Diagram below shows how funds under the PASS in Ghana scholarship programme will flow.

57

Upon setting up the Girls PASS Account, GES will advise DFID with account details and the list of

authorised signatories. GES will transfer funds into designated accounts as soon as they are received to

ensure continuity in project implementation

Table 2.16. Proposed Disbursement Structure in Pounds

2013/4 2014/5 2015/6 2016/7 Overall

Scholarship package- GH¢ 1,500,000.00 8,587,768.00 5,760,062.00 2,764,944.00 18,612,774.00

Capacity building- district- GH¢ 77,550 300,960 79,800 88,350 546,660

Capacity building- national- GH¢ 550,612 253,134 65,248 70,092 939,086

Total- GH¢ 2,128,162 9,141,862 5,905,110 2,923,386 20,098,520

Scholarship package- GBP19

£500,000.00 £2,862,589.33 £1,920,020.67 £921,648.00 £6,204,258.00

Capacity building- district- GBP £25,850.00 £100,320.00 £26,600.00 £29,450.00 £182,220.00

Capacity building- national- GBP £183,537.37 £84,378.12 £21,749.27 £23,363.86 £313,028.62

Total- GBP £709,387.37 £3,047,287.45 £1,968,369.93 £974,461.86 £6,699,506.62

Scholarship package- USD20

$789,473.68 $4,519,877.89 $3,031,611.58 $1,455,233.68 $9,796,196.84

Capacity building- district- USD $40,815.79 $158,400.00 $42,000.00 $46,500.00 $287,715.79

Capacity building- national- USD $289,795.85 $133,228.61 $34,340.95 $36,890.30 $494,255.71

Total- USD $1,120,085.33 $4,811,506.51 $3,107,952.52 $1,538,623.99 $10,578,168.34

19



58

Table 2.16. Proposed Disbursement Structure

2013/4 2014/5 2015/6 2016/7 Overall

Scholarship package- GH¢ 1,500,000.00 8,587,768.00 5,760,062.00 2,764,944.00 18,612,774.00

Capacity building- district- GH¢ 77,550 300,960 79,800 88,350 546,660

Capacity building- national- GH¢ 550,612 253,134 65,248 70,092 939,086

Total- GH¢ 2,128,162 9,141,862 5,905,110 2,923,386 20,098,520

Scholarship package- GBP21

£500,000.00 £2,862,589.33 £1,920,020.67 £921,648.00 £6,204,258.00

Capacity building- district- GBP £25,850.00 £100,320.00 £26,600.00 £29,450.00 £182,220.00

Capacity building- national- GBP £183,537.37 £84,378.12 £21,749.27 £23,363.86 £313,028.62

Total- GBP £709,387.37 £3,047,287.45 £1,968,369.93 £974,461.86 £6,699,506.62

Scholarship package- USD22

$789,473.68 $4,519,877.89 $3,031,611.58 $1,455,233.68 $9,796,196.84

Capacity building- district- USD $40,815.79 $158,400.00 $42,000.00 $46,500.00 $287,715.79

Capacity building- national- USD $289,795.85 $133,228.61 $34,340.95 $36,890.30 $494,255.71

Total- USD $1,120,085.33 $4,811,506.51 $3,107,952.52 $1,538,623.99 $10,578,168.34

2.5.8. Financial Management, Reporting and Audit

Financial management of the PASS program will be integrated in the overall GPE financial management

system. Financial reports will show details of DFID funding, and interim financial reports and relevant

bank statements will be required to support requests for six-monthly disbursements. Annual Audit of the

project’s financial statements will be conducted by the Ghana Audit Service (GAS) and the ToRs for the

auditors will include a specific requirement to audit DFID funds. GAS will produce a comprehensive

audit report and furnish copies to IDA and DFID within 6 months of the end of each fiscal year of the

GoG.

2.5.9. Procurement

Procurement under the PASS in Ghana program will be guided by the Government of Ghana Public

Procurement Act 2003, Act 663. Procurement of some items related to the national element of the

capacity building budget will be separate from GPEG mechanisms of procurement.

Procurement of scholarship items will be via district level procurement process. GES may however resort

to an alternative procurement process where it considers it prudent, more competitive. GES will take into

consideration factors such as pricing, quality and timeframe. Justification for adopting an alternative

procurement process other than district level procurement will be discussed and agreed with DFID.

Where procurement occurs at the district level, the usual District Procurement Committee shall operate

for PASS purchases, with the inclusion of the District Girls Education Officer at committee meetings.

Functions The Committee shall:

review procurement plans in order to ensure that they support the policies and programs of the

PASS;

21



59

confirm the range of acceptable costs of items to be procured and match these with the available funds in the approved budget of the PASS activity;

review the schedules of procurement and specifications and also ensure that the procurement

procedures to be followed are in strict conformity with the provisions of Public Procurement Act

2003, Act 663, its operating regulations and guidelines;

ensure that the necessary approval is secured from the relevant authority, in terms of the

applicable threshold in accordance with GES guidelines on Procurement and subject to Public Procurement Act 2003, Act 663 , prior to the award of the contract;

facilitate contract administration and ensure compliance with all reporting requirements under

this PASS;

ensure that stores and equipment are disposed of in compliance with the Public Procurement Act

2003, Act 663.

The Procurement Committee shall be required to prepare and submit full report to the Director General -

GES on each procurement process undertaken on behalf of the PASS Scholarship Programme. The report

should cover the following items:

When and where the tender was advertised

Type of tender e.g. pre-selected, sole sourcing, open tender

Table of bidders and criteria for selecting them

Details of the winning bidder and price

Time between winning the bid and delivering items

Any other relevant details or observations

All other aspects of the Girls PASS Scholarship programme not discussed above shall conform to the

provisions in the GPEG PIM.


Rigorous evidence has been accumulated that significant improvements can be obtained at comparatively

low-cost by spending more focused time ensuring that the bottom-half of the class in the early grades

does not get left behind, and that improving general school quality (for example focusing on school

infrastructure or providing teachers with diplomas) alone may not achieve the desirable goals for a large

fraction of the students, if they have not acquired the basic skills.

Lower qualified individuals, even with a minimal amount of training, can be trained in a week or two to

deliver targeted basic instruction to the lower half of the class. Such interventions have the potential to

bring students who were just achieving the minimum competencies, to proficiency. When only 20% of

students can now read stories, this number could be brought to almost 50% in less than a year. This

also allows the regular teacher to teach the rest of the class better. Every student benefits from being

reached at the right level of difficulty

The Remedial Education Programme

Since January 2011, the Ghana Education Service, in collaboration with the National Youth Employment,

The Ghana National Association of Teachers, and an NGO, Innovations for Poverty Action, has been

implementing a remedial education initiative in 400 schools, in 42 districts across all 10 regions.

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The main components of the programme are as follows:

- Identifying the child’s level: introducing simple testing in schools to help determine the

specific skill level of students (for example, able to read letters, able to read words, able to

read paragraphs, etc)

- Focusing on the child’s level: by grouping low performing students in levels and using

beneficiaries of the National Youth Employment Programme (NYEP) as teacher assistants to

provide targeted instruction focused on basic skills in literacy and numeracy

- The pedagogy: for literacy it takes advantage of the reflection work that has taken place on

using local language and focuses on building reading and writing skills; and on number

recognition and basic operations for numeracy

- The methodology: teacher assistants use a series of progressive prepared lessons that are

activity-based, child-centered and linked to a set of simple materials to teach basic skills.

This initiative, which is being evaluated rigorously, is already making a large difference for students who

are receiving focused time on basic skills. The goal now is to extend this programme to reach all lower

primary students in basic schools across the country.

Districts where the remedial education project is already in place, will be able to extend it from 12

schools to additional schools in the district, while districts starting the programme can draw on the rich

experience and resources accumulated over the last two years.

2.6.1. Implementation Support

National-level

The Basic Education Unit, HQ, shall coordinate and monitor the programme implementation. However,

technical assistance for districts to implement the remedial education program will be provided through

the pre-established Remedial Education Support Team (REST). REST will make the appropriate

materials, training modules and monitoring tools for the programme available to districts. It shall also

train a team of resource persons to support district level training as well as provide on-going support to

the districts on matters related to the design and implementation of the Remedial Education programme.

The NYEP HQ shall coordinate with its district coordinator to identify, hire and deploy teacher assistants

to schools and districts that request it. They will also oversee the retention and replacement of assistants.

District-level

The District Directorate of Education shall be the implementing agency of all activities under the

remedial education programme. In addition to other interventions to improve learning outcomes, District

Directors of Education (DDEs) are encouraged to review district level strategies to include remedial

education as part of their current package of interventions. Under their supervision, a Remedial Education

Programme Coordinator (REP), identified from among the District Education Office staff will be

responsible for supporting schools in implementing the remedial education programme. The REP

Coordinator will draw on those trained as trainers in the district to provide teacher assistant training and

supportive supervision.

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While the REP Coordinator will support with tools and overall monitoring, Circuit Supervisors and Head

Teachers will be responsible for ensuring that the assistants are able to apply the pedagogy and

methodology of the programme and that they are regular to school.

The NYEP District Coordinator will be responsible for working with the Head Teacher and SMCs to

identify qualified candidates from the community to serve as teacher assistants.

The Districts can choose Remedial Education Programme as one of their activities in the GPEG Annual

Programme of Work. The following table provides the list of sub-activities under the Remedial

Education Program.

Table 2.17. Remedial Education: Activities to be undertaken Remedial Education Programme: Specific Activities to be Undertaken

Activity National Level District Level School Level

Remedial

Education

Support Team

Management team for the

Teacher Community Assistant

Initiative will provide support

to districts who want to

implement the programme.

Designate one district staff

member as the remedial

education officer

@GHC 10,000/month

Materials

Development

Refine materials used for

remedial education pilot and

adapt for national scale-up;

Refine/develop training

modules & materials for

training of district officers,

master trainers, and teacher

assistants

@GHC 15,000 for

consultancy fees and field

testing

Materials

production &

distribution

Procure/print basic set of

materials to make available to

districts

Reproduce manuals &

materials for teacher assistants

Make learning aids &

materials available for the

remedial classes

@ GHC 5,000/district @ GHC 100 per school that

takes up the programme

@ GHC 100/term

Orientation of

key

implementation

partners

Organize orientation

workshops for DOEs and key

district agencies

Organize sensitization for

school level partners (Head

Teachers, Teachers,

SMCs/PTAs)

@ GHC 800/district @GHC 75/school

Identification,

hiring &

deployment of

TCAs

Provide guidelines to districts

for hiring (qualifications,

working with schools, etc)

Conduct interviews and hiring

tests to identify teaching

assistants for the schools

Provide list of eligible youth

from school community and #

of teacher assistants needed

for the school to the NYEP

district coordinator

@ GHC 100/day for interview

logistics;

@ GHC 7/person for

interviewees

Remuneration &

retention of TCAs

Make monthly allowance

payments to teacher assistants

@ GHC 100/assistant/month

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Remedial Education Programme: Specific Activities to be Undertaken


Training of

District Remedial

Education

Officers

Train all district officers on

different components of the

programme & their role within

the district

@ GHC 150/person/day for 3

days

Training of

Resource Persons

Train 20 resource persons to

provide training support for

training assistants


days

Training of

Trainers

Train district staff (district

education support team, in-

service team) as trainers


days

Training of

Teacher

Assistants

Train teaching assistants @

district level


days;

Organizing

remedial class

Provide space & furniture @

school for the remedial class;

Hold remedial lessons daily,

during school or after school

depending on school

conditions;

@GHC 200/school

Ongoing support

for teaching

practice

Organize peer reflection

gatherings for teacher

assistants to review pedagogy

& methodology

@ GHC 15/teacher assistant/

mtg; quarterly gatherings.

Monitoring the

programme

Orient Circuit Supervisors and

Head Teachers on providing

supportive supervision to the

teacher assistants

Conducted during school &

district level orientations

Circuit Supervisors monitor

teacher assistants during

routine school monitoring

visits and submit reports to

district RE officer and DDE

Head Teachers monitor

teacher assistants

@ GHC 15/school/visit

2.6.2. Implementation Costs

National-level

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Activities that are slated to take place at the National level to prepare districts for implementation

will be covered out of a $200,000.00 grant available from the Teacher Community Assistant

Initiative and so, all national cost will be covered by TCAI. These will cover the time of a national

team to support district training, refinement of materials and on-going support to districts.

Further, depending on the number of districts that take up remedial education, it may be possible to

make small grants of $3,000.00 - $5,000.00 per district to defray some of the materials and/or

training costs.

In addition to this, allowances of beneficiaries will be covered by the National Youth Employment

Programme (NYEP). Each teacher assistant will receive a 2-year fixed term of service.

District-level

The unit cost per year of the remedial education programme in a district is GHC 44,925.00.

District-level costs are computed per unit of the remedial education programme. This is to take

advantage of a coordinator and 2 trainers being the smallest unit of management. For this level of

human resources, 30 schools with 30 teacher assistants can comfortably be supported. For a school

to have only one assistant, it would need to have a P1-P3 population of 75 to 120 students.

It should be noted that if a district has fewer resources available, it could reduce the number of

schools and teacher assistants cover to reduce costs. Likewise, it could comfortably raise the

number of schools in a unit to 40, should more financial resources be available.

Table 2.18. Unit costs of Remedial Education Yearly cost of 1 unit of Remedial Education @ District Level

assumptions (purchase 1 unit of the remedial education programme, which

includes):

1 district coordinator;

30 schools (popn of class 1-3 between 75-120 pupils);

30 teacher assistants;

2 trainers

Activities unit cost freq # total (GHC)

Materials 100.00 1 35 3,500.00

orientation @ school level 75.00 1 30 2,250.00

assistant hiring (interview logistics) 100.00 1 3 300.00

assistant hiring (transport) 7.00 1 45 315.00

ToT 130.00 6 4 3,120.00

assistant training 100.00 8 35 28,000.00

assistant peer support gatherings 15.00 4 35 2,100.00

Monitoring 15.00 6 30 2,700.00

district officer (operations/logistics) 220.00 12 1 2,640.00

total costs 84.67 44,925.00

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School-level

For the teacher assistant to be successful, they would require tools like chalk, pens, poster paper and

permanent markers to make teaching aids. It is expected that these will be provided at the school at

the level of GHC 100.00 per term.

In addition to this, schools that elect for the teacher assistant to teach during the regular

instructional hours will have to make an allocation for a space to hold the class and furniture. This

is expected to be a one-time payment of GHC 200.00.

2.6.3. Monitoring and Evaluation

The activity will be monitored jointly by the Basic Education Unit and District and School-Level

supervision. Circuit Supervisors, Head Teachers, School Management Committee, and NYEP District

Coordinators will monitor at varying frequencies.


Monitoring Personnel and Frequency

Personnel Frequency

SMC Members Daily

Head Teachers Daily

Circuit Supervisors 2x/term

District RE Officer 3x/term

NYEP District

Coordinators

Monthly

Monitoring tools include written/verbal observations. Evaluation of impact of the programme will include

attendance, time on task, use of remedial methodology, and an assessment of learning achievement levels.

Addressing learning gaps by gearing instruction towards pupil’s actual learning levels is an evidenced-

based approach used in a number of countries and showing early positive results in primary schools

across Ghana.

2.6.4. Remedial Education Programme: Some Questions and Answers

About selecting, training and deploying Teacher Assistants

1. How is the Teacher Assistant selected?

- Although the NYEP hires and deploys the teacher assistant, the SMC/PTA and the Head

teacher for the school should be involved in the selection process by recommending young

people from their community who meet the criteria.

- The NYEP will conduct an interview with all candidates that apply for the position and select

one that best fits the role.

2. What qualifies a person as a Teacher Assistant?

- She/he should live in the community where the school is located

- She/he should have completed Senior Secondary School successfully

- She/he should be able to read and write the local language used for lower primary instruction

at the school

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3. What exactly are Teacher Assistants supposed to do?

- The Teacher Assistant’s role is to assist pupils in class 1-3 who are the lowest performing

“catch up” on basic concepts they missed.

- Teacher Assistants are not meant to be a replacement for the class teacher. They are only

supposed to compliment what the class teacher is doing by providing extra support to

children who lag behind.

4. Who is the Teacher Assistant supposed to teach?

- Teacher Assistants are to work with the lowest performing pupils in class 1 – 3. These pupils

are not pupils with learning disabilities or learning challenges. They are the bottom half of

the class who have not yet been able to acquire the basic skills.

5. Can a TCA teach the regular class if the teacher is not available?

- Although many Teacher Assistants will be very competent at teaching and know the subject

matter, they are not meant to replace the regular classroom teacher or to take over his/her

work.

6. What is the content of the training provided to Teacher Assistants?

- How to select pupils for the remedial class; and know how to organize all their groups, so that

over a term or two, all pupils who need additional support get it.

- How to help pupils to read and write (letters, words and sentences), build vocabulary and to

comprehend language.

- How to teach pupils numbers, counting and basic operations.

- How to track the progress of each child during the remedial class and be able to conduct a

post-test to determine if all milestones have been met.

7. What content is the Teacher Assistant meant to teach the pupils?

- Teacher Assistants are supposed to teach a remedial curriculum that focuses on “basic skills”.

This means that they are not meant to re-teach the pupils every single topic the teacher

teaches in the regular class. They should rather focus on those foundational skills that will

better equip pupils to “catch up” to their class level.

- For each level in literacy and numeracy, there are specific objectives and the corresponding

content to be taught.

8. How is the Teacher Assistant meant to teach?

- Teacher Assistants are not classroom teachers. This means that they are not expected to

know sophisticated methodology and use complex lesson plans. For each topic they teach,

the Teacher Assistant should follow the simple methodology provided in their literacy and

numeracy manuals.

- The key to a Teacher Assistant being successful in class is to use a mix of whole group, small

group and individual activities that incorporate “listen,” “read/say,” “do” and “write”.

9. What teaching resources are available for the teacher assistant?

- For literacy, there is a teaching manual, with 6 unique lessons for each level; a resource guide

that contains words, sentences and paragraphs to be used with your lessons; and a story book

which has poems, rhymes, riddles and stories.

- For numeracy there is a teaching manual that explains the methodology for teaching numbers

and operations; and an activity book that has activities, games and word problems for each

topic in the teaching manual.

- A plan book that includes a time sheet to track how much time the Assistant spends teaching

each day and lesson plan templates for literacy and numeracy for planning daily lessons.

66

- A testing book that includes copies of the pre-test to use for dividing your classes, a

milestones chart to track progress during the remedial class, and a post-test at the end of the

period of the remedial class to determine whether pupils have met the objectives.

- An attendance book to keep track of if and how often the children in your remedial class are

attending regularly.

About how the remedial class is conducted

1. How is the remedial class conducted?

- Pupils from class 1-3 who need additional support are divided into small groups according to

their ability levels using a simple test.

- Literacy remedial levels are: L1 (letter level), L2 (word level), L3 (sentence level); and

Numeracy remedial levels are: L1 (number level), L2 (basic operations level), L3 (complex

operations level).

2. When is the remedial class taught?

- Can be held anytime during the instructional hours of the school day (complimentary).

Meaning that pupils will be pulled out of their regular class for 1½ hours every day.

- Alternatively, can be held after instructional hours (supplementary). Meaning pupils stay

behind after school hours for an additional 1½ of instructional time.

3. What would be the teacher assistant’s teaching schedule?

- Each day, assistant will teach one group for literacy for 1½ hours and one group for

numeracy for 1½ hours.

4. How long should each remedial class run?

- The remedial class for each group will last for 6 weeks. After 6 weeks, the pupils return to

their regular class while the teacher assistant starts with another 2 groups (1 literacy, 1

numeracy). This means that through the term the teacher assistant will progress through the

different levels, teaching 2 groups 1 literacy, 1 numeracy) at a time.

- It is possible that some of the pupils will progress with the teacher assistant to the next set of

remedial classes (for example, a class 3 child who completes the level 1 class, will progress

with the assistant to the level 2 class).

5. What tests are used in the programme?

- Both a pre-test and a post-test should be conducted. The tests are given on a one on one basis

to determine the level of the pupils and know if they have been able to meet the objectives of

the remedial class.

- The pre-test should be conducted at the beginning of every term, and the post-test should be

conducted at the end of every remedial level.

- During the class, there should be informal assessments to check if the pupils understand what

is being taught.

6. What is taught in the remedial class?

- For each subject for each level the teaching guide provides specific guidance on what to teach

the pupils.

- For literacy the aim is to teach pupils to (1) read and write, (2) learn new vocabulary, and (3)

comprehend language. For each level lessons and activities are taught that will help them

acquire the requisite skills.

67

- For numeracy the aim is to teach pupils to (1) count & understand numbers, and (2) to

perform operations. For each level lessons and activities are taught that help build the

requisite skills.

7. By the end of the remedial class what type of improvement is expected in pupils?

- For each level and each subject there are objectives and milestones associated. At the end of

the class you would expect that pupils have met these objectives. The way to know this is to

track their progress with the milestones sheet and to conduct the post-test.

- The objective is not to teach the pupils all the things they have missed in their regular class.

The remedial class is to provide them with the basic skills to help them be successful in their

regular classroom.

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2.7. Complementary Basic Education Programme

Despite the expansion in access to basic education in Ghana, around 650,000 children from disadvantaged

backgrounds and those living in rural areas are out-of-school. The poorest group of districts account for

approximately 70% of the out-of-school children population.23

According to the Demographic and Health

Survey 2008, about 14% of the children in the North (17% of girls; 10% of boys) were on track to never

enter school. Given this context, if interventions targeting out-of-school children are not implemented, it

is unlikely that Ghana will meet MDG 2 (Universal Primary Education) by the deadline of 2015.

Through complementary basic education programmes, out-of-school children will be able to attend a high

quality nine-month flexible schooling programme, known as complementary basic education. Under this

programme, out-of-school children will be taught in their mother tongue, enabling them to rapidly

develop numeracy and literacy skills. On completing this nine-month programme these children will be

able to enter into primary school at the appropriate class level – usually class three or class four.

2.7.1. Features of a complementary basic education programme

Key elements that have been critical for the programme’s success include strong management,

community engagement, child-centered teaching methods, supervision of instructors and professional

rather than financial incentives. A typical CBE programme in Ghana includes the following:24

a. Flexible school timetabling (lessons beginning at 2 pm) that allows children to support their family’s

need to earn income during the morning.

b. Children taught in the mother tongue acquire literacy within an accelerated period (nine months,

compared to three years within the formal system).

c. Small class sizes, with an average facilitator-to-pupil ratio of 1:25, (compared to ratios of up to

1:155 in the most deprived areas). The best CBE providers train their facilitators well, and support

them with good quality management and on-going support.

d. Facilitators recruited from the same communities in which they teach, enabling strong links between

the facilitator and the community, promoting high retention rates, excellent attendance, and quality

engagement with parents and the community.

e. Innovative teaching and learning materials in mother tongue languages produced and distributed, with

all pupils having access to these materials.

f. Facilitators trained to utilize activity-based learning approaches, enabling pupils to rapidly acquire

numeracy and literacy skills within the nine month period.

Response so far

The Ministry of Education began drafting a Complementary Basic Education Policy to bring out-of-

school children into the formal system. The Government has stated in the Draft Complementary Basic

Education Policy (2008) and in the Annual Education Sector Operational Plan (2010) that it intends to

support non-state providers of complementary basic education (notably, School for Life and IBIS).

School for Life, IBIS, Partners in Participatory Development and Roots and Futures are implementers of

complementary basic education. Over the past 15 years, such implementers have partnered with district

offices and provided 150,000 out-of-school children with access to CBE and around 70% have

transitioned to the formal sector. The Ministry of Education found that at least 2-3% of the increase in the

23 World Bank (2011). Education in Ghana: Improving Equity, Efficiency and Accountability of Education Service Delivery. 24

L Caseley-Hayford and A Ghartey (2007). An Impact Assessment for School for Life, Accra, Ghana.

69

Gross Enrolment Rate was due to the presence of complementary basic education, delivered by School for

Life.

2.7.2. Delivering CBE programmes under the Global Partnership for Education

The central level

The Ghana Education Service will establish a management unit, comprising staff with grant-making,

budgeting, monitoring and evaluation and auditing skills. This unit will work with non-state implementers

to deliver CBE at the district level and further engage district office staff. GES will utilize GPEG funds to

provide CBE materials that have been developed and provide training and allowances to volunteer

teachers. A concerted effort will be made to work in collaboration with DFID and expand the programme

to districts where the number of out of school children are the highest.

Eligible Districts

All the current 57 deprived districts with a high rate of out-of-school children that contributes to the total

number of 652,000 are eligible for this intervention. The districts which select the CBE intervention

should be guided by the following criteria:

a. Where CBE programmes are already being implemented by current providers ensure that the

district offices will have sufficient technical capability to deliver the service;

b. Where a district has a high proportion of out-of-school children and the normal modes of

delivering basic education are not bringing out of school children to school, the complementary

basic education program should be used in getting children into school.

Even if a district has not worked with non-state providers before in delivering CBE, the management unit

at GES headquarters can provide technical assistance to the district office.

Procurement under the GPE project

Those districts that select the CBE intervention will procure the services of non-state providers to

implement the CBE programmes. Potentially, a leading NGO-provider of CBE, which has been

innovative in this area and has a lot of local experience, could be procured under a single source contract,

so long as the Ghana Education Service can provide reasonable justifications and it is approved by the

World Bank under paragraphs 3.8-3.11 of its guidelines for selection and employment of consultants.

In order to keep transaction costs down, it will be optimum if a group of districts in a particular region

contracts the services of a leading NGO-provider under one contract with the desired deliverables for

each district clearly spelt out in one Terms of Reference. Under this approach, one district will have to be

designated as the lead for the purposes of coordinating the procurement of the services, after which each

district will sign individual contract with the service provider.

DFID, through the management unit will be able to provide technical assistance to districts in guiding the

Terms of Reference.

Scope of work

It is anticipated that in total, up to 120,000 out-of-school children will benefit from the DFID funded CBE

programme. It is expected that through the duration of the programme, the CBE implementers in

consultation with the District Education Officers will:

• Publicize the benefits of the CBE intervention to communities and to the District Education

Office, and promote the importance of enrolling in education;

• Encourage the districts to sign up to deliver the CBE intervention.

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• Develop annual work plans;

• Organize training workshops/ sensitization for district staff, parents and school management

committees;

• Organize monitoring and field visits by district staff

Output / Deliverables

The management unit at the centre which is supported by DFID can assist districts with monitoring

processes of CBE implementation which will assess:

• Number of former out-of-school children enrolled into the programme

• Retention rate of those who have enrolled

• Number who complete and graduate from the CBE programme.

• Number of who are assessed and integrate into the formal school system

• Number of textbooks and other teaching and learning materials provided

• Number of facilitator trained in delivering CBE programmes

• Number of community management committees who monitor the CBE programmes in

conjunction with the District office.

2.8. Improve the management of education service delivery

GPE grants will also support District level activities that would contribute to improved supervision of

education services in order to improve school monitoring, accountability and transparency. One of the key

outcomes the grants could aim to achieve is the real time reporting and reduction in teacher absenteeism.

District grants could finance the dissemination of information on the school report card, with emphasis on

teacher /pupil attendance, routine supervision visits and adequate training for administrators on sanctions

and incentives available.

To strengthen district and school planning and monitoring capacity, the following activities may also be

supported under the district grants:

(i) training and support for district personnel on ADEOP/ADPR

(ii) supervision by circuit supervisors

(iii) capacity building for Heads of Basic Schools and School Management Committees in deprived

areas, particularly on SPIP, SPAM and School Report Cards

(iv) piloting of award schemes as an incentive for head teachers, teachers and circuit supervisors in

schools in deprived districts(e.g., based on teacher attendance)

(v) support incorporation of School Report Cards, School-based Assessments and EMIS reporting for

school improvement planning

(vi) hire NGOs/CSOs to monitor district funds, strengthen record keeping, provide ICT training

(vii) organize district level cluster School Performance Improvement Meetings (SPAMs)/durbars to

discuss education results

(viii) publicity for APWs through local radio and newspapers

(ix) organize reading competitions among schools, mock examinations, etc. These district activities

will also complement USAID and JICA support to the Basic Education Division of the Ghana

Education Service to strengthen decentralized education management.

2.9. District Training and Orientation

A prerequisite for districts to access the grants is the training and capacity building of head teachers and

71

SMCs to prepare school performance improvement plans to improve teaching, learning and participation

of their schools in this programme. In addition, procurement and financial management training

workshops to explain/train/raise awareness of implementing DAs will be organized in the first quarter of

project implementation.

2.10. Implementation Arrangements

2.10.1. District Level Project Coordination and Management

The DEDs will be the key entities for the completion and implementation of the APW in the respective

districts, transfer of school grants, overseeing the school grant implementation, timely reporting for both

district and school grant activities.

The APW will be developed by the District Education Office, discussed with the District Assembly

Education Oversight Committee and endorsed by the Project Steering Committee. Therefore, the District

Education Offices will establish a local technical group consisting of but not restricted to the District

Education Director, Accountant, District level Girls Education Coordinator, selected circuit supervisor

and master trainers.

The DED must select at least one member of the technical group to be the key district coordinator who

will ensure the timely APW process, implementation, monitoring and reporting as well as support to

schools.

Quality assurance and feedback from the central government will be provided by the Technical

Implementation Group (TIG).

The APWs will be sent to the Regional Education Offices for quality assurance and feedback and will

also be discussed with the District Assembly Education Oversight Committee.

The GPEG Project Coordinator will monitor the timeliness and relevance of the planning process to

validate quality without causing unnecessary delay. Under the GPEG project, supplementary funding

(US$4/capita) will be provided to fund expanded activities with an explicit focus on improving teaching

and learning in the school.

The GPEG would finance:

Training on school grant processes; monitoring and evaluation

Monitoring visits to the schools to support grant planning and grant processes; and

Communication campaigns to disseminate project activities and to motivate participation of the

school actors and communities.

In terms of procurement, the District Assembly Works Departments or other DA units with

relevant procurement capacity will assist procurement at the district levels and APWs will be

publicly posted at the District Education Offices and, if possible, in local newspapers or newsletters and

discussed on community radio.

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2.10.2. Detailed District Project Coordination and Management

The District Education Directorate (DED))

The District Education Office is the focal point of the Project implementation under the Districts Grant

component.

The District Education Office:

1. Disseminate information and mobilize constituents for education activities

2. Implement activities endorsed by the GES headquarters and approved by the PSC budget

3. Prepare District Plans and budget for endorsement by GES headquarters and approved by the PSC

4. Implement and manage project and investment funds.

5. Supervise, monitor and report on Projects implementation with assistance from the DTIG’s.

6. Submit financial management returns/reports on quarter basic.

7. Utilize resources judiciously and be accountable to beneficiaries and GES Headquarters.

8. Assess project implementation performance and report to beneficiaries through appropriate social

accountability on instruments.

District Education Oversight Committees (DEOC)

The District Assembly will play an oversight and guidance role over the project through the District

Education Oversight Committee (DEOC). The District Planning Coordinating Unit (DPCU) will provide

Technical support for project implementation at District.

2.10.3. Annual Workplan and Budget

In accordance with the provisions in the Project Appraisal Document (PAD) for the GPEG, an Annual

Workplan and Budget for the ensuing year, detailing all the activities to be undertaken within the fiscal

year, shall be prepared and submitted to the World Bank by 1st December of the current year for

approval. Each beneficiary district will prepare an Annual Workplan and Budget for the following year,

in accordance with the activities specified in the ADEOP/SPIP and submit same to the GES Technical

Implementation Group (TIG) by 31st October of the current year.

The Technical Implementation Group (TIG) will compile and consolidate the individual Workplans and

Budget for the fiscal year and submit to the Project Steering Committee (PSC), latest by 1st November of

the current year, for discussion, comments and endorsement. The consolidated Workplan and Budget, for

the following year, will then be forwarded to the World Bank by December of the current year for

clearance and No Objection.

The flow chart for the submission and approval of Workplan and Budget is indicated in Figure 2.3.

73

Figure 2.3. Flow Chart for Submission and Approval of Annual Workplans and Budget

The Workplan and Budget shall contain only eligible project activities and expenditure planned for each

quarter of the fiscal year. For each activity under each component/subcomponent, the following

information will be included in the Workplan:

(a) A unique activity number to identify the Component and sub component

(b) Description of the activity

(c) The Beneficiary Agency with primary responsibility for the activity;

(d) The total estimated cost of the activity;

(e) Disbursement projected to the end of the period immediately preceding the period for which the

Workplan and budget is being prepared;

(f) Quarterly projected disbursements for the period for which the detail Workplan and budget is being

prepared;

(g) Indicative budget for the remaining period of the project; and

(h) A remarks column where brief comments relating to the status of procurement or implementation

could be made.

In the case of capacity building (training programmes, workshops, seminars and conferences) the

following should be indicated in the Workplan:

1. The capacity building envisaged

2. The personnel involved

3. The institutions which will conduct the capacity training

4. Duration of the proposed capacity building

A sample format for preparation of Workplan and budget is attached as Annex 1 of this manual

Finalized Workplan and Budget is

forwarded to World Bank for Approval

Deadline

(December)

TIG submits CONSOLIDATED

Workplans and Budget to Project Steering

Committee (PSC)

Deadline

(November)

TIG compiles individual Workplans and

Budget after National Retreat

(October)

Each District prepares Annual Workplan and

Budget and submits to TIG at Annual Retreat

Deadline

(October)

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2.11.1. Eligibility Criteria for accessing funds

District Education Directorate (DED)

a. The District should have been selected in accordance with the criteria developed by the

Government for selecting which Districts will benefit from the District and School Grant

mechanism under the GPEG.

b. The District has a District Education Oversight Committee (DEOC) in place or set up prior to the

transfer of the first tranche of the Grant Funds.

c. The District has an Approved Annual Programme of Work (APW) based on Government’s

priorities identified under the Education Strategic Plan (ESP) and the Annual Education Sector

Operational Plan(AESOP)

d. The District has signed a District Grant/Performance Agreement to comply with the requirements

of the Financing Agreement and to discharge its obligations under the Project.

Detailed activities include:

o GES issues a programme for annual planning and approval process to Districts

o The district drafts SPIP, ADEOP and APW for GES approval

o Workshops for District officials are organized if needed

o Drafts of SPIP, ADEOP and APW sent to GES HQ and REDs by Districts

o GES collects and collates relevant data/information from districts as inputs for APW and

Budget preparation

o GES and MOE prepare 1st draft APW, Discuss with districts and others

o MOE sends draft APW and Budget to PSC members for study

o PSC meets to discuss APW and Budget and approves if acceptable: includes comments,

if any, for finalization of the APW and Budget

o GES informs Districts, sends approved plans to Districts for finalization reflecting any

changes or modifications arising out of the reviews at the top

o MoE, GES, and Districts finalize APW for GES to submit to Supervising Entity (World

Bank) for review and No-objection.

o Annual service and performance Agreements signed between DEDs and D-G of GES,

after which DEDs request for transfer of Advance funds based on budgetary provision

and cash-flow projections.

o Implementation of APW starts

o Periodic workshops organized to review performance in terms of outputs, outcomes and

disbursements

o Annual workshops organized by GES and MOE to discuss previous year’s performance

visa-a-vis targets

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2.11.2. Detailed Procedures for transferring/remitting GPE funds to District level

a. The project will follow the existing procedures put in place. These imply that the DED

initiates expenditures. This is checked by the budget section for verification to ensure that the

district has funds under that expenditure category.

b. The relevant procurement process takes place leading to the issuance of a contract or an LPO.

When an item is supplied and taken into stores, Stores Receipt Vouchers are issued and

payment is processed. Before items are received into stores, the Internal Auditor should

verify the items and pre-audit the payment voucher before payments are effected.

c. Checks, signed by the authorized signatories, are then issued. These are then recorded in

books of the district and finally reported on their financial statements. Districts must ensure

that all payments are properly receipted.

d. The financial management responsibility at the district is vested in the District Education

Director. The accounting system must be documented in an Accounting Procedures Manual,

taking into account the provisions of the FAA and Local Government Regulations.

e. Additional and continuous training in financial management and World Bank Disbursement

requirement will be carried out to achieve an improved financial management system of the

district. This will also be done in close collaboration with other projects being implemented at

the district level.

Within the District, the check received from headquarters should be routed to the District Accountant

who, in turn, should request a member of the Cashier Staff to prepare a GCR and a pay-in slip.

Next, the pay-in slip and check should be taken to the bank (and deposited) by a designated member of

Notes to Districts Requesting Funds

Districts are given the responsibility for managing funds provided from GPE programme. They shall also

ensure that recorded budget figures reflect the entire period indicated in the APWs. For control purposes,

however, funds shall be transferred / remitted to Districts on demand and also on the basis of an Estimate of

Quarterly Cash Requirements in the form of tranches.

Upon the approval of their APWs and their procurement plans districts will be given clearance go ahead and

begin the procurement process for all procurements based upon the times in their procurement plan. Upon

successful completion of the contract the district director will then request for funds with the support of the

necessary documentation.

Funds meant for other service activities will be released on the basis of an estimate of Quarterly Cash

Requirements in the form of quarterly tranches. As a general rule, all estimates should be based on the projected

costs of operational activities for each period. The Estimate should not be based on the premise that all expenses

will be incurred evenly (i.e., 25% per quarter) throughout the year.

It should be noted here that transfers of funds to Districts from the GPEG Special Accounts will not be an

automatic occurrence. Instead, funds shall only be transferred to those Districts that have complied with the

financial reporting requirements stated herein and, in particular, to those that are no more than two months in

arrears.

Finally, it is the responsibility of the District Director to monitor the District’s quarterly cash requirements

and, whenever these change significantly, to document the necessary revision by submitting an amended

Estimate of Quarterly Cash Requirements for the balance of the year.

In the interest of proper cash management, the Financial Controller will also periodically review the cash

position of individual Districts relative to the estimated and actual amounts expended. Any material gaps or

discrepancies found by the Financial Controller may result in subsequent headquarters-imposed adjustments to

the quarterly estimates for the District(s) in question.

76

the Cashier Staff who, in turn, will give the authenticated slip and GCR to a member of the Accounts

Staff for entry into the Cash Book (i.e., for the District’s GPE Account).

The process concludes with the Original of the GCR being forwarded to the Financial Controller, and the

pay-in slip being filed in the appropriate file by the Cashier Staff member.

The Internal Audit Unit should regularly verify compliance with financial reporting requirements for each

District.

A summary of the funding process for the components to be implemented is as follows:

i. As part of the normal GoG budget cycle the qualifying districts will prepare their Budgets

and Annual Programmes of Work (APW) and submit copies to the GES HQ for

verification and approval.

ii. Once the individual APWs have been approved these will be consolidated and presented

to IDA for review and clearance as a basis for determining the allocations to be made for

each participating district. (Note the district APW will include cost estimates for

components 1 and 3).

iii. Based on the approved APW and the annual allocations, the GES will transfer 40%

(advance) to the District EDSEP Accounts which is maintained by the District Education

Directorate (DED), to be used exclusively the GPEG project.

iv. DED will undertake eligible projects and once they have spent at least 70% of the initial

advance they can submit to GES HQ a claim for reimbursement including necessary

supporting documents.

v. As an additional control measure, on a biannual basis the GES HQ team will meet with

the participating district to review and validate their expenditure claims and serve as a

basis for further transfers.

2.11.3. Conditions Precedent to Initial Receipts of Funds at the District Level

The initial release of funds to participating Districts will be upon;

a. Opening of a Bank Account and notifying the GES of the Account particulars.

b. Submission of an approved Budget, Annual Programme of Work, and Cash Flow.

c. Submission of Request for Funds.

2.11.4. Obligations of Districts

The District Education Directorate (DED) is obliged to ensure that it:

a. Applies Project Funds judiciously and for the intended purposes, and in accordance with the

Financing Agreement and applicable Laws of Ghana.

b. Maintain proper books of Account and prepare periodic reports.

c. Prepare Annual Plan of Work (APW) and Budget, Procurement Plans and Cash-flow forecast.

2.11.5. Sanctions for non-compliance with Disbursement Policies

A District, which fails to meet its obligations under the Project, would face one or more of the following

sanctions depending on the nature and extent of non-compliance:

a. A freeze on all disbursements in the case of delays of more than twenty-one (21) days in Queries.

b. The name of the defaulting District will be published in the Public Media.

77

c. Districts found to have misappropriated funds will be prosecuted in accordance with the Financial

Administration Act.

d. Continued under-spending of funds will lead to funds being reallocated into the following

financial year and the succeeding year’s allocation will be automatically forfeited. In this context

under-spending represents disbursement below 60% of annual allocation. Funds that remain un-

disbursed at the beginning of the final year of the project will be forfeited and re-allocated to

other participating Districts.

2.12. Procurement Arrangements

Applicable Guidelines: Generally, procurement under the GPEG project would be carried out in

accordance with the World Bank’s "Guidelines: Procurement of Goods, Works and Non-Consulting

Services under IBRD Loans and IDA Credits & Grants by World Bank Borrowers" dated January 2011;

"Guidelines: Selection and Employment of Consultants under IBRD Loans and IDA Credits & Grants by

World Bank Borrowers” dated January 2011; “Guidelines on Preventing and Combating Fraud and

Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants”, dated October 15, 2006,

and updated January 2011; and the provisions stipulated in the Grant Agreements.

Exceptions to National Competitive Bidding Procedures - For National Competitive Bidding (NCB) for

goods and works, the Borrower may follow its own national procedures that are governed by the Ghana

Public Procurement Act 663 of 2003, with exceptions noted below.

Procurement Management under District Grant Component: Procurement under the District Grant

Component will be managed directly by each individual participating District. Contract packages for

individual contracts are not expected to be above the World Bank agreed National Competitive Tendering

thresholds of US$ 500,000 equivalent for Goods and Non-Consulting Service Contracts and US$ 5

million for Works contracts, thus no contract within International Competitive threshold are expected to

be handled by the Districts.

NCB Exceptions: Procurement of investments to be financed under the District Grant Component using

GPEG funds will therefore follow provisions in the Ghana Public Procurement Act, 2003 (Act 663), with

the following exceptions to conform with Bank Procurement Guidelines:

(i) Procuring entities shall use appropriate standard bidding documents acceptable to the

Association.

(ii) Foreign bidders shall be allowed to participate in National Competitive Bidding procedures and

foreign firms shall not be required to associate with a local partner in order to bid as a joint

venture, and joint venture or consortium partners shall be jointly and severally liable for their

obligations.

(iii) Bidders shall be given at least 30 days to submit bids from the date of the invitation to bid or the

date of the availability of bidding documents, whichever is later.

(iv) No domestic preference shall be given for domestic bidders and for domestically manufactured

goods.

(v) Each bidding document and contract financed out of the proceeds of the Financing shall include

provisions on matters pertaining to fraud and corruption as defined in paragraph 1.14(a) of the

Procurement Guidelines. The Association will sanction a firm or an individual, at any time, in

accordance with prevailing Association sanctions procedures, including by publicly declaring

such firm or individual ineligible, either indefinitely or for a stated period of time: (i) to be

awarded an Association-financed contract; and (ii) to be a nominated sub-contractor, consultant,

manufacturer or supplier, or service provider of an otherwise eligible firm being awarded an

Association-financed contract; (g) in accordance with paragraph 1.14 (e) of the Procurement

Guidelines, each bidding document and contract financed out of the proceeds of the performance-

http://go.worldbank.org/XH679K5M60


http://go.worldbank.org/1M27MNVLZ0


78

based UDG shall provide that: (i) the bidders, suppliers, contractors and subcontractors shall

permit the World Bank, at its request, to inspect their accounts and records relating to the bid

submission and performance of the contract, and to have said accounts and records audited by

auditors appointed by the World Bank; and (ii) the deliberate and material violation by the bidder,

supplier, contractor or subcontractor of such provision may amount to an obstructive practice as

defined in paragraph 1.14 (a) (v) of the Procurement Guidelines, and (h) The Association may

recognize, if requested by the Borrower, exclusion from participation as a result of debarment

under the national system, provided that the debarment is for offenses involving fraud, corruption

or similar misconduct, and further provided that the Association confirms that the particular

debarment procedure afforded due process and the debarment decision is final.

Standard Bidding Documents: As a result of the above exceptions, GES shall prepare acceptable

Standard Bidding Documents (SBDs) for all categories of procurement to be managed by the District

using the Ghana PPA standard documents as a base and incorporating the exceptions enumerated

above. These modified SBDs shall be submitted to the Bank for no objection before they can be used,

and all participating Districts shall be given copies to use for their procurement. No District shall use

any other bidding documents for procurement under the project except that which has been approved by

the Bank.

Approvals for procurement actions: The District Education Offices will be responsible for schools which

benefit under the district grant by procuring through the District Assemblies which are the legally

recognized procurement entities under the Ghana Public Procurement Act 663 (2003), for all procurement

beyond shopping method. The District Education Offices are by law not procurement entities. They are

considered to be part of the respective District Assemblies which are noted to be public entities and

therefore their procurement functions are governed by the 2003 Public Procurement Act 663. District

Directors of Education are only allowed to procure through shopping methods up to a ceiling set in the

Act, currently GHS 5,000. All other procurement greater in value beyond this threshold are procured

through the District Assemblies’ procurement system.

Procurement Support: Given that District Education Directorates do not have technical staff like

engineers to support the designs and procurement of works contract, it is envisaged that the they will rely

on relevant technical staff of the respective District Assemblies to support them in the preparation of the

technical aspects of procurement documentation and functions.

Overall, procurement activities under the project will be supervised by the Technical Implementation

Group of GES. The TIG will also be available to provide guidance and support to the District when

required.

As a rule, all procurement procedures should comply with the guidelines for the procurement of works,

goods and consultancy services as set out in Schedule 3 of the Financing Agreement.

2.12.1. General Principles Guiding Procurement under the Project

The basic principles governing the award of contracts for goods, works and services under the Project

meet:

(i) the need for economy and efficiency: All implementing agencies shall ensure that the funds are

used to pay for goods, works and services eligible under the project and that they are procured in

the most economic and efficient manner to achieve value for money.

(ii) the need to ensure that all eligible bidders are accorded equal opportunity to compete in providing

goods, works and services: The principle of “non-discrimination” is a cornerstone of Public

Procurement. This principle prohibits any discrimination on grounds of ethnicity, religion, political

affiliation etc., meaning that all bidders shall be treated in the same manner, unless the difference

79

is objectively justified. Both direct and indirect discrimination is prohibited. Contracting

Authorities must remain non-biased and impartial toward all participants

(iii) the need for confidentiality of the procurement process: All tenders should be kept in a safe and

secure environment to ensure that the confidentiality of tenders and requests to participate are

preserved. The principle of confidentiality obligates the Contracting Entity not to examine the

content of requests to participate, and of tenders, before the deadline for their submission has

expired. Information on evaluation shall not be disclosed until publication of contract award; and

(iv) the fundamental need for transparency and accountability: to ensure a fair system which ensures

that all interested parties know and understand the actual methods and processes by which

contracts are awarded and managed. There should thus be consistent information to all renderers’

on procurement opportunities, methods for tendering, specifications, as well as selection and

award criteria.

More details on procurement procedures are detailed in Chapter 5.

For those exceeding the above threshold, procurement shall be carried out in accordance with the World

Bank’s "Guidelines: Procurement of Goods, Works and Non-Consulting Services under IBRD Loans and

IDA Credits & Grants by World Bank Borrowers" dated January 2011; "Guidelines: Selection and

Employment of Consultants under IBRD Loans and IDA Credits & Grants by World Bank Borrowers”

dated January 2011; “Guidelines on Preventing and Combating Fraud and Corruption in Projects

Financed by IBRD Loans and IDA Credits and Grants”, dated October 15, 2006, and updated January

2011.

2.12.2. Procurement Plan

Procurement planning is an important tool for guiding and monitoring procurement. It is critical to the

success of project implementation. Following the preparation of the Annual Works Plan and Budget by

each participating District each year, contracts to be procured from the APW&B will be identified and

captured in the accompanying procurement plans to be approved by the Bank. It must be noted that no

procurement can be initiated if it is not found in the procurement plan. Each District will complete

preparing the plans and submit them to the TIG at least one month before the end of the year which shall

be initially reviewed, all correction made to ensure that they meet the minimum requirements of the Bank

and consolidated by the TIG. It is only after the TIG has satisfied itself with the existence of satisfactory

and approved annual work plan & budget, together with associated procurement plans that funds

transferred to the Districts for implementation of contracts captured in the procurement plans. The Procurement Plans shall include all relevant information on all goods, works, consulting services,

training and capacity building identified in the APW&B as well as the scheduling of each milestone in the

procurement process. The procurement plan shows the step-by-step procedures and processing times for

procurement including:

Contract packages for goods, consultant services;

Estimated cost;

Procurement or consultant selection method or bidding type;

Evaluation and contract award; and

The activities which follow contract signature to delivery and completion.

It is important to note that the procurement plan will be used as a tool for monitoring, forecasting and

tracking overall implementation performance.

The Procurement Plans shall be updated regularly to reflect the actual implementation milestones

achieved. In updating the procurement plans, each District will be guided by the annual Workplan that





80

will indicate items requiring procurement, and the level at which the procurement will take place. GES

through the TIG will then consolidate these into a single project procurement plan and submit it to the

World Bank for review. Updated procurement plans shall require the concurrence of the Bank, after

which it shall be published on the Bank's external website by the TIG.

2.12.3. Procurement Reports

Each participating District will be required to submit Quarterly Procurement Report to the Technical

Implementation Group (TIG). These reports will be compiled by the TIG for the preparation of the

Project Management Report (PMR). The procurement reports will be submitted in a tabular format

providing the following information:

(i) Activity number (the same as that in the Approved Workplan and Budget)

(ii) Description of Activity

(iii) Rationale (the output to which the activity is contributing)

(iv) Performance Indicator (original for Activity)

(iv) Revised Performance Indicator (if any)

(v) Status of Implementation

2.12.4. Procurement Tasks & Responsibilities

The Technical Implementation Group (TIG) in GES will have overall responsibility for procurement

management and oversight, including coordinating, consolidating and reviewing implementation plans,

budget & reports; and ensuring procurement complies with national and IDA procurement guidelines. The

TIG will also be responsible for monitoring, evaluating and appraising performance of beneficiary

agencies.

Procurement activities will be directly managed by the TIG. All beneficiary agencies will provide inputs

for preparation of relevant procurement documents for procurement related to their own activities.

Procurement to be directly managed by beneficiary agencies (with oversight by the TIG) shall include the

following: Shopping, Operational Costs and Workshop & Training. In all cases, responsibility for

procurement management will lie at the central level under each beneficiary agency.

2.12.5. Procurement of NGOs under Complementary Basic Education

Those districts that select the CBE intervention may procure the services of non-state providers to support

the implementation of the CBE programmes. Potentially, a leading NGO-provider of CBE, which has

been innovative in this area and has a lot of local experience, could be procured under a single source

contract, so long as the Ghana Education Service can provide reasonable justifications and it is approved

by the World Bank under paragraphs 3.8-3.11 of its guidelines for selection and employments of

consultants.

In order to keep transaction costs down, it will be optimum if a group of districts in a particular region

contracts the services of a leading NGO-provider under one contract with the desired deliverables for

each district clearly spelt out in one Terms of Reference. Under this approach, one district will have to be

designated as the lead for the purposes of coordinating the procurement of the services, after which each

district will sign individual contract with the service provider.

DFID, through the management unit will be able to provide technical assistance to districts in guiding the

Terms of Reference.

81

Scope of work

It is anticipated that in total, up to 120,000 out-of-school children will benefit from the CBE programme.

It is expected that through the duration of the programme, the CBE implementers in consultation with the

District Education Officers will:

Publicize the benefits of the CBE intervention to communities and to the District Education

Office, and promote the importance of enrolling in education;

Encourage the districts to sign up to deliver the CBE intervention.

Develop annual work plans;

Organize training workshops/ sensitization for district staff, parents and school management

committees;

Organize monitoring and field visits by district staff

Output / Deliverables

The management unit at the centre which is supported by DFID can assist districts with monitoring

processes of CBE implementation which will assess:

Number of former out-of-school children enrolled into the programme

Retention rate of those who have enrolled

Number who complete and graduate from the CBE programme.

Number of who are assessed and integrate into the formal school system

Number of textbooks and other teaching and learning materials provided

Number of facilitator trained in delivering CBE programmes

Number of community management committees who monitor the CBE programmes in

conjunction with the District office.

Eligibility Criteria for Selecting NGOs under the CBE

NGOs would be required to meet the projects minimum eligibility criteria to enable them to be invited to

submit proposal to undertake any project activity on behalf of the GES District Education Office or the

school.

After the launching of the project the GES will provide guidelines to Districts on how NGOs can submit

proposal containing detailed information in the following areas for pre-qualification:

Project Implementation experience.

Geographical representation, professional competence, and affiliations.

Financial records including tax clearance certificates and audited accounts.

Office facilities and logistics.

Managerial capacity.

The Proposal of an Implementing Agents receives automatic pre-qualification when it scores 50 and

above points from the check list in table 3 below. Conditional Pre-qualification of NGO/CBO/CSO

occurs only when the Agents score is above 40 points particularly when the scoring in management

capacity is low as a result of lack of specific professional skills and experience. In such a case GES would

require pre- contract training of staff of the implementing Agent before award of the contract.

A score below 40 points is outrights rejection.

82

Table 2.20. Eligibility scoring checklist for Consultants

NO. CATEGORY MAXIMUM POINTS COMMENTS

A General information

Evidence of Registration.

Evidence of set up (office) in the region.

Sub-Total

5

5

10

Yes = 5 No = 0

Yes = 5 No = 0

B Firms Expenditure

Broad experience in last 10 years.

Relevant experience n donor funded project in the

last 5 years.

Relevant experience in education sector activities.

No. of successful operation in preferred regions.

Sub-Total

10

10

15

5

40

1 point per assignments.

2 points per donor project exec

1 point per operation

1 point per operation

C Qualification and Experience of Key Personnel

Professional qualification of 4 key staff.

Experience of key staff relevant to the assignment.

No. of professional staff permanently employed by

firm.

Sub-Total

10

10

10

30

B.Sc (2.0)

Pg Ap (+0.25), MSc (+0.5)

Discretion

4 points per key staff

D Equipment and Logistics

Office equipment

Vehicles

Field Equipment

Sub-Total

3

5

2

10

Discretion

Discretion

Discretion

E Financial Operations Record

Availability of properly audited accounts including

currents level of balances.

Records of fulfillment at tax obligations.

Sub-Total

5

10

15

Yes = 5 No = 0

Yes = 10 No = 0

Total 100

NGOs/CBOs/CSOs

A General Information on NGO/CBO/CSO

Evidence of Registration

Sub-Total

5

5

Yes = 5 No = 0

B Experience of NGO/CBO/CSO

Number of successful operations in similar

undertakings.

Professional qualification of 2 key staff

Experience of 3 key staff relevant to the assignment

Sub-Total

16

10

24

50

2 points per undertaking

First degree = 4

Discretion but 3 pts per

experience

C Regional/Geographical Representation

Office in region

Relevant experience in the region

Sub-Total

5

10

15

Yes = 5 No = 0

2 points per operation in the

region

D Management Capacity

Number of key staff permanently employed by the

NGO/OBO/CSO

Sub-Total

20

20

2 points per staff

E Logistics

Offices equipment

Vehicles

Sub-Total

5

5

10

Discretion

Discretion

Grand Total 100

83

2.12.6. Procurement Thresholds

The table below highlights procurement thresholds for both procurement methods and prior review of

contracts. The thresholds shall be observed during the implementation of the Project. For all prior review

contracts, documents covering every step of the procurement or consultancy selection process will have to

be cleared by the Bank before proceeding with required actions. It must be noted that all direct

contracting and single source selection will be subject to IDA prior review irrespective of value.

Contracts which are not subject to prior review are nevertheless expected to follow all required

procedures and will be selectively reviewed by the Bank during project implementation


No Expenditure

Category

Contract Value

Threshold*

(US$)

Procurement

Method

Contracts Subject to Prior

Review (US$)

1 Works C>=5,000,000 ICB All Contracts.

100,000 =<C=<5,000,000 NCB Specified contracts as would be

indicated in the Procurement Plans.

C<100,000 Shopping None.

All values Direct Contracting All Contracts

2 Goods and

Services (other

than Consulting

Services

C>=500,000 ICB All Contracts.

50,000= <C < 500,000

NCB

Specified contracts as would be



All values Direct Contracting All Contracts.

3 Consulting

Services

C>= 200,000 firms QCBS

(International)

All Contracts.

100,000 =<C<200,000 firms

QCBS

(National)

All Contracts.

C<100,000 CQS Only TORs.

C>=50,000 individuals IC All contracts.

C < 50,000 individuals IC TORs.

All Values Single Source

Selection.

All Contracts.

4 Training,

Workshops,

Study Tours

All Values To be based on

Annual Workplan

and Budgets

* The thresholds will be revised periodically in agreement with the World Bank based on reassessment of

the project procurement risks.

2.12.7. Additional Procurement Information

Detail information of the entire procurement management is captured in Chapter 5 of this manual and

should be consulted to supplement information provided in this section. Chapter 5 also provides guidance

on very important procurement requirements to be taken into account to avoid breaches to the

procurement processes, including the following areas:

o Ethics/ Code of Conduct Guiding Procurement under the Project

84

o Conflict of Interest

o Fraud and Corruption

o Procedures for NCB and Shopping/Price Quotation

o Dealing With Complaints And Dispute Resolution

o Mis-Procurement,

o Documentation and Filing System

o Contract Management

2.13. Supervision, Monitoring and Evaluation

As part of the monitoring and evaluation framework for the district grants, the District Education

Directorates (DEDs) will:

(i) provide strategic guidance in the development of all district Annual Programmes of Work (APW)

(ii) support the implementation of district and school grants

(iii) collect and submit district and school-level data to the REDs

(iv) oversee sample-based surveys to monitor and evaluate the relative impact of various project

activities and interventions.

The table below sets out the results indicators for component 1: Grants to deprived districts to support key

educational objections. How progress is measured will be measured against these indicators. Where

relevant, the reporting templates are included along with operational guidelines.

Table 2.22. Results Indicators for Component One: District Grants

Indicators How

often?

Data source/Reporting

Template

Who is responsible for data collection and

collation?

Head teachers and

Circuit Supervisors in

deprived districts

trained under the

project in the use of

School Report Cards

Annual

1. Training report

2. Regional

consolidation report

DEDs collect data from training providers

and submits to RED

REDs collate data in regional

consolidation template.

GES HQ & PBME produce a national

report from consolidated data.


education officers

trained under the

project (e.g., financial

management, data

collection and

analysis, etc.)

Annual

1. Training report

2. Regional


DEDs collect data from training

providers, submits to REDs





Teachers trained

under the project

(disaggregated by

UTDBE and INSET)

Annual

1. Training report

2. APW Execution

report

3. UTDBE report

4. Regional



providers, submits to REDs





TED to submit report on UTDBE to GES

HQ/PBME.

GES HQ to cross check number of

teachers trained specified in the APW

85

execution report with data from training

reports.

DEDs collating

School Reports Cards

from all of schools

within the deprived

district

Annual 1. School Report Card

GES HQ & PBME to review the district

SRC summary reports submitted by

districts to produce a national report on

coverage.

GPEG also has provisions to carry out an Impact Evaluation which will include evaluation of the District

grants component. This research will be conducted by a suitable independent body with the relevant

expertise and experience. Terms of Reference for the work are being developed by GES HQ and

PBME/MoE, who will manage the impact evaluations project. The aim of this research will be to identify

the additional impacts of the district grants, school grants and UTDBE programme on planning,

monitoring and delivery of basic education services in deprived districts. Further details are given in

Chapter 7.

2.14. Social Accountability Issues at the District

Grants to districts might involve minor rehabilitation of existing buildings or construction of new

buildings on existing sites-work that will be guided by applicable local and national laws and regulations.

Bank policy OP/BP 4.01 is the only safeguard policy triggered by the GPEG in light of environmental

risks from such potential rehabilitation and minor works. The GPEG will not finance projects that require

involuntary land acquisition nor will it deprive people of access to their usual means of livelihood. No

significant adverse environmental or social impacts are anticipated.

This PIM also lists (see section 2.2.2) negative items that may not be funded, especially those items that

would cause environmental issues and/or trigger additional safeguards.

Close monitoring by the GES will ensure that activities comply with ESMF. The Ministry of Education

(MOE’s) capacity is strong as it is familiar with World Bank safeguards policies and their requirements.

The MOE has just completed the implementation of an IDA funded the Education Sector Project (EdSeP)

which was guided by the original ESMF.

It is envisioned that all construction/rehabilitation activities under this project would be done within the

compound of the district or schools involved.

The Environmental Protection Agency (EPA) of Ghana also has much competency working in close

collaboration with the World Bank and can check on compliance issues. In addition to normal World

Bank support on safeguards, the MOE should be able to fully comply with safeguards policies triggered

whilst ensuring due diligence for safeguards in general.

The project will adopt a three-pronged approach to promoting and addressing social inclusion by

including:

1. a vigorous outreach and communication programme as well as supervision by the district education

team to ensure that a broad range of actors throughout the project target areas will be familiar with

the goals and objectives of the project

2. targeting of resources to deprived districts with guidelines for interventions focused on increasing

access and equity (e.g., complementary basic education for out–of-school children, girls’ education

packages including scholarships, inclusive education activities)

86

3. GES regular monitoring of participating beneficiaries by gender

The Bank team will regularly include environmental and social development specialists located in the

Ghana country office during implementation support missions to supervise the implementation of the

ESMF.

2.15. Roles and Responsibilities in education service delivery

The division of roles and responsibilities between different levels will have to change. While the district

and school levels will increase their responsibilities and capabilities in management, administration and

service delivery, the central government will increase its responsibility and capabilities to steer the system

through improved financing, better allocation of resources, support and assistance to lower levels. In

addition, monitoring, evaluation and accountability will need to improve at all three levels also to develop

a better understanding of what policies work most effectively. Below are the key responsibilities

summarized by level. These policies will ensure that key ESP objectives are met in the long-term.

District Level Responsibilities

Engage in adequate sector programme planning;

Ensuring the timely flow of funds and distribution of other resources/materials from the

district to the schools;

Enhancing the competence of school management and of teaching and learning through in-

service training

Strengthening the involvement and participation of district assemblies as well as local

communities in education

Effectively managing specific programmes agreed with the various stakeholders

Providing support, guidance and other services to schools; and

Engaging in district level sector monitoring and performance reviews.

2.16. Deprived Districts

A list of the deprived districts is given in Table 2.23 below.

87

Table 2.23. 57 Deprived Districts-based on 2011/12 EMIS data Region District

code District Basic

schools KGs Primary

schools JHS schools

Enrol. Basic

Enrol. KG

Enrol. P

Enrol. JHS

% girls Basic

Teachers Basic

Untrained teachers Basic

ASHANTI 15 AHAFO ANO SOUTH 154 101 102 67 33,088 8,417 18,650 6,021 47% 1,390 258

ASHANTI 25 EJURA SEKYIDOMASE 129 89 92 47 31,094 8,757 17,114 5,223 48% 1,199 581

ASHANTI 151 BOSOME FREHO 90 59 58 35 18,172 5,071 9,988 3,113 47% 1,027 663

ASHANTI 152 OFFINSO NORTH 62 40 40 22 17,600 4,210 10,631 2,759 48% 638 228

BRONG AHAFO

33 ASUNAFO SOUTH 99 68 68 44 28,586 7,702 15,466 5,418 48% 1,003 656

BRONG AHAFO

35 ATEBUBU-AMANTIN 98 68 72 26 27,679 7,951 15,482 4,246 48% 982 486

BRONG AHAFO

40 KINTAMPO NORTH MUNICIPAL

69 58 58 31 23,266 5,708 13,164 4,394 47% 796 317

BRONG AHAFO

41 KINTAMPO SOUTH 92 64 68 34 21,146 6,436 11,937 2,773 48% 742 252

BRONG AHAFO

43 PRU 122 88 90 39 34,864 8,889 20,448 5,527 47% 798 418

BRONG AHAFO

44 SENE 106 72 79 27 25,879 7,360 14,714 3,805 48% 706 400

BRONG AHAFO

46 TAIN 144 91 93 51 29,640 8,157 16,338 5,145 48% 1,217 771

BRONG AHAFO

156 NKORANZA NORTH 73 45 49 29 15,410 4,181 8,690 2,539 48% 705 342

EASTERN 64 AFRAM PLAINS(KWAHU NORTH)

166 117 137 42 32,628 8,030 20,498 4,100 47% 914 243

NORTHERN 87 BOLE 90 56 58 25 19,086 4,851 10,993 3,242 49% 631 270

NORTHERN 88 BUNKPURUGU-YUNYOO 146 101 116 30 37,298 7,664 23,011 6,623 47% 925 483

NORTHERN 89 CENTRAL GONJA 104 66 87 18 20,017 4,568 12,422 3,027 46% 524 189

NORTHERN 90 EAST GONJA 127 92 99 29 31,097 8,866 18,138 4,093 47% 813 369

NORTHERN 91 WEST GONJA 92 47 71 20 21,841 4,388 13,612 3,841 49% 686 314

NORTHERN 92 GUSHIEGU 108 38 74 13 20,205 4,105 13,904 2,196 43% 551 333

NORTHERN 93 KARAGA 92 73 74 15 19,505 6,659 11,127 1,719 42% 541 316

NORTHERN 94 MAMPRUSI EAST 87 65 69 19 29,698 6,082 18,005 5,611 46% 629 338

NORTHERN 95 MAMPRUSI WEST 137 95 110 51 45,802 11,067 26,404 8,331 48% 961 422

NORTHERN 96 NANUMBA NORTH 117 73 92 26 38,712 7,561 24,977 6,174 45% 951 368

NORTHERN 97 NANUMBA SOUTH 101 78 82 18 29,651 9,120 17,222 3,309 46% 767 324

NORTHERN 98 SABOBA 83 59 62 21 22,305 5,684 13,312 3,309 48% 564 256

NORTHERN 99 SAVULUGU NANTON 113 88 90 23 30,119 7,706 17,363 5,050 43% 1,037 473

NORTHERN 100 SAWLA-TUNA-KALBA 121 54 90 30 24,418 4,331 16,278 3,809 47% 618 352

NORTHERN 102 TOLON-KUMBUNGU 148 132 132 27 37,071 10,035 21,611 5,425 44% 1,173 405

NORTHERN 103 YENDI MUNICIPAL 195 141 161 33 54,225 13,679 32,385 8,161 45% 1,135 366

NORTHERN 104 ZABZUGU-TATALE 118 73 96 21 31,046 7,615 19,496 3,935 46% 721 400

NORTHERN 170 KPANDAI 90 58 69 20 30,096 8,038 18,103 3,955 47% 623 365

NORTHERN 171 CHEREPONI 60 50 51 9 15,311 5,056 8,876 1,379 47% 434 272

88

Region District code

District Basic schools

KGs Primary schools

JHS schools

Enrol. Basic

Enrol. KG

Enrol. P

Enrol. JHS

% girls Basic

Teachers Basic

Untrained teachers Basic

UPPER EAST 105 BAWKU MUNICIPAL 143 105 104 49 56,259 9,087 36,655 10,517 47% 1,163 565

UPPER EAST 106 BAWKU WEST 84 61 61 28 32,152 7,196 20,325 4,631 49% 733 352

UPPER EAST 108 BONGO 113 65 67 42 32,907 5,763 19,857 7,287 50% 876 370

UPPER EAST 109 BUILSA 104 70 72 28 25,724 5,929 14,839 4,956 50% 966 596

UPPER EAST 110 GARU-TAMPANE 125 89 88 36 44,415 7,809 28,242 8,364 47% 842 461

UPPER EAST 111 KASSENA-NANKANI EAST 90 48 51 38 25,510 3,845 15,440 6,225 49% 1,007 385

UPPER EAST 112 TALENSI-NABDAM 133 68 68 39 33,397 8,238 18,971 6,188 49% 1,105 516

UPPER EAST 172 KASSENA-NANKANA WEST

84 48 54 35 24,323 4,392 15,001 4,930 48% 709 368

UPPER WEST

113 JIRAPA 89 54 52 32 24,005 4,289 15,395 4,321 50% 594 234

UPPER WEST

114 LAWRA 124 74 65 49 30,644 6,225 17,032 7,387 49% 822 354

UPPER WEST

115 NADOWLI 161 84 83 45 31,571 7,561 18,197 5,813 51% 836 388

UPPER WEST

116 SISSALA EAST 50 45 47 42 16,430 3,737 9,553 3,140 53% 548 152

UPPER WEST

117 SISSALA WEST 72 48 42 32 16,859 4,188 9,606 3,065 49% 385 173

UPPER WEST

119 WA EAST 135 41 63 31 18,142 3,955 11,759 2,428 48% 462 231

UPPER WEST

120 WA WEST 130 47 75 51 24,969 3,861 16,337 4,771 47% 673 322

UPPER WEST

173 LAMBUSSIE 44 33 32 17 13,061 3,237 7,648 2,176 47% 383 211

VOLTA 129 KADJEBI 80 60 61 32 15,597 3,846 8,888 2,863 47% 588 299

VOLTA 131 KRACHI EAST 80 59 63 18 20,517 5,455 12,525 2,537 46% 454 159

VOLTA 132 KRACHI WEST 123 98 99 34 33,600 9,149 18,878 5,573 47% 647 322

VOLTA 133 NKWANTA SOUTH 106 77 80 41 30,180 7,547 17,494 5,139 46% 783 376

VOLTA 176 NKWANTA NORTH 46 36 37 10 18,810 5,191 11,062 2,557 43% 367 204

WESTERN 138 AMENFI WEST 219 170 171 76 58,723 15,875 33,696 9,152 48% 1,333 965

WESTERN 140 BIA 184 133 133 57 38,690 10,475 22,252 5,963 48% 1,078 905

WESTERN 143 JUABOSO 164 110 113 52 35,685 10,867 19,467 5,351 49% 1,111 770

WESTERN 179 SEFWI AKONTOMBRA 78 57 58 27 18,693 5,747 10,433 2,513 47% 483 314

Total excl. non-responding schools* 6,294 4,179 4,528 1,883 1,617,418

391,408

959,911 266,099

47% 45,349 22,222

Non-responding schools (estimated at 4.5%) 283 188 204 85 72,784 17,613 43,196 11,974 47% 2,041 1,000

TOTAL Deprived Districts 6,577 4,367 4,732 1,968 1,690,202

409,021

1,003,107

278,073

47% 47,390 23,222

89

Map of Ghana Showing Districts of Deprivation

Key

Red – Deprived District

Blue – Non Deprived District

90

OPERATIONAL GUIDELINES: ANNUAL PROGRAMME OF WORK (APW)

The Annual Programme of Work (APW) contains details of all activities that districts plan to undertake using

funds from the GPEG District Grant for the coming year.

The APW is filled in by the District Director in consultation with their Planning and Budget Officers during the

annual residential budget retreat with GES HQ Budget Staff in October – November. GES HQ staff will provide

additional guidance and support in finalizing the programmes of work. The APWs will then be submitted to the

Project Steering Committee for approval and then to the World Bank by December of the previous year.

Figure 2.4: Flow Chart for Submission and Approval of APW

Districts will use their Annual District Education Operation Plans (ADEOPs) and the “GPE Menu of Activities”

(see District Grants chapter) to plan their activities for the District Grants each year. All activities to be supported

by the grant are entered into the APW alongside expected time frames, quantities and the total cost, which should

be based on realistic figures and informed by past expenditures. The codes for each activity also need to be

entered into the template and can be found in the GPE Menu of Activities. Any new activities that are not

included in the Menu of Activities will be given codes by GES HQ budget staff at the retreat. Districts also need

to include a “Justification for activities chosen” which is a short statement on the focus of the district’s activities


forwarded to World Bank for Clearance/No

Objection

Deadline

(December)



Committee (PSC)

Deadline

(November)



(October)



Deadline

(October)

91

for the year i.e. gender disparity, quality of education, KG etc. The district’s focus must be supported by

evidence from their Annual District Performance Reports (ADPRs) and EMIS data.

IMPORTANT NOTE: Only activities included in the approved District Annual Programmes of Work can

be funded by the GPEG district grants. Any activities undertaken that are NOT included in the APWs

will be considered ineligible and will be required to be repaid if funds are used on these ineligible

activities.


All APWs will be reviewed by GES at the residential retreat.

Accepted APWs will be referred to World Bank for clearance/No Objection.


Once APWs are amended by the districts, GES will make a final review before forwarding them to the

World Bank for clearance/No Objection.

92

TEMPLATE 1: ANNUAL PROGRAMME OF WORK (APW)

ANNUAL PROGRAMME OF WORK (APW)

GHANA PARTNERSHIP FOR EDUCATION GRANT

JANUARY - DECEMBER 2013

Region:

District:

Responsible Officer: Mobile No:

CODE ACTIVITY TIME FRAME QUANTITY TOTAL COST

TOTAL

KEY

A EQUITABLE ACCESS TO EDUCATION

Q QUALITY OF EDUCATION

G BRIDGE GENDER GAP

M EDUCATION MANAGEMENT

JUSTIFICATION FOR ACTIVITIES CHOSEN:

93

OPERATIONAL GUIDELINES: ANNUAL PROGRAMME OF WORK (APW) - EXECUTION

AGAINST PLAN

The Annual Programme of Work (Execution) template tracks the actual expenditures and outputs of the planned

activities for the District Grants as captured in the APW. It therefore fulfils a crucial role in monitoring the use

of GPEG funds.

The Annual Programme of Work (Execution) template is to be completed by the District Directors together with

their Budget Officers and the District Accountants at the January data collection meeting between the district and

GES HQ staff. At this meeting GES HQ staff provide each district with their individual APW execution

template, which captures all the activities from the district’s previous year’s APW (“Budgeted Quantity” and

“Budgeted Total Cost”). District Directors need to fill in the additional columns “Actual Quantity” and “Actual

Expenditure” for each activity. This information should be available in the Annual Work Plans for GPE, which

tracks expenditure and actual outputs.

In addition to the APW Execution Template, which focuses on total costs and outputs, GES HQ also require

information on the item costs for each activity in the separate template “Input Costs for GPEG Activities”.

To monitor and verify actual activities undertaken under the APWs, monitoring trips by the RED and an

independent Data Validation firm working with PBME and GES Headquarters will undertake frequent visits

to verify activities in the APWs are implemented by the districts. Other verification measures will include

receipts of payment, waybills and progress reports by the districts on their approved APW.

94

TEMPLATE 2: ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN



Region:

District:


CODE ACTIVITY TIME FRAME BUDGETED QUANTITY

BUDGETED TOTAL COST

ACTUAL QUANTITY

ACTUAL EXPEND.

TOTAL

KEY



G BRIDGE GENDER GAP



95

OPERATIONAL GUIDELINES: INPUT SHEETS FOR GPEG ACTIVITIES

The “Input Sheets for GPEG Activities” captures a detailed breakdown of item costs for each activity included in

the APW in order to enhance transparency.

To ensure transparency and unanimity, the Regional Director will meet the qualifying districts within the region

to come out with a convergent cost used by all the districts under the program.

The District Director together with their Budget Officer and the District Accountant needs to complete the “Input

Sheets for GPEG Activities” for each activity entered in the APW at the January data collection meeting between

district and GES HQ staff. The template captures a full breakdown of all the input costs for each activity. The

input description and code can be found in the GIFMIS Chart of Accounts, which has been distributed to all

Districts. The number of units needs to be entered for each input, as well as the frequency with which the

activity has taken place over the reporting period (one year). Once the unit costs are entered for the input the

Total Cost can be calculated for each input. The overall total is then calculated and should match the

expenditure for the activity in the Annual Programme of Work – Execution template.

96

TEMPLATE 3: INPUT COSTS FOR GPEG ACTIVITIES

INPUT COSTS FOR GPEG ACTIVITIES (GOODS AND SERVICES)

Please use one sheet per activity

District

Activity Code:

Activity Description:

Level:

Item Code Input description Unit Frequency Unit cost Total cost (Unit x

Frequency x Unit cost)

Overall Total:

97

OPERATIONAL GUIDELINES: INTERIM FINANCIAL REPORT

The Interim Financial Reports (IFRs) are vital in overseeing the proper financial management of the GPEG

funds.

The Interim Financial Reports will be collected on a biannual basis for the periods January – June and July -

December. The District Directors will complete the IFRs in consultation with the District Accountant and an

officer from the district Internal Audit Unit. The IFRs must be submitted to the Regional Education Directorates

no later than 14 days after the end of each 6 month project-period, i.e. in January and July of each year. If

district grant funds are released to districts before January 2013 an IFR will need to completed for the July –

December 2012 period.

Figure 2.5: Flow Chart for Submission of Interim Financial Reports

IMPORTANT NOTE: without the timely submission of IFRs, the flow of funds to the district may face

significant delays.

The IFR separates out reporting on GPE activities “District Education Grants” from costs incurred in managing

the project itself “Project Management”. For the “District Education Grant” section, District Directors are

required to aggregate expenditure by pillar level: Equitable Access to Education, Quality of Education, Bridge

Gender Gap, Education Management and School Grants. Activities under each pillar can be identified from their

codes that can be found in the Menu of Activities. The first letter of each code indicates the pillar the activity

belongs to: ‘A’ for Equitable Access to Education, ‘Q’ for Quality of Education, ‘G’ for Bridge Gender Gap, ‘M’

for Education Management and ‘S’ for School Grants. In the “Project Management” section District Directors

should enter expenditure for all activities relating to managing the project.

Completed IFRs are submitted to Financial

Controller bi-annually

Regional Education Directorates reviews

IFRs not later than 14 days after receipt

District Directors completes IFRs in

consultation with District Accountant and

District internal Auditor

98

The Districts need to enter the actual releases and expenditure for the period in columns D and E. The values for

“Balance brought forward” (columns A and B) are taken from the “Cumulative summary” from the prior IFR

submission. The “Cumulative summary” for the current IFR (columns H and I) are calculated by summing the

values for releases and expenditure for the “Balance brought forward” and “Actual for the period”. The

variances are then calculated by subtracting the columns as indicated in the template (e.g. “Balance Brought

Forward” variance is A - B). For the first submission, the ‘Balance brought forward’ will be blank and the

‘Cumulative Summary’ and the ‘Actual for the period’ will be identical.

99


INTERIM FINANCIAL REPORT (IFR)

USE OF FUNDS BY PROJECT ACTIVITY

DISTRICT NAME:

RESPONSIBLE OFFICER: MOBILE NO:

REPORT PERIOD:

REPORTING DATE:

DISTRICT SUMMARY

PROJECT COMPONENT

BALANCE B/FWD ACTUAL FOR THE PERIOD CUMULATIVE

A B C D E F G H I J K

RELEASE ACTUAL

EXPENDITURE VARIANCE RELEASE

ACTUAL EXPENDITURE

VARIANCE BUDGET (AS

PER APW) RELEASE

ACTUAL EXPENDITURE

VARIANCE VARIANCE 2

(A- B) (D - E) (G-I) (H - I)

DISTRICT EDUCATION GRANTS

EQUITABLE ACCESS TO EDUCATION

QUALITY OF EDUCATION

BRIDGE GENDER GAP

EDUCATION MANAGEMENT

SCHOOL GRANTS

PROJECT MANAGEMENT

MONITORING AND EVALUATION

INTERNAL AUDIT MONITORING

AUDIT COST

OPERATING COST

TOTAL

100

OPERATIONAL GUIDELINES: SCHOOL GRANT REPORTING TEMPLATE

The School Grant reporting templates captures information on how much money schools receive through GPEG

school grants, their actual expenditure and information on key performance indicators that feed into the project

results framework.

The Circuit Supervisors need to fill in a School Grant reporting template for each public school in their circuit at

the end of every half calendar year (end of June and December). The School Grant template must be submitted

to the District Directors no more than 10 days after the end of each half year. If school grant funds are released

before January 2013 the School Grant Reporting Template will need to be completed for the July – December

2012 period.

The Circuit Supervisors are expected to visit each school to confirm the monies received for GPEG school

grants and how much has been spent. In addition they need to note down some simple information on school

level indicators including School Performance Improvement Plans (SPIP), School Management Committees

(SMCs), School Report Cards (SRCs) and INSET provision. The Circuit Supervisors should also note the

number of visits they have made to the school. This figure will be cross referenced by the District Director using

the CS visit reports submitted by the supervisors after each visit.

In the last line of the template the Circuit Supervisors provide a circuit level total for each indicator. Where there

are “Yes” or “No” questions, the supervisors are required to enter the number of schools which answer “Yes” for

that indicator. If the number of schools in the circuit exceeds the allotted lines in the template, the circuit

supervisor should feel free to use a second sheet and enter the totals for the circuit only once, on the last sheet.

101


SCHOOL GRANT REPORTING TEMPLATE

DISTRICT NAME:

RESPONSIBLE CIRCUIT SUPER.: MOBILE NO:

REPORT PERIOD (6 MONTHS):

REPORTING DATE:

NAME OF THE SCHOOL:

AMOUNT RECEIVED BY SCHOOL

ACTUAL EXPENDITURE SP

IP S

IGN

ED B

Y

SMC

CH

AIR

MA

N

(Y /

N)

SPIP

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

(Y/N

)

SRC

CO

MP

LETE

D

IN L

AST

6 M

ON

THS

(Y/N

)

SRC

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

(Y/N

)

NU

MB

ER A

ND

TYP

E O

F C

OR

E

SCH

OO

L B

ASE

D

INSE

TS O

FFER

ED

NU

MB

ER O

F G

IRLS

REC

EIV

ING

SCH

OLA

RSH

IPS

(PA

SS P

RO

G.)

NU

MB

ER O

F TI

MES

SCH

OO

L H

AS

BEE

N

VIS

ITED

BY

C.S

.

TOTAL NUMBER OF SCHOOLS

TOTAL AMOUNT RECEIVED BY SCHOOLS

TOTAL ACTUAL EXPENDITURE BY SCHOOLS TO

TAL

NU

MB

ER O

F SP

IPs

SIG

NED

BY

SMC

CH

AIR

MEN

TOTA

L N

UM

BER

OF

SPIP

s

DIS

PLA

YED

ON

NO

TIC

E

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s

CO

MP

LETE

D IN

LA

ST 6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s

DIS

PLA

YED

ON

NO

TIC

E

BO

AR

D

TOTA

L N

UM

BER

AN

D

TYP

E O

F C

OR

E SC

HO

OL

BA

SED

INSE

TS O

FFER

ED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SCH

OLA

RSH

IPS

- P

ASS

PR

OG

.

TOTA

L N

UM

BER

OF

VIS

ITS

TO S

CH

OO

LS B

Y

THE

CIR

CU

IT S

UP

ERV

ISO

R

102

OPERATIONAL GUIDELINES: DISTRICT LEVEL SCHOOL GRANT REPORT

The School Grant Reporting Template – District Level Aggregation provides a summary of the school level

information captured in the School Grant Template at the circuit level for each district.

The School Grant Reporting Template – District Level Aggregation needs to be filled in by District Directors at

the end of every half calendar year (end of June and December). If school grant funds are released before

January 2013 the School Grant Reporting Template – District Aggregation will need to be completed for the July

– December 2012 period. After receiving all the School Grant Reporting Templates from the Circuit

Supervisors, District Directors should enter the circuit level totals reported in the last line of each template for all

circuits in their districts. District Directors should double check that the totals calculated in the school level

template are correct and discuss any inconsistencies with the Circuit Supervisors.

The District Directors should also cross reference the self reported number of school visits by Circuit

Supervisors with the visit reports submitted to the District Directors after each visit. The totals for the district

across all circuits should be calculated and entered into the last line of the template: “District totals”. District

Directors should submit the completed template to the Regional Education Directorate no more than 14 days

after the end of the half year period.

103


SCHOOL GRANT REPORTING TEMPLATE (DISTRICT LEVEL AGGREGATION) DISTRICT NAME:



REPORTING DATE:

AGGREGATE FIGURES PER CIRCUIT (PLEASE USE ONE LINE FOR EACH CIRCUIT IN YOUR DISTRICT)

NAME OF CIRCUIT / SUPERVISOR TO

TAL

NU

MB

ER O

F SC

HO

OLS

IN C

IRC

UIT

TOTA

L A

MO

UN

T R

ECEI

VED

B

Y SC

HO

OLS

IN T

HA

T C

IRC

UIT

AC

TUA

L EX

PEN

DIT

UR

E B

Y SC

HO

OLS

IN T

HA

T C

IRC

UIT

TOTA

L N

UM

BER

OF

SPIP

s SI

GN

ED B

Y SM

C C

HA

IRM

EN

IN T

HA

T C

IRC

UIT

TOTA

L N

UM

BER

OF

SPIP

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s C

OM

PLE

TED

IN L

AST

6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

AN

D T

YPE

OF

CO

RE

SCH

OO

L B

ASE

D

INSE

TS O

FFER

ED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SC

HO

LAR

SHIP

S

- P

ASS

PR

OG

.

TOTA

L N

UM

BER

OF

VIS

ITS

TO S

CH

OO

LS B

Y TH

E C

IRC

UIT

SU

PER

VIS

OR

TOTALS:

104

STATUS REPORTS


STATUS REPORT TEMPLATE

The PBME/MOE and the GES will jointly be responsible for preparing and submitting a complete Status Report to the World Bank by early February every year.

The main objective of the Status Report is to provide a complete and systematic account of the GPEG’s overall performance.

I. Summary of Project Development Objectives and Design

This section should summarize the GPEG’s key development objectives and highlight the main interventions and activities planned under the project.

II. Key Factors Affecting Project Implementation

This section should provide a thorough analysis of the main endogenous and exogenous factors contributing to the successful implementation of the project and/or leading to potential implementation delays/shortcomings. In particular, the following topics should be covered in this section:

o Soundness of the background analysis supporting the proposed interventions and activities under the project;

o Assessment of project design—including the complexity of the project’s development objectives, proposed interventions under each of the three components, and overall implementation capacity at the central, regional, district, and schools levels;

o Adequacy of government’s commitment, stakeholder involvement ,and/or participatory processes;

o Adequacy of the World Bank’s commitment, including the extent to which the services provided by the Bank ensured quality at entry and supported effective implementation through appropriate supervision and technical support;

o Analysis of exogenous factors (natural disasters, war and civil disturbances, etc.) negatively impacting effective project implementation;

III. Assessment of Outcomes by Component

This section should provide an assessment of the outputs and outcomes of the project against the agreed objectives and indicators specified in the Results Framework. The analysis should also highlight the major achievements and shortcomings within each of the project components— (i) District Grants; (ii) School Grants; and (iii) Project Management and Monitoring and Evaluation.

IV. Lessons Learned & Key Recommendations

This section will summarize the major findings and lessons learned from GPEG project. A series of recommendations and concrete steps will also be provided to improve project implementation and support the achievement of the GPEG’s development objectives.

105

OPERATIONAL GUIDELINES: TRAINING REPORT

The training report provides a detailed breakdown on all the training activities undertaken with the District

Grants, in line with project requirements.

The Training Report needs to be filled out by District Director on an annual basis in January and submitted to

the Regional Education Directorates. All trainings undertaken using District Grants need to be included,

capturing information on who has been trained (total number and number of females), the length of training

(number of days) and the cost (per beneficiary and total cost). The mandatory INSET training and UTDBE

are specified in the template, but any additional training conducted should also be reported.

106


TRAINING CONDUCTED

REGION:

DISTRICT NAME:

RESPONSIBLE OFFICER: MOBILE NUMBER:

REPORT PERIOD (ANNUAL):

REPORTING DATE:

TYPE OF TRAINING BENEFICIARIES (NUMBER OF

PEOPLE TRAINED) NUMBER OF FEMALE

BENEFICIARIES DURATION OF THE TRAINING

(DAYS) COST PER BENEFICIARY TOTAL COST

UTDBE

INSET (CORE: LITERACY)

INSET (CORE: MATH)

INSET (CORE: SCIENCE)

INSET (NON CORE)

REGIONAL & DISTRICT OFFICERS TRAINED

CIRCUIT SUPERVISORS TRAINED

HEADTEACHERS TRAINED IN SRCs

OTHER TRAINING (PLEASE SPECIFY):

TOTAL

107

OPERATIONAL GUIDELINES: REGIONAL CONSOLIDATION TEMPLATES

The Regional Consolidation Templates provide a summary of all district level information captured in the

APW, APW Execution Sheet, the Interim Financial Report, the School Grant Template and the Training

Template for each district at the regional level.

The Region Consolidation Templates needs to be filled in by Regional Directors in consultation with their

Regional Planning Officers, Budget Officers and Accountants. The regions should submit the completed

templates to GES HQ within 14 days of receiving the templates from the districts.

For the Annual Programme of Work, regions are required to list all district activities and calculate the total

cost of the activities for their region. Similarly, for the Annual Programme of Work (Execution), regions

must include all district activities and aggregate only the total actual expenditure at the regional level.

For the Interim Financial Report and Training Template, regions must aggregate all the cells in the district

templates to consolidate the data at the regional level. For example, in the Training Template, regions must

cumulate the beneficiaries of UTDBE from every district to fill in the cell representing the number of

beneficiaries at the regional level.

For the School Grants template, Regional Directors should include the last line of each district template

which represents the district total as a line item in the Regional template. If the number of districts in the

region exceeds the allotted lines in the template, the Regional Director should feel free to use a second sheet

and enter the totals for the region only once, on the last sheet.

Regional Directors should double check that the totals calculated in the district level template are correct and

discuss any inconsistencies with the District Directors.

108

REGIONAL CONSOLIDATION TEMPLATES

ANNUAL PROGRAMME OF WORK (APW) – REGIONAL CONSOLIDATION



Region:



TOTAL

KEY



G BRIDGE GENDER GAP


109

ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN – REGIONAL CONSOLIDATION



Region:



BUDGETED TOTAL COST

ACTUAL QUANTITY

ACTUAL EXPEND.

TOTAL

KEY



G BRIDGE GENDER GAP


110




REGION:


REPORT PERIOD:

REPORTING DATE:

REGIONAL SUMMARY

PROJECT COMPONENT



RELEASE ACTUAL


ACTUAL EXPENDITURE

VARIANCE BUDGET (AS

PER APW) RELEASE

ACTUAL EXPENDITURE

VARIANCE VARIANCE 2

(A- B) (D - E) (G-I) (H - I)




BRIDGE GENDER GAP


SCHOOL GRANTS

PROJECT MANAGEMENT



AUDIT COST

OPERATING COST

REGIONAL TOTAL

111


TRAINING CONDUCTED – REGIONAL CONSOLIDATION

REGION:



REPORTING DATE:





UTDBE


INSET (CORE: MATH)


INSET (NON CORE)





TOTAL

112


SCHOOL GRANT REPORTING TEMPLATE (REGIONAL LEVEL AGGREGATION) REGION NAME:



REPORTING DATE:

AGGREGATE FIGURES PER DISTRICT (PLEASE USE ONE LINE FOR EACH DISTRICT IN YOUR REGION)

NAME OF DISTRICT TOTA

L N

UM

BER

OF

SCH

OO

LS

IN D

ISTR

ICT

TOTA

L A

MO

UN

T R

ECEI

VED

BY

SCH

OO

LS IN

TH

AT

DIS

TRIC

T

AC

TUA

L EX

PEN

DIT

UR

E B

Y

SCH

OO

LS IN

TH

AT

DIS

TRIC

T

TOTA

L N

UM

BER

OF

SPIP

s SI

GN

ED B

Y SM

C C

HA

IRM

EN IN

THA

T D

ISTR

ICT

TOTA

L N

UM

BER

OF

SPIP

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s C

OM

PLE

TED

IN L

AST

6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

TOTA

L N

UM

ER A

ND

TYP

E O

F C

OR

E IN

SET

CO

UR

SES

OFF

ERED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SC

HO

LAR

SHIP

S -

PA

SS P

RO

G.

TOTA

L N

UM

BER

OF

VIS

ITS

TO

SCH

OO

LS B

Y TH

E C

IRC

UIT

SU

PER

VIS

OR

REGIONAL TOTALS:

113

OPERATIONAL GUIDELINES: SCHOOL REPORT CARDS DATA CAPTURE FORMAT

School Report Cards are an essential tool that enable the government to monitor the performance and

attendance of teachers, improve teaching and learning and promote accountability at the school level.

The School Data Capture Format (SDCF) must be filled in by the head teacher or teacher in-charge of the

school after consulting the school register and other official records. The head teacher or teacher in-charge of

the school should verify the data, and affix his/her signature at the appropriate place on the last page of the

DCF before returning it. Head teachers and circuit supervisors will jointly be responsible for collecting and

submitting SRCs to the DEDs twice a year, in December and June. SDCFs must be compiled by the districts

and submitted to GES HQ every February and July.

In capturing school enrollment data, all data must be provided as on 30th September of the current academic

year. If two schools are working in the same building with separate heads and administration for want of

accommodation, or due to any other reason, these schools should be treated as separate entities and each of

the two schools should fill separate templates. In case a school has two shifts under the same head and

administration, it should be treated as one school and only one template giving consolidated statistics for both

shifts must be filled in by the head of the school.

A manual has been produced which walks through each section of the SDCF, providing guidelines and

instruction for the head teacher or teacher-in charge of the school who is filling it in.

After completing the School Data Collection Format, the head teacher should request a meeting with the

School Management Committee (SMC) and present the SDCF at that meeting for review and clarification.

Once this meeting has been held, the head teacher and SMC chairperson should sign the form and indicate

date of signature.

At this point, the head teacher should send the completed SRC Data Capture Format to the District Education

Officer (DEO) through the Circuit Supervisor, and keep a copy for the school which can be displayed in the

head teacher’s office for parents and teachers to read.

118

OPERATIONAL GUIDELINES: LESSON OBSERVATION SHEET

The Lesson Observation Sheet is a tool that can be used to assess a teacher’s performance in the classroom.

This tool will be used by three evaluators as part of the sample survey on teacher performance outlined in the

preceding section. The sheet enables the evaluators to assess a teacher’s performance in 15 items across three

key areas: (i.) Instruction Planning Skills, (ii.) Teaching Methodology and Delivery, and (iii.) Classroom

Organisation and Management and average their rating into a single score.

Each observation item has performance indicators arranged from the lowest to the highest level. The

evaluation is undertaken as follows:

Three evaluators trained by the Teacher Education Division (TED) will be used and should always start

from the statement in “(1) Poor” for each item. If the lesson meets the statement, they should then move

to the statement of the next level, and keep going. If the lesson does not meet the statement of a certain

level, for example “(4) Good”, the level of lesson is assessed as “(3) Satisfactory”. The three evaluators

will meet after evaluation to agree on the actual score or the appropriate average score.

For each observation item, tick () the box with the performance indicator which appropriately describes

the teacher’s level of performance.

119

LESSON OBSERVATION SHEET

121

3. School Grants

3.1. Introduction

The objective of this component is to supplement capitation grants to all basic education schools in

deprived districts with an explicit focus on improving teaching and learning. Reviews of the Ghana

capitation programme have often pointed out the limitations of the small capitation resources, particularly

for schools with lower enrollment, many of which are situated in the more remote and deprived areas of

the country. School Grants therefore will be provided annually to all public primary schools (6,600) in

the 57 districts to augment schools’ operating costs and non-salary expenditures to ensure that key

policies aligned with the ESP can be implemented.

The amount of the grant would average GHc1,836 (US$1,100)/year based on a GHc7.65 (US$4) per

capita formula. A per capita expenditure formula is used for planning purposes in order to support the

ongoing capitation grant already received annually through the Government of Ghana.

The existing operational guidelines for capitation grants would form the basis of the improved manual to

guide schools on more strategic expenditures to impact quality and improved learning. Additionally, this

component will aim to increase school accountability to parents and communities. For instance, all

schools will be required to prominently display their most recent School Report Card on their notice

Board in addition to their School Performance Implementation Plans.

This component would aim to further empower and support SMCs to better plan for and improve

teaching, learning and participation in their schools through the School Performance Improvement Plan

process. Therefore this component would support activities for greater facilitation of the planning,

operations and monitoring of the school grants. The data from the School Report Cards would play a key

role in helping the school to diagnose key challenges and serve as a framework for monitoring progress at

the school level.

3.1.1. Objectives of the School Grant

To improve teaching and learning in basic schools in deprived districts

To increase access to quality education in deprived districts

To increase school accountability to parents and communities

To improve the management and delivery of Education Services

To improve teachers teaching abilities through lesson study

Based on the objectives above, the schools aim to achieve the following (see figure below)

This section presents the component earmarked for schools. It describes various policies and procedures put in place

to help beneficiaries access the grants and to ensure standards of integrity and accountability expected of all

stakeholders. It provides guideline on financing, procurement and menu of options as well as reporting templates at

the school level.

122


3.2. Preparation of a School Performance Improvement Plan (SPIP)

The School Performance Improvement Plan (SPIP) is a school-community plan for implementing specific

activities designed to improve the quality of the school. The GPEG will strengthen the SPIP process,

simplify the forms, improve the monitoring and evaluation of SPIP execution, focus activities on

improving learning and encourage greater participation by SMCs and the larger community.

Ultimately the GPEG aims to improve the social accountability for the use of resources and to generate

increased demand for improved education services by parents and students. The SPIP development

process is an opportunity for a school community to reflect upon successes and challenges and build a

shared vision and sense of direction.

The SMCs and school administrators will be trained on record keeping and will be required to report

school grant receipt and expenditure to parents and communities by posting this information on school

notice boards, in school report cards and through other dissemination strategies depending on the local

context. This is expected to improve the effectiveness of school grant use and help create a culture of

transparency, accountability, and greater parental and community participation in school management.

A SPIP is to be designed to cover the following areas:

Components/Targets

Action to be taken

Who is Responsible

Resources needed

Time Frame

Who Monitors

GPEG


of trained teachers

in rural schools in

deprived districts


teaching and

learning materials

and textbooks

3. Enhance and

upgrade the


and qualification

4. Reduce teacher

absenteeism

ACCESS

1. Provide basic

education

opportunities for

disadvantaged

children



districts

3. Improve pupil

welfare to increase

attendance

4. Support hard to

reach children


trained and

motivated GEU


districts.

2. Ensure functional

GEU.

3. Promote girl friendly

guidance and

counseling systems


statistics on girl

education through

EMIS





3. Enhance the


Officers in M&E


school inspection

and teacher

supervision systems

5. Develop a

professional, well

motivated teaching

cadre

123

For school SPIPs, the requirements are:

School Management Committee's must participate in dedicated training and capacity building

activities organized by districts in the preparation of SPIPs.

SPIPs must emanate from School Performance Appraisal Meetings (SPAM), which are

community meetings organized by the school Management Committees and Parent Teacher

Associations to discuss the performance of the school and outline steps for improvement.

Wherever School Report Cards exist, the SPAMs must be organized to discuss the information on

them.

3.2.1. Roles and responsibilities of the key players at the School level

SMC Chairman:

Ensures that the SMC participates in the preparation of the SPIP

Endorses SPIP before it is submitted to the District office

Monitors implementation of the SPIP in the school

Headteacher:

Prepares SPIP with the teachers of the school

Discusses the SPIP with SMC

Displays approved SPIP on the school’s notice board

Is a signatory to the school’s bank account

Ensures proper utilization and accountability of all funds received by the school

Ensures that SPIP addresses targets as indicated in the School Report Card and SPAM

Assistant Headteacher:

Helps in the preparation of SPIP with other teachers

Helps in the implementation of SPIP activities in the school

Is a joint signatory to the school’s bank account

3.2.2. Legitimate Expenditure for SPIPs

School performance improving plans should concentrate on activities that will improve the

following:

Access

Support for enrolment drive

Support for needy children

Quality

Provision of teaching and learning materials, e.g. slates, chalk, pencils, pens, exercise and

work books, classroom posters etc.

124

Provision of books including library books in limited quantities, drawing boards, ICT

accessories, cardboards, felt pens, clock, strings, crayons, batteries for supplying power

etc.

Provision of water and sanitation materials e.g. handwashing of pupils

Provision of school /cluster based in-service training

School Management

Provision of stationery

Organizing effective SMC/PTA

Operational activities

Servicing of staff meetings

School/Community Relationship

Organize school visits e.g. Open days, games or speech days

Organize communal labour

Organize effective SMC meetings

Organize effective SPAM

Provision of School Facilities

Provide equipment for games/play furniture for kindergarten

Undertake minor repairs

3.2.3. Menu of Activities

Thus, the school grants are expected to contribute towards improved teaching and learning which requires

an expansion in the menu of activities currently used under the capitation grant. The school grant could

finance:

instructional materials and learning inputs;

school furniture;

mentoring/coaching opportunities for teachers;

training related to identified local skills needs, i.e., math and science, special needs assessments,

remedial courses, KG training;

guidance and counseling system for girls;

school based INSET on child-centered activity based learning;

library materials;

equipment or tools (ICT) to improve teaching and learning;

SPAMs; and

School-level reading competitions.

Details of policy objectives, targets, output and activities to meet a policy objective are explained in

details in the tables below. They represent the option for the schools to spend the appropriate funds to

meet the focus of the grants as stated in section 3.2.2: improve quality of teaching and learning; improve

access to education for people with disability; bridge gender gap in access to education; and improve

management of education service delivery.

125

Table 3.1. Menu of activities for School Grants (2012 – 2015)


MENU OF ACTIVITIES FOR SCHOOL GRANTS (2012 - 2015)

Activity Code:


S1 Minor repairs of school furniture

S2 Provide schools with essential supplies - chalkboards, mono desks, dual desks, teacher's tables, chairs, cupboards, furniture etc.

S3 Provide veronica buckets (to provide clean and safe water provision in schools)

S4 Provide gender friendly sanitary facilities in schools

S5 Provide dust bins for schools

S6 Ensure that each school has a teacher designated as a health officer and has access to a First Aid Kit

S7 Ensure that each school has a teacher designated as a girl child facilitator/ mentor

S8 Support HIV/AIDs clubs

S9 Organize enrolment drive in communities

S10 Organize sensitization workshops for parents of those with special needs

S11 Raise awareness amongst parents and communities about age appropriate enrollment in KG

S12 Run an enrollment drive to encourage girls to enroll in Primary schools at the appropriate age (6 years)

S13 Reach and integrate excluded children (out-of-school, truants, dropouts and adolescent mothers) within the school

S14 Set up outdoor learning areas for KG with the assistance of the community

S15 Provide material support to those children who are orphaned in order for them to complete their education

126

S16 Provide bicycles to young and vulnerable children who live far away from schools

S17 Organize INSET for teachers/attendants' professional development and support study circles for untrained teachers on UTDBE

S18 Organize Gender - sensitive training for teachers

S19 Equip libraries with teaching and learning materials

S20 Provide teaching and learning materials, learning kits etc.

S21 Provide science equipment

S22 Organize literacy and art competitions

S23 Provide remedial sessions on basic literacy and numeracy skills for the lowest performing children (TCAI)

S24 Undertake scholarship programmes for girls coming from deprived backgrounds

S25 Encourage the use of Gender Clubs and promote the use of role models within schools and communities

S26 Support Girls’ Club

S27 Sensitize and assist pupils experiencing bullying and sexual harassment (especially girl pupils who face harassment by male peers and/or teachers)

S28 Support pregnant girls and adolescent mothers to complete education

S29 Organize STI (Sexually Transmitted Infections) clinics in schools for girls and boys

S30 Organize female mentors (teachers, community women, older girls) to mentor girls

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3.2.4. Staff Development

To access the grants, a prerequisite is the training and capacity building of head teachers and SMCs, which

would be funded by district grants, to prepare school development plans to improve teaching, learning and

participation of their schools in this programme.

3.2.5. Negative List

The following are not eligible to receive GPEG funding:

- Infrastructure

This includes any new construction and major rehabilitation. GPEG funds cannot be used for tackling structural

damage and other major problems with infrastructure requiring extensive renovation. Infrastructure works can be

expensive and, if allowed, would leave no funds for any other sort of school improvements.

- Building materials

The GPEG funds cannot be used for the purchase of building materials, except where these are necessary for

minor repairs or for the construction of washrooms (urinals and latrines).

- Operations costs

GPEG funds cannot be used as a substitute for the district or school’s routine costs for electricity, water,

telephone bills, etc., which would normally be covered by the Government of Ghana.

- Payments to teachers

GPEG funds cannot be used for paying any salaries, fees or supplements or for giving loans to any individual or

group of individuals.

- Firearms

GPEG funds cannot be used for the purchase of firearms for any purpose, including security.

- Private/personal costs or transfers

Any payments not intended to be used by the districts or schools for the benefit of schools and students are

prohibited. This includes personal transactions by district and school staff or SMC members, deposits in private

bank accounts and unauthorized payments to officials and other visitors, gifts or hospitality.

- Environment and Social

projects that require involuntary land acquisition

projects that will deprive people of access to their usual means of livelihood

project activities that restrict people’s access to their assets

3.3. Detailed Implementation at the School Level

3.3.1. School Level Project Coordination and Management

Approximately 6,600 schools in 57 districts will receive annual grants. Public KG, primary and junior

secondary schools will be funded under the GPEG. All public basic schools in the selected districts are expected

to submit to the DEDs a School Performance Improvement Plan. The school grant will support activities agreed

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in the SPIP. The SPIPs are developed by the school head teachers in partnership with the local community, in

particular, with the School Management Committee (or PTA or other CBO if the former is not functional). The

Districts, through the circuit supervisors advise the school on any revisions necessary to the SPIPs and provide

the first tranche of the school grant to the school. Schools are also required to complete the school report cards

(SRCs) as a key part of monitoring school performance. School Performance Assessment Meetings (SPAMs) are

organized upon the receipt of the first tranche of the school grant and the completion of the SRCs.

SPAMs are the key monitoring tools of school grant activities and monitoring school performance.

The SPAM is held to discuss the achievements and challenges of the school and the learning outcomes of pupils.

It outlines steps for improving the school's performance, the roles of teachers, parents, and the community. It

also discusses the implementation of the previous SPIP and the impact on school performance. The current

year’s SPIP is informed by lessons of the previous SPIP and sets out funded activities to be implemented in order

to improve school performance.

Agreed activities and funding allocations in the SPIP are endorsed by the head teacher, the SMC chairman and

the PTA chairman. The implementation of the SPIP is the responsibility of the head teacher and the SMC.

Currently, the SPIP activities are funded by the ongoing Capitation Grant provided through GoG budget.

Under the GPEG project, supplementary funding (US$4/capita) will be provided to fund expanded activities with

an explicit focus on improving teaching and learning in the school.

3.3.2. Key players to manage the grant at the School level

SMC Chairman

Head teacher

Assistant Head teacher

3.4. Support to Quality Kindergarten Education

School grants from the GPE will support directors of education and headteachers to improve KG education at the

schools level. District Directors and headteachers are encouraged to pay particular attention to the following

areas of KG:

Capacity building of KG teachers by submitting their names for the UTDBE, through their participation in

INSET organized by Teacher Education Division/Early Childhood Education Unit of GES, and through

cluster-based meetings or school-based meetings to share experiences for peer support and mentoring.

Parental and community engagement or involvement in KG. This will require making parents and

communities aware of the value and importance of KG and the child’s need-- including children with

disability-- to be in KG at the appropriate age of 4 and 5 years. Parents and community members could be

brought in to tell stories to the children and local artisans to help with developing teaching and learning

materials, using local materials, and which are also appropriate for a KG child with disability.

The development of outdoor learning areas/space which ensures learning is not constrained to the classroom

and is also appropriate to KG children with disability. This can be done with the support of communities.

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The development of in-door classrooms/environment with age-appropriate furniture and learning corners that

enable KG children to explore, discover and to ask questions about the world around them whether it be in or

outside the classroom. An environment that is free from physical punishment.

The provision of easily accessible teaching and learning materials, tapping into local materials available in

the community or local market and which make use of local craftsmen and women and encourage creative

play.

Healthy and safe school environment for KG children and those with disabilities. One that has safe drinking

water, safe and age appropriate toilets and urinals.

3.4.1. Roles and Responsibilities at the School Level for KG Education

The headteacher together with the school management committee (SMC) and/or PTA are responsible for the

management of the school. In this regard, they are enjoined to adopt a Child-Friendly School Standards/Whole

School Approach with specific elements to support activity-based quality KG education in their respective

schools. Specifically, they shall:

Develop strategies to address the problem of over/under age pupils in KG classes.

Provide safe drinking water, hand washing facilities, and toilets and urinals that are appropriate to 4 and 5

year olds and children with disabilities.

Facilitate the continuous professional development of KG teachers and their assistants in terms of organizing

in-school meetings for them, their participation in cluster-based meetings and their participation in INSET

organized by TED and ECE unit.

Work to improve parental and community engagement and relationship with the school

Mobilize the community to assist the school to provide outdoor play areas for KG

Provide the KG teachers the necessary resources to develop learning corners in the KG classrooms that will

support activity-based learning

Provide age-appropriate furniture for KG classrooms which support activity-based learning,


In-Service Education and Training (INSET) is a programme design by the GES with support of LEG to update

teachers teaching skills at the school levels. The programme aims at improving quality of teachers by ensuring

continuous Teacher Professional Development for individual teachers through school and cluster-based INSET.

SBI/CBI provides an avenue for teachers to identify their needs and find solutions collaboratively with the

support of the training teams established at the districts.

INSET provides opportunity for teachers to up-date or up-grade their knowledge and skills for effective teaching.

It also provides opportunities for career advancement and acquisition of professional competencies. The role of

a district director of education is to ensure quality improvement of educational standards in his/her district,

he/she can do this by effectively and efficiently organizing and managing INSET at district, cluster or school

level. Teachers need to sharpen their skills regularly to improve student learning.

In 2008, the Ghana Education service in collaboration with the Japanese government began to institutionalize

INSET institutionalization in the Ghana. The implementation of the Nationwide INSET Programme led by

Ghana Education Service (GES), involves stakeholders from national, district and school levels. Each level has

key players who drive the Programme. They are:

National INSET Unit (NIU) at the national level;

District INSET Committee (DIC) at the district level; and

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Head teacher (HT) and Curriculum Leader (CL) at the school level.

These players are responsible for the following:

planning

securing the budget

coordination, and implementation

monitoring and recording INSET activities at each level.

At the school level, teachers are major stakeholders. As they are the major recipient of this Programme, giving

teachers opportunities of Continuous Professional Development (CPD) should be prioritised. A Head Teacher

should share school management information with the PTA and the School Management Committee (SMC) in

his/her school.

Headteacher (HT)

HTs are expected to supervise and appraise the performance of teachers, support them and provide opportunities

for teachers to improve upon their professional practice through SBI/CBI. CLs work under the leadership of

HTs to organized SBI/CBI. The following shows the TOR of HTs.

Selection of CL: Select a CL in collaboration with teachers in accordance with criteria;

Organization: On a regular basis, organize SBI and CBI on ‘good practices’, at least twice a term and

once a term respectively to help equip and strengthen teachers’ capacity of teaching all subjects in basic

schools;

Sensitization: Sensitize colleague teachers to understand the concepts of CL training and the importance

of SBI/CBI. Organize meetings for the CL to brief other teachers after completion of the Sourcebook

Based Training for CLs;

Plan: Prepare an action plan with the CL and teachers through staff meetings;

Preparation: Ensure adequate preparations are made before SBI/CBI;

Implementation: Ensure the environment is comfortable enough for SBI/CBI implementation;

Ensure post-delivery discussion is held after every SBI/CBI;

Record: Keep records of all SBI/CBI including attendance. Appoint a secretary for every SBI/CBI and

provide a book/file to record the SBI/CBI progress.

Curriculum Leader (CL)

The role of the CLs shall be coordination, organisation and facilitation of SBI/CBI under the guidance of the HT.

CLs should sensitise their colleague teachers and organized effective SBI and CBI at least once or twice a term.

DIC/CSs/DMTs/DTSTs are to ensure the regular school visits, for an effective SBI/CBI

The following are the TOR of CLs:

Organization: On a regular basis, organize SBI and CBI on ‘good practices’ at least twice a term and

once a year respectively to help equip and strengthen colleague teachers’ capacity of teaching all

subjects in basic schools;

Sensitization: Sensitize colleague teachers on SBI/CBI, for instance, by reporting on activities of the

Sourcebook Training for CLs or showing willingness to help colleague teachers overcome difficulties in

handling challenging topics;

Need Survey: Collate teachers’ views on challenging topics and decide which one should be solved in

SBI/CBI in discussions with HT and teachers;

Plan: Prepare an annual INSET action plan with the HT and teachers ;

Preparation: Ensure adequate preparations are made before implementation of SBI/CBI.

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Coordination: Coordinate SBI/CBI effectively;

Record: Record the results of SBI/CBI and report them to the HT.

Selection of CL

A HT is responsible for selecting a teacher as CL in consultation with the CS and other teachers. To enable this

process properly, the DIC must ensure that the HT has participated in “Sourcebook Based Training for HTs and

CSs” before selecting the CL. The criteria for the selection of CL are as follows.

Essential

o Qualified professional teacher in basic schools;

o At least two (2) years of teaching experience in basic schools;

o Interest in science/mathematics; and

o When there is no professional teacher, a hardworking untrained teacher can be selected.

Desirable

o Evidence of INSET attendance;

o Motivation to master instructional skills;

o Leadership skills;

o Ability to cooperate with HT and other teachers; and

o Evidence of hard work.

Teacher

The main purpose of SBI/CBI is to improve teachers’ competencies to deliver effective lessons in all subjects.

We can determine the impact of teachers’ performance on pupils’ learning and achieve assessment of the quality

of their instructional practices through the Lesson Observation Sheet or Performance Monitoring Tests (PMT).

To realise the organization of good and effective SBI/CBI, teachers are expected to support the HT and CL with

the following responsibilities.

Collaborate with the HT and the CL to prepare annual action plans;

Assist the CL to determine challenging topics for SBI/CBI;

Prepare lesson plans and/or Teaching and Learning Materials (TLMs) for SBI/CBI when necessary;

Serve as facilitator/demonstrator at SBI/CBI when required from HT/CL; and

Give professional suggestions during post-delivery discussion.

3.5.1. Information management of INSET

For effective implementation of INSET, data management is very essential. Apart from the regular data

collection by the district personnel, The Annual INSET Progress Report data collection

Table 3.2 Menu of Specific Interventions and Activities for INSET Support to TED Specific Intervention Possible Activity Source of Funding

School level SBI/CBI Maths

Science

Literacy

Demonstration lessons in

(ABL)

Peer teaching

T/LM preparation

Lesson preparation

SBA

School Grant:

Capitation Grant

GPE

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Eligible Schools

All schools in the 57 deprived districts are eligible to conduct INSET under the GPEG. All teachers in all the

schools in the 57 deprived districts must attend the mandatory Maths, Science/Literacy (SBI/CBI) as planned by

districts and schools.


Rigorous evidence has been accumulated that significant improvements can be obtained at comparatively low-

cost by spending more focused time ensuring that the bottom-half of the class in the early grades does not get left

behind. Improving general school quality (for example focusing on school infrastructure or providing teachers

with diplomas) alone may not achieve the desirable goals for a large fraction of the pupils, if they have not

acquired the basic pedagogical skills.

Lower qualified individuals, even with a minimal amount of training, can be trained in a week or two to deliver

targeted basic instruction to the lower half of the class. Such interventions have the potential to bring pupils who

were just achieving the minimum competencies, to proficiency. When only 20% of pupils can now read

stories, this number could be brought to almost 50% in less than a year. This also allows the regular teacher

to teach the rest of the class better. Every pupil benefits from being reached at the right level of difficulty

Since January 2011, the Ghana Education Service, in collaboration with the National Youth Employment

Program (NYEP), the Ghana National Association of Teachers (GNAT), and an NGO, Innovations for Poverty

Action (IPA), has been implementing a remedial education initiative in 400 schools, in 42 districts across all 10

regions.

The main components of the programme are as follows:

- Identifying the child’s level: introducing simple testing in schools to help determine the specific skill

level of pupils (for example, able to read letters, able to read words, able to read paragraphs, etc)

- Focusing on the child’s level: by grouping low performing pupils in levels and using beneficiaries of

the National Youth Employment Programme (NYEP) as teacher assistants to provide targeted

instruction focused on basic skills in literacy and numeracy

- The pedagogy: for literacy it takes advantage of the reflection work that has taken place on using

local language and focuses on building reading and writing skills; and on number recognition and

basic operations for numeracy

- The methodology: teacher assistants use a series of progressive prepared lessons that are activity-

based, child-centred and linked to a set of simple materials to teach basic skills.

This initiative, which is being evaluated rigorously, is already making a large difference for pupils who are

receiving focused time on basic skills. The goal now is to extend this programme to reach all lower primary

pupils in basic schools across the country.

Districts where the remedial education project is already in place, will be able to extend it from 12 schools to

additional schools in the district, while districts starting the programme anew can draw on the rich experience

and resources accumulated over the last two years.

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3.6.1. Implementation Support

National-level

The Basic Education Unit, HQ, shall coordinate and monitor the programme implementation. However,

technical assistance for districts to implement will be provided through a Remedial Education Support Team

(REST). REST will make the appropriate materials, training modules and monitoring tools for the programme

available to districts. It shall also train a team of resource persons to support district level training as well as

provide on-going support to the districts on matters related to the design and implementation of the Remedial

Education programme.

The NYEP HQ shall coordinate with its district coordinator to identify, hire and deploy teacher assistants to

schools and districts that request it. They will also oversee the retention and replacement of assistants.

District-level

The District Directorate of Education shall be the implementing agency of all activities under the remedial

education programme. In addition to other interventions to improve learning outcomes, District Directors of

Education (DDEs) are encouraged to review district level strategies to include remedial education as part of their

current package of interventions. Under their supervision, a Remedial Education Programme Coordinator (REP),

identified from among the District Education Office staff will be responsible for supporting schools in

implementing the remedial education programme. The REP Coordinator will draw on those trained as trainers in

the district to provide teacher assistant training and supportive supervision.

While the REP Coordinator will support with tools and overall monitoring, Circuit Supervisors and Head

Teachers will be responsible for ensuring that the assistants are able to apply the pedagogy and methodology of

the programme and that they are regular to school.

The NYEP District Coordinator will be responsible for working with the Head Teacher and SMCs to identify

qualified candidates from the community to serve as teacher assistants.

Schools can choose Remedial Education Programme as one of their activities in the GPEG. The following table

provides the list of sub-activities under the Remedial Education Programme.

Table 3.3. Implementation Framework for remedial education Remedial Education Programme: Specific Activities to be Undertaken


Remedial

Education

Support Team

Management team for the

Teacher Community Assistant

Initiative will provide support

to districts who want to

implement the programme.

Designate one district staff

member as the remedial

education officer

@GHC 10,000/month

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Materials

Development

Refine materials used for

remedial education pilot and

adapt for national scale-up;

Refine/develop training

modules & materials for

training of district officers,

master trainers, and teacher

assistants

@GHC 15,000 for

consultancy fees and field

testing

Materials

production &

distribution

Procure/print basic set of

materials to make available to

districts

Reproduce manuals &

materials for teacher assistants

Make learning aids &

materials available for the

remedial classes

@ GHC 5,000/district @ GHC 100 per school that

takes up the programme

@ GHC 100/term

Orientation of

key

implementation

partners

Organize orientation

workshops for DOEs and key

district agencies

Organize sensitization for

school level partners (Head

Teachers, Teachers,

SMCs/PTAs)

@ GHC 800/district @GHC 75/school

Identification,

hiring &

deployment of

TCAs

Provide guidelines to districts

for hiring (qualifications,

working with schools, etc)

Conduct interviews and hiring

tests to identify teaching

assistants for the schools

Provide list of eligible youth

from school community and #

of teacher assistants needed

for the school to the NYEP

district coordinator

@ GHC 100/day for interview

logistics;

@ GHC 7/person for

interviewees

Remuneration &

retention of TCAs

Make monthly allowance

payments to teacher assistants

@ GHC 100/assistant/month

Training of

District Remedial

Education

Officers

Train all district officers on

different components of the

programme & their role within

the district


days

Training of

Resource Persons

Train 20 resource persons to

provide training support for

training assistants


days

Training of

Trainers

Train district staff (district

education support team, in-

service team) as trainers


days

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Training of

Teacher

Assistants

Train teaching assistants @

district level


days;

Organizing

remedial class

Provide space & furniture @

school for the remedial class;

Hold remedial lessons daily,

during school or after school

depending on school

conditions;

@GHC 200/school

Ongoing support

for teaching

practice

Organize peer reflection

gatherings for teacher

assistants to review pedagogy

& methodology

@ GHC 15/teacher assistant/

mtg; quarterly gatherings.

Monitoring the

programme

Orient Circuit Supervisors and

Head Teachers on providing

supportive supervision to the

teacher assistants

Conducted during school &

district level orientations

Circuit Supervisors monitor

teacher assistants during

routine school monitoring

visits and submit reports to

district RE officer and DDE

Head Teachers monitor

teacher assistants

@ GHC 15/school/visit

Implementation Costs

School-level

For the teacher assistant to be successful, they would require tools like chalk, pens, poster paper and

permanent markers to make teaching aids. It is expected that these will be provided at the school at the

level at the cost of GHC 100.00 per term.

In addition to this, schools that elect for the teacher assistant to teach during the regular inst ructional hours

will have to make an allocation for a space to hold the class and furniture. This is expected to be a one -

time payment of GHC 200.00.

3.6.2. Monitoring and Evaluation

The activity will be monitored jointly by the Basic Education Unit and District and School-Level supervision.

Circuit Supervisors, Head Teachers, School Management Committee, and NYEP District Coordinators will

monitor at varying frequencies.

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Monitoring Personnel and Frequency

Personnel Frequency

SMC Members Daily

Head Teachers Daily

Circuit Supervisors 2x/term

District RE Officer 3x/term

NYEP District

Coordinators Monthly

Monitoring tools include written and verbal observations. Evaluation of impact of the programme will include

attendance, time on task, use of remedial methodology, and an assessment of learning achievement levels.

3.7. Procurement Arrangements at the School level

Individual schools through their SMCs/PTAs/CBOs will be responsible for the planning and procurement of the

school’s captured under the annual work plans. The school grants are expected to finance school development

activities (KG, primary and JHS) identified in the School Performance Improvement Plan (SPIP) which is

prepared jointly by parents, teachers and school principals. The school grant could include but is not restricted to

the following:

a. instructional materials and learning inputs

b. school furniture

c. mentoring/coaching opportunities for teachers

d. training related to identified local skills needs, i.e., math and science, special needs assessments, remedial

courses, KG training

e. guidance and counseling system for girls

f. school based INSET on child-centered activity based learning

g. library materials; (h) equipment or tools (ICT) to improve teaching and learning

h. SPAMs

(iii) school-level reading competitions.

It is estimated that each school will have an average US$ 1,100 (Ghana Cedi equivalent)/year based on a US$4

(Ghana cedi equivalent) per formula.

To strengthen the decentralization process of the GoG and to foster greater accountability and transparency in the

procurement process, local communities will be allowed to implement and control the procurement process

through their own organizations. This Community-led procurement (CLP) will result in more openness and

accountability, reduced corruption and wastage, better value for money, increased use of local

workers/contractors and better quality works/services. CLP also helps citizens to be better informed about

available public resources under this project.

CLP as a procurement method shall be applicable only to grant under component 2 of the school grant.

Procurement under the component are expected to be very small in nature and will mostly follow price

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quotation/shopping method and in some cases, direct contracting based on community procurement shall be

carried out for small works and goods in line with the World Bank’s “Guidelines: Procurement under IBRD

Loans and IDA Credits” January 2011 version. Procurement (from inception to contract signature and

management) shall involve the communities represented by SMC/PTA where available or CBOs if SMCs/PTAs

are not available/functional. The specific community procurement arrangements shall be along the following

principles:

a) Procurement shall be simple and easy enough to be understood and implemented by local staff and the

community

b) It shall be sufficiently transparent to permit real completion among suppliers and to facilitate control in the

selection of suppliers and the use of funds

c) Procurement shall use simple standardized documentation

d) Simplified procurement procedures shall be applied. These procedures shall however seek to ensure

economy, efficiency and transparency. Simple standardized documentation shall be used

e) Decision making on procurement shall be the responsibility of the community procurement committee which

shall consist of not less than five (5) members. Decisions shall be made collectively

Simplified Records of the procurement process and the decision making process shall be kept.

Procurement Methods and Procedures

Procurement methods to be used for the implementation of the school grants shall solely be shopping/price

quotation and direct contract. The default method of procurement shall be shopping/price quotation where the

school shall request quotations from a minimum of three supply outlets or service providers based on specified

minimum specifications of the items to be procured. The contract shall then be awarded to the supplier who

offers the lowest price within the required delivery period. In situations where there is only one supplier or

service provider within the community in which the school is located, the procurement committee made up of the

Headteacher, SMC representative and other members shall clearly document with members of the committee

signing the document. Relevant information of the contract details shall then be displayed on the notice board to

assure transparency of the process. Flowchart of the two methods are shown below.

Figure 3.2. Simplified Shopping Procedures under School Grant

Prepare details of goods to be procured including specifications

Invite at least three suppliers to submit quotations based on

specific requirements

Receive quotations form selected sources and

compare prices

Select the lowest price meeting all requirements and write a short

report on the process using standard format attached as Annex

….

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Figure 3.3. Direct Contracting Procedures under School Grant

Further details of procurement processes are included in Chapter 5.


3.8.1. Eligibility criteria for accessing funds

The School

To be eligible for disbursement of funds under the School Grant component the School must have:

Agree with committee members on the outcome of the process

and initiate process to buy and pay for item

Publish details of procurement on School’s notice board including information on

supplier, descriptions of items and quantities, unit price and total cost

Keep copies of all documentation on file for future audit

Prepare details of goods to be procured including specifications

Committee meets and agrees that only one supplier exists. Minutes

of such agreement shall be signed and copy placed on file

Receive quotations from only supplier and

analyse the reasonableness of the price

Agree with committee members on the outcome of the process

and initiate process to buy and pay for item

Publish details of procurement on School’s notice board including information on

supplier, descriptions of items and quantities, unit price and total cost

Keep copies of all documentation on file for future audit

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Been registered by the Ghana Education Service (GES) as a School and possesses a Registration Certificate

to that effect.

An SMC/PTA and SPAM in place.

An approved School Performance Improvement Plan (SPIP).

A Capitation Grant Account to receive School Grant Funds.

The list of Authorized Signatories of the School Account. The appointment of the Signatories should be

consistent with existing Legislations and Policies of the GES.

3.8.2. Disbursement Arrangements

School Grants:

The initial transfer to the qualifying schools will be based on historical data i.e. transfer made by the GoG

under the Capitation Grant and this will be the basis for transferring the base allocation for all schools.

The total estimated allocations for schools in a particular district will be aggregated and the funds transferred

to the DED into the District GPEG Accounts. Copies of the transfer instruction and the amounts will be

issued to the Regional Education Offices.

On receipt of funds into the District GPEG Accounts, it is expected that within five working days the DED

will transfer the allocated amount to each school.

Prior to the disbursement of another tranche of funds the DED will provide a summarized report to the GES

HQ.

3.8.3. Conditions Precedent to Initial Receipt of School Grants

The initial release of funds to participating schools will be upon;

Opening of a Bank Account and notifying the District of the Account particulars,

Submission of an approved SPIP, Budget, and Cash Flow.

Submission of Request for Funds.

3.8.4. Obligations of the Schools

The SMC of the selected schools are obliged to ensure that it:

Applies Project Funds judiciously and for the intended purposes, and in accordance with the Financing

Agreement and applicable Laws of Ghana.

Maintain proper books of Account and prepare periodic reports.

Prepare SPIP and Budget, Procurement Plans and Cash-flow forecast

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3.8.5. Sanctions for non-compliance with Disbursement Policies

A school, which fails to meet its obligations under the Project, would face one or more of the following sanctions

depending on the nature and extent of non-compliance:

a) A freeze on all disbursements in the case of delays of more than twenty-one (21) days in Queries.

b) The name of the defaulting school will be published in the Public Media.

c) School found to have misappropriated funds may be prosecuted in accordance with the Financial

Administration Act.

d) Continued under-spending of funds will lead to funds being reallocated into the following financial year and

the succeeding year’s allocation will be automatically forfeited. In this context under-spending represents

disbursement below 60% of annual allocation. Funds that remain un-disbursed at the beginning of the final

year of the project will be forfeited and re-allocated to other participating schools.

3.8.6. Requesting Funds

Schools are given the responsibility for managing funds provided from GPE programme. They shall also ensure

that recorded budget figures reflect the entire period indicated in the SPIPs. For control purposes, however,

funds shall be transferred / remitted to Schools on demand and also on the basis of an Estimate of Quarterly

Cash Requirements in the form of tranches.

Upon the approval of their SPIPs and their procurement plans schools will be given clearance go ahead and

begin the procurement process for all procurements based upon the times in their procurement plan. Upon

successful completion of the contract the Head Teacher and the SMC will then request for funds with the support

of the necessary documentation.


Requirements in the form of quarterly tranches. As general rule, all estimates should be based on the projected

costs of operational activities for each period. The Estimate should not be based on the premise that all expenses

will be incurred evenly (i.e., 25% per quarter) throughout the year.

It should be noted here that transfers of funds to Schools from the DGs Special Accounts will not be an

automatic occurrence. Instead, funds shall only be transferred to those Schools that have complied with the

financial reporting requirements stated herein and, in particular, to those that are no more than two months in

arrears.

Finally, it is the responsibility of the Head Teacher to monitor the School’s quarterly cash requirements and,

whenever these change significantly, to document the necessary revision by submitting an amended Estimate of

Quarterly Cash Requirements for the balance of the year. In the interest of proper cash management, the District

Accountant will also periodically review the cash position of individual Schools relative to the estimated and

actual amounts expended. Any material gaps or discrepancies found by the District Accountant may result in

subsequent headquarters-imposed adjustments to the quarterly estimates for the School(s) in question.

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3.8.7. Receiving Funds

Assuming that Schools are in compliance with the financial reporting requirements set forth herein, the primary

responsibility for ensuring the smooth and uninterrupted flow of funds to Schools from the Special account

maintained at centre rests with the Financial Controller. Likewise, it is the Financial Controller’s responsibility

to ensure that:

all stakeholders, including World Bank, receive financial reports in a timely manner, and that

funds from GPE flow into the GES in an equally smooth and uninterrupted manner.

Accordingly, the District Accountant should refer directly to Financial Controller agreement for guidance on

managing the timing of all such inflows into the Schools Special Account.

3.8.8. Accounting for School Grants

The following value books are needed for the accounting process;

1. SPIP Form A

2. Memo Form B

3. Receipt Book Form C

4. Payment Voucher Form D

5. Receipt and Payment Account Form E

6. Honor Certificate Form F

7. Summary of Financial Returns Form G

Headteachers should use special receipt books provided by Controller & Accountant General’s

Department to acknowledge funds received from the District Education Office and other sources.

Specific Accounting procedures for headteachers:

The headteacher:

Step 1; receives an application (Memo, Form B) from an implementer of a SPIP activity.

Step 2: reviews and approves the application.

Note: The SMC chairman should approve the application where the headteacher is the

implementer.

Step 3: Prepares the payment voucher (Form C).

Step 4: Makes available funds to the implementer (to be used for the purpose as indicated in the

application).

Step 5: Receives within three working days, after completion of the activity, the relevant

documentation (Receipts, Honor Certificates and Activity Report).

142

3.8.9. Reporting

The Receipt and Payment Account (Form E) is used to record receipt and payment of cash by the

Headteacher.

Reporting should be done after completion of activities for every term on Activity Completion

Report (Form G)

3.9. Supervision and Monitoring Activities at the School level

3.9.1. GPEG Targeted Schools: Data Collection and Monitoring

School Profiles (SPs), School Report Cards (SRCs), standardized sample-based school surveys, and detailed

M&E reports on school grants will provide valuable school-level data to all education stakeholders (e.g., head

teachers, circuit supervisors, school management committees, district, regional, and national education officers,

etc). SRCs will form the basis through which strategic interventions are pursued at both the national and sub-

national levels of education.

In order to ensure that the collected data is effectively used to inform strategic decisions, SRCs will be widely

disseminated and publicized. EMIS staff will deliver SPs to DEDs and schools on an annual basis, while head

teachers and circuit supervisors will jointly be responsible for collecting and submitting SRCs to the DEDs

twice a year. At the end of each academic year, SPs and SRCs will be consolidated by the REDs and presented

as an M&E report to GES HQ & PBME. The main findings and lessons learned will be discussed in regional

and national workshops and consequently reflected in the ADEOP (see tables below for indicators to be

collected at the school level, how often the indicator will be collected and those responsible for them).

Table 3.5. School Sub-Grants Indicators

Indicators How

often?


Template

Who is responsible for data collection

and collation?

Basic schools in deprived

districts participating in all

INSET core courses supported

under the project

Annual

1. Training report

template

2. Regional consolidation

report

3. INSET report


providers and submits to RED


consolidation template, submitted

to GES HQ.

GES HQ & PBME produce a

national report from consolidated

data.

Schools that have received and

displayed the most recent

School Report Card on their

notice board

Annual

1. School Grant reporting

template

2. District consolidation

report on School grants


report

Circuit Supervisors to complete

school grant report and submit to

DED

DED to complete district level

consolidated report on school

grants.


143


GES HQ & PBME produce a

national report from consolidated

data.

3.9.2. Joint monitoring visits

Joint visits comprising the MOE, GES and MOFEP and DPs as required will make joint implementation

support visits to sample beneficiary schools annually. The visits will assess the progress of implementation and

challenges and support schools in improving implementation and resolving these challenges.

3.9.3. Impact Evaluation

GPEG also has provisions to carry out an Impact Evaluation which will include evaluation of the School grants

component. This research will be conducted by a suitable independent body with the relevant expertise and

experience. Terms of Reference for the work are being developed by GES HQ and PBME/MoE, who will

manage the impact evaluations project. The aim of this research will be to identify the additional impacts of the

district grants, school grants and UTDBE programme on planning, monitoring and delivery of basic education

services in deprived districts. Further details are given in Chapter 7.

3.9.4. Reporting Templates

Each of the reporting templates is included in this section with some brief guidance notes on how the templates

should be filled in, by whom and when. A brief summary is given in the table below.

Table 3.6. Summary of reporting templates Month Templates Who Responsible

Mid – July 1. IFR

2. School Grant Templates (i. School

Level, ii. District Aggregation and iii.

Regional Aggregation)

1. District Directors, District Accountant and

District Internal Audit Unit.

2. Circuit Supervisors, District Directors,

Regional Directors.

Oct/Nov Annual Programmes of Work District Directors, Planning and Budget Officers.

Compiled at Annual Budget Retreat with GES

HQ staff.

January ALL templates except APW:

APW execution

IFR

School Grant Templates (i. School

Level, ii. District Aggregation and iii.

Regional Aggregation)

Training Report (District and

Regional)

Status Reports

Collected at January Data Collection meeting

with GES HQ.

February School Report Card district reports for

Term 1 (autumn term).

Head Teachers to submit completed SRCs by

end of December to Districts.

Districts to submit district level SRC to GES

HQ by end of February.

144

3.10. Roles and Responsibilities

The division of roles and responsibilities between different levels will have to change. While the local and school

levels will increase their responsibilities and capabilities in management, administration and service delivery, the

central government will increase its responsibility and capabilities to steer the system through improved

financing, better allocation of resources, support and assistance to lower levels. In addition, monitoring,

evaluation and accountability need to improve at all three levels also to develop a better understanding of what

policies work most effectively. Below, the key responsibilities are summarized for each level. These policies will

ensure that key ESP objectives are met in the long-term.

3.10.1. School Level Responsibilities

Ensuring that both teachers and student fully attend through the school day, absence, attrition, late start

and early leave are minimized, monitored and reported;

Ensuring that instruction, effective teaching and active learning is increased during the school day (ToT);

Ensuring a school environment and school climate that facilitates learning (climate)

Providing adequate pedagogical support to those students who have special needs or those who are slow

learners to minimize falling behind (inclusion)

Instruction and other school activities carried out according to plans (SPIP)

School level funds are used to improve school performance

3.10.2. Reporting to Beneficiaries - Management and Social Accountability at the School Level

Since the project will be implemented through a number of decentralized agencies and will also target a large

number of beneficiaries, the implementing agencies will be responsible for accountability through reports and

other forms of dissemination.

School Performance Improvement Plans will be made available to the public for planned activities and school

report cards will record key results at school level. These will be discussed at School Performance Assessment

Meetings and will be posted for public view.

145




results framework.





2012 period.











146



DISTRICT NAME:



REPORTING DATE:

NAME OF THE SCHOOL:



IP S

IGN

ED B

Y

SMC

CH

AIR

MA

N

(Y /

N)

SPIP

DIS

PLA

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ON

NO

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OA

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(Y/N

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SRC

CO

MP

LETE

D

IN L

AST

6 M

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(Y/N

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SRC

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147
















148





REPORTING DATE:



TAL

NU

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PER

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TOTALS:

149

STATUS REPORTS





I. Summary of Project Development Objectives and Design


II. Key Factors Affecting Project Implementation







III. Assessment of Outcomes by Component


IV. Lessons Learned & Key Recommendations


150









151


TRAINING CONDUCTED

REGION:

DISTRICT NAME:



REPORTING DATE:





UTDBE


INSET (CORE: MATH)


INSET (NON CORE)





TOTAL

152



REGION:



REPORTING DATE:





UTDBE


INSET (CORE: MATH)


INSET (NON CORE)





TOTAL

153





REPORTING DATE:



L N

UM

BER

OF

SCH

OO

LS

IN D

ISTR

ICT

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REGIONAL TOTALS:

154





















date of signature.




159
















160


162

4. Financial Management Procedures

4.1. Introduction

Project Financial Management is a process which brings together planning, budgeting, accounting,

financial reporting, internal control, auditing, procurement, disbursement and physical performance, of

the Project with the aim of managing Project resources properly to achieve the Project resources properly

to achieve the Project’s development objectives.

The primary objective of the Project’s financial management system is to track resources and

expenditures of the Project and generate timely financial information, prepared in a transparent and

consistent format, which facilitates better planning and control, by the management in implementing the

Project.

The requirements of the GPEG’s financial management and reporting system is to establish a sound

financial management and reporting system that is capable of generating:

Financial Monitoring Reports (FMRs);

Annual financial statements and audit reports in compliance with internationally accepted

accounting standards and World Bank guidelines;

Information regarding adequacy of resources in the annual budget;

Timely disbursement of the Grant proceeds to implementing agencies; and

Is consistent with GES’s financial management policies and can be delivered from the Ministry of

Education’s existing financial management system.

In establishing the financial management system, attention has been given to:

Project objective and components as outlined in the Project Appraisal Document (PAD);

The mechanism within which participating agencies interact; expenditure categories;

Sources of financing; the procurement profile of project expenditures; and,

Other pertinent information.

4.2. Organization and Responsibilities

4.2.1. Organization Financial Management shall be centralized at the Ministry of Education under the oversight and

supervision of the Chief Director of the Ministry of Education (MoE). Given that the project’s financial

management arrangements will follow the country systems, the Financial Controller (FC) of GES will

have overall financial management responsibility.

The responsibility of the FC is to ensure that throughout implementation there are adequate financial

management systems in place at all levels of project implementation which can report adequately on the

use of project funds. The FC’s work will be complimented by the assignment of a dedicated Principal

Accountant responsible for the routine day-to-day transaction processing and reporting.

This section describes financial management put in place to help ensure standards of integrity and accountability

expected of all stakeholders. It provides guidelines on financial arrangement, funds flow, disbursement

arrangements, financial reporting and monitoring. Issues on internal control and auditing are also discussed in this

section.

163

The Project Accountant will be responsible for overall fiduciary aspects of the Project. Specific

accounting issues such as recording and processing of payment vouchers etc will be handled by the

Accounts Unit of the current GES PMU. The Accounts Unit, which will be responsible for the day-to-

day financial management of the project, will be supervised by the Financial Controller of GES.

The Organization and responsibilities of the MoE/GES for the effective implementation of the Funds is

set out below.

4.2.2. MoE The role of the MoE in the overall planning process is:

Monitor the implementation of the Education Strategic Plan.

Endorse the annual programme of work (APW) prepared by GES;

Set the sector policy framework;

Issue annual guidelines for the implementation of the framework;

Ensure proper planning, budgeting and resource allocation to reflect sectoral priorities and the role of

each of the implementing agencies in fulfilling these priorities;

Determine monitoring indicators with the GES.

4.2.3. GES (a) Director-General

Provide overall leadership in the implementation of the Education Strategic Plan

Ensure the preparation of the annual programme of work

Supervise the work of Divisions, Regions and Districts towards the attainment of the targets

as set in the Education Strategic Plan

(b) Financial Controller

To provide strategic direction to the DG on the preparation of the APWs and resource

allocation

To maintain proper books of accounts and other records of all transactions under the

agreement of this grant

To ensure the compliance with all requirements under this agreement

To account for all funds received and utilized under this agreement

To provide financial and other information required by management to control the effective

implementation of the APW

The FC is responsible to the Director General of the Ghana Education Service.

Responsibilities include but not limited to:

The overall responsibilities of the Finance Division.

Planning, organizing and directing the activities of the Finance Division and also ensuring the

detailed oversight of the technical quality of work of the Unit.

Liaising with the Divisional/Regional/District Directors and other programme officers to plan and

prepare the budgets for the various programme and projects of the Service.

Ensuring that overall financial controls are maintained in the disbursement of Funds.

Ensuring the maintenance of proper books of accounts for the preparation of quarterly and annual

accounts of the Service.

Liaising with external auditors on all audit matters and ensure the conduct of annual audit on timely

basis and follow up any audit queries raised in management letters.

164

Develop Financial Management Systems Manual and updating this manual on regular basis to suit the

changing circumstances.

Liaising with Government agencies, Development partners and other Stakeholders on all matters

relating to management of funds.

Establish and implement an efficient system for flow of funds to the various budget centres within the

GES for project/programme activities and ensure that these are accounted for promptly.

Establish and implement an internal control system in the management and disbursement of

GOG/Donor/IG Funds in accordance with GOG and Donor requirements.

(c) Regional/District Directorates

To ensure the effective utilization of project funds

To implement the activities as provided in the APWs

To ensure the proper accountability of all funds received and utilized in the Directorates

(d) Internal Audit

Ensuring that the instructions contained in this manual are understood and correctly followed

by cost centre managers.

Continually reviewing the system with a view to recommending improvements to the system

4.3. Budgeting Arrangements

The GES, as a government agency follows the budget preparation guidelines according to the Financial

Administration Act (2003), the Financial Administration Regulation (2004) and also the annual budget

guidelines issued by the Ministry of Finance and Economic Planning (MOFEP). The budgeting

arrangements at GES are derive from the IDA allocations which serve as a basis for determining the

district allocations and preparing the Annual Programme of Work (APW) incorporating the activities to

be undertaken under the various components. Individual district budgets, APW, procurement plans will be

collated and consolidated at the GES headquarters and reviewed jointly by key project staff. GES HQ

will co-ordinate Annual Programme of Work and budgets and share consolidated copies to the Bank and

Development Partners for review and endorsement.

Once the budgets are endorsed copies will be provided to the Financial Controller of GES to enable

monitoring and adequate budgetary controls over expenditure. Project management will ensure that all

units and component activities are correctly reflected in the APWs and budget.

4.4. Funding and Banking Arrangements

4.4.1. Cash Planning The MoE/GES will prepare periodic cash flow statements to guide the disbursement of funds to support

the APW. The cash flow statements which will indicate the breakdown of requests of the contribution and

also indicating the required timing of the next period’s disbursement will be sent to World Bank one

month before the end of each period. The GES will be responsible for disbursement to the districts on the

basis of periodic spending projections.

4.4.2. Special Accounts The GES will open a Special Account for this programme. Funds from the GPE Programme would be

165

deposited into this account. Districts would also open separate Bank Accounts solely for the operation of

the programme where funds for the programme would be deposited and operated from. It is believed that

this arrangement would allow for easy reconciliation.

District that were involved in the just ended Pilot Programmatic Scheme could use the PPS accounts for

the purpose of this programme provided they have not completely closed the accounts or used them for

other purposes.

4.4.3. Opening of Special Accounts Authority to open a current account for the purpose of handling the receipt and disbursement of public

funds rests solely with the CAGD (FAR Section 345)

District Directors should then forward a written request to the Director General citing, inter alia, the

need and reason for the new account, the two primary signatories, an alternate signatory, a specimen of

each signatory and the conditions under which the account shall be operated.

4.4.4. Signatories GES officials/employees responsible for committing, certifying, or authorizing the receipt/disbursement

of public funds shall be considered a fiduciary of the public trust and, accordingly, shall judiciously and

honestly carry out their duties in the best interest of the GES. For this and other control reasons, two

signatures are required on all checks drawn on GES-controlled bank accounts.

For all offices at the regional level and below, the two primary signatures for all accounts shall be

those of the Director and the Accountant. At the centre the Chief Director (MOE) or his representative

and the Director General (GES) shall assume primary signatory responsibilities for all accounts.

Meanwhile the Director Administration and Finance (MOE) and the Financial Controller (GES) shall be

alternate signatories for the Chief Director and the Director General respectively.

4.5. Funds Flow GPE funds for implementing the project will all be disbursed to a segregated designated account managed

and operated by the Financial Controller (GES). Project activities and expenditure are mostly at the sub-

project and district levels and as such the funds flow mechanism have been designed to support

implementation at those levels. Although implementation is at the district levels, the designated accounts

is maintained and managed at the headquarters from where further transfers are made directly to the

district offices with the regional offices being notified to help in monitoring. Funds will also be provided

to the regional offices for such monitoring.

Notes

i. There will be only one designated account and it will be maintained by the Ghana Educations

Service (GES).

ii. Funds will be transferred to two lower levels i.e. to the Regional Educations Offices for

monitoring and supervisory purposes and to the District Education Offices for actual implementation of

their approved APW and for transfer to schools in the case of the school grants component. Transfers to

these sub accounts at the Regional and District Level will be based on demand and in tranches base on the

approved APWs.

Periodically or based on rate of usage, Districts will report on fund use to the GES HQ and these will be

consolidated and used as part of the supporting documentation for replenishment of the Designated

Accounts.

166

4.6. Disbursement Arrangements

Proceeds of the facility will be used for eligible expenditures as defined in the Financing Agreement.

Disbursement arrangements have been designed in consultation with the Recipient after taking into

consideration the assessments of GES’s financial management and procurement capacities, the

procurement plan, anticipated cash flow needs of the operation. The proposal is to have three broad

disbursement categories as represented in the table below:

Table 4.1. Allocation of Grant Proceeds Category Amount of the

Financing Allocated

(expressed in US$)

Percentage of Expenditures

to be Financed

(inclusive of Taxes)

(1) Goods, non-consulting services, consultants’

services, Training and Operating Costs under the

Project (other than for Sub-grants)

19.7 100%

(2) Goods, works and services for Sub-projects to be

financed out of the proceeds of Sub-Grants under Part

1 (a) (i) of the Project (District Sub-grants)

27.3 100%

(3) Goods, and services for Sub-projects to be

financed out of the proceeds of Sub-Grants under Part

2 (a) of the Project (School Sub-grants)

22.1 100%

(4) Unallocated (contingencies) 6.40 100%

TOTAL 75.50

Based on the assessment of financial management, the proceeds of the credit will be disbursed to the

project using report based disbursement procedures (Interim Financial Reports) arrangement with a

flexible disbursement ceiling. The initial disbursement and ceiling will be based on the expenditure

forecast for the first six months (subject to the Bank’s approval of the estimates) Subsequent

replenishments of the DA would be done quarterly based on the forecast of the net expenditures for the

subsequent 6 months after the first quarter. (To be amended) Additional instructions for disbursements

will be provided in a disbursement letter issued for this project.

A summary of the funding process for the components to be implemented is as follows:

Components 1 and 3:

(i) As part of the normal GoG budget cycle the qualifying districts (DEDs) will prepare their Budgets

and Annual Programmes of Work (APW) and submit copies to the GES HQ for verification and

approval.

(ii) Once the individual APWs have been approved these will be consolidated and presented to IDA for

review and final approval and as a basis for determining the allocations to be made for each

participating district. (Note the district APW will include cost estimates for components 1 and 3).

(iii) Based on the approved APW and the annual allocations, the GES will transfer funds to the District

Accounts which is maintained by the District Education Directorate (DED), used exclusively the

GPEG project (See details in 5.4 Requesting funds below.)

(iv) DED will undertake eligible projects and once they have spent at least 70% of the initial advance they

can submit to GES HQ a claim for reimbursement including necessary supporting documents.

167

(v) As an additional control measure, on a biannual basis the GES HQ team will meet with the

participating district to review and validate their expenditure claims and sever as a basis for further

transfers.

Component 2 – School Sub-Grants:

i. The initial transfer to the qualifying schools will be based on historical data i.e. transfer made

by the GoG under the Capitation Grant and this will be the basis for transferring the base

allocation for all schools.

ii. The total estimated allocations for schools in a particular district will be aggregated and the

funds transferred to the DED into the District GPEG Accounts. Copies of the transfer

instruction and the amounts will be issued to the Regional Education Offices.

iii. On receipt of funds into the District EdSep Accounts, it is expected that within five working

days the DED will transfer the allocated amount to each school.

iv. Prior to the disbursement of another tranche of funds the DED will provide a summarized

report to the GES HQ.

4.7. Policies Regulations

4.7.1. Eligibility Criteria for Accessing Funds District Education Directorate (DED)

a) The District should have been selected in accordance with the criteria developed by the Government

for selecting which Districts will benefit from the District and School Grant mechanism under the

GPEG.

b) The District has a District Education Oversight Committee (DEOC) in place or set up prior to the

transfer of the first tranche of the Grant Funds.

c) The District has an Approved Annual Programme of Work (APOW) based on Government’s

priorities identified under the Education Strategic Plan (ESP) and the Annual Education Sector

Operational Plan(AESOP)

d) The District has signed a Grant Agreement to comply with the requirements of the Financing

Agreement and to discharge its obligations under the Project.

The School

To be eligible for disbursement of funds under the School Grant mechanism the School must have:

a. Been registered by the Ghana Education Service (GES) as a School and possesses a Registration

Certificate to that effect.

b. An SMC/PTA and SPAM in Place.

c. An approved School Performance Improvement Plan (SPIP).

d. A GPEG Account or a second Capitation Grant Account to receive School Grant Funds.

e. The list of Authorized Signatories of the School Account. The appointment of the Signatories should

be consistent with existing Legislations and Policies of the GES.

4.7.2. Conditions Precedent to Initial Receipt of Grant Funds District

The initial release of funds to participating Districts will be upon;

168

a. Opening of a Bank Account and notifying the GES of the Account particulars,

b. Submission of an approved Budget, Annual Programme of Work, and Cash Flow.

c. Submission of Request for Funds.

4.7.3. Obligations of the Districts The District Education Directorate (DED) is obliged to ensure that it:

a. Applies Project Funds judiciously and for the intended purposes, and in accordance with the

Financing Agreement and applicable Laws of Ghana.

b. Maintain proper books of Account and prepare periodic reports.

c. Prepare Annual Plan of Work (APW) and Budget, Procurement Plans and Cash-flow forecast.

4.7.4. Sanctions for non-compliance with Disbursement Policies A District, which fails to meet its obligations under the Project, would face one or more of the following

sanctions depending on the nature and extent of non-compliance:

a. A freeze on all disbursements in the case of delays of more than twenty-one (21) days in Queries.

b. The name of the defaulting District will be published in the Public Media.

c. Districts found to have misappropriated funds may be prosecuted in accordance with the Financial

Administration Act.

d. Continued under-spending of funds will lead to funds being reallocated into the following financial

year and the succeeding year’s allocation will be automatically forfeited. In this context under-

spending represents disbursement below 60% of annual allocation. Funds that remain un-disbursed at

the beginning of the final year of the project will be forfeited and re-allocated to other participating

Districts.

4.8. Requesting Funds

Districts are given the responsibility for managing funds provided from GPE programme. They shall also

ensure that recorded budget figures reflect the entire period indicated in the APWs. For control purposes,

however, funds shall be transferred / remitted to Districts on demand and also on the basis of an Estimate

of Quarterly Cash Requirements in the form of tranches.

Upon the approval of their APWs and their procurement plans districts will be given clearance go ahead

and begin the procurement process for all procurements based upon the times in their procurement plan.

Upon successful completion of the contract the district director will then request for funds with the

support of the necessary documentation.


Requirements in the form of quarterly tranches. As general rule, all estimates should be based on the

projected costs of operational activities for each period. The Estimate should not be based on the premise

that all expenses will be incurred evenly (i.e., 25% per quarter) throughout the year.

It should be noted here that transfers of funds to Districts from the DGs Special Accounts will not be an

automatic occurrence. Instead, funds shall only be transferred to those Districts that have complied with

the financial reporting requirements stated herein and, in particular, to those that are no more than two

months in arrears.

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Finally, it is the responsibility of the District Director to monitor the District’s quarterly cash

requirements and, whenever these change significantly, to document the necessary revision by submitting

an amended Estimate of Quarterly Cash Requirements for the balance of the year. In the interest of

proper cash management, the Financial Controller will also periodically review the cash position of

individual Districts relative to the estimated and actual amounts expended. Any material gaps or

discrepancies found by the Financial Controller may result in subsequent headquarters-imposed

adjustments to the quarterly estimates for the District(s) in question.

4.9. Receiving Funds

Assuming that Districts are in compliance with the financial reporting requirements set forth herein, the

primary responsibility for ensuring the smooth and uninterrupted flow of funds to Districts from the

Special account maintained at centre rests with the Financial Controller. Likewise, it is the Financial

Controller’s responsibility to ensure that:

all stakeholders, including World Bank, receive financial reports in a timely manner, and that

funds from GPE flow into the GES in an equally smooth and uninterrupted manner

Accordingly, the Financial Controller should refer directly to World Bank agreement for guidance on

managing the timing of all such inflows into the Special Account.

4.9.1. Detailed Procedures Headquarters

From the Financial Controller’s perspective, the process of transferring/remitting GPE funds to Districts

involves the following steps:

verify compliance with reporting requirements,

prepare Payment Vouchers and checks, and forward to Districts before the 5th day of the first month of

the succeeding quarter.

On or shortly after that cut-off date, a member of the Financial Controller’s Office should review

compliance with the financial reporting requirements by Districts, and inform the Accounts Staff in

writing of those eligible to receive the next quarter’s transfer of funds.

Using the list provided, a designated member of the Accounts Staff should proceed with:

preparing Payment Vouchers and checks based on the requirements presented in each Districts’

Estimate of Quarterly Cash Requirements,

obtaining necessary signatures, and

recording these in the Cash Book (i.e., for the headquarters’ Special Account) against the account

entitled to Districts.

District level

a. The project will follow the existing procedures put in place. These imply that the DED initiates

expenditures. This is checked by the budget section for verification to ensure that the district has

funds under that expenditure category.

b. The relevant procurement process takes place leading to the issuance of a contract or an LPO. When

an item is supplied and taken into stores, Stores Receipt Vouchers are issued and payment is

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processed. Before items are received into stores, the Internal Auditor should verify the items and pre-

audit the payment voucher before payments are effected.

c. Checks, signed by the authorized signatories, are then issued. These are then recorded in books of the

district and finally reported on their financial statements. Districts must ensure that all payments are

properly receipted.

d. The financial management responsibility at the district is vested in the District Education Director.

The accounting system must be documented in an Accounting Procedures Manual, taking into

account the provisions of the FAA and Local Government Regulations.

e. Additional and continuous training in financial management and World Bank Disbursement

requirement will be carried out to achieve an improved financial management system of the district.

This will also be done in close collaboration with other projects being implemented at the district

level.

Within the District, the check received from headquarters should be routed to the District Accountant

who, in turn, should request a member of the Cashier Staff to prepare a GCR and a pay-in slip.

Next, the pay-in slip and check should be taken to the bank (and deposited) by a designated member of

the Cashier Staff who, in turn, will give the authenticated slip and GCR to a member of the Accounts

Staff for entry into the Cash Book (i.e., for the District’s GPE Account).

The process concludes with the Original of the GCR being forwarded to the Financial Controller, and the

pay-in slip being filed in the appropriate file by the Cashier Staff member.

The Internal Audit Unit should regularly verify compliance with financial reporting requirements for each

District.

4.9.2. Preparation of Expenditure Workplans

(a) Proposal

For each tranche of funds received by a District, they are expected to prepare a Workplan to support the

disbursement. The Workplan is based on the Approved APW. These Workplans should comply with the

following:

The activities should have been catered for under GPE Funding in the Approved APW. Activities

which are not listed in the Approved APW should not be covered under this programme.

Activities selected should be prioritized such as to be covered by the total funds available.

The cost of activities should not exceed the total cost as provided in the budget under the Approved

APW except where appropriate approvals are obtained.

(b) Workplans

All Districts are required to prepare expenditure plans for each tranche of funds received. These plans are

to be prepared on monthly basis and should be prepared using approximations of expenditure

requirements based on analysis of the timing of the activities to be implemented.

To develop the cash requirements, each district is to estimate the proportion of the total allocation

required during the month, supported by detailed activity costing.

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The preparation of the Workplan should involve:

Reviewing the outputs and activities in the Approved Proposal.

Identifying which months the activities will be implemented (assess the start date, implementation

period and completion date).

Assessing when the expenditure is required and payments to be made for the activity planned for that

month.

Ensuring that the total expenditures are within total estimates as contained in the Approved Proposal

(c) Approval of Workplans

Workplans will be approved as part of the authorization/approval process for proposals.

4.10. Disbursement Processes at the District Level

Eligible Expenditures

These are expenditures which conform to approved budget in the annual programme of work (APW), as

well as annual procurement plans which should agree to procurement procedures.

Preparation of Payment Vouchers

Payment Vouchers (PV’s) are raised only on receipt of complete documentation that related expenditure

has been authorised and approved. Such documentation will include the following:

In the case of supplies and material purchases

(i) Activity and expenditure initiation form

(ii) duly approved local purchase order (LPO)

(iii) suppliers invoice with full particulars of the consignment

(iv) stores receipt advice/note signed by the storekeeper

(v) waybills endorsed by the storekeeper as having received the goods

In circumstances where payment is required to be made prior to delivery, a supplier’s proforma invoice

and LPO shall be sufficient documentation for payment. However, such payment is to be debited to the

supplier’s account which account is to be credited on receipt of invoices and stores receipt documentation.

In the case of locally procured services

(i) activity and expenditure initiation form

(ii) supplier’s invoice

(iii) duly signed contract or letter of engagement

(iv) certificate issued by a duly authorized officer that the service invoiced has been provided

In the case of staff requests for advances/re-imbursements and claims

An activity and expenditure initiation form and a memorandum requesting the advance and in respect of

claims and re-imbursements, a statement of claim with supporting documentation approved by the District

Director.

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Check Preparation/Signing

1. After the preparation of the payment voucher:

A check is drawn

The payment voucher and all supporting documentation are stamped with a dated “paid” stamp.

The check/payment vouchers/supporting documentation are submitted to the check signatories.

2. All checks are to be signed by any two of the following signatories:

The District Director

The District Accountant

In the absence of the District Director, the Deputy District Director may sign with the District

Accountant.

Before signing the check, each signatory:

(i) satisfies himself that:

the check is properly drawn

the payee is the same as that on the payment voucher

the amount of the check agrees with the total of the payment vouchers for that payee

the check number and date have been inserted on the payment voucher

the supporting documents have been crossed

(ii) initials the payment voucher and check stub.

Dispersal of Checks and Supporting Documents

District Accountant disperses the documents as follows:

a) the check to the payee

b) the payment voucher is filed in rotation order with the supporting documents. Rotation number is

given by reference to the last number in the cash book.

Accounting For Advances To Officers

Responsibilities

(a) The District Director has the responsibility for ensuring that all funds are properly accounted for.

(b) Schedule Officers have the responsibility for properly accounting for all advances received.

(c) District Accountants have the responsibility for ensuring that all advances are properly documented.

Accounting for Advances

(a) Advances are to be granted for approved activities under the workplan.

(b) After the performance of an activity, the schedule officer is to account for the funds within a period

of three (3) working days.

(c) Accounting for advances granted are to be made by an Accountable Advances Form and entries

made in the Advances Register.

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4.11. Uncommitted Funds

Headquarters may take into account the extent of any uncommitted funds in determining the cash releases

to the districts. If the district has more than 25% of its yearly allocation uncommitted at the end of the

year, then further disbursement of funds shall be delayed until Headquarters receive a confirmation from

the district that prior funds have been spent. Nearing the end of the three year project, Headquarters may

see fit to reallocate the resources to other districts.

4.12. Accounting Arrangements

The Finance and Accounts Office (FAO), of GES, has responsibility for maintaining the accounting

records and books of the agency. Accounting and financial reporting for the proceeds of the credit will

follow the existing GoG accounting policies and rely on the existing systems including the GoG Chart of

Accounts, internal approval processes, payment vouchers, and authorization limits. Currently, a

combination of manual cash books and general ledger, supplemented by excel spreadsheets are used to

provide periodic returns.

In line with government policy at the decentralized levels, financial management of government funds is

vested in the district accountants (DA) and as such the role of the GES Regional Office accountants will

be to coordinate the work of DAs and ensure that they meet reporting requirements, offer technical advice

and monitor compliance.

4.12.1. Accounting Policies

Responsibilities

The Financial Controller is responsible for the GES accounting policies and ensuring that they are

implemented.

The policies to be in force are given in the following paragraphs. These policies are formulated in

accordance with generally accepted accounting principles (GAAPs).

4.12.2. Fundamental Principles The fundamental principles adopted are as follows:

Basis of Accounting

The GES accounts are prepared in accordance with the historical cost convention and same will apply to

the financial statements of the project.

Revenue

Revenue comprises Government of Ghana funds and other grants. These are recorded on cash basis.

Expenses

All current operating expenses are accounted for in the period incurred.

Foreign Currency Transactions

Transactions denominated in currencies other than United States dollars are translated in US dollars at the

rate of exchange prevailing at the date of transaction. Balances denominated in currencies other than US

dollars are translated into US dollars at rate prevailing at the balance sheet date.

Gains or losses resulting from foreign currency are taken into the income and expenditure account in the

year in which they arise.

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Accounting will be employed and recorded in the notes to the financial statement accrual where accrual

accounting is not easily achievable. No depreciation shall be charged on fixed assets until full accrual

accounting has been attained.

Stocks will be expressed at the time of purchase for the time being until full accrual accounting is

achieved.

Funds are accounted for on cash basis

4.13. Records and Books

4.13.1. Basic Recording Each transaction is to be prepared through an integrated system. This means that, information on each

activity with regards to the budget estimate; financial accounts and returns are all provided from one

source.

Books of Account The following books of accounts are to be maintained by each district office:

Cash Book

Check Register

Advances Register

Income & Expenditure Ledger.

(a) Cash Book

The District Accountant is responsible for maintaining a cash book in which are entered details of all

checks drawn as supported by the payment vouchers.

The District Accountant enters in the cash book the information required by the column headings listed

below:

Date

Payee

Description

Activity Number

Receipt/Voucher Number

Check Number

Amount

Balance

Analysis

At the end of each month, the Accountant:

totals and rules off all columns

checks that the cross addition of analysis column agree with the balance on the amount column

The cash book is used:

to prepare bank reconciliation statements

as the basis for posting to the income and expenditure ledger

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(b) Check Register

The District Accountant maintains a check register and enters in it sequential order, all checks

issued with columns for the signature of the recipient of the check.

(c) Advances Register

This register is to be kept as a check on all advances granted to staff for activities and suppliers

for materials and supplies. A key feature in this register is a comparison of the expected date for

accounting for the advances and the actual date the advances were accounted for.

(d) Income and Expenditure Ledger

At the end of each month, the District Accountant is to ensure that transactions in the cash book

are posted to the relevant portions of the Income and Expenditure ledger. This ledger would assist

the district in deriving the following:

comparison of approved estimates with actual expenditure for each activity

comparison of approved estimates with funds released for each activity

comparison of funds released with actual expenditure for each activity

4.13.2. End of Month Closing All books and ledgers maintained must be formally closed before the weekend immediately following the

closed period. The District Accountant and other Heads of Finance must have reasonable assurance that

all Accounts staff has maintained books and records completely and accurately.

Accordingly, the Heads of Finance should perform internal verifications as a personal endorsement of the

overall integrity of the accounts.

4.14. Preparation and Submission of Report

Reports are required for the purposes of monitoring:

cash/funds management

budget/programme implementation

the result of operations

the financial position of each district

The returns to be prepared are:

Financial Report

Activity Report

4.15. Financial Reporting and Monitoring

The Financial Controller, working on behalf of the Director General will prepare and submit separate

biannual IFRs to account for activities funded and also request for funding under this grant. Financial

reporting under the programme will be report based and it is expected that the unit will maintain adequate

filing and archival system of all relevant supporting documents for review by the Bank’s FM team during

supervision mission and also for audit purposes.

Standard reporting templates have been designed and these reports are adequate and have the necessary

supporting schedules and attachments. In addition on a biannual basis, the Finance Monitoring Team of

the GES will visit the district to assist with the preparation and validation of returns.

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IFRs for the project are expected to be submitted not later than 45 days after the end of each semi-annual

period. The financial reports have been designed to provide relevant and timely information to the project

management, implementing agencies, and various stakeholders monitoring the project’s performance.

Periodic financial statements

GES shall prepare and submit biannual monitoring reports comprising:

Sources and Uses of Funds Statement

Bank Reconciliation Statement

Physical and Financial Project Progress Report

Annual Financial Statement District shall prepare and submit annual financial statements comprising sources of statement by project

component, cash flow statement and balance sheet not later than 60 days after the of the year.

Consolidated annual financial statements to be prepared by GES audited and submitted to the MOE and

the IDA not later than 30th June after the end of the year.

Formats for the consolidated Financial Statements are attached in Annex 1.

4.16. Supervision Plan

Based on the risk rating of the project and the current FM arrangement, it is expected that in the first year

of implementation there will be two onsite FM visits to ascertain adequacy of systems and how effective

the country systems are being used to support implementation. The FM supervision mission’s objectives

will include ensuring that strong financial management systems are maintained throughout project tenure.

In adopting a risk-based approach to FM supervision, the key areas of focus will include assessing the

accuracy and reasonableness of budgets, their predictability and budget execution, compliance with

payment and fund disbursement arrangements, focusing on the transfer to the districts and the ability of

the systems to generate reliable financial reports.

A Financial Returns

The financial reports include:

Financial Management Report

Expenditure Returns

Analysis by Expense Heading

Analysis by Activity/Programme

Trial Balance

Funds Reconciliation

Bank Reconciliation Statement

The financial reports must be based on the closing figures contained in the books and ledgers

maintained by the districts.

B Activity Reports

The activity report may cover:

For each activity undertaken –

Objective

Target group

Location

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Dates

Contents

Limitations

Future issues to be considered.

C Non/Late Submission of Returns

Requests for release of funds will not be met unless all returns have been submitted.

4.17. Internal Control and Internal Auditing

Consistent with the decision to adopt some aspect of the use of country systems (UCS) for

implementation, the project’s internal controls will rely on the government established accounting and

internal control guidelines as documented in the Financial Administration Act (2003) and the Financial

Administration Regulation (2004), and informed by the Internal Audit Agency Act (2003). In addition

the expenditure initiation and related controls will follow the authorization and approval processes as

pertains within the MOE/GES.

The GES internal audit unit will help to ensure a sound control environment for transaction processing.

The project will provide some operational support to enable the unit include donor funded activities as

part of its oversight functions. The role of the internal audit will be regularly assessed during project

implementation support missions by reviewing their reports and GES management responsiveness to their

findings. This will ensure that the role of the internal audit unit is not limited to transactional reviews

(pre-auditing) but adds value to the overall control environment.

As part of its mandate the Internal Audit Department is required to visit District Education Offices and

other beneficiaries to periodically review the control environment. As an additional oversight of the

fiduciary controls, all DEDs are required to have in place Audit Review and Implementation Committee

(ARIC) to ensure compliance and also to follow up on audit findings. Since the GPEG will be highly

decentralized the project will rely on both the internal audit units and ARICs for ensuring compliance. It

has also been agreed that not later than 6 months after effectiveness, the project shall engage a private

consultant to undertake a validation and verification of the flow of funds to beneficiary agencies, districts

and schools.

4.18. Auditing

In line with its mandate as per the Ghana Audit Service Act (Act 584) the Auditor General is solely

responsible for the auditing of all funds under the Consolidated Fund and all public funds as received by

government ministries, agencies and departments. In this regard, and consistent with the use of country

FM systems, the Ghana Audit Service (GAS) will conduct the audit of the project’s financial statements

and furnish copies to IDA within 6 months of the end of each fiscal year of the GoG.

The capacity of the GAS is considered satisfactory. However as is the practice, due to capacity

constraints, it is usual for the auditor general to subcontract the audit of donor funded project to private

firms. It is expected that once the project is signed and declared effective, the GES will formally inform

the GAS so that a decision is made on whether the GAS will appoint an auditor or have firms competing

for the audit of the project subject to the Bank’s necessary procurement and technical clearance of the

terms of reference (TOR) for the engagement of the audit firm. This is to ensure that there are no delays

in meeting the financial covenants for submission.

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In the event of recruiting a private sector auditor, an independent and qualified auditor acceptable to the

IDA would carry out the annual financial audit of the project. The financial auditors would be in place by

effectiveness of the project. The auditors’ reports and opinions including the Managements letter of the

annual financial audit would be furnished to the IDA within six months of the close of each fiscal year.

An additional mechanism for periodic financial reviews of all participating districts will be established for

effective monitoring purposes. The district financial review, in addition to the normal financial systems

work, will cover the district compliance with all agreed procedures including project eligibility criteria

and procurement rules. The selection of all auditors and financial consultants shall be on competitive

basis in accordance with the Bank’s and guidelines.

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5. Procurement Management

5.1. Implementation arrangements for procurement Procurement activities under the GPEG will be managed at three levels; (i) The National Level; (ii) The

District Level; and (iii) The Local School Level. The Ministry of Education will provide the overall

oversight for the project and implementation of procurement activities will be coordinated by the Ghana

Education Service at the headquarters.

National Level Procurement At the National Level, Ghana Education Service (GES) will provide capacity building support and

organize trainings to equip participating Districts and Schools with the needed procurement knowledge

and tools to efficiently manage the procurement aspects of their components. It will also directly carry out

and manage all the cross-cutting procurement like computer supply and general trainings. To ensure

smooth procurement management at the sub-national levels, the GES will organize a number of practical

procurement training sessions to ensure that participating districts and schools (i) understand the

guidelines for procurement and planning of their needs under the project; (ii) implement procurement

activities efficiently to help achieve set targets in a timely manner; and (iii) monitor and evaluate

procurement actions being implemented and associated outputs. A Project Coordinator appointed by the

GES will work with the Procurement Unit of GES headquarters to design procurement training

programmes for all implementing agencies and report to the Director General of the GES. For

procurement carried out on behalf of other agencies, the beneficiary agencies will provide inputs for

preparation of relevant procurement documents as detailed in the Procurement Plan

District Level Procurement At the District Level, The District Education Offices will be responsible for schools which benefit under

the district grant by procuring using the appropriate procurement methods and seeking for the required

approvals from relevant bodies prescribed by the Ghana Public Procurement Act 663 (2003). The District

Education Offices are by law not procurement entities. They are considered to be part of the respective

District Assemblies which are noted to be public entities and therefore their procurement functions are

governed by the 2003 Public Procurement Act 663. District Directors of Education are only allowed to

procure through shopping methods up to a ceiling set in the Act, currently GHS 5,000.

School Level Procurement For the school grant under component 2, individual schools through their SMCs/PTAs/CBOs will be

responsible for the planning and procurement of the school’s needs captured under their annual work

plans. The school grants are expected to finance minor procurement items identified in the School

Performance Improvement Plan (SPIP) prepared jointly by parents, teachers and head teachers. The

expenditures using the grant could include: (a) instructional materials and learning inputs; (b) school

furniture; (c) mentoring/coaching opportunities; (d) training related to identified local skills needs, i.e.,

math and science, special needs assessments, remedial courses, KG training; (e) guidance and

counseling system for girls; (f) school based In-Service Education and Training (INSET) on child-

centered activity based learning; (g) library materials; (h) equipment or tools (ICT) to improve teaching

and learning; (i) minor works to refurbish classrooms, build latrines; and (j) school-level reading or and/or

math competitions. It is estimated that each school will not have more than US$1,100 (Ghana Cedi

equivalent)/year based on a US$4 (Ghana Cedi equivalent) per capita formula.

This section provides guidelines for implementers on conducting their procurement activities.

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5.1.1. Strengthening Procurement Capacity

To overcome the challenge of inadequate experience with procurement under a World Bank project and

to provide an appropriate level of support and oversight to other beneficiary agencies, the Procurement

Unit of GES shall be responsible for procurement issues under the project. The procurement unit will

therefore:

Identify specific capacity gaps within District Education Directorate and participating Schools for

the School Grant and develop and implement a focused capacity building programme to address

them.

Organize procurement training workshops by first quarter of project implementation, to

explain/train/raise awareness of relevant project procurement procedures and responsibilities

within implementation agencies.

Ensure that the Project Implementation Manual contains sufficient detail on procurement

procedures, and that this is disseminated to all staff involved in the project implementation at

project launch.

Conduct close monitoring of procurement plans on a monthly basis and closely monitor and

exercise quality control on all aspects of the procurement process, including evaluation, selection

and award.

5.1.2. Avoiding delays in procurement and slow disbursement

It is the responsibility of the Beneficiary Agencies to ensure that delays in procurement activities are

minimized. Procurement delays result in slow disbursement. This situation may be caused by:

Absence of fully committed project officers (project work done in addition to normal work

schedule); and

Absence of clearly defined roles and responsibilities e.g. where it is not clear who should

prepare TOR, technical specifications or review and comment on a Consultant’s report.

5.1.3. General Principles Guiding Procurement under the Project

The basic principles governing the award of contracts for goods, works and services under the Project

meet:

(i) the need for economy and efficiency: All implementing agencies shall ensure that the

funds are used to pay for goods, works and services eligible under the project and that

they are procured in the most economic and efficient manner to achieve value for

money.

(ii) the need to ensure that all eligible bidders are accorded equal opportunity to compete in providing

goods, works and services: The principle of “non-discrimination” is a cornerstone of Public

Procurement. This principle prohibits any discrimination on grounds of ethnicity, religion, political

affiliation etc., meaning that all bidders shall be treated in the same manner, unless the difference

is objectively justified. Both direct and indirect discrimination is prohibited. Contracting

Authorities must remain non-biased and impartial toward all participants

(iii) the need for confidentiality of the procurement process: All tenders should be kept in a safe and

secure environment to ensure that the confidentiality of tenders and requests to participate are

preserved. The principle of confidentiality obligates the Contracting Entity not to examine the

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content of requests to participate, and of tenders, before the deadline for their submission has

expired. Information on evaluation shall not be disclosed until publication of contract award; and

(iv) the fundamental need for transparency and accountability: to ensure a fair system

which ensures that all interested parties know and understand the actual methods and

processes by which contracts are awarded and managed. There should thus be

consistent information to all tenderers on procurement opportunities, methods for

tendering, specifications, as well as selection and award criteria.

As a rule, all procurement procedures should comply with the guidelines for the procurement of works,

goods and consultancy services as set out in Schedule 3 of the Financing Agreement.

5.2. Procurement Arrangements and Management

5.2.1. Applicable Procedures and Guidelines Procurement under the project would be carried out in accordance with the World Bank’s "Guidelines:

Procurement of Goods, Works and Non-Consulting Services under IBRD Loans and IDA Credits &

Grants by World Bank Borrowers" dated January 2011; "Guidelines: Selection and Employment of

Consultants under IBRD Loans and IDA Credits & Grants by World Bank Borrowers” dated January

2011; “Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD

Loans and IDA Credits and Grants”, dated October 15, 2006, and updated January 2011; and the

provisions stipulated in the Legal Agreements.

5.2.2. Use of National System All works and goods contracts to be procured through National Competitive Bidding and other lower

procurement procedures (shopping/price quotation/price comparison and smaller works contracts) will

follow the Ghana Public Procurement Act 663 of 2003 with the following exceptions:

(vi) Procuring entities shall use appropriate standard bidding documents acceptable to the

Association.

(vii) Foreign bidders shall be allowed to participate in National Competitive Bidding

procedures and foreign firms shall not be required to associate with a local partner in order to bid

as a joint venture, and joint venture or consortium partners shall be jointly and severally liable for

their obligations.

(viii) Bidders shall be given at least 30 days to submit bids from the date of the invitation to

bid or the date of the availability of bidding documents, whichever is later.

(ix) No domestic preference shall be given for domestic bidders and for domestically manufactured

goods.

(x) Each bidding document and contract financed out of the proceeds of the Financing shall include

provisions on matters pertaining to fraud and corruption as defined in paragraph 1.14(a) of the

Procurement Guidelines. The Association will sanction a firm or an individual, at any time, in

accordance with prevailing Association sanctions procedures, including by publicly declaring

such firm or individual ineligible, either indefinitely or for a stated period of time: (1) to be

awarded an Association-financed contract; and (2) to be a nominated sub-contractor, consultant,

manufacturer or supplier, or service provider of an otherwise eligible firm being awarded an

Association-financed contract.

(xi) In accordance with paragraph 1.14 (e) of the Procurement Guidelines, each bidding document and

contract financed out of the proceeds of the project shall provide that: (1) the bidders, suppliers,

contractors and subcontractors shall permit the World Bank, at its request, to inspect their

accounts and records relating to the bid submission and performance of the contract, and to have

said accounts and records audited by auditors appointed by the World Bank; and (2) the

deliberate and material violation by the bidder, supplier, contractor or subcontractor of such





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provision may amount to an obstructive practice as defined in paragraph 1.14 (a) (v) of the

Procurement Guidelines, and (3) The Association may recognize, if requested by the Borrower,

exclusion from participation as a result of debarment under the national system, provided that the

debarment is for offenses involving fraud, corruption or similar misconduct, and further provided

that the Association confirms that the particular debarment procedure afforded due process and

the debarment decision is final.

5.2.3. Standard Documents to be used and solicitation

The Bank’s standard bidding documents will be used for procurement under International Competitive

Bidding (ICB) and for Non-consulting services.

For procurement National Competitive Bidding and other lower procurement procedures (shopping/price

quotation/price comparison and smaller works contracts), the Ghana PPA Standard Tender Documents

shall be used after incorporating the exceptions enumerated in Section 2.2 above, which should be

reviewed and approved by the World Bank. Such documents would be prepared by the GES Procurement

Unit which after approval from the World Bank would be circulated to be used by all decentralised

implementing agencies.

For all consultancy contracts, the Bank’s Standard Request for Proposal document will be used in the

selection of consulting firms. Short lists of consultants for consulting services contracts estimated to cost

less than $200,000 equivalent per contract may be composed entirely of national consultants in

accordance with the provisions of paragraph 2.7 of the Consultant Guidelines. Selection of individual

consultants shall follow Bank’s procedures.

Implementing entities shall use only the official standard documents agreed with or approved by the

Bank. In preparing the specific tender document or request for proposals, the entity must respect all the

requirements provided in the Bank Guidelines or the PPA 663 as the case may be. The criteria required

shall be proportionate and strictly related to the nature and value of the contract. The procurement unit of

the implementing entity shall be fully responsible for the preparation of tender documents, qualification

requirements and evaluation criteria, whereas the technical specifications shall be prepared by the relevant

technical unit within the implementing entity with the required skills in the object to be procured, or

outside the implementing entity when there is a lack of expertise. After the preparation of tender

documents, the Head of the implementing entity shall authorize the publication of the contract notice. ,

The contract notice must clearly indicate the time, date and place for the submission and for the opening

of tenders.

5.2.4. Advertisement

A General Procurement Notice (GPN) is mandatory and will be published in the UN Development

Business and in Development Gateway Market (dgMarket) as provided under the Guidelines. The GPN

would include all ICB description of goods and works to be procured under ICB and all consulting

services estimated to cost US$200,000 or more. The following guidelines shall be strictly adhered to:

Specific Procurement Notices (SPN) will be required for contracts to be procured under ICB and NCB

procedures. All ICBs for goods and works and consultant contracts estimated to cost US$200,000 or more

will be advertised in Development Business online and in dgMarket. Sufficient time would be allowed

(not less than six weeks for ICB and not less than 30 days for NCB;

For consultancy services contracts (estimated to cost more than US$100,000) Expressions of Interest

(EOI) must be advertised prior to the preparation of the shortlist. Consultants should be allowed at least

14 days to prepare documents and respond appropriately;

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For consultancy services contracts below US$100,000, the shortlist may be drawn from an existing

database, otherwise EOIs must be advertised prior to the preparation of the shortlist.

The SPNs will (as a minimum) be published in a newspaper of wide national circulation.

5.2.5. Procurement Management Responsibility

Procurement management will be the responsibility of GES for procurement so assigned at the national

level, or the particular implementing district or school in charge of the implementation of the respective

annual work plans for which funds allocation has been made. Technical assistance may however be

sought from GES Headquarters, responsible for overall project implementation. The procurement roles

and responsibilities of implementing entities shall include but not limited to:

5.2.6. Ethics/ Code of Conduct Guiding Procurement under the Project

The general code of ethics in public procurement identifies three main categories as follows:

a) Confidence in the public procurement process;

b) Professionalism of employees;

c) Quality of execution.

To accomplish these goals, the project expects the fundamental basic principles of impartiality,

independence and integrity apply, and should be followed at all times. This means that:

(i) No suspicion of conflict of interest should be existent;

(ii) Corrupt practice should be immediately reported;

(iii) No impression should be given that actions will be influenced by a gift or favour;

(iv) Dealings with tenderers must be honest, fair and even-handed.

All implementing entities’ employees involved directly or indirectly in the procurement process are

subject to the following:

a) They shall not engage in personal, business or professional activity nor hold a

financial interest that conflict with the duties and responsibilities of their position.

b) They shall not solicit, accept or agree to accept any gratuity for themselves,

their families or others, which results in personal gain, and which may affect their

impartiality in making decisions on the job.

c) They shall not directly or indirectly use, take, dispose of, nor allow the use,

taking or disposing of any property or resources belonging to any Contracting Authority.

5.2.7. Conflict of Interest

Bank policy requires that a firm participating in a procurement process under Bank-financed projects shall

not have a conflict of interest. Any firm found to have a conflict of interest shall be ineligible for award of

a contract.

A firm shall be considered to have a conflict of interest in a procurement process if:

(a) such firm is providing goods, works, or non-consulting services resulting from or directly related to

consulting services for the preparation or implementation of a project that it provided or were

provided by any affiliate that directly or indirectly controls, is controlled by, or is under common

control with that firm. This provision does not apply to the various firms (consultants, contractors,

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or suppliers) which together are performing the contractor’s obligations under a turnkey or design

and built contract25

; or

(b) such firm submits more than one bid, either individually or as a joint venture partner in another bid,

except for permitted alternative bids. This will result in the disqualification of all bids in which the

Bidder is involved. However, this does not limit the inclusion of a firm as a subcontractor in more

than one bid. Only for certain types of procurement, the participation of a Bidder as a subcontractor

in another bid may be permitted subject to the Banks’ no objection and as allowed by the Bank’s

Standard Bidding Documents applicable to such types of procurement; or

(c) such firm (including its personnel) has a close business or family relationship with a professional

staff of the Borrower (or of the project implementing agency, or of a recipient of a part of the loan)

who: (i) are directly or indirectly involved in the preparation of the bidding documents or

specifications of the contract, and/or the bid evaluation process of such contract; or (ii) would be

involved in the implementation or supervision of such contract unless the conflict stemming from

such relationship has been resolved in a manner acceptable to the Bank throughout the procurement

process and execution of the contract; or

(d) such firm does not comply with any other conflict of interest situation as specified in the Bank’s

Standard Bidding Documents relevant to the specific procurement process.

5.2.8. Fraud and Corruption

It is the Bank’s policy to require that Borrowers (including beneficiaries of Bank loans), bidders,

suppliers, contractors and their agents (whether declared or not), sub-contractors, sub-consultants, service

providers or suppliers, and any personnel thereof, observe the highest standard of ethics during the

procurement and execution of Bank-financed contracts26

. In pursuance of this policy, the Bank:

(a) defines, for the purposes of this provision, the terms set forth below as follows:

(i) “corrupt practice” is the offering, giving, receiving or soliciting, directly or indirectly, of

anything of value to influence improperly the actions of another party27

;

(ii) “fraudulent practice” is any act or omission, including a misrepresentation, that knowingly or

recklessly misleads, or attempts to mislead, a party to obtain a financial or other benefit or

to avoid an obligation28

;

(iii) “collusive practice” is an arrangement between two or more parties designed to achieve an

improper purpose, including to influence improperly the actions of another party29

;

25 See paragraph 2.4.

26 In this context, any action to influence the procurement process or contract execution for undue advantage is

improper.

27 For the purpose of this sub-paragraph, “another party” refers to a public official acting in relation to the procurement process

or contract execution. In this context, “public official” includes World Bank staff and employees of other organizations taking or

reviewing procurement decisions.

28 For the purpose of this sub-paragraph, “party” refers to a public official; the terms “benefit” and “obligation” relate to the

procurement process or contract execution; and the “act or omission” is intended to influence the procurement process or contract

execution.

29 For the purpose of this sub-paragraph, “parties” refers to participants in the procurement process (including public officials)

attempting either themselves, or through another person or entity not participating in the procurement or selection process, to

simulate competition or to establish bid prices at artificial, non competitive levels, or are privy to each other’s bid prices or other

conditions.

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(iv) “coercive practice” is impairing or harming, or threatening to impair or harm, directly or

indirectly, any party or the property of the party to influence improperly the actions of a

party30

;

(v) “obstructive practice” is

(aa) deliberately destroying, falsifying, altering or concealing of evidence material to the

investigation or making false statements to investigators in order to materially

impede a Bank investigation into allegations of a corrupt, fraudulent, coercive or

collusive practice; and/or threatening, harassing or intimidating any party to prevent

it from disclosing its knowledge of matters relevant to the investigation or from

pursuing the investigation, or

(bb) acts intended to materially impede the exercise of the Bank’s inspection and audit

rights provided for under paragraph 1.16(e) below.

(b) will reject a proposal for award if it determines that the bidder recommended for award, or any of

its personnel, or its agents, or its sub-consultants, sub-contractors, service providers, suppliers

and/or their employees, has, directly or indirectly, engaged in corrupt, fraudulent, collusive,

coercive or obstructive practices in competing for the contract in question;

(c) will declare misprocurement and cancel the portion of the loan allocated to a contract if it

determines at any time that representatives of the Borrower or of a recipient of any part of the

proceeds of the loan engaged in corrupt, fraudulent, collusive, coercive or obstructive practices

during the procurement or the implementation of the contract in question, without the Borrower

having taken timely and appropriate action satisfactory to the Bank to address such practices when

they occur, including by failing to inform the Bank in a timely manner at the time they knew of the

practices;

(d) will sanction a firm or individual, at any time, in accordance with prevailing Bank’s sanctions

procedures31

, including by publicly declaring such firm or individual ineligible, either indefinitely

or for a stated period of time: (i) to be awarded a Bank-financed contract; and (ii) to be a

nominated32

sub-contractor, consultant, supplier or services provider of an otherwise eligible firm

being awarded a Bank-financed contract;

(e) will require that a clause be included in bidding documents and in contracts financed by a Bank

loan, requiring bidders, suppliers and contractors, and their sub-contractors, agents, personnel,

consultants, service providers or suppliers, to permit the Bank to inspect all accounts, records and

other documents relating to the submission of bids and contract performance, and to have them

audited by auditors appointed by the Bank; and

(f) will require that, when a Borrower procures goods, works or non-consulting services directly from

a United Nations (UN) agency in accordance with paragraph 3.10 of these Guidelines under an

agreement signed between the Borrower and the UN agency, the above provisions of this paragraph

1.16 regarding sanctions on fraud or corruption shall apply in their entirety to all suppliers,

30 For the purpose of this sub-paragraph, “party” refers to a participant in the procurement process or contract execution.

31 A firm or individual may be declared ineligible to be awarded a Bank financed contract upon: (i) completion of

the Bank’s sanctions proceedings as per its sanctions procedures, including inter alia cross-debarment as agreed with

other International Financial Institutions, including Multilateral Development Banks, and through the application the

World Bank Group corporate administrative procurement sanctions procedures for fraud and corruption; and (ii) as a

result of temporary suspension or early temporary suspension in connection with an ongoing sanctions proceeding.

See footnote 14 and paragraph 8 of Appendix 1 of these Guidelines.

32 A nominated sub-contractor, consultant, manufacturer or supplier, or service provider (different names are used

depending on the particular bidding document) is one which has either been: (i) included by the bidder in its pre-

qualification application or bid because it brings specific and critical experience and know-how that allow the bidder

to meet the qualification requirements for the particular bid; or (ii) appointed by the Borrower.

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contractors, service providers, consultants, sub-contractors or sub-consultants, and their employees

that signed contracts with the UN agency. As an exception to the foregoing, sub-paragraphs 1.16(d)

and (e) will not apply to the UN agency and its employees, and sub-paragraph 1.16(e) will not

apply to the contracts between the UN agency and its suppliers and service providers. In such cases

the UN agencies will apply their own rules and regulations for investigating allegations of fraud or

corruption subject to such terms and conditions as the Bank and the UN agency may agree,

including an obligation to periodically inform the Bank of the decisions and actions taken. The

Bank retains the right to require the Borrower to invoke remedies such as suspension or

termination. UN agencies shall consult the Bank’s list of firms and individuals suspended or

debarred. In the event a UN agency signs a contract or purchase order with a firm or an individual

suspended or debarred by the Bank, the Bank will not finance the related expenditures and will

apply other remedies as appropriate.

With the specific agreement of the Bank, a Borrower may introduce, into bid forms for contracts financed

by the Bank, an undertaking of the bidder to observe, in competing for and executing a contract, the

country's laws against fraud and corruption (including bribery), as listed in the bidding documents33

. The

Bank will accept the introduction of such undertaking at the request of the Borrowing country, provided

the arrangements governing such undertaking are satisfactory to the Bank.

Implementing entities shall reject a tender, or a request to participate, if:

a) The tenderer or candidate gives, or promises to give, directly or indirectly, to any current officer a

gratuity in any form, an employment or any other good or service of value, as an inducement with respect

to an act or decision of, or procedure followed by, the entity in connection with the awarding procedure.

b) The tenderer or candidate is in circumstances of conflict of interest. Such rejection and the reasons

therefore shall be recorded in procurement proceedings and promptly communicated officially to the

candidate or tenderer concerned, with a copy to the Bank. The decision may be subject to judicial review

under Ghana Public Procurement Act. Decisions taken by implementing entity are without prejudice of

any obligation to file a complaint with the prosecuting authorities, when the action concerned is

considered a criminal offence under criminal law.

5.3. Procurement Planning

Procurement planning is an important tool for guiding and monitoring procurement. It is critical to the

success of project implementation. A Procurement Plan has been prepared and agreed with the Bank for

the first 12 months of project implementation and includes relevant information on all goods, works,

consulting services, training and capacity building agreed at inception to be undertaken under the Project

as well as the scheduling of each milestone in the procurement process. The procurement plan shows the

step-by-step procedures and processing times for procurement including:

Contract packages for goods, consultant services;

Estimated cost;

Procurement or consultant selection method or bidding type,

Evaluation and contract award; and

The activities which follow contract signature to delivery and completion.

The preparation of a procurement plan should take into account the budget cycle, stakeholders involved in

the process, the human skills required, and administrative procedures and required approvals e.g.

clearance with a bid committee or obtaining the World Bank’s non-objection.

33

As an example, such an undertaking might read as follows: “We undertake that, in competing for (and, if the

award is made to us, in executing) the above contract, we will strictly observe the laws against fraud and corruption

in force in the country of the [Purchaser] [Employer], as such laws have been listed by the [Purchaser] [Employer]

in the bidding documents for this contract.”

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It is important to note that the procurement plan will be used as a tool for monitoring, forecasting and

tracking overall implementation performance.

The Procurement Plan will be updated by the PMU in agreement with the other beneficiary institutions

annually or as required to reflect the actual project implementation needs. In updating the procurement

plans, each beneficiary agency will be guided by the annual work plan that will indicate items requiring

procurement, and the level at which the procurement will take place. MOE through the PMU will then

consolidate these into a single project procurement plan and submit it to the World Bank for review.

Updated procurement plans shall require the concurrence of the Bank, after which it shall be published on

the Bank's external website by the PMU.

5.4. Scope of procurement under the Project

Procurement of Works: Works procured under this project, would include: construction, rehabilitation

and reconstruction of schools buildings. Contracts estimated to cost above US$ 5 million equivalent shall

be procured through ICB. Contracts estimated to cost above US$ 100,000 equivalent but less than US$

5m equivalent shall be procured through NCB. Contracts estimated to cost less than US$100,000

equivalent per contract may be procured using shopping procedures in accordance with Ghana Public

Procurement Act 663 of 2003 and based on a model developed by PPA after incorporating World Bank

Exceptions . Direct contracting may be used in exceptional circumstances with the prior approval of the

Bank, in accordance with paragraphs 3.6 and 3.7 of the Procurement Guidelines.

NCB works contracts which are deemed complex and/or have significant risk levels, will be prior-

reviewed. Any direct contracting would also be subject to prior review by the Bank. All other contracts

are subject to post review.

Procurement of Goods: Goods procured under this project would include; computers, office and IT

equipment, office furniture, vehicles etc. Goods ordered shall be grouped into larger contracts wherever

possible to achieve greater economy.

Contracts for goods estimated to cost US$500,000 equivalent or more per contract shall be procured

through ICB. Contracts estimated to cost less than US$500,000 but equal to or above US$50,000

equivalent per contract may be procured through NCB. Contracts estimated to cost less than US$50,000

equivalent per contract may be procured using shopping procedures in accordance with Ghana Public

Procurement Act 663 of 2003 and based on a model to be developed in the PPA procurement manual.

Contracts for goods estimated to cost US$500,000 equivalent or more and any other contract below this

threshold but agreed with Bank, including NCB goods contracts which are deemed complex and/or have

significant risk levels, will be prior-reviewed. Such contracts will be identified in the tables and also in

the procurement plans. All other contracts are subject to post review.

Procurement of Non-consulting Services: Procurement of non-consulting services will follow

procurement procedures similar to those stipulated for the procurement of goods, depending on their

nature. The applicable methods shall include NCB and shopping. The World Bank’s Standard Bidding

Document to use for bidding is “Procurement of Non-Consulting Services & User Guide, December 2002

revised April 2007” found at the World Bank website www.worldbank.org/procure.

Selection of Consultants: Consulting Firms and Individual Consultants will be selected to provide:

Contracts for consulting services estimated to cost US$100,000 equivalent or more, will be awarded

following the procedure of Quality and Cost-Based Selection (QCBS). Selections under Fixed Budget

Selection (FBS) and Least Cost Selection (LCS) methods may be applied in the circumstances as

respectively described under paragraphs 3.5 and 3.6 of the World Bank Consultants Guidelines.

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Consulting services estimated to cost less than US$100,000 per contract under the project may be

procured following the procedures of Selection Based on Consultants’ Qualifications (QBS).

Procedures of Selection of Individual Consultants (IC) would be followed for assignments that meet the

requirements of paragraph 5.1 and 5.3 of the World Bank Consultant Guidelines.

Single-Source Selection (SSS) procedures would be followed for assignments that meet the requirements

of paragraphs 3.10 to 3.12 of the World Bank Consultant Guidelines.

Assignments estimated to cost the equivalent of US$200,000 or more would be advertised for expressions

of interest (EOI) in Development Business (UNDB), in DgMarket and in at least one newspaper of wide

national circulation. In addition, EOI for specialized assignments may be advertised in an international

newspaper or magazine. In the case of assignments estimated to cost less than US$200,000, but more than

US$100,000 the assignment would be advertised nationally. The shortlist of firms for assignments

estimated to cost less than US$200,000 may be made up entirely of national consultants, if at least three

qualified firms are available at competitive costs in Ghana. However, foreign consultants who wish to

participate should not be excluded from consideration.

Consultancy services estimated to cost above US$200,000 per contract for firms, and contracts for

individuals for assignments estimated to cost above US$100,000 and single source selection of

consultants (firms and individuals, regardless of cost) will be subject to prior review by the Bank.

Note: Regardless of the need for prior or post procurement review, all consultant TORs will be cleared by

IDA.

There may be the need for procurement of small works, goods and services. Procedures for procurement

under subprojects shall be done using shopping procedures in accordance with Ghana Public Procurement

Act 663 of 2003 and based on a model to be developed in the PPA procurement manual.

Community participation in procurement: The project intends to provide a supplement (top up) to the

existing capitation grant funded by government to some schools in identified deprived districts. The uses

of the capitation grant are planned with active participation of head-teachers, parents and School

Management Committees. Procurement under the school grant will be guided by paragraph 3.19 of the

Bank procurement guidelines and guidelines developed under the implementation of the Ghana

Government’s capitation grant.

Capacity Building and Training Programmes, Conferences and Workshops: All training and

workshops will be carried out on the basis of the project’s Annual Work Plans and Budget which will

have been approved by the Bank on a yearly basis, and which will inter alia, identify: (i) the envisaged

training and workshops; (ii) the personnel to be trained; (iii) the institutions which will conduct the

training; and (iv) duration of the proposed training.

Implementation of training activities (other than by engaging consultants) is different from the

conventional procurement process. There are various methods by which training will be implemented:

(a) individuals going for training to acquire certificates, diplomas, etc.;

(b) training organized by the relevant institution for a large group of individuals;

(c) meetings/seminars/workshop/consultations; and

(d) local and overseas study tours.

Among other things, training expenditures may include:

(a) tuition/registration fees;

(b) cost of transport, meals, accommodation and other allowances, medical insurance;

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(c) rental of facilities; and

(d) cost of production of training materials, etc.

In cases where training are to be contracted out through a consultancy firm, the procedures shall follow

selection and employment of the consultant described in the Section 4.2 below. If such an arrangement is

used, the conventional procurement method for selection of consultants will be applied.

Operating Costs: Operating Costs, including office supplies, operation and maintenance of vehicles,

maintenance of equipment, communication, rental, utilities, consumables, transport and accommodation,

and travel costs and per diem, will be managed according to regular government procedures.

5.5. Review of Procurement by the Bank

The table below highlights procurement thresholds for both procurement methods and prior review of

contracts. The thresholds shall be observed during the implementation of the Project. For all prior review

contracts, documents covering every step of the procurement or consultancy selection process will have to

be cleared by the Bank before proceeding with required actions. It must be noted that all direct

contracting and single source selection will be subject to IDA prior review irrespective of value.

Contracts which are not subject to prior review are nevertheless expected to follow all required

procedures and will be selectively reviewed by the Bank during project implementation.


No Expenditure

Category

Contract Value

Threshold*

(US$)

Procurement

Method

Contracts Subject to Prior

Review (US$)

1 Works

C>=5,000,000 ICB All Contracts.

100,000 =<C=<5,000,000 NCB Specified contracts as would be




2

Goods and Non-

Consulting

Services (other

than Consulting

Services

C>=500,000 ICB All Contracts.

50,000= <C < 500,000

NCB

Specified contracts as would be




3

Consulting

Services

C>= 200,000 firms QCBS

(International)

All Contracts.

100,000 =<C<200,000 firms

QCBS

(National)

All Contracts.

C<100,000 CQS Only TORs.

C>=50,000 individuals IC All contracts.

C < 50,000 individuals IC TORs.

All Values Single Source

Selection.

All Contracts.

4

Training,

Workshops,

Study Tours

All Values

To be based on

Annual Work Plan

and Budgets

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* The thresholds will be revised periodically in agreement with the World Bank based on reassessment of the project

procurement risks.

5.6. Procurement Methods and Procedures

Consistent with the provisions of the Financing Agreement, the following procurement methods are to be

used under the Project for procurement of the goods, works and non-consulting services:

i. International Competitive Bidding,

ii. National Competitive Bidding;

iii. Shopping;

iv. Community Participation in Procurement; and

v. Direct Contracting

Consistent with the provisions of the Financing Agreement, the following methods are to be used under

the Project for selection and employment of the consultants:

i. Quality and Cost Based Selection;

ii. Quality-Based Selection;

iii. Selection under a Fixed Budget;

iv. Least Cost Selection;

v. Selection based on Consultants’ Qualifications;

vi. Single-source selection of consulting firms;

vii. Selection of Individual Consultants; and

viii. Single Source Selection of Individual Consultants

These methods are discussed in greater detail in the Sections 4.1 and 4.2 below.

5.6.1. Procurement of Works, Non-consulting Services and Goods

5.6.1.1. Procedures for Procurement of ICB and NCB Works, Non-consulting

Services and Goods: Goods, Non-consulting Services and Works procurement activities that require prior review are those

activities whose estimated costs lie within the thresholds for which prior reviews are required. They may

be ICB or NCB. The procedures to be followed by each beneficiary agency during procurement of ICB

and NCB Works and Goods that require prior review of the Bank have been stated below.

i. Prepare the tender document comprising Instruction to tenderers, tender data sheet,

specifications, Price Schedules /Bills of Quantities, Drawings, Special Conditions of

Contract, Invitation to Bid and using the relevant and approved Standard Tender

Document;

ii. Request and receive “no objection” from the World Bank through GES, if applicable;

iii. Finalize Tender Documentation for issuing out to tenderers;

iv. For ICB goods and works, publish a Specific Procurement Notice (which will refer to

the GPN) in the UNDB, dgMarket, website of the Public Procurement Authority of

Ghana and also in a local newspaper of wide circulation;

v. For NCB goods and works, publish an SPN locally in newspapers with wide

circulation, in accordance with the guidelines. If the tender document Receive and

Open Bids;

vi. Evaluate Bids and make recommendation for award;

vii. Submit the Bid Evaluation Report to the Approval Authority based on the threshold,

for clearance;

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viii. For ICB goods and works, and also for NCB subject to prior review, first seek

approval from the relevant Approval Authority and then No-Objection from the

World Bank;

ix. Receive “no objection” for Evaluation Report from the World Bank;

x. Issue Letter of Acceptance;

xi. Prepare Contract document;

xii. Receive Performance Security etc. from successful bidder;

xiii. Sign Contract and forward a copy to World Bank for their information;

xiv. Issue Notice to commence; and

xv. For ICB, NCB works and goods, publish the award of the contract in the UN

Development Business and dgMarket and/or in website of the Public Procurement

Authority.

Sale of Bid Documents: Expenses relating to producing the documents for bidding, and advertising, can

be covered through the sale of the bidding documents. A complete set of bidding documents may be sold

to any interested bidder on the submission of a written application and upon payment of a non-refundable

fee, which has to be specified in the notice. The price for documents must be to cover only the cost of

producing those documents. Selling documents expensively may discourage potential bidders. Bidders

who obtain bidding documents (e.g. by making copies) from other sources must ensure that the

documents conform in all respects to those issued by the purchaser, or risk being disqualified.

Bid Opening Procedure: The bid opening procedure in most cases involves a one-envelope one-stage

system and all bids will, therefore, be opened at one time. Bids for complex contracts requiring

submission of a technical proposal first and then price, will be in two stages. The first stage involves

opening and evaluating technical proposals and qualifying proposals that score above a given threshold

specified in the bidding documents. The second phase involves opening and evaluating financial bids of

firms whose technical proposal has been qualified in first stage.

The date and time of the bid opening shall be the same as the one stated in the bid document as deadline

for submission of bids. The following are the key procedures to be followed:

(i) Bids shall be opened in public (i.e. in the presence of bidders or their

representatives who choose to attend, and all members of the procurement

committee);

(ii) The bidders or their legal representatives should sign a register to confirm their

attendance;

(iii) The bidders’ name, total amount of bid, modification, bid withdrawals and the

presence or absence of the required bid security and such other details, if the

procuring agency finds it necessary, should be announced at the opening;

(iv) Bids received after the closing date and time indicated, and also those not

opened and read out at the bid opening shall not be considered for evaluation;

and

(v) Except for bids that are submitted late, no bids should be rejected before and at

bid opening. Bidders present at the bid opening should not be permitted to

discuss any matter relating to any bid.

A tabulation of bids read out should be prepared at the bid opening and be signed by the person who

opened and read the bids, and any other member of the bid evaluation committee who attends the bid

opening. The opened bids, including the envelopes, should remain in a locked box or cabinet until the

evaluation process begins. For bids under a two-phase system, bidders should be invited to the opening

of both phases.

Bid Evaluation and Approval: A technical committee of not more than five people, which should

include experts in the item being procured, will be formed for each bid. A standing committee for bid

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evaluation can also be established. The committee should start its work as soon as bids are opened and

ensure completion of its work within the bid validity period. At the end of bid evaluation, the committee

will determine the winning bid and propose it for contract award. Proposed contract award should be

referred to the appropriate Tender Approval structure as per the Public Procurement Law, if post review

contract or to the World Bank if it is a prior review contract for approval before award.

The evaluation shall start with a Preliminary examination of bids to verify overall responsiveness of bid;

i.e. completeness of bid, signatures and seals (if necessary), arithmetical correction, compliance to all

requirements specified in the bid document, provision of bid security (if required), and adhering to

instructions by the bidders. Only those bids that meet the criteria specified in the bidding documents will

be further evaluated. The reason for rejecting bids in this preliminary examination should be clearly

recorded. Only substantially responsive bids at the time of preliminary examination should be considered

for detailed bid evaluation. The bid price read out at the bid opening is adjusted to correct for any

arithmetical errors. The evaluation should at all times comply with the criteria indicated in the bidding

document. No new criteria can ever be included during the bid evaluation. Usually, evaluation criteria

will specify the technical specifications that have to be met, speed in delivery and installation, and

availability of after sales service and spare parts. The detailed evaluation of bids serves to determine the

most advantageous bid, considering price and other relevant factors referred to in the bidding document.

For all procurement, the evaluation committee should determine the winner of the bid and promptly allow

the award of the contract to this bidder. If the lowest bidder is determined to be unable to perform

satisfactorily, its bids can be rejected. The evaluation committee then considers the next lowest evaluated

bidder for the contract, and so on.

Evaluation and comparison of bids for goods shall be based on prices of CIF (Cost Insurance and

Freight), or CIP (Cost Insurance and Carriage to point of delivery), which use multi modular

transportation. This includes the supply of imported goods and EXW (ex-works prices) for goods offered

from within the country, together with other required services such as installation, training and

commissioning, where such services are relevant.

Detailed Evaluation of bids: Most construction activities will be advertised locally, according to already

prepared designs, specifications and bills of quantities. All these will vary from one site to the other, and

according to the specific site preparation activities. However, there is no difference in the bidding,

evaluation and contract award process between small and large contracts. The qualification criteria pay

more attention to the past experience and financial status of the contractor while evaluation criteria pays

attention to the bid price offered.

The procurement staff should keep a record of the evaluation process and provide the following

documents for audit purposes:

(i) Copies of bidding documents as issued to the bidders,

(ii) Information to bidders (IFB)

(iii) Minutes of the bid opening, signed by the committee members

(iv) Tabulation of bids read out, signed by the committee members

(v) Preliminary bid examination and report with reasons for bid rejections

(vi) Protests raised by bidders, if any

Post evaluation considerations: In the absence of pre-qualification, the purchaser/employer will

determine his/her satisfaction as to whether the bidder selected as having submitted the lowest offer is

qualified to satisfactorily perform the contract. This evaluation process will take into account the bidder’s

financial, technical and production capabilities. The committee should use information from the bid

document and other substantiated information available to it, or it could secure it from banks or other

organizations, as a basis for post evaluation assessment.

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The contract will be awarded within the period of validity of bids to the successful bidder whose bid has

been determined to be substantially responsive to the bidding documents, and is also the lowest evaluated

bid.

As a general rule, each contract must be awarded to the lowest evaluated and responsive bidder. The

successful bidder should be notified in writing through registered letter, cable or telex as convenient. At

the time of notifying the successful bidder that the bid has been accepted, the purchaser will send the

bidder the Contract Form provided in the Bidding Document, incorporating all agreements between the

parties. Within 14 days of receipt of the Contract Form for local contracts and 30 days for international

contracts, the successful bidder shall sign and date the contract, and return it to the purchaser. Within 14

days of receipt of notification of award from the purchaser, the successful bidder shall furnish a

performance security in accordance with the conditions of contract. Following the furnishing of the

required security by the successful bidder, the purchaser will notify the unsuccessful bidders and will

discharge the bid security

The flow chart below shows the various steps in the ICB and NCB procurement procedures for goods,

works and non-consulting services. Additional details are also outlined after the flow chart.

Figure 5.1. ICB or NCB Procedures

Prepare Tender Document and

Invitation of Tenders Notice

Seek World Bank’s No

Objection, if applicable

Publish Invitation for Tenders

Receive tenders and open same

day immediately after opening

Establish Tender Evaluation Panel

Evaluation of Tenders

Request for Concurrent approvals or WB’s

no objection (If contract is prior review)

Award contract

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Table 5.2. Steps for Procuring for Goods, Works & Non-Consulting Services (ICB & NCB Procedures)

Steps for Procuring for Goods and

Equipment

Remarks

1 Arrange for the preparation of

Bidding Documents, which among

others would include the Letter of

Invitation for Bids, Instruction to

Bidders, Bidding Data, Conditions of

Contract, Special Conditions of

Contract, Schedule of Requirements,

Technical Specifications and Sample

Forms.

This approach would be applicable to procurement

under National Competitive Bidding (NCB) and

International Competitive Bidding (ICB), where the

funds involved are relatively large. Under the project

this method will be applicable to procurement of

vehicles and other goods and equipment procured by

PMU in bulk, where numbers of required items and

their associated costs are high. Shopping procedures

are described below.

2 Advertise in the appropriate medium,

giving relevant information on source

of funding, eligible bidders,

beneficiary agency, the investment,

currency of payments, address and

location for inspection and purchase

of bidding documents, cost for each

document, bid validity period, level

of bid security, location for bid

submission and deadline (date and

time) for receiving bids.

National Competitive Bidding (NCB) in the national

dailies

3 Receive the bids in a tender box, at

the designated place and time, and

prepare to open the submitted bids

immediately after the deadline (date

and time)

(Under no circumstances should any

late bid be accepted; if brought in, it

should be returned unopened)

The bid opening shall be done in the presence of at

least 3(No) designated officials of the Tender Opening

Committee and bidders’ representatives who choose

attend. Each member present will complete the Bid

Opening Attendance Record for the Bid Opening.

4 Open, publicly, the box containing

the bids, inspect each bid to ensure

that it has not been tampered with.

Subsequently, open the bid and call

out the names of the bidders, one-by-

one, announcing each bid price, and

confirming whether the required

documents for each bidder are

attached.

Apart from the bid price, it should be verified whether

(i) the bid has been signed, (ii) bid security is of the

required specification and validity, and (iii) any

discount has been offered. The absence of information

on any of the following, i.e. Tax Clearance, Social

Security payments, Labour, Registrar General and

Ministry of Works and Housing Certificates does not

make a bidder non-responsive, and therefore cannot be

used to disqualify a bidder. Instead these requirements

should be addressed and met during post-qualification.

The LERB who has demonstrated capacity to perform,

but lacks any of above, would be requested to provide

the required information prior to signing contract.

5 Copy all the information above on

each of the bids, into the Bid Opening

Record Form, and get the form

Members of the Tender Committee who attended

should verify the information on this form and

authenticate the form. Members of the Tender Board

Publish results of contract award

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authenticated by the Tender

Committee.

will do this by writing their names, designations and

signing against them. Copies of the authenticated

record form are made and distributed among members

of the Tender Committee.

6 Release the original of the Bid to the

Technical Evaluation Team (TET),

together with the Bid Opening

Attendance Record and the original

of the authenticated Bid Opening

Record Form. The PMU will keep the

first copy of the bids.

The documents comprising the bid are as follows:

The Bid

Bid Security

Priced Bill of Quantities

Qualification Information Form and Documents,

and

Any other document required to be completed as

specified in the Bidding Data

(It is normal practice for all bidders present to take

down all the information on competing bids called

out.)

7

Following this, the DA closes the

meeting.

The Procurement Specialist shall write the Bid

Opening minutes, including information disclosed to

those present. The following documents are required

insertions into the Evaluation Report.

(i) the Bid Opening minutes,

(ii) a copy of the Newspaper Advert,

(iii) Bid Opening Attendance Record, and

(iv) Bid Opening Record Form

8 The TET shall commence evaluation

of the bids submitted. It would, first,

examine each bid package to confirm

whether all information requested has

been provided.

Strict confidentiality should be maintained during this

evaluation stage. Information relating to the

examination, clarification, evaluation, and comparison

of bids and recommendations for the award of a

contract shall not be disclosed to bidders or any other

persons not officially concerned with such process

until the award to the successful Bidder has been

announced. Any effort by a Bidder to influence the

Employer’s processing of bids or award decisions may

result in the rejection of his Bid.

9 Prior to the detailed evaluation of

bids, the Employer will determine

whether each Bid (a) meets the

eligibility criteria defined in Clause

3; (b) has been properly signed; (c) is

accompanied by the required

securities; and (d) is substantially

responsive to the requirements of the

bidding documents.

The bids, which shall meet requirements, will be

deemed as substantially responsive. Those that are

unable to meet the requirements are deemed non-

responsive.

10 Correct the errors of the responsive

bids, and adjust the bid prices of the

original bids based on the corrections.

The nature of the errors, where they occurred and the

correct versions are displayed for the attention of the

bidder.

11 Seek the concurrence of the bidder

with the new or adjusted bid price.

There is need for hard evidence, so

this is done by fax or letter, and

directed only to bidders in whose bids

mistakes were detected in the bills.

The idea is to enable the bidder confirm the veracity of

the corrections. In agreeing that the corrected bid price

is right, (and therefore the original, wrong) the bidder

will so indicate by writing confirming this in a letter to

the TET. This letter legally empowers the TET to use

the new bid price for further stages of the evaluation

process. If the bidder does not accept the corrected

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price, his bid is rejected.

12 Bring all bid prices in different

currencies, if any, to Ghanaian Cedis

(¢) by applying the Bank of Ghana

Exchange rate, prevailing on the date

28 days prior to the latest deadline for

submission of bids.

The rates of exchange to be used by the Bidder in

arriving at the Ghanaian Cedis equivalent shall be the

selling rates for similar transactions established by the

Bank of Ghana prevailing on the date 28 days prior to

the latest deadline for submission of bids.

13 Evaluate and compare only the bids

determined to be substantially

responsive. (Non-responsive bids are

rejected and cannot be considered for

further evaluation)

The sum of the following;

the provisional sums, (which will be common to

all the bids),

contingencies, and

discounts which are offered and announced at bid

opening, are excluded from the corrected bid price to

determine bidders’ evaluated bid prices.

14 Rank the “evaluated bids”, in a

manner where lowest evaluated price

is ranked No 1, the next lowest No 2,

and so on.

“Evaluated Bids” are corrected bid prices which

exclude all non-firm and non-competitive costs, and

may be regarded as the corrected bid prices reduced to

the same level playing field to facilitate comparison of

bids.

15 Post Qualify the 1st ranked bidder.

He is also called the lowest evaluated

responsive bidder (LERB)

Since there was no pre-qualification, the LERB is

scrutinised for his technical and financial ability to

execute the works. This scrutiny is called “post

qualification”

16 If this 1st ranked bidder is post

qualified successfully, TET will

recommend him as the successful

bidder.

This bidder would have offered the lowest evaluated

responsive bid and would have, in addition, been

determined as being technically and financially capable

of executing the works

17 If this 1st ranked were unsuccessful

in post qualification, the next ranked,

in a “downward serial manner” is

post qualified till one of the ranked

bidders is successfully post qualified.

18 The Evaluation Report will be written

up by the TET and submitted to the

Tender Committee for its study and

confirmation. A copy of the

confirmed Evaluation Report is

copied to the appropriate Tender

Review Board, for its review.

The appropriate Tender Review Board will review the

Bid Evaluation Report before award and clear the

report as acceptable. On the other hand Tender Review

Board will raise the necessary issues to facilitate a

review of the conclusions, if the report is found

unacceptable.

1. Award the contract, using the Letter

of Acceptance

In the award letter, request the successful bidder to

present a Performance Guarantee / Bond. This gives

positive assurance to the Employer that the successful

bidder is fully prepared to take up the legal

responsibility of undertaking the works.

2. Upon receipt of a Performance

Guarantee Bond, the contractor will

(i) be invited to sign Contract to

undertake the works, and (ii)

promptly notify the other bidders that

their bids have not been .successful

The Bid Security of unsuccessful bidders will be

returned 28 days of the end of Bid Validity period. The

Bid Security of the successful bidder will be

discharged when the bidder has signed the Contract

Agreement and furnished Performance Security.

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5.6.1.2. Procedures for Direct Contracting

Direct contracting is contracting without competition (single source) and may be an appropriate method

under circumstances stated below.

(a) An existing contract for goods or works, awarded in accordance with procedures acceptable to the

Bank, may be extended for additional goods or works of a similar nature. The Bank shall be satisfied in

such cases that no advantage could be obtained by further competition and that the prices on the extended

contract are reasonable. Provisions for such an extension, if considered likely in advance, shall be

included in the original contract.

(b) Standardization of equipment or spare parts, to be compatible with existing equipment, may justify

additional purchases from the original Supplier. For such purchases to be justified, the original equipment

shall be suitable, the number of new items shall generally be less than the existing number, the price shall

be reasonable, and the advantages of another make or source of equipment shall have been considered and

rejected on grounds acceptable to the Bank.

(c) The required equipment is proprietary and obtainable only from one source.

(d) The Contractor responsible for a process design requires the purchase of critical items from a

particular Supplier as a condition of a performance guarantee.

(e) In exceptional cases, such as in response to natural disasters.

The steps to be followed include:

- Prepare the estimated cost of the goods/non-consulting services to be procured directly

from a single source;

- Prepare justification for direct contracting;

- Prepare the technical specifications and contract conditions:

- Submit the estimated cost and the justification for direct contracting, the technical

specifications and contract conditions to IDA for “No Objection”;

- If IDA accepts the justification and issues its “No Objection” to Direct Contracting, send

the contract conditions to the Supplier;

- Finalize the draft contract with the Supplier, including negotiate the contract price. Make

sure that the prices being charged are at least the same as the Supplier charges to its other

customers;

- Send the draft negotiated Contract to IDA for “No Objection”;

- After “No Objection” received, sign the contract;

- Publish the contract award information;

- Submit a copy of the signed Contract to the WB, along with performance security and

Bank Advance Payment Guarantee, if applicable; and

- Receive and inspect goods and make payments as per contract conditions.

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Figure 5.2. Direct Contracting Procedures

5.6.1.3. Procedures for Shopping/Price Quotation Shopping is an appropriate method for procuring readily available off-the-shelf goods or standard

commodities in quantities of small value and in some cases, small simple works. Shopping does not

require formal bidding documents, and is carried out by requesting written quotations from several local

or foreign suppliers or contractors, usually at least three, to ensure competitive prices. Telephone or

verbal quotations are not acceptable. International shopping is used to solicit quotations on a Cost

Insurance Paid (CIP) or Cost Insurance Freight (CIF) basis, and quotations from at least three suppliers in

two different countries are necessary. National shopping is used to procure goods which are ordinarily

available locally from more than one source at competitive prices which include tariffs and sales taxes.

Requests for quotations shall indicate the description and quantity of the goods or specifications of works,

as well as desired delivery (or completion) time and place. Standard documents, request for quotations,

submission of quotations, evaluation of quotations shall follow the standards approved by the Public

Procurement Authority and in accordance with the Public Procurement Act, 2002 (Act 663). The terms of

the accepted offer shall be incorporated in a purchase order or brief contract.

Prepare and submit Justification with details of estimates to the

World Bank for no objection

Receive no objection and invite bidder to submit quotation based on your

specifications and terms

Receive quotation and negotiate with bidder

Request no objection from WB with minutes of

negotiation and draft contract

Award contract and sign

Publish contract award in UNDB and/ or PPA website

Send a copy of signed contract to

World Bank through GES

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Table 5.3. Steps for Shopping Procedures for Goods, Works and Non-consulting services No Steps

Remarks

1 For shopping, Technical

Specifications will be drawn up for

the goods or equipment.

Shopping consists of the comparison of at least three price

quotations in response to a written request. Additional

information on how to do prudent shopping is contained in

the Guidance on Shopping available at the Bank’s external

web site for procurement under Procurement Policies and

Procedures.

2 A Letter of Invitation (LOI) covering

the goods or equipment required, the

Technical Specifications, Delivery

Period, Evaluation Criteria and Draft

Contract will be sent to at least 3(No)

three credible suppliers with proven

track record and experience of dealing

with the particular product, requesting

them to submit quotations for the

supply of the items required.

3 The invited suppliers will submit their

quotations at the predetermined time

and place

The location and time of submission will be identified in

the Letter of Invitation (LOI)

4 The quotations will be opened,

preferably, in the presence of the

suppliers and the Bid Opening record

filled up, and the attendance also

recorded.

5 Evaluation of the quotations is

undertaken, first checking for errors,

correcting them, and drawing the

attention of the suppliers for

concurrence purposes.

6 Then based on the Evaluation Criteria,

points will be awarded and the

supplier who ranks first with the

highest points will be recommended

as the successful bidder.

The high point of the evaluation process is the Evaluation

Report, which will be reviewed by other authorities.

7 Following this both parties will sign

the contract, and would be bound by

what it stipulates.

5.6.1.4. Procedures for Community Participation in Procurement To strengthen the decentralization process of the GoG and to foster greater accountability and

transparency in the procurement process, local communities will be allowed to implement and control the

procurement process through their own organizations. This Community-led procurement (CLP) will

result in more openness and accountability, reduced corruption and wastage, better value for money,

increased use of local workers/contractors and better quality works/services. CLP also helps citizens to be

better informed about available public resources under this project.

CLP as a procurement method shall be applicable only to grant under component 2 of the school grant.

Procurement under this component are expected to be very small in nature and will mostly follow price

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quotation/shopping method and in some cases direct contracting participation of the respective

ccommunity represented by the PTA and SMC in the procurement process and in line with the World

Bank’s “Guidelines: Procurement under IBRD Loans and IDA Credits” January 2011 version.

Procurement (from inception to contract signature and management) shall involve the communities

represented by SMC/PTA where available or CBOs if SMCs/PTAs are not effective. The specific

community procurement arrangements which shall be along the following principles:

a. Procurement shall be simple and easy enough to be understood and implemented by local

staff and the community

b. It shall be sufficiently transparent to permit real competition among suppliers and to

facilitate control in the selection of suppliers and use of funds.

c. Procurement shall use simple standardized documentation

d. Simplified procurement procedures shall be applied. These procedures shall however

seek to ensure economy, efficiency and transparency. Simple standardized documentation

shall be used

e. The main procedure for procurement shall therefore be price quotation and in cases

where there is only one outlet, the use of direct contract

f. Decision making on procurement shall be the responsibility of the School Management

Committee which shall consist of the Head teacher, the Assistant Head teacher, the

Chairman of the SMC and a PTA representative. Decisions shall all be made collectively.

g. The results of all procurement carried out shall be published on the school’s notice board

and information shared with all SMC members. The information shall include the name

of item purchased, the name of the seller or service provider, the unit price and names of

other competitors, if applicable.

Simplified Records of the procurement process and the decision making process shall be kept

5.6.2. Selection of Consultants

The procurement of consultancy services will be done using Bank's Standard Request for Proposals

(SRFP) and will be based on the following selection methods:

1. Quality and Cost-Based Selection (QCBS)

2. Quality-Based Selection (QBS)

3. Selection under a Fixed Budget (FBS)

4. Least-Cost Selection (LCS)

5. Selection Based on Consultant’s Qualifications (CQS)

6. Single-Source Selection (SSS)

7. Individual Consultants (IC) Selection

8. Single Source Selection of Individual Consultants

The choice of the appropriate method will depend on the nature, size, and complexity of the assignment;

the likely downstream impact of the assignment; and technical and financial considerations.

Implementing and Beneficiary Agencies shall follow the procedures described in the following sections

for selection of consultants.

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5.6.2.1. Selection of Consultants Using Quality and Cost-based Selection

(QCBS) Method

Quality and Cost-Based Selection (QCBS) is a method based on the quality of the proposals and the cost

of the services offered. It is the method most frequently used to select consultants under Bank-funded

assignments. This method is appropriate under the following circumstances:

The type of service required is common and not too complex;

The scope of work of the assignment can be precisely defined and the TOR is clear and well

specified;

The Borrower and the consultants can estimate with reasonable precision the staff time, the

assignment duration, and the other inputs and costs required of the consultants;

The risk of undesired downstream impacts is quantifiable and manageable; and

The capacity-building programme

5.6.2.2. Selection of Consultants Using Quality Based Selection (QBS) Method

Quality-Based Selection (QBS) is based on the evaluation of the proposal quality without an initial

consideration for cost. The consultant that submitted the highest-ranked technical proposal is then invited

to negotiate its financial proposal and the contract. QBS is appropriate when:

the downstream impact of the assignment can be so large that the quality of the services is of

overriding importance for the success of the project as a whole;

the scope of work, the duration of the assignment, and the TOR require a degree of flexibility

because of the novelty or complexity of the assignment, the need to select among innovative

solutions, or the particular physical, environmental, social, or political circumstances of the

project and of the Borrower;

the assignment itself can be carried out in substantially different ways such that cost proposals

may not be easily or necessarily comparable;

the introduction of cost as a factor of selection makes competition unfair; or

the need exists for an extensive and complex capacity building programme.

QBS should be adopted for assignments such as the following:

Complex sector and multidisciplinary studies of a complex nature

Important and far-reaching strategy studies

Complex master plans, prefeasibility and feasibility studies, or design of large and complex

projects

Assignments in which consultant organizations with different cost structures (for example,

traditional consultants, non-governmental organizations, or UN agencies) are required to compete

In QBS, the RFP may request submission of a technical proposal only (without the financial proposal), or

request submission of both technical and financial proposals at the same time, but in separate envelopes

(two-envelope system). The RFP shall provide either the estimated budget or the estimated number of key

staff time, specifying that this information is given as an indication only and that consultants shall be free

to propose their own estimates.

If technical proposals alone were invited, after evaluating the technical proposals using the same

methodology as in QCBS, the Borrower shall ask the consultant with the highest ranked technical

proposal to submit a detailed financial proposal. The Borrower and the consultant shall then negotiate the

financial proposals and the contract. All other aspects of the selection process shall be identical to those of

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QCBS, including the publication of the Award of Contract, except that only the price of the winning firm

is published.

5.6.2.3. Selection of Consultants Using Fixed Budget Selection (FBS) Method

Selection under a Fixed Budget (FBS) is based on the disclosure in the RFP of the available budget to

invited consultants and selecting the consultant with the highest ranking technical proposal within that

budget. Whilst using this selection method, Implementing and Beneficiary Agencies shall ensure that the

budget is (as much as possible) compatible with the TOR and that consultants will be able to perform the

tasks within the budget. FBS is appropriate only when:

The budget cannot be exceeded;

The objective and the TOR, including the scope of work, are very precisely defined;

The time and staff-month effort required from the consultants can be assessed with precision; and

Capacity building is limited to a simple transfer of knowledge that can be easily estimated.

Typical assignments to be awarded under FBS shall include the following:

Studies and surveys of limited scope;

Not-too-complex prefeasibility studies and reviews of existing feasibility studies;

Reviews of existing technical designs and bidding documents; and

Project identification activities for which the level of detail can be matched with the available

funds

Evaluation of all technical proposals shall be carried out first as in the QCBS method. Then the price

proposals shall be opened in public and prices shall be read aloud.

Proposals that exceed the indicated budget shall be rejected. The Consultant who has submitted the

highest ranked technical proposal among the rest shall be selected and invited to negotiate a contract. The

same procedure for QCBS will be followed for the purposes of no objections and approvals.

5.6.2.4. Selection of Consultants Using Least Cost Selection

Under Least-Cost Selection (LCS), a minimum qualifying mark for quality is established and indicated in

the RFP. Shortlisted consultants must submit their proposals in two envelopes. The technical proposals

are opened first and evaluated. Evaluation of all technical proposals shall be carried out first as in the

QCBS method. Proposals scoring less than the minimum technical qualifying mark are rejected, and the

financial envelopes of the rest are opened in public. Activities and items described in the technical

proposals but not priced, or quantified differently in the financial proposal from the technical proposal,

shall be assumed to be included in the prices of other activities or items. The consultant with the lowest

price is selected. Under this method, the minimum qualifying mark shall be established, understanding

that all proposals above the minimum compete only on “cost.” The minimum qualifying mark shall be

stated in the RFP. The same procedure for QCBS will be followed for the purposes of no objections and

approvals. The LCS method is appropriate only for small assignments of a standard or routine nature

wherein the intellectual component is minor, well-established practices and standards exist, and from

which a well-defined outcome that can be executed at different costs is expected, as in the examples

below.

Standard accounting or simple audits

Engineering designs or supervision of very simple projects

Repetitive operations, maintenance work, and routine inspections

Simple surveys

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5.6.2.5. Selection of Consultants Using Qualification (CQS) Method

This method may be used for small assignments for which the need for preparing and evaluating

competitive proposals is not justified. In such cases, a TOR will be prepared, request expressions of

interest and information on the consultants’ experience and competence relevant to the assignment,

establish a short list, and select the firm with the most appropriate qualifications and references. The

selected firm shall be asked to submit a combined technical-financial proposal and then be invited to

negotiate the contract. The procedure for selection of Consultants under CQS is as follows:

(i) Prepare TOR

(ii) Submit to PT for clearance

(iii) Request for “no objection” for TOR from World Bank

(iv) Cost the TOR and ensure that the estimated cost lies within the threshold for which the

use of the CQS method is recommended.

(v) Receive “no objection” on TOR from World Bank

(vi) Publish the EOI in the local newspaper; invoking the privilege of publishing on

dgMarket, UNDB online, if identification of consultants locally proves difficult.

(vii) Receive and evaluate the EOIs and prepare a shortlist.

(viii) Recommend a the firm with the most appropriate qualifications and references,

(ix) Submit the EOIs Evaluation Report and the recommendation to the PT for clearance.

(x) Based on the TOR, invite technical and financial proposals from the selected consultant.

(xi) Review the proposals, negotiate with the selected consultant based on the technical and

financial proposals, and the prepare draft contract

(xii) Submit the draft contract and the minutes of negotiations to the PT clearance.

(xiii) Submit to the relevant Tender Committee for approval

(xiv) Award Contract

(xv) Sign Contract

(xvi) Retain all documentation for the selection in the procurement file for the activity to

facilitate subsequent conduct of Procurement Post Review (PPR)

5.6.2.6. Selection of Consultants Using Single Source Selection (SSS) Method

The single-source selection shall be used only in exceptional cases. The justification for single-source

selection shall be examined in the context of the overall interests of the client and the project, and the

Bank’s responsibility to ensure economy and efficiency and provide equal opportunity to all qualified

consultants. Single-source selection may be appropriate only if it presents a clear advantage over

Competition:

(a) For tasks that represent a natural continuation of previous work carried out by the firm,

(b) In emergency cases, such as in response to disasters and for consulting services required

during the period of time immediately following the emergency,

(c) For very small assignments, or

(d) When only one firm is qualified or has experience of exceptional worth for the

assignment.

When continuity for downstream work is essential, the initial RFP shall outline this prospect, and, if

practical, the factors used for the selection of the consultant shall take the likelihood of continuation into

account. Continuity in the technical approach, experience acquired, and continued professional liability of

the same consultant may make continuation with the initial consultant preferable to a new competition

subject to satisfactory performance in the initial assignment. For such downstream assignments, the client

shall ask the initially selected consultant to prepare technical and financial proposals on the basis of TOR

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furnished by the client, which shall then be negotiated. If the initial assignment was not awarded on a

competitive basis or was awarded under tied financing or if the downstream assignment is substantially

larger in value, a competitive process acceptable to the Bank shall normally be followed in which the

consultant carrying out the initial work is not excluded from consideration if it expresses interest. The

Bank will consider exceptions to this rule only under special circumstances and only when a new

competitive process is not practicable. The procedure for selection of Consultants under SSS requiring

prior review is as follows:

(i) Prepare TOR;

(ii) Cost the TOR;

(iii) Submit the TOR to PT for clearance;

(iv) Request for “no objection” for TOR, also providing justification for single sourcing from

the World Bank;

(v) Receive “no objection” for TOR and Single sourcing from World Bank;

(vi) Request for both technical and financial proposals from selected consultant. For a

downstream assignment of small-value, invite financial proposals only from the

incumbent consultant;

(vii) Receive, review the proposals, and negotiate with the selected consultant the relevant

proposals, and prepare draft contract;

(viii) Submit the negotiation minutes and draft contract to the PT for clearance;

(ix) Request for and receive “no objection” for negotiation minutes and Draft Contract from

the World Bank;

(x) Award contract; and

(xi) Sign Contract

5.6.2.7. Selection of Consultants Using Individual Consultants Selection (IC)

Method

Individual consultants are employed on assignments for which:

(a) Teams of personnel are not required;

(b) No additional outside (home office) professional support is required; and

(c) The experience and qualifications of the individual are the paramount requirement.

When coordination, administration, or collective responsibility may become difficult because of the

number of individuals, it would be advisable to employ a firm. Individual consultants are selected on the

basis of their qualifications for the assignment. Advertisement is not required and consultants do not need

to submit proposals. Consultants shall be selected through comparison of qualifications of at least three

candidates among those who have expressed interest in the assignment or have been approached directly

by the Borrower.

Individuals considered for comparison of qualifications shall meet the minimum relevant qualifications

and those selected to be employed by the Borrower shall be the best qualified and shall be fully capable of

carrying out the assignment. Capability is judged on the basis of academic background, experience, and,

as appropriate, knowledge of the local conditions, such as local language, culture, administrative system,

and government organization.

The procedure for selection of Consultants under IC with prior review is stated below.

(i) Prepare TOR

(ii) Cost the TOR and ensure that the estimated cost lies within the threshold for selecting

individual consultants

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(iii) Submit TOR to PT for clearance

(iv) Request and receive “no objection” for TOR from the World Bank

(v) Invite CVs from at least three candidates among those who have expressed interest in the

assignment or have been approached directly by the Agency.

(vi) Based on the CVs, draw up a list of the applicants/candidates who meet the minimum

relevant qualifications identified in the TOR

(vii) Identify the individual best qualified and capable of carrying out the assignment, and

invite him/her to negotiate contract based on the financial proposals. You may resort to

interviews if more than one met the set requirements.

(viii) Negotiate the financial proposals, and draft contract with the selected individual

consultant

(ix) Submit draft contract, minutes of negotiation and interview report, if any, to the PT for

clearance.

(x) If the thresholds require it, seek “no-objection” from the World Bank based on the

Interview Report, minutes of negotiations, if any, and the draft contract

(xi) Award contract

5.7. Publications of Awards and Debriefing

Publication of contract awards of the bidding process and debriefing for all ICB procurements, Direct

Contracting, and the Selection of Consultants for contracts exceeding a value of US$200,000 will be

carried out in accordance with the World Bank’s “Guidelines: Procurement under IBRD Loans and IDA

Credits” dated May 2004 and revised in October 2006 and May 2010. In addition, where prequalification

has taken place, the list of prequalified bidders will be published. With regard to ICB and large value

consulting contracts, publication of contract awards will take place in UN Development Business

(UNDB) online & dgMarket, as soon as the Bank has issued its “no objection” notice to the

recommended award.

All consultants competing for an assignment involving the submission of separate technical and financial

proposals, irrespective of its estimated contract value, will be informed of the result of the technical

evaluation (number of points that each firm received) before the opening of the financial proposals. The

borrower would be required to offer debriefings to unsuccessful bidders and consultants should the firms

request such a debriefing. Publication of results of other procurement activities, including debriefing, will

be in line with standard procedures under the stipulations in the Ghana Public Procurement Law of 2003,

Act 663.

5.8. Dealing With Complaints And Dispute Resolution

Any supplier, contractor or consultant that claims to have suffered, or that may suffer loss or injury due to

a breach of a duty imposed on the procurement entity shall have a right to review and this shall be carried

out in line with provisions in sections 78 to 82 of the Public Procurement Act of Ghana (Act 663 of 2003)

which among other things stipulate that:

1) The complaint shall be submitted in writing to the head of the procurement

entity/board if the procurement contract has not already entered into force and this

should be within the relevant time frames indicated in section 79 of the PPA.

2) A procurement entity/board shall attempt to resolve a complaint by mutual agreement

of the supplier or contractor and the procurement entity.

3) Once the complaint resolution process is set in motion, all procurement proceedings

may be suspended for 7 days if the complaint is

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a) not frivolous;

b) contains a declaration which demonstrates that the supplier, contractor or

consultant will suffer irreparable damage if the suspension is not granted;

c) and is likely to succeed

4) The head of the procurement entity or board, as the case may be, shall within twenty-

one days after the submission of the complaint, issue a written decision.

5) The decision shall

a) state the reasons for the decision;

b) and if the complaint is upheld in whole or in part, indicate the corrective measures

that are to be taken.

6) Where an affected party is not satisfied with a decision made with respect to a

complaint made to a procurement entity or board, the party could resort to the Public

Procurement Authority for redress.

In the publication of the award of contract referred to in paragraph 4.3 above, the relevant implementing

entity shall specify that any bidder/consultant who wishes to ascertain the grounds, on which its

bid/proposal was not selected, should request an explanation from the entity head. The entity head shall

promptly provide in writing an explanation of why such bid/proposal was not selected. If a

bidder/consultant requests a debriefing meeting, the bidder/consultant shall bear all their costs of

attending such a debriefing meeting.

If, after notification of award, a bidder/consultant wishes to ascertain the grounds on which its bid was not

selected, it should address its request to GES. If the bidder/consultant is not satisfied with the explanation

given and wishes to seek a meeting with IDA, it may do so by addressing the Task Team Leader (TTL)

for the project, who will arrange a meeting at the appropriate level and with the relevant staff.

5.9. Mis-Procurement, Fraud, Coercion and Corruption

All procurement entities, as well as bidders and service providers, i.e., suppliers, contractors, and

consultants, must observe the highest standard of ethics during the procurement and execution of

contracts financed under the project in accordance with paragraphs 1.14 and 1.15 of the Procurement

Guidelines and paragraph 1.22 and 1.23 of the World Bank Consultants Guidelines, in addition to the

relevant Articles of the Ghana Public Procurement Act and other national legislation which refers to

corrupt practices. Also, since the project will be funded by a World Bank credit, all implementation

entities shall ensure the integrity of all procurement processes to avoid acts of mis-procurement- which is

term that is used to describes a situation where Goods, Works or Consulting Services, financed by the

Bank are not procured in accordance with the Bank’s guidelines, rules and procedures. Where a

procurement process is fraught with anomalies that with its classification shall attract any of the following

sanctions as the case may apply:

A. Cancellation of the process and calling for re-tendering where the contract has not been awarded

B. Rejection of a proposal for award, if the award of contract was recommended by the Borrower;

and calling for re-tendering

C. Where the contract has already been awarded and payments made to the service provider, such

payments shall be deemed as “ineligible” expenditure warranting the suspension of further

replenishment/releases to the entity in question until such time that the anomaly is rectified and

there is evidential prove that the amount constituting “ineligible” expenditure has been paid

recovered/paid back into the relevant project account.

D. Where an entity persist in indulging in acts of mis-procurement, a decision may be taken to

discontinue further releases to that entity until such time that the situation leading to its

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persistence in acts of mis-procurement, be they capacity shortfalls or systems/institutional

failures, are addressed.

Where an act of mis-procurement bother on fraud or corruption, sanctions, as prescribed in the Public

Procurement Act of 2003 (Act 663) shall be applied.

5.10. Documentation and Filing System

All beneficiary agencies are expected to keep and maintain full records of procurement including minutes

of any evaluations or negotiations, documentation and a competent filing system that delivers a complete

audit trail in their procurement activities. The Bank’s annual post procurement reviews of the project shall

be a combination of both documentary and physical procurement auditing. The records of procurement

activities and associated filing system are expected to facilitate the performance the post procurement

review.

A complete set of records is to be created and maintained for all procurement activities separately from

the planning stage through advertisement/bid notification to bid opening and evaluation to contracting and

contract management, to delivery of the relevant deliverables (goods or services) and final payment.

These records must provide details of procurement processes, procedures and dates and timelines of

completion of key steps. All documents and records are to be preserved and classified in a way that

provides a clear paper trail and ease of access for future reference and procurement audit.

The documents to be filed and maintained include the following:

a) Maintenance of complete records of all procurement processes and contracts for goods and

services.

b) Maintenance of copies of all adverts, e.g. General Procurement Notice (GPN), Specific

Procurement Notice (SPN), local & International adverts, etc.

c) Records on all selection and bidding procurement events shall be kept in a unique file.

d) A file for each approved procurement package in the area goods and services shall be kept.

For Consulting Services (Selection of Consultants)

The file shall contain the following information, as applicable:

Terms of Reference (TOR);

IDA “No Objection” for TOR;

Request for Expression of Interest (REOI);

Expression of Interest (EOI);

EOI Analyses (report) and Short list;

IDA’s “No Objection” on short-list;

Request for Proposal (RFP);

IDA’s “No Objection” for RFP;

Technical Proposal Opening Minutes should include Opening Record, Attendance Records,

etc.

Technical Evaluation Report;

“No Objection” from the World Bank on Technical Evaluation Report;

Record of Opening of Financial proposals;

Final Combined Technical & Financial Evaluation Report

Minutes of Negotiations and draft negotiated contract;

“No Objection” from IDA for the Minutes of Negotiation and draft negotiated contract;

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Contract award letter;

Signed Contract;

Bank Advance Payment Guarantee;

Publication of the contract award information;

Inception reports;

Draft Report;

Final reports;

Acceptance letter;

Copies of all payment vouchers.

For Bidding for Goods, Works & Non-Consulting Services

The file shall contain the following information, as applicable:

a) Prequalification documentation (where applicable);

b) IDA “No Objection” for Prequalification documentation;

c) Bidding Documents and clarification/amendments, if any;

d) IDA “No Objection” to Bidding Documents and amendments;

e) Specific Procurement Notice (Invitation for Bids);

f) Details of those who purchased the bidding documents;

g) Records of pre-bid meetings, if conducted;

h) Bid opening minutes;

i) Bid evaluation report, including summary of recommended bids;

j) IDA’s “No Objection “ to Bid Evaluation Report;

k) Contract award letter;

l) Signed Contract;

m) Publication of the contract award information;

n) Performance security;

o) Advance Payment Bank Guarantee;

p) Certificate of Provisional Inspection and Handing Over;

q) Copies of Contractors certificates and payment vouchers;

r) Contract completion certificate;

s) Complains.

5.11. Procurement Reports

Each beneficiary agency will be required to submit Quarterly Procurement Report to the Project

Management Unit (PMU). These reports will be compiled by the PMU for the preparation of the

Quarterly Project Management Report (PMR). The procurement reports will be submitted in a tabular

format providing the following information:

i. Activity number (the same as that in the Approved Work Plan and Budget);

ii. Description of Activity;

iii. Rationale (the output to which the activity is contributing);

iv. Performance Indicator (original for Activity);

v. Revised Performance Indicator (if any);

vi. Status of Implementation

5.12. Contract Management

Under contract management, for each contract the different procurement methods of consultant selection

methods agreed upon in the Procurement Plan will be adhered to. For consulting services, the Beneficiary

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agency has to ensure that the recruited consultant responds to the reporting and time schedules and

submits quality reports in a timely manner. To avoid delays, the Beneficiary agency should also submit

their inputs and/ or comments on consultant’s draft reports and also effect payments in a timely manner.

For goods to be supplied under contract, inspection is very difficult, especially when it involves

procurement of large numbers of items procured internationally. Inspection in this case has to done if

possible prior to shipment or practically with a pre-shipment agent. Thus Government appointed

inspection agents at the ports will be employed to undertake inspection at the ports of entry. The

purchaser shall also have to conduct a final inspection for acceptance purposes at the place of final

destination. Under contracts for supply of office equipment etc under the Project, it will be necessary to

have clear performance and warranty clauses in the contract and an effective system of inspection at

arrival. Payment for imported goods is usually made through a letter of credit on shipment, with the

balance due upon delivery and acceptance of the goods or items to the final destination. There is usually a

penalty for late delivery. It is therefore important to have a good system of follow up on the performance

of each supplier so that penalties can be imposed if necessary.

Contract administration for civil works and installations usually entails the employment of an independent

engineering firm to supervise the works to be carried out by the successful contractor. The supervision

staff, inspectors and engineers must ensure that all critical stages of the works are properly executed in

accordance with the technical specifications. Their work shall include verification and certification of

invoices and payments, in addition to all required reporting. Coordination meetings shall have to be

organized regularly to review progress of the consultant’s performance with the participation of all

stakeholders.

Furthermore, there will be the need to seek Government of Ghana waiver from the payment of customs

fees and taxes for specified items.

In all cases, the Project Coordinator at the Ministry of Education will ensure that beneficiary agencies

give the IDA and other financing donor agencies the opportunity to comment on draft/ final reports.

5.12.1. Contract Management and Expenditure Reports

As part of the Procurement Management Report (PMR), MOE will submit contract management and

expenditure information in quarterly reports to IDA. The procurement management report will consist of

information on procurement of goods, works and consultants’ services and compliance with agreed

procurement methods. The report will compare procurement performance against the plan agreed at

negotiation and as appropriately update at the end of each quarter. The report will also provide

information on complaints by bidders, unsatisfactory performance by contractors and suppliers, and any

information on contractual disputes. The format for the PMR, once developed, will be appended to this

PIM.

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6. Environmental and Social Issues

6.1. Environment and Social Safeguards

Grants to districts and schools might involve minor rehabilitation of existing buildings or construction of

new buildings on existing sites- work that will be guided by the Environment and Social Management

Framework. Bank policy OP/BP 4.01 is the only safeguard policy triggered by the GPEG in light of

environmental risks from such potential rehabilitation and minor works. The GPEG will not finance

projects that require involuntary land acquisition nor will it deprive people of access to their usual means

of livelihood.

No significant adverse environmental or social impacts are anticipated. To ensure proper assessment and

mitigation of the potential adverse environmental and social impacts of activities under the grants, the

Environmental and Social Management Framework (ESMF) will guide GES on how to address any

environmental and social impacts of project investments.

The ESMF for the project has been developed and disclosed prior to appraisal. There were stakeholder

consultations also held on the ESMF and issues raised have been included in the ESMF document. The

Project Implementation Manual with sections on District Grants and School Grants also includes a

negative list of items that may not be funded, especially those items that would cause environmental

issues and/or trigger additional safeguards.

Steps towards addressing identified impacts

Where environmental impacts are identified, the project will undertake the environmental screening as

required, identify the different categories of impacts- minor, moderate or high and spell out the needed

mitigation measures and implementation strategy. Clear roles and responsibilities should also be outlined

regarding implementation arrangements. The project will also consult the appropriate national agency- the

EPA for guidance and also inform the Bank on actions planned to mitigate such impacts. These actions or

management plans will require reviews, clearance and disclosure prior to implementation. The ESMF

should serve as a reference material.

6.2. Monitoring, Supervision and Reporting

GES will restrict its activities to the school/district compounds and will not go ahead with any project

under the grant where the land is under litigation. GES will limit its activities to school lands earmark by

the community for development and a strict safeguard would be conducted (see Table 6.1: safeguards

checklist 1 for minor construction and rehabilitation). Details of other safeguard measures are contained

in the ESMF document.

Close monitoring by the GES will ensure that activities comply with ESMF. The MOE’s capacity is

strong as the MOE is familiar with World Bank safeguards policies and their requirements. The Ministry

This section describes the safeguard framework, including various guidelines, policies and procedures that need to

be adhered to under the GPEG project. Though no significant adverse environmental or social impacts are

anticipated, nonetheless, it is expected that all implementers at all levels will familiarize themselves with the recent

version of the ESMF of the project.

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of Education has just completed the implementation of an IDA project for the Education Sector which

was guided by the original ESMF. The Environmental Protection Agency (EPA) of Ghana also has much

competency working in close collaboration with the World Bank and can check on compliance issues. In

addition to normal World Bank support on safeguards, the MOE should be able to fully comply with

safeguards policies triggered whilst ensuring due diligence for safeguards in general.

A social assessment was conducted to contribute to the understanding of the social feasibility of the

project´s interventions by focusing on how its design meets the interests, values and expectations of the

groups that it intends to benefit. This includes an assessment of MOE policies and strategies which

address: (a) distribution of wealth across the states and the impact of poverty on access to education; (b)

households’ conflicting demands on limited resources; (c) social and cultural activities impacting on

access to social services, and the strategies included to incorporate traditional rights and entitlements; (d)

levels and types of participation of women, economically marginalised and minority groups in and their

roles in education; and (e) improving the equitable supply and demand for educational services.

The project will adopt a three-pronged approach to promoting and addressing social inclusion by

including:

- a vigorous outreach and communication programme as well as supervision by the district

education team, School Management Committees and Parent-Teacher Associations to ensure that

a broad range of actors throughout the project target areas will be familiar with the goals and

objectives of the project;

- targeting of resources to deprived districts with guidelines for interventions focused on

increasing access and equity (e.g., complementary basic education for out–of-school children,

girls’ education packages including scholarships, inclusive education activities); and

- attention to monitoring participation of beneficiaries by gender.

6.3. Social Impact of GPEG Project

The negative social impacts of the GPEG are expected to be minor as the project will not finance any sub-

projects resulting in the involuntary acquisition of land, loss of physical and economic assets, and/or loss

of livelihoods. Overall, the proposed project is expected to have a positive social impact. The promotion

of improved education in disadvantaged areas, girls’ education, inclusive education all contribute to

poverty reduction.

The Bank team will regularly include environmental and social development specialists located in the

Ghana country office during implementation support missions to supervise the implementation of the

ESMF.

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Table 6.1: SAFEGUARDS: format for construction and rehabilitation site checklist (Checklist 1)

General Information Name of Project

Name of site for office rehabilitation/construction

Name of engineer/technical officer

Person(s) who conducted the studies

Date of Site Study Completed

The date on which the on site studies were

completed

Information Source

Name and contact of person(s) interviewed/met

Proposed Output

Office rehabilitation or new office construction

Yes No Unknown Remark/Recommen

ded Action 1. Adequacy of space for construction 2. Adequacy of access to the construction 1. Adequacy of space to build/expand the building space in the future 2. Freeness from squatters or titling conflict with local residents

3. Potential interruption or limitation of access to dwelling or

business on the site

4. Potential impact to high architectural or cultural value on the site or

within the immediate vicinity

5. Potential deterioration of property value in the immediate vicinity. 6. Interruption or limitation of access to sidewalks, power and

telephone lines, water and sewerage, sanitation system, and other

environmental services

7. Encroachment/reduction of gardens or green areas. 8. Land used is Public/Government Owned* 9. Resettlement of families or business due to land use for

construction

10. Flood on the site in the wet season (write down how deep and how

long it usually floods on the site)

Others (describe)

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7. Project Management and Institutional Strengthening

7.1. Project Management

Introduction This component will provide the necessary resources for improved management, monitoring and evaluation

of GPEG activities at the central, regional, district and school levels. The objective of this component is to

strengthen government systems for the implementation and supervision of decentralized education services in

the deprived districts.

Significant technical assistance to the Ghana Education Service is already being provided through TA

programmes supported by USAID, DFID and JICA. GPEG would complement these activities and where

necessary scale up (e.g., School Report Cards).

A key lesson from previous decentralized programmes/projects is the need for a robust monitoring and

evaluation system that supports both the routine detailed supervision and broader periodic assessments to

improve the knowledge and functioning of the system. Without the data to validate progress, challenges and

deficits, the anecdotal and superficial reporting becomes a burden without much meaning for the beneficiaries

(pupils, communities, educators). The data empowers the implementers at all levels to be more accountable

for their roles and responsibilities and to better allocate limited resources.

To support management of the projects, GPEG will provide funds for:

financial audits

qualitative audits and impact evaluations

technical assistance to support the Ministry of Education, National Inspectorate Board, Regional

Education Offices and District Education Offices to undertake M&E activities and/or carry out

supplemental data collection and analysis necessary to measure implementation performance and impact

of grant activities (e.g., comprehensive surveys, qualitative grant audits, etc.)

technical assistance needed to improve school supervision and delivery of INSET

the incorporation of School Report Cards

EMIS reporting for school improvement planning

support to Colleges of Education for UTDBE implementation

support to TED for monitoring and managing core INSET activities

System for EMIS data sharing

key capacity building activities to coordinate development partner activities

undertake specialized studies and finance key trainings for decentralized financial management,

procurement and M&E

impact assessment

The activities under this component are defined to support GPEG activities and to complement planned and

ongoing government and donor funded activities. In addition, the GPEG will co-finance USAID support as

needed to extend key monitoring tools to deprived districts. For example, sole source procurement method

may be used to continue international technical assistance in School Report Card delivery.

The purpose of project management, monitoring and evaluation is to capture quantitative and qualitative

measures to assess whether the development objectives of the Projects are achieved. The GPEG project consists

of programmes at various levels; therefore to assess project success, a complex set of management tools and

M&E indicators at component/sub-component levels and methodology for aggregation have been developed.

This section provides guidelines for implementers on conducting their M&E activities; explain their link to the

aggregate project level M&E indicators, and the role of GES at the National level. The section also provides all

the templates and various reporting requirement for internal and external users of project information.

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7.2. Overview of Monitoring and Evaluation

The purpose of this section of the manual is to provide guidance and instructions to all stakeholders

responsible for implementing GPEG components and sub-components. A set of reporting templates and

operational guidelines are provided to ensure that all project activities and results are documented in a

consistent, systematic, and comprehensive manner. The Monitoring and Evaluation (M&E) system under the

GPEG project leverages and strengthens Ghana’s well-established Education Management and Information

System (EMIS). Project implementers at all levels (National, Regional, District and Schools) will use

information provided in this section as a management and learning tool to help achieve the Programme

Development Objective (PDO) for the project.

The overall M&E system for the GPEG is a result oriented one that focuses upon:

Monitoring due diligence, focusing on component performance and compliance with the PIM; and the

achievement of development objectives and outcomes.

Participatory M & E, by which districts will track the progress of their sub – projects with respect to the

desired outcomes and results they will have themselves identified.

Progress on the indicators will be shared and communicated through agreed templates and stakeholder

meetings.

Monitoring impact of the components on accountability to provide timely feedback to project

management and staff ensuring that the project adapts to and remains responsive to their needs.

7.3. Roles and Responsibilities for Monitoring and Evaluation

GES HQ and PBME/MoE

Based on inputs received from schools, DEDs, and REDs, GES HQ and PBME/MoE will be responsible for

providing the following consolidated monitoring data: (i) status reports on project implementation by

component, including summary description of activities at the regional, district, and school levels (annually);

(ii) status reports on the use of GPEG funds (annually); and (iii) detailed M&E reports (annually). The main

findings from the M&E reports will be incorporated into the National Education Sector Annual Review

(NESAR) and discussed with district and regional education officers as way to promote improved planning,

monitoring and delivery of basic education services in deprived districts.

In addition, the GES HQ and PBME/MoE will be responsible for the following documents: (i) interim

financial reports (IFRs) for the project covering all the components (biannually); (ii) financial statements and

independent financial audits reports (annually); (iii) a mid-term review report with recommendations and

lessons learned, and (iv) an Implementation Completion and Results Report (ICR) including the project’s

economic, financial, social and environmental impact, no later than six months after project closing.

Significant training and technical assistance will be provided by the GPEG to ensure that project interventions

and activities are properly monitored and evaluated.

Regional Education Directorates (REDs)

The Regional Education Directorates (REDs) will be responsible for routinely monitoring and supervising

school and district grants; providing implementation support and technical assistance to District Education

Directorates (DEDs); consolidating all district Annual Programmes of Work (APW); and submitting an

annual M&E report to GES HQ. The M&E report will be incorporated into the NESAR; inform the

development of the Annual District of Education Operational Plans (ADEOP); and provide strategic guidance

on education planning, budgeting, and policy-making at the national, regional, and district levels of education.

Given the increase in initiatives under the GPEG, other donor and government-supported programmes, RED’s

will play a more strategic role in monitoring, supervision, and data collection under the GPEG.

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The REDs will also be provided with operational funding to support coordination, monitoring, capacity

enhancements and backstopping for weaker districts. Since the REDs will mainly work through Regional

Planning Coordinating Units (RPCUs)—entities staffed with accountants, engineers, monitoring and

evaluation officers, etc.—REDs will be well-positioned to coordinate district plans, harmonize planned

activities, and monitor project implementation. Substantial funding for capacity building in REDs is

envisioned under GPEG to ensure that the REDs are able to carry out these tasks and responsibilities

effectively.

District Education Directorates (DEDs)

The District Education Directorates (DEDs) will: (i) provide strategic guidance in the development of all

district Annual Programmes of Work (APW); (ii) support the implementation of district and school grants;

(iii) collect and submit district and school-level data to the REDs; and (iv) oversee sampled-based surveys to

monitor and evaluate the relative impact of various project activities and interventions. In order to ensure the

efficient and timely implementation of project activities—including proper monitoring and evaluation of

district grants—budget officers, planning officers, accountants, and M&E specialists will be trained in

financial management/reporting, programme management, and data collection/analysis throughout the life of

the GPEG.

GPEG Targeted Schools

School Report Cards (SRCs), standardized sample-based school surveys, and detailed district-level M&E

reports on school grants will provide valuable school-level data to all education stakeholders (e.g., head

teachers, circuit supervisors, school management committees, district, regional, and national education

officers, etc).

SRCs will also form the basis through which strategic interventions are pursued at both the national and sub-

national levels of education. In order to ensure that the collected data is effectively used to inform strategic

decisions, SRCs will be widely disseminated and publicized. Head teachers and circuit supervisors will jointly

be responsible for collecting and submitting SRCs to the DEDs twice a year. At the end of each academic

year, SRCs will be consolidated by the DEDs and REDs and presented as an M&E report to GES HQ. The

main findings and lessons learned will be discussed in regional and national workshops and consequently

reflected in the ADEOP.

7.4. Results Framework and monitoring

The project results framework (see Annex 4) specifies the key indicators required for tracking and assessing

the activities and results of the GPEG. The results framework is broken down into two main sections: (i)

PDO Indicators, which will be used to assess the achievement of this objective, and (ii) Intermediate Results

Indicators, which are each tied to a specific activity or set of activities within one of the project components

or sub-components. Each indicator from the framework is presented in the tables below, with more detailed

guidance on data collection and collation: how often they need to be collected, who is responsible and which

reporting templates are to be used. The full results framework (Annex 4) contains annual targets for each of

the indicators to allow for more informed project monitoring.

PDO Indicators

The PDO for the GPEG is to improve the quality of planning, monitoring, and delivery of basic education

service in deprived districts in Ghana. The four key PDO-level indicators which will be used to assess the

achievement of this objective are detailed in the table below:

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Table 7.1: PDO-level indicators

PDO Indicators How

often?

Data source/

Reporting

Template

Who is responsible for data collection and

collation?

Deprived districts

disbursing 75% or more

of their district education

grants as planned in their

APW

Annual

1. APW

2. APW

execution

DED submit APW and APW execution to

REDs.

REDs collate APWs and submit to HQ.

GES HQ & PBME to collate data and

incorporate results into the NESAR.


deprived districts with up-

to-date School Report

Cards Annual

1. School Report

Cards

2. District level

SRC reports

Schools to fill in SRCs twice per year and

submit to DEDs.

DEDs to input SRC data and submit district

report to GES HQ.

GES HQ and PBME to consolidate data to

national level.

P3 students achieving

proficiency in English and

Math (NEA results for

deprived districts)34

Biennial

National Education

Assessment (NEA) GES HQ (Assessment Unit) overseeing

National Education Assessment in

partnership with USAID.


the project in deprived

districts who obtain

satisfactory rating or

higher in the SBI/CBI

Lesson Observation Sheet

for (a) lesson planning (b)

teaching methodology (c)

classroom organization

and management

Annual

Sample survey

using SBI/CBI

Lesson

Observation Sheet

(LOS)35

DED and RED overseeing sample survey on

the SBI/CBI Lesson Observation Sheet

Agency will be recruited as part of GPEG to

undertake the sample surveys based on LOS.


A set of 9 intermediate-level indicators have been identified across the three components of the project and

included in the GPEG Results Framework. Each of these intermediate-level indicators are tied to a specific

activity or set of activities within one of the project components. The achievement of these indicators will be

tracked over time with annual and end-line targets included in the full results framework (see Annex 4). For

the intermediate-level indicators relating to Component 1 District Grants and Component 2 Schools Grants

are given in chapter 2 and 3 respectively. Guidance on data collection for the indicators for Component 3 is

provided in Table 7.2 below.

34 Baseline figures correspond to the 2011 National Education Assessment (NEA) results for the deprived districts. 35

Sample based survey: an independent firm will be employed to undertake the teacher quality survey. The Terms of

Reference will be developed in due course.

217

Table 7.2: Component 3: Project Management and M&E Indicators

Indicators How

often?


Template

Who is responsible for data collection

and collation?

Schools visited by

Circuit Supervisors at

least two times in a

year

Annual

1. Circuit Supervisors

Visit Reports


template


report on School grants.


reports

Circuit supervisors to submit visit

reports to DED and school report

template.


consolidated report on school grants

using visit reports and district

consolidation report.





REDs submitting

annual M&E reports to

GES HQ & PBME by

incorporating data

from all districts in the

region

Annual


reports

REDs to submit regional consolidation

reports to GES HQ.



Schools in deprived

districts with

completed SPIPs

approved by SMCs

using the revised

template

Annual


template.


report on School grants.


reports

Circuit supervisors to complete school

grant reporting template.


consolidated report on school grants.





Impact Evaluation

The M&E system envisioned under GPEG project, as outlined in the PAD, also specifies the conduct of

impact evaluations in three areas: district grants, school grants and UTDBE. This research will be conducted

by a suitable independent body with the relevant expertise and experience. Terms of Reference for the work

are being developed by GES HQ and PBME/MoE, who will manage the impact evaluations project. The aim

of this research will be to identify the additional impacts of the district grants, school grants and UTDBE

programme on planning, monitoring and delivery of basic education services in deprived districts.

Whilst exact details are being developed and will depend on the winning proposal, it is envisaged the research

will involve data collection at a sample of schools from within the deprived districts, in order to evaluate the

impact of the schools and district grants. A suitable control group will need to be identified and other relevant

influencing factors will need to be controlled for also. Data will be collected at the start of the impact

evaluation contract in order to form a baseline, after which further data will be collected at regular intervals in

order to estimate the change in outcomes and programme implementation including expenditure. For the

impact of UTDBE, it is more difficult to identify a control group so the assessment will compare the quality

of teaching and learning under UTDBE students before and after participating in the course.

It is expected a mix of quantitative and qualitative methods will be used in order to robustly estimate and

attribute the effect of the grants, and to fully understand the context in which the impacts take place.

In addition to ongoing updates and an interim report, the consultant will be expected to provide a final report

218

and outline in their proposal how the findings will be widely disseminated.

Reporting Templates

Each of the reporting templates is included in Annexes 1 to 3 with some brief guidance notes on how the

templates should be filled in, by whom and when. A brief summary is given in the table below.

Table 7.3: Summary of reporting templates Month Templates Who Responsible

Mid - July 1. IFR

2. School Grant Templates (i. School

Level, ii. District Aggregation and

iii. Regional Aggregation)

1. District Directors, District Accountant

and District Internal Audit Unit.

2. Circuit Supervisors, District Directors,

Regional Directors.

Oct/Nov Annual Programmes of Work District Directors, Planning and Budget

Officers.

Compiled at Annual Budget Retreat with

GES HQ staff.

January ALL templates except APW:

APW execution

IFR

School Grant Templates (i. School

Level, ii. District Aggregation and

iii. Regional Aggregation)

Training Report (District and

Regional)

Status Reports

Collected at January Data Collection meeting

with GES HQ.

February School Report Card district reports

for Term 1 (autumn term).

Head Teachers to submit completed

SRCs by end of December to Districts.

Districts to submit district level SRC to

GES HQ by end of February.

219

ANNEXES

220


OPERATIONAL GUIDELINES: ANNUAL PROGRAMME OF WORK (APW)

The Annual Programme of Work (APW) contains details of all activities that districts plan to undertake using

funds from the GPEG District Grant for the coming year.

The APW is filled in by the District Director in consultation with their Planning and Budget Officers during the

annual residential budget retreat with GES HQ Budget Staff in October – November. GES HQ staff will provide

additional guidance and support in finalizing the programmes of work. The APWs will then be submitted to the

Project Steering Committee for approval and then to the World Bank by December of the previous year.

Flow Chart for Submission and Approval of APW

Districts will use their Annual District Education Operation Plans (ADEOPs) and the “GPE Menu of Activities”

(see District Grants chapter) to plan their activities for the District Grants each year. All activities to be supported

by the grant are entered into the APW alongside expected time frames, quantities and the total cost, which should

be based on realistic figures and informed by past expenditures. The codes for each activity also need to be


forwarded to World Bank for Clearance/No

Objection

Deadline

(December)



Committee (PSC)

Deadline

(November)



(October)



Deadline

(October)

221

entered into the template and can be found in the GPE Menu of Activities. Any new activities that are not

included in the Menu of Activities will be given codes by GES HQ budget staff at the retreat. Districts also need

to include a “Justification for activities chosen” which is a short statement on the focus of the district’s activities

for the year i.e. gender disparity, quality of education, KG etc. The district’s focus must be supported by

evidence from their Annual District Performance Reports (ADPRs) and EMIS data.

IMPORTANT NOTE: Only activities included in the approved District Annual Programmes of Work can

be funded by the GPEG district grants. Any activities undertaken that are NOT included in the APWs

will be considered ineligible and will be required to be repaid if funds are used on these ineligible

activities.


All APWs will be reviewed by GES at the residential retreat.

Accepted APWs will be referred to World Bank for clearance/No Objection.


Once APWs are amended by the districts, GES will make a final review before forwarding them to the

World Bank for clearance/No Objection.

222

TEMPLATE 1: ANNUAL PROGRAMME OF WORK (APW)

ANNUAL PROGRAMME OF WORK (APW)



Region:

District:



TOTAL

KEY



G BRIDGE GENDER GAP



223

OPERATIONAL GUIDELINES: ANNUAL PROGRAMME OF WORK (APW) - EXECUTION

AGAINST PLAN

The Annual Programme of Work (Execution) template tracks the actual expenditures and outputs of the planned

activities for the District Grants as captured in the APW. It therefore fulfils a crucial role in monitoring the use

of GPEG funds.

The Annual Programme of Work (Execution) template is to be completed by the District Directors together with

their Budget Officers and the District Accountants at the January data collection meeting between the district and

GES HQ staff. At this meeting GES HQ staff provide each district with their individual APW execution

template, which captures all the activities from the district’s previous year’s APW (“Budgeted Quantity” and

“Budgeted Total Cost”). District Directors need to fill in the additional columns “Actual Quantity” and “Actual

Expenditure” for each activity. This information should be available in the Annual Work Plans for GPE, which

tracks expenditure and actual outputs.

In addition to the APW Execution Template, which focuses on total costs and outputs, GES HQ also require

information on the item costs for each activity in the separate template “Input Costs for GPEG Activities”.

To monitor and verify actual activities undertaken under the APWs, monitoring trips by the RED and an

independent Data Validation firm working with PBME and GES Headquarters will undertake frequent visits

to verify activities in the APWs are implemented by the districts. Other verification measures will include

receipts of payment, waybills and progress reports by the districts on their approved APW.

224

TEMPLATE 2: ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN



Region:

District:



BUDGETED TOTAL COST

ACTUAL QUANTITY

ACTUAL EXPEND.

TOTAL

KEY



G BRIDGE GENDER GAP



225

OPERATIONAL GUIDELINES: INPUT SHEETS FOR GPEG ACTIVITIES

The “Input Sheets for GPEG Activities” captures a detailed breakdown of item costs for each activity included in

the APW in order to enhance transparency.

To ensure transparency and unanimity, the Regional Director will meet the qualifying districts within the region

to come out with a convergent cost for used by all the districts under the program.

The District Director together with their Budget Officer and the District Accountant needs to complete the “Input

Sheets for GPEG Activities” for each activity entered in the APW at the January data collection meeting between

district and GES HQ staff. The template captures a full breakdown of all the input costs for each activity. The

input description and code can be found in the GIFMIS Chart of Accounts, which has been distributed to all

Districts. The number of units needs to be entered for each input, as well as the frequency with which the

activity has taken place over the reporting period (one year). Once the unit costs are entered for the input the

Total Cost can be calculated for each input. The overall total is then calculated and should match the

expenditure for the activity in the Annual Programme of Work – Execution template.

226

TEMPLATE 3: INPUT COSTS FOR GPEG ACTIVITIES

INPUT COSTS FOR GPEG ACTIVITIES (GOODS AND SERVICES)

Please use one sheet per activity

District

Activity Code:

Activity Description:

Level:

Item Code Input description Unit Frequency Unit cost Total cost (Unit x

Frequency x Unit cost)

Overall Total:

227

OPERATIONAL GUIDELINES: INTERIM FINANCIAL REPORT

The Interim Financial Reports (IFRs) are vital in overseeing the proper financial management of the GPEG

funds.

The Interim Financial Reports will be collected on a biannual basis for the periods January – June and July -

December. The District Directors will complete the IFRs in consultation with the District Accountant and an

officer from the district Internal Audit Unit. The IFRs must be submitted to the Regional Education Directorates

no later than 14 days after the end of each 6 month project-period, i.e. in January and July of each year. If

district grant funds are released to districts before January 2013 an IFR will need to completed for the July –

December 2012 period.

Flow Chart for Submission of Interim Financial Reports

IMPORTANT NOTE: without the timely submission of IFRs, the flow of funds to the district may face

significant delays.

The IFR separates out reporting on GPE activities “District Education Grants” from costs incurred in managing

the project itself “Project Management”. For the “District Education Grant” section, District Directors are

required to aggregate expenditure by pillar level: Equitable Access to Education, Quality of Education, Bridge

Gender Gap, Education Management and School Grants. Activities under each pillar can be identified from their

codes that can be found in the Menu of Activities. The first letter of each code indicates the pillar the activity

belongs to: ‘A’ for Equitable Access to Education, ‘Q’ for Quality of Education, ‘G’ for Bridge Gender Gap, ‘M’

for Education Management and ‘S’ for School Grants. In the “Project Management” section District Directors

should enter expenditure for all activities relating to managing the project.

Completed IFRs are submitted to Financial

Controller bi-annually

Regional Education Directorates reviews

IFRs not later than 14 days after receipt

District Directors completes IFRs in

consultation with District Accountant and

District internal Auditor

228

The Districts need to enter the actual releases and expenditure for the period in columns D and E. The values for

“Balance brought forward” (columns A and B) are taken from the “Cumulative summary” from the prior IFR

submission. The “Cumulative summary” for the current IFR (columns H and I) are calculated by summing the

values for releases and expenditure for the “Balance brought forward” and “Actual for the period”. The

variances are then calculated by subtracting the columns as indicated in the template (e.g. “Balance Brought

Forward” variance is A - B). For the first submission, the ‘Balance brought forward’ will be blank and the

‘Cumulative Summary’ and the ‘Actual for the period’ will be identical.

229




DISTRICT NAME:


REPORT PERIOD:

REPORTING DATE:

DISTRICT SUMMARY

PROJECT COMPONENT



RELEASE ACTUAL


ACTUAL EXPENDITURE

VARIANCE BUDGET (AS

PER APW) RELEASE

ACTUAL EXPENDITURE

VARIANCE VARIANCE 2

(A- B) (D - E) (G-I) (H - I)




BRIDGE GENDER GAP


SCHOOL GRANTS

PROJECT MANAGEMENT



AUDIT COST

OPERATING COST

TOTAL

230




results framework.





2012 period.











231



DISTRICT NAME:



REPORTING DATE:

NAME OF THE SCHOOL:



IP S

IGN

ED B

Y

SMC

CH

AIR

MA

N

(Y /

N)

SPIP

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

(Y/N

)

SRC

CO

MP

LETE

D

IN L

AST

6 M

ON

THS

(Y/N

)

SRC

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

(Y/N

)

NU

MB

ER A

ND

TYP

E O

F C

OR

E

SCH

OO

L B

ASE

D

INSE

TS O

FFER

ED

NU

MB

ER O

F G

IRLS

REC

EIV

ING

SCH

OLA

RSH

IPS

(PA

SS P

RO

G.)

NU

MB

ER O

F TI

MES

SCH

OO

L H

AS

BEE

N

VIS

ITED

BY

C.S

.




TAL

NU

MB

ER O

F SP

IPs

SIG

NED

BY

SMC

CH

AIR

MEN

TOTA

L N

UM

BER

OF

SPIP

s

DIS

PLA

YED

ON

NO

TIC

E

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s

CO

MP

LETE

D IN

LA

ST 6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s

DIS

PLA

YED

ON

NO

TIC

E

BO

AR

D

TOTA

L N

UM

BER

AN

D

TYP

E O

F C

OR

E SC

HO

OL

BA

SED

INSE

TS O

FFER

ED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SCH

OLA

RSH

IPS

- P

ASS

PR

OG

.

TOTA

L N

UM

BER

OF

VIS

ITS

TO S

CH

OO

LS B

Y

THE

CIR

CU

IT S

UP

ERV

ISO

R

232
















233





REPORTING DATE:



TAL

NU

MB

ER O

F SC

HO

OLS

IN C

IRC

UIT

TOTA

L A

MO

UN

T R

ECEI

VED

B

Y SC

HO

OLS

IN T

HA

T C

IRC

UIT

AC

TUA

L EX

PEN

DIT

UR

E B

Y SC

HO

OLS

IN T

HA

T C

IRC

UIT

TOTA

L N

UM

BER

OF

SPIP

s SI

GN

ED B

Y SM

C C

HA

IRM

EN

IN T

HA

T C

IRC

UIT

TOTA

L N

UM

BER

OF

SPIP

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s C

OM

PLE

TED

IN L

AST

6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

AN

D T

YPE

OF

CO

RE

SCH

OO

L B

ASE

D

INSE

TS O

FFER

ED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SC

HO

LAR

SHIP

S

- P

ASS

PR

OG

.

TOTA

L N

UM

BER

OF

VIS

ITS

TO S

CH

OO

LS B

Y TH

E C

IRC

UIT

SU

PER

VIS

OR

TOTALS:

234

STATUS REPORTS





V. Summary of Project Development Objectives and Design


VI. Key Factors Affecting Project Implementation







VII. Assessment of Outcomes by Component


VIII. Lessons Learned & Key Recommendations


235









236


TRAINING CONDUCTED

REGION:

DISTRICT NAME:



REPORTING DATE:





UTDBE


INSET (CORE: MATH)


INSET (NON CORE)





TOTAL

237

OPERATIONAL GUIDELINES: REGIONAL CONSOLIDATION TEMPLATES

The Regional Consolidation Templates provide a summary of all district level information captured in the

APW, APW Execution Sheet, the Interim Financial Report, the School Grant Template and the Training

Template for each district at the regional level.

The Region Consolidation Templates needs to be filled in by Regional Directors in consultation with their

Regional Planning Officers, Budget Officers and Accountants. The regions should submit the completed

templates to GES HQ within 14 days of receiving the templates from the districts.

For the Annual Programme of Work, regions are required to list all district activities and calculate the total

cost of the activities for their region. Similarly, for the Annual Programme of Work (Execution), regions

must include all district activities and aggregate only the total actual expenditure at the regional level.

For the Interim Financial Report and Training Template, regions must aggregate all the cells in the district

templates to consolidate the data at the regional level. For example, in the Training Template, regions must

cumulate the beneficiaries of UTDBE from every district to fill in the cell representing the number of

beneficiaries at the regional level.

For the School Grants template, Regional Directors should include the last line of each district template

which represents the district total as a line item in the Regional template. If the number of districts in the

region exceeds the allotted lines in the template, the Regional Director should feel free to use a second sheet

and enter the totals for the region only once, on the last sheet.

Regional Directors should double check that the totals calculated in the district level template are correct and

discuss any inconsistencies with the District Directors.

238

REGIONAL CONSOLIDATION TEMPLATES

ANNUAL PROGRAMME OF WORK (APW) – REGIONAL CONSOLIDATION



Region:



TOTAL

KEY



G BRIDGE GENDER GAP


239

ANNUAL PROGRAMME OF WORK (APW): EXECUTION AGAINST PLAN – REGIONAL CONSOLIDATION



Region:



BUDGETED TOTAL COST

ACTUAL QUANTITY

ACTUAL EXPEND.

TOTAL

KEY



G BRIDGE GENDER GAP


240




REGION:


REPORT PERIOD:

REPORTING DATE:

REGIONAL SUMMARY

PROJECT COMPONENT



RELEASE ACTUAL


ACTUAL EXPENDITURE

VARIANCE BUDGET (AS

PER APW) RELEASE

ACTUAL EXPENDITURE

VARIANCE VARIANCE 2

(A- B) (D - E) (G-I) (H - I)




BRIDGE GENDER GAP


SCHOOL GRANTS

PROJECT MANAGEMENT



AUDIT COST

OPERATING COST

REGIONAL TOTAL

241



REGION:



REPORTING DATE:





UTDBE


INSET (CORE: MATH)


INSET (NON CORE)





TOTAL

242





REPORTING DATE:



L N

UM

BER

OF

SCH

OO

LS

IN D

ISTR

ICT

TOTA

L A

MO

UN

T R

ECEI

VED

BY

SCH

OO

LS IN

TH

AT

DIS

TRIC

T

AC

TUA

L EX

PEN

DIT

UR

E B

Y

SCH

OO

LS IN

TH

AT

DIS

TRIC

T

TOTA

L N

UM

BER

OF

SPIP

s SI

GN

ED B

Y SM

C C

HA

IRM

EN IN

THA

T D

ISTR

ICT

TOTA

L N

UM

BER

OF

SPIP

s D

ISP

LAYE

D O

N N

OTI

CE

BO

AR

D

TOTA

L N

UM

BER

OF

SRC

s C

OM

PLE

TED

IN L

AST

6

MO

NTH

S

TOTA

L N

UM

BER

OF

SRC

s

DIS

PLA

YED

ON

NO

TIC

E B

OA

RD

TOTA

L N

UM

ER A

ND

TYP

E O

F C

OR

E IN

SET

CO

UR

SES

OFF

ERED

TOTA

L N

UM

BER

OF

GIR

LS

REC

EIV

ING

SC

HO

LAR

SHIP

S -

PA

SS P

RO

G.

TOTA

L N

UM

BER

OF

VIS

ITS

TO

SCH

OO

LS B

Y TH

E C

IRC

UIT

SU

PER

VIS

OR

REGIONAL TOTALS:

243

Annex 2. Operational Guidelines and School Report Card





















date of signature.




248

Annex 3. Operational Guidelines Lesson Observation Sheet
















249


251

Annex 4. Results Framework Page 1 of 3

.

Project Development Objective .

PDO Statement

The Project Development Objective is to improve the planning, monitoring and delivery of basic education services in deprived districts in Ghana.

.

Project Development Objective Indicators





Deprived districts

disbursing 75% or more of their district

education grants as



Report of

financial

analysis of APWs

DED provides data to

RED which consolidates

the information and submits a report to GES

HQ & PBME. Inputs are

incorporated into the NESAR.


deprived districts with

up-to-date School

Report Cards

Percentage 0

10% 50% 75% - - 75% Annual

Report of

analysis and

summary of

School Report Cards

School data in SRCs submitted to districts

2X/year. RED

aggregates data into M&E report and submits

copy to GES HQ &

PBME.

P3 pupils achieving

proficiency in English

and Math (NEA results for deprived districts)36

Percentage

P3 English: 12.4%

P3 Math: 9.0%

- -

P3 English: 15%

P3 Math: 11%

Biennial

National

Education Assessment

GES overseeing National

Education Assessment


the project in deprived districts who obtain

satisfactory rating or

higher in the SBI/CBI Lesson Observation

Sheet for (a) lesson


Sample

survey using

SBI/CBI Lesson

Observation

Sheet

DED and RED

overseeing sample survey on the SBI/CBI Lesson

Observation Sheet

36 Baseline figures correspond to the 2011 National Education Assessment (NEA) results for the deprived districts.

252

planning (b) teaching

methodology (c) classroom organization

and management

Direct project

beneficiaries

Number 0 0 0.2 mill. 1.6 mill. - - 1.6 mill. Annual

Report of

analysis of

APW, UTDBE and

INSET

Schools, DEDs, and REDs collect data which

are then consolidated by

GES HQ & PBME.

Female beneficiaries

Percentage 0 0 40% 40% - - 40% Annual

Report of analysis of

APW,

UTDBE and INSET

Schools, DEDs, and

REDs collect data which are then consolidated by

GES HQ & PBME



Indicator Name Core Unit of Measure

Baseline YR1 YR2 YR3 YR4 YR5 End Target Frequency Methodology Data Collection

Component 1: Sub-Grants to Deprived Districts to support key education objectives

Head teachers and Circuit Supervisors in

deprived districts

trained under the

project in the use of

School Report Cards

Number 0 - - 6,930 Annual

Capacity

building and

training

reports

DEDs collect data from training providers, submits



HQ & PBME produce a

national report.


education officers

trained under the project (e.g., financial

management, data

collection and analysis, etc.)

Number 0 - - 500 Annual

Capacity

building and

training reports



consolidation, and the GES HQ & PBME produce a

national report.


the project

(disaggregated by UTDBE and INSET)

Number 0 - -

35,000

UTDBE: 5,000

INSET: 30,000

Annual

Reports of

training providers

Report of

APW, UTDBE and

INSET

reports




national report.

DEDs collating School

Reports Cards from at Percentage 0 30% 50% 70% - - 70% Annual

M&E reports

RED collects information

and submits an M&E report

253

least 70% of schools

within the district

to GES HQ & PBME.

Component 2: School Sub-Grants

Basic schools in

deprived districts participating in all

INSET core courses

supported under the project


INSET

annual report

on capacity building and

training


training providers, submits to REDs for regional


HQ & PBME produce a national report.

Schools that have

received and displayed

the most recent School

Report Card on their

notice board


DED annual

report based

on Circuit

Supervisors

Report

DED collates data from circuit supervisor reports,

submits to REDs for

regional consolidation, and the GES HQ & PBME


Component 3: Project Management and Institutional Strengthening

Schools visited by

Circuit Supervisors at least two times in a year


DED annual report based

on Circuit

Supervisors Report

DED collates data from

circuit supervisor reports,

submits to REDs for regional consolidation, and

the GES HQ & PBME


REDs submitting

annual M&E reports to

GES HQ & PBME by incorporating data from

all districts in the region


Annual M&E reports

GES HQ & PBME

Schools in deprived

districts with completed

SPIPs approved by SMCs using the revised

template

Percentage

0

20% 50% 75% - - 75% Annual

DED annual

report on school grants

DEDs will send report to

REDs for regional


national report.

254

Annex 5. Example of reporting format for academic progress of UTDBE students, to be held by Colleges of Education

Each row will be completed for one student.

S/N

NAME

OF

TEACHE

R GENDER

DATE OF

BIRTH

ACADE

MIC

QUALIFI

CATION STAFF ID

SCHOOL

TEACHIN

G

CLASS

TEACHIN

G CIRCUIT

DATE OF

FIRST

APPOIN

TMENT DISTRICT COLLEGE REGION STATUS

MOBILE

TEL No.

Total

Grand

Total

1 2 3 Total 4 5 6 Total 7 8 9 Total 10 11 12

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

Date(

/…/../..)

1

2

3

ATTENDANCE AT RESIDENTIAL FACE-TO-FACE MEETINGS (CoES)

Year One Year Two Year Three Year Four

SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS SV CL MT

CL.ROOM

OBS

Total CL

MT

Grand Total Field Support-

Year 1 -4

Total SV

Total CL

MT

Total

CL/ROO

M OBS

PERIOD ONE -12/02/12 - PERIOD TWO -12/02/12 - PERIOD THREE -12/02/12 -

Total SV

Total CL

MT

Total

CL/ROO

M OBS

Year Three

Total Field Support- Year

Three Year Four Total Field Support- Year Four

Total

CL/ROO

M OBS


Total SV

Total CL

MT

Total

CL/ROO

M OBS


Total SV

Total

CL/ROO

M OBS

FIELD SUPPORT - PERIODS/INTERVALS BETWEEN RESIDENTIAL FACE-TO-FACE MEETINGS (DISTRICTS/SCHOOLS/CoES PARTNERSHIP OR COLLABORATION)

Year One Total Field Support- Year One Year Two Total Field Support- Year Two


Total SV

Total CL

MT

English

Language

Studies

Principle

s and

Practice

of

Educatio

n

Mathem

atics

(Number

& Basic

Algebra)

Physical

Educatio

n

(Principl

es,

Foundati

ons and

Methods

)

Ghanaian

Language

and

Culture

(Languag

e and &

Lang.

Teaching

)

Religious

and

Moral

Educatio

n (Gen,

Intro &

Meth)

Environm

ental and

Social

Studies

Integrate

d Science

1

Music

and

Dance

(Element

s and

Methods

)

Child and

Adolesce

nt

Develop

ment and

learning

Integrate

d Science

2

Principle

s and

Methods

of

teaching

in Basic

Schools

English

(with

Elements

of

literature

) 1

HIV/AIDS

Mathem

atics 2

(Trigono

metry &

Geometr

y)

Ghanaian

Language

and

Culture 2

(literatur

e &

Culture

Studies)

Educatin

g the

Individua

l with

Special

needs

Environm

ental and

Social

Studies 2

Pre-

Vocation

al Skills

(Art

related)

Methods

of

teaching

English

(Primary

)

Methods

of

Teaching

Primary

School.

Mathem

atics

Trends in

Educatio

n and

School

Manage

ment

Methods

of

Teaching

Environm

ental and

Social

Studies 2

Informati

on and

Commun

ication

Technolo

gy

Methods

of

Teaching

Integrate

d Science

Teaching

Practice

(1)

Statistics

and

Probabili

ty

Methods

of

Teaching

English

(Junior

Secondar

y )

Methods

of

Teaching

JSS

Mathem

atics

Principle

s and

Methods

of Early

Childhoo

d

Teaching

Integrate

d Science

3

Environm

ental and

Social

Studies 3

Further

Algebra

Teaching

Practice

(2)

Introduct

ion to

Guidance

and

Counselli

ng

Date Date Date Date

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Examination results Year 2 Examination Results Year 3 Examination Results Year 4

Average

Year 1

Average

Year 2

Average

Year 3

Average

Year 4

Examination results Year 1

255

Annex 6. Girls PASS Scholarship Programme

a) Eligible districts and provisional quotas for pilot phase of scholarship- based on 2011/12 EMIS data

District JHS schools

Total JHS

Enrol-ment

Female

Total JHS

Enrol-

ment

% girls Basic

Education

Poverty

rate

JHS 1

quota

JHS 2

quota

JHS 3

quota

Total

JHS

Quota

AFRAM PLAINS

(KWAHU NORTH) 42 2201 4100 0.47 0.34 210 186 126 522

ATEBUBU-AMANTIN 26 2055 4246 0.48 0.476 225 199 135 559

BAWKU MUNICIPAL 49 5388 10517 0.47 0.743 659 585 396 1640

BIA 57 3161 5963 0.48 0.254 291 258 175 724

EJURA SEKYIDOMASE 47 2889 5223 0.48 0.313 276 245 166 687

GARU-TAMPANE 36 3718 8364 0.47 0.743 476 422 286 1184

GUSHIEGU 13 798 2196 0.43 0.686 151 134 91 376

JUABOSO 52 3288 5351 0.49 0.254 302 268 182 752

KPANDAI 20 1776 3955 0.47 0.546 214 190 129 533

KRACHI EAST 18 1226 2537 0.46 0.396 119 105 71 295

LAWRA 49 3617 7387 0.49 0.817 478 424 288 1190

NKORANZA NORTH 29 1068 2539 0.48 0.332 80 71 48 199

NKWANTA NORTH 10 1104 2557 0.43 0.455 127 113 77 317

OFFINSO NORTH 22 1683 2759 0.48 0.276 134 119 80 333

SISSALA EAST 42 1870 3140 0.53 0.818 277 246 166 689

35,842 70,834

4,019 3,565 2,416 10,000

256

b) Eligible districts and provisional quotas for full phase of scholarship- based on 2011/12 EMIS data

Region

District

code District

Total JHS

Enrolment

% girls in Basic

Education

Poverty

rate

JHS 1

quota

JHS 2

quota

JHS 3

quota Total JHS Quota

EASTERN 64

AFRAM PLAINS(KWAHU

NORTH) 4100 0.47 0.343 254 231 160 646

ASHANTI 15 AHAFO ANO SOUTH 6021 0.47 0.311 320 291 201 811

WESTERN 138 AMENFI WEST 9152 0.48 0.293 632 574 398 1604

BRONG AHAFO 33 ASUNAFO SOUTH 5418 0.48 0.299 279 253 175 707

BRONG AHAFO 35 ATEBUBU-AMANTIN 4246 0.48 0.476 267 243 168 678

UPPER EAST 105 BAWKU MUNICIPAL 10517 0.47 0.743 773 703 487 1963

UPPER EAST 106 BAWKU WEST 4631 0.49 0.796 364 331 229 925

WESTERN 140 BIA 5963 0.48 0.254 354 322 223 899

NORTHERN 87 BOLE 3242 0.49 0.539 209 190 132 530

UPPER EAST 108 BONGO 7287 0.5 0.783 573 521 361 1454

ASHANTI 151 BOSOME FREHO 3113 0.47 0.269 116 106 73 296

UPPER EAST 109 BUILSA 4956 0.5 0.767 436 396 275 1107

NORTHERN 88 BUNKPURUGU-YUNYOO 6623 0.47 0.584 428 389 270 1087

NORTHERN 89 CENTRAL GONJA 3027 0.46 0.546 201 183 127 511

NORTHERN 171 CHEREPONI 1379 0.47 0.637 134 122 84 340

NORTHERN 90 EAST GONJA 4093 0.47 0.546 247 225 156 628

ASHANTI 25 EJURA SEKYIDOMASE 5223 0.48 0.313 334 304 210 848

UPPER EAST 110 GARU-TAMPANE 8364 0.47 0.743 555 505 350 1410

NORTHERN 92 GUSHIEGU 2196 0.43 0.686 170 154 107 431

UPPER WEST 113 JIRAPA 4321 0.5 0.824 380 346 240 966

WESTERN 143 JUABOSO 5351 0.49 0.254 368 335 232 935

VOLTA 129 KADJEBI 2863 0.47 0.336 156 142 98 397

NORTHERN 93 KARAGA 1719 0.42 0.686 146 133 92 370

UPPER EAST 172

KASSENA-NANKANA

WEST 4930 0.48 0.688 375 341 236 951

UPPER EAST 111 KASSENA-NANKANI EAST 6225 0.49 0.688 501 455 315 1271

BRONG AHAFO 40

KINTAMPO NORTH

MUNICIPAL 4394 0.47 0.45 284 258 179 722

BRONG AHAFO 41 KINTAMPO SOUTH 2773 0.48 0.45 153 139 97 389

257

NORTHERN 170 KPANDAI 3955 0.47 0.546 251 228 158 638

VOLTA 131 KRACHI EAST 2537 0.46 0.396 143 130 90 364

VOLTA 132 KRACHI WEST 5573 0.47 0.396 299 272 188 758

UPPER WEST 173 LAMBUSSIE 2176 0.47 0.824 233 212 147 592

UPPER WEST 114 LAWRA 7387 0.49 0.817 556 505 350 1411

NORTHERN 94 MAMPRUSI EAST 5611 0.46 0.584 384 349 242 974

NORTHERN 95 MAMPRUSI WEST 8331 0.48 0.566 510 463 321 1294

UPPER WEST 115 NADOWLI 5813 0.51 0.851 478 434 301 1212

NORTHERN 96 NANUMBA NORTH 6174 0.45 0.573 352 320 221 893

NORTHERN 97 NANUMBA SOUTH 3309 0.46 0.573 213 193 134 540

BRONG AHAFO 156 NKORANZA NORTH 2539 0.48 0.332 101 92 64 257

VOLTA 176 NKWANTA NORTH 2557 0.43 0.455 150 137 95 382

VOLTA 133 NKWANTA SOUTH 5139 0.46 0.455 286 260 180 726

ASHANTI 152 OFFINSO NORTH 2759 0.48 0.276 167 152 105 424

BRONG AHAFO 43 PRU 5527 0.47 0.476 367 334 231 933

NORTHERN 98 SABOBA 3309 0.48 0.637 236 214 148 598

NORTHERN 99 SAVULUGU NANTON 5050 0.43 0.562 280 255 176 711

NORTHERN 100 SAWLA-TUNA-KALBA 3809 0.47 0.539 229 208 144 580

WESTERN 179 SEFWI AKONTOMBRA 2513 0.47 0.249 120 109 75 304

BRONG AHAFO 44 SENE 3805 0.48 0.535 230 209 145 583

UPPER WEST 116 SISSALA EAST 3140 0.53 0.818 318 289 200 807

UPPER WEST 117 SISSALA WEST 3065 0.49 0.818 275 250 173 698

BRONG AHAFO 46 TAIN 5145 0.48 0.354 300 273 189 763

UPPER EAST 112 TALENSI-NABDAM 6188 0.49 0.673 445 404 280 1129

NORTHERN 102 TOLON-KUMBUNGU 5425 0.44 0.485 288 262 181 731

UPPER WEST 119 WA EAST 2428 0.48 0.79 222 202 140 563

UPPER WEST 120 WA WEST 4771 0.47 0.79 336 306 212 854

NORTHERN 91 WEST GONJA 3841 0.49 0.546 269 244 169 682

NORTHERN 103 YENDI MUNICIPAL 8161 0.45 0.518 438 398 276 1112

NORTHERN 104 ZABZUGU-TATALE 3935 0.46 0.611 240 219 151 610

Total- Full phase of PASS 22,9851 17,724 16,115 11,161 45,000

258

c) Capacity Building element of PASS:

The capacity building element of the PASS program will include the following aspects:

e) Orientation and training

f) Monitoring

g) ICT capacity

h) Administrative costs

Items relating to ICT capacity will be procured centrally, and administrative costs relate to the GEU

Head Office. However the monitoring and training have elements that will be coordinated by districts,

and elements that will be coordinated centrally by GEU Head Office.

Monitoring and evaluating the Girls PASS scholarship program using participatory consultation

techniques to ensure beneficiary voices are heard

Monitoring and evaluating the Girls PASS scholarship program using participatory consultation

techniques will be key to the programme’s success, in order to ensure beneficiary voices are heard

throughout the process. Monitoring of the programme will occur at two levels: district level, led by

District Girls Education Officers, and national level, led by staff at GEU HQ.

Monitoring and evaluation of the program will happen in two stages: monitoring of the distribution of

scholarship packages in October of each year, and monitoring of the performance of and collection of

feedback from beneficiaries in March of each year, timed to ensure all JHS 3 students are present in

schools before exam leave starts.

Monitoring will be carried out at two levels, at the district level and the national level.

At the District Level

A budget has been provided for each district to carry out monitoring of the Girls PASS Scholarship.

School-based facilitators will be in charge of recording distribution and measuring termly performance

and attendance, either on paper, in Excel or by entering it directly into a web-based form.

Data will be passed to DGEOs twice a year- after distribution in September and at the end of the school

year in July. Circuit supervisors may be involved in assisting the collection of paper forms from school-

based facilitators.

DGEOs will then be responsible for ensuring the data is sent to GEU HQ in a consistent format- either

in Excel or by entering it into a web-based form developed by GEU HQ. Laptops and dongles will be

provided to District Girls Education Officers to facilitate the process of monitoring.

The Excel spreadsheet or web-based form will provide a template for data collection in subsequent

years of the programme.

At the National Level

In the pilot year, 8 of the districts participating will be monitored for distribution, and 8 for

performance/attendance by GEU HQ staff. During the full programme, 5 districts will be monitored for

distribution and 5 for performance in 2013/4, 2014/5 and 2015/6, with different districts selected each

year.

As well as monitoring visits, the data collected by school-based facilitators, circuit supervisors and

DGEOs at a local level will be collated by GEU Head Office.

Reports on the effectiveness of implementation will be compiled and presented to DFID through the

Director-General, Ghana Education Service.

259

Evaluation of impact of the program will include an assessment of learning achievement levels,

retention and completion rates of scholarship beneficiaries. An independent impact evaluation of the

PASS program will be conducted by an external organisation commissioned by DFID from year 2

(2014/5) of the PASS programme.

During the first “pilot” year the activity will be monitored intensively to determine: the speed of

procurement and distribution of packages to girls; the cost of the package; the modality of selection of

girls at school level; the modality of selection at district level. The answers to these questions will

assist rollout to all deprived districts in the second year.

Sensitisation & training of school and community stakeholders to ensure that adults within the

PASS learning environment understand and support the program and develop gender sensitivity.

National level orientation and training

As part of the preparation for the Girls PASS scholarship, each district in the pilot phase will attend a

one-day orientation about the programme. This will build on the GPEG training, which included a short

section about the Girls PASS scholarship and how it links to the GPEG activity. A total of 5 officers

from each district will be invited to attend the orientation, including the District Director of Education,

the District Girls Education Officer, the District Budget Officer, the District Planning Officer and the

District Procurement Officer. Regional Girls Education Officers will also be invited to attend the

training, which will be facilitated by GES Headquarters staff.

The one-day orientation will be followed for the District Girls Education Officers and Planning Officers

by a two-day in-depth capacity building training. One day of this training will focus on monitoring and

evaluation, equipping the officers with the necessary ICT skills to fulfill the reporting requirements of

the Girls PASS programme in their district. Planning Officers will also attend this day of training in

order to provide support to the District Girls Education Officers, and one day will focus on training of

school-based facilitators and sensitisation work in their communities. District Girls Education Officers

will be provided with manuals for school-based facilitators in their districts.

District level community sensitisation and training of school-based facilitators

In addition to training for DGEOs and RGEOs, an important aspect of the programme involves

community sensitisation to support the aims of PASS, to encourage girls to enrol in, remain in,

complete and perform to their potential in JHS education. This will ensure that adults within the PASS

learning environment understand and support the programme and develop gender sensitivity.

To achieve this, a budget will be given to DGEOs to organise durbars in their community to raise the

profile of the scholarship scheme and convince adults in the community of the importance of girl-child

education. A budget for promotional materials to promote the scholarship has been allocated-

promotional materials will be coordinated and procured by the GEU Head Office and distributed by

DGEOs at the district level. Each district will be provided with booklets outlining the scholarship

programme for all eligible girls in the district, and training manuals to equip school-based facilitators

with the information necessary to facilitate the programme at a school level.

Part of the budget at a district level should also be used for training school-based facilitators in schools

participating in the scholarship, to equip them with the skills necessary to facilitate the programme. This

should be organised by District Girls Education Officers.

Annual reviews

In order to facilitate best practice sharing and learning after each full year of the scholarship

programme, a review meeting will be held during each long vacation to discuss experiences of the Girls

260

PASS Scholarship, share learning and develop ways to improve the programme. These review meetings

will be separate from the GPEG review meetings in January and July each year, to give an opportunity

to review the PASS programme in depth.

The review meetings will last one day. All pilot districts will meet in one location in 2014, whilst during

the full phase the review meeting will be a one-day session split into two locations, to accommodate all

57 districts. District Girls Education Officers plus one additional District Education Officer will be

invited to attend from each participating district.

The annual review meeting will be held in May during the pilot year, to allow time for refinements to

the project management processes.

Training for District Education Officers on gender sensitive planning, target setting and

budgeting and gender friendly school standards

As part of the capacity building element of the Girls PASS Scholarship, District Girls Education

Officers, Budget Officers and Planning Officers from participating districts will be invited to a two-day

training session on gender sensitive planning, target setting and budgeting and gender friendly school

standards. This training will be split into two locations, and will be facilitated by GEU Head Office

staff. The training will be held in August 2014.

Materials for training and promoting the Girls PASS Scholarship in communities

In order to reduce the time and set up cost requirements of GEU Head Office will organise the design,

printing and distribution of materials relating to the Girls PASS Scholarship for use at the district level.

This will include information sheets for eligible students in selection years, posters for schools and

communities to advertise the scholarship programme, booklets for recipients to inform them about the

programme. It will also include training manuals for school-based facilitators in schools operating the

Girls PASS Scholarship, as well as training manuals provided at Orientation for the District Education

Officers.

In total a budget of GH₵ 433,350 has been provided for the production and distribution of these

materials.

d) Bicycles and solar lamps

Bicycles

After the pilot phase of the scholarship is complete, bicycles will be available for 3,500 (approximately

5% of) scholarship recipients to address issues of distance to school, to increase access and retention.

A budget of GH¢80 (US$41.60) will be available for purchase of each bicycle. Bicycles will be

provided to selected recipients in year 2 of the scholarship programme.

Selection criteria

Girls to receive bicycles should be selected from amongst those receiving the scholarship who travel at

least 5km to school. Those travelling furthest to school and without viable alternative modes of

transport should be prioritised to receive a bicycle. This information is found on the application form

filled in by each potential beneficiary.

Each school should put forward the names of girls receiving the scholarship in need of bicycles, ranked

in order of greatest distance travelled, to the district to be compiled and finalised by the district

scholarship committee and submitted to the GEU along with the beneficiary lists for the scholarship.

261

Solar lamps

After the pilot phase of the scholarship is complete, solar lamps will be available for 3,500

(approximately 5% of) scholarship recipients to address issues of lack of light and improve the

recipients’ ability to study at home and thereby boost performance.

A budget of GH¢90 (US$46.80) will be available for purchase of each solar lamp. Solar lamps will be

provided to selected recipients in year 2 of the scholarship programme (the first year of the full phase).

Selection criteria

Girls to receive solar lamps should be selected from amongst those with no access to mains electricity at

home. This information is found on the application form filled in by each potential beneficiary.

Each school should put forward the names of girls receiving the scholarship in need of solar lamps,

ranked according to need, to the district to be compiled and finalised by the district scholarship

committee and submitted to the GEU along with the beneficiary lists for the scholarship.

The feasibility of provision of bicycles and solar lamps will be determined after a comprehensive

monitoring and evaluation needs assessment which will be conducted during the pilot phase of the

project. by an independent evaluator in close collaboration with the GEU .

262

e) Provisional GANTT Chart PASS Programme GANTT chart

Activity- Summary

January February March April May June July August SeptemberOctober November December

Planning phase

Funds disbursed

Training

Sensitisation

Selection process

Procurement of package

Distribution

BECE Fees paid

Monitoring- GEU HQ

Reviews

Reporting


Planning phase

Funds disbursed

Training

Sensitisation

Selection process


Distribution

BECE Fees paid

Monitoring- GEU HQ

Reviews

Reporting


Planning phase

Funds disbursed

Training

Sensitisation

Selection process


Distribution

BECE Fees paid

Monitoring- GEU HQ

Reviews

Reporting


Planning phase

Funds disbursed

Training

Sensitisation

Selection process


Distribution

BECE Fees paid

Monitoring- GEU HQ `

Reviews

Reporting


Planning phase

Funds disbursed

Training

Sensitisation

Selection process


Distribution

BECE Fees paid

Monitoring- GEU HQ

Reviews

Reporting

2017

2013

2014

2015

2016

263

f) Application Forms

PASS IN GHANA SCHOLARSHIP PROGRAMME

APPLICATION FORM

BACKGROUND OF BENEFICIARY – (TO BE COMPLETED BY BENEFICIARY)

1. Name of Pupil........................................................................................................

2. Nationality........................................................................ 3. Age .......................

4 Sex ............................................................................... 5. Class .........................

6 School: ..................................................................................................................

7 Town: .................................................................................................. ...................

8 Circuit: ...................................................................................................................

9 District :................................................................................................... ...............

10 Region: ....................................................................................................................

11 Total number of Children: (Father):.................................................................

12 Total number of Children: (Mother)..................................................................

13 Total number of children (guardian) if being sponsored by a guardian: .......

14 Mother’s name: ....................................................... Dead/Alive: ........................

15 Father’s name: ...........................................................Dead/Alive: .......................

16 Guardian’s name if being sponsored by a guardian: .......................................

17 Father’s Occupation (if alive): ............................................................................

18 Mother’s Occupation (if alive): ............................................................................

19 Guardian’s occupation, if being sponsored by any other person than the biological father or mother:

.................................................................................

20 Who pays your costs of education and levies?: ..............................................................

21 Relationship to the one who pays these costs if not biological parents: ....................

22 Who provides your basic needs (food, clothing & shelter) ..............................

23 Relationship to the one who provides for your basic needs if not biological parents:

........................................................................................................................................... .........

24 Health status of mother if alive: ...................................................................................... ...

25 Health status of Father if alive: ..........................................................................................

26 Are parents still married? .................................................................................................. .

27 With whom are you staying? ..............................................................................................

28 Age of mother: .............................................................................................................. .....

Affix a

photograph here

264

29 Age of Father: .............................................................................................................. .......

30 Approximate distance travelled to attend school: ............................................................

31 Current mode of transport for journey to school: .............................................................

32 Access to mains electricity at home Yes/ No

I, ..................................................................................................... ..........., certify that the information, I have given

about myself is the truth.

Signature of Pupil: ..................................................................................................

265

TO BE COMPLETED BY THE HEADTEACHER OF THE CHILD

1. Is the applicant regular at School? YES/NO

2. Is the applicant benefitting from any type of scholarship? YES/NO

If yes, give details…………………………………………………………………………….

3. Are levies paid regularly and on time? YES .................NO....................

4. Health Status of pupil: ..............................................................................

5. Any other comments:

.........................................................................................................................................................

.........................................................................................................................................................

Name of Headteacher: .........................................................................................

Rank: ....................................................................................................................... ...

Signature: ...................................................................... Date: ............ ................

Witness (A Chief,an Assembly Person or a Pastor)

I certify that ............................................................ is personally known to me and the information given

concerning her is correct.

Name: ..............................................................................................................................

Address: .................................................................................................................... ...

Signature: ...................................................................Date: ......................................

Telephone No. ( if any): .............................................................................................

266

School Proposed Beneficiary List (Continue on additional page if necessary)

District:......................................................... Circuit: ................................................. .........

Name of school:.....................................................................................................................

Surname First name Form Selection criteria fulfilled?

Give brief details:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Chair of Scholarship Committee signature:

Head Teacher signature:

267

10.6) Reporting templates SCHOOL LEVEL DISTRIBUTION MONITORING FORM37

District ..................................................................

Circuit:.....................................................................

Junior High School...................................................

Pupils receiving scholarship assistance during term 1 / 2 / 3 , year ........................

No. Name of girl

Sch

oo

l y

ear

Scholarship items

Signature

Ex

erci

se

Bo

ok

s

Pen

s

No

te b

oo

ks

Pen

cils

Ru

ler

Mat

hs

Set

Un

ifo

rms

Sch

oo

l B

ag

San

dal

s

San

itar

y P

ad

Pac

k

Bik

e

So

lar

lam

p

TEXTBOOKS Signature

of Pupil

/Thumbprint of

Parent/ Guardian

En

gli

sh

Mat

hs

/IC

T

Int.

Sci

ence

So

cial

Stu

die

s

1

2

3

4

5

6

7

8

37

Notes:

1. For Pupils of JH1, who do not yet have a signature, allow them to write their name (e.g. "Mariam Amina" - allow pupil to simply write ‘Amina’)

2. Write the full name of the class such as 1A, 1B, 2A, 2B, etc...

3. Mark absences during the month which means that for each mark made, the child has been absent without permission once. To fill this in, the assigned teacher should report

attendance of scholarship recipients to the Headmaster each day.

4. If the scholarship beneficiary has not come to school during this month, please write dropped out.

268

9

10

11

12

13

14

15

Date:.......................... Date....................................................................................................

Chairperson of School Scholarship Committee: .................................................. Headmaster: ..................................................................................................

269

Scholarship Recipient Performance: End of Term School Report38

District ..................................................................

Circuit:.....................................................................

Junior High School................................................... Pupils receiving scholarship assistance during term 1 / 2 / 3 , year ........................

No. Name of girl

Sch

oo

l y

ear

Ab

sen

ce-

no

.

of

da

ys

Ra

nk

ing

in

cla

ss-

Ma

ths

Ra

nk

ing

in

En

gli

sh

lan

gu

ag

e

Ra

nk

ing

in

So

cia

l

Stu

die

s

Ra

nk

ing

in

Inte

gra

ted

Sci

ence

Dro

pp

ed

ou

t?

Signature of pupil

1

2

3

4

5

6

7

8

9

10

Date:.......................... Headmaster’s signature.........................................................................................

38

Notes:

1. Mark absences during the month which means that for each mark made, the child has been absent without permission once. To fill this in, the assigned teacher should report

attendance of scholarship recipients to the Head Teacher each day.

2. If the scholarship beneficiary has not come to school during this month, please write dropped out.

270

Please indicate below the BECE exam results of any scholarship recipients who completed JHS in the last year:

Surname First name Aggregate

BECE

Results

Qualify

for

SHS?

Yes/

No

Destination of JHS leaver:

1) employment

2) SHS

3) Technical or vocational school

4) Apprenticeship

5) Unknown

6) Other- please specify

District Girls Education Officers should compile this data into the provided excel spreadsheet template at the end of

each academic year and email the file to GEU HEAD OFFICE, where data analysis will be carried out.

Date:.......................... Headmaster’s signature.....................................................................................

271

School Budget Request for Scholarship

District...................

Circuit....................

PASS Scholarship Committee of ......................................Junior High School

I confirm receipt of .............. (number) PASS scholarship packages for the following pupils in my school this term:

JHS 1 Students:

Surname First Name Form

JHS 2 Students:


JHS 3 Students:


Details of amount to be funded by district towards exam fees:

A. I request an amount of money.................(in words............................)

in order to pay BECE fees for the students named above in JHS 3 who are recipients of PASS scholarship and are

enrolled in my Junior High School.

Number of BECE

candidates receiving PASS

scholarship

Exam fees per

candidate

Total exam fees due

Signature of Head Teacher: ............................................................

Signature of Scholarship Committee Chair: ............................................................

272

Annex 7. DATA FLOW MAP (THE GPEG PROJECT)

List of Schools

Beneficiary schools List of Districts Deprived districts School Report Cards Schools participating in

INSET District data INSET offered

SRC, LOS, SPIP, SMCs

School data

GES Lesson

Observation Sheet

INSET, UTDBE

participants report

School Report

Cards

Annual programme

of Work (APW)

District level training

Circuit Supervisors

District Directors

Circuit Supervisor report

Circuit Supervisor

DED quarterly report

DED

National level data

Baseline

RED Annual report

Regional

UTDBE trainees

INSET trainees etc.

Annual review

Project Intervention

data

Report of School

grants, beneficiaries

and % of female etc.

273

Annex 8. COMMUNICATION AND SUPERVISION MAP (THE GPEG PROJECT)

Request from Schools and Districts for

GPE grants

Consolidated request

Districts groups

Ministry of Education,

Accra

(NESAR report )

Annual Plan of work for Schools and

Districts (APWs)

District M&E report on project

- Interim financial reports (IFRs biannually) for the

project covering all the components -Financial statements and independent financial

audits reports (annually)

-A mid-term review report with recommendations

and lessons learned

- An Implementation Completion and Results

Report (ICRR) including the project’s economic,

financial, social and environmental impact, no later

than six months after project closing

Districts and M & E

technical advisor

(review and provide

feedback on report

before submitted to

GES project office)

Status reports: regional, district, and school

levels (biannually)

Status reports on the use of GPEG funds by

components (biannually)

Regional Detailed M&E reports

(annually). GES (HQ):

Consolidated

Monitoring data

UNICEF

Other Donors

Schools

274

Annex 9. Contact Details for key resource personnel

LIST OF KEY RESOURCE PERSONNEL, GHANA PARTNERSHIP FOR EDUCATION GRANT

Name Contact Number

HEADQUARTERS

Ag. Deputy Director-General (MS) & Director, Basic Education, (Mr. Stephen Adu)

0244256976

Financial Controller, GES HQ (Mr. Christian Koramoah) 0204343020

Project Coordinator, GPEG (Mr. Fifi Amuah) 0208238457

Director, Teacher Education Division (Mr. Sam Ansah) 0244112802

Deputy Director, Teacher Education Division (Mr.Kwame Asare) 0244376529

ASHANTI REGION

Bosome Freho (Ms. Alice Kyermeh) 0243245084

Ahafo Ano South (Mr. John Oscar Kintoh) 0243209597

Ejura Sekyeredumase (Mr. Thomas Amoako Angoruk) 0249463925

Offinso North (Mr. Francis A. Akumbunu) 0242004352

BRONG AHAFO

Asunafo South (Mr. Kwadwo Hayford Osei) 0542096113

Atebubu Amantin (Mr. Sulemana Jokon) 0242862645

Kintampo North Municipal (Mr. Engelbert P. Sracoo) 0208960992

Kintampo South (Mr. Dan Brinsley Antwi) 0208171078

Nkoranza North (Mr. Appiah Kusi ) 0208190118

Pru (Mr.Joseph Paridana Azisem) 0244988616

Sene (Mr. William Xetor) 0243622084

Tain () 0

EASTERN REGION

Kwahu North (Mr. Gabriel Adu) 0208185892

NORTHERN REGION

Bole (Ms. Leocadia Zakpala) 0243933740

Bunkpurugu/Yunyoo (Mr. J. B. Dakorah) 0244608820

Central Gonja (Ahaji Adam Y.M.B. Ibrahim) 0208163666

Chereponi (Mr. Nelson Ayamba Aboriyia) 0246835175

East Gonja () 0

East Mamprusi () 0

Gushiegu (Alhaji Alhassan Yakubu) 0203172135

Karaga (Ahaji Alhassan Yakubu) 0244817748

Kpandai () 0279239766

Nanumba North (Mr. Patrick John Afulani) 0242876529

Nanumba South (Mr. Paul Konde) 0245106120

275

Saboba (Mr. Philip Yanem Dibabe) 0243653986

Savelugu/Nanton (Mr. J. K. Kumah) 0244829246

Sawla/Tuna/Kalba (Mr. Frank John K. Afiakpui) 0242143505

Tolon Kumbungu (Mr. Issah Siedu) 0244407972

West Gonja (Mr. Charles Akatuka) 0242126609

West Mamprusi (Alhaji Haroon Mohammed) 0243085724

Yendi Municipal (Mr. Ziblim Nantonmah) 0243671182

Zabzugu/Tatale (Mr. Kwesi Akaba Braimah) 0243721688

UPPER EAST REGION

Bawku Municipal (Mr. Benedict Yindol) 0246461954

Bawku West (Mr. Augustine Gogoyire Ayirezang) 0242928374

Bongo (Mr. Francis Agyeere) 0246473978

Builsa (Mr. Bernard A. Akara) 0245497638

Garu/Tempane (Mr. Zumapeh Emmanuel) 0244261357

Kassena/Nankana East (Mr. Severio Kobina Dery) 0243144562

Kassena/Nankana West (Mr. Bugase) 0244130391

Talensi/Nabdam (Mr. Joachim Faara) 0248205219

UPPER WEST REGION

Jirapa (Mr. Martin Bayor M.) 0246160528

Lawra (Mr. Andrew A. Kpan) 0244181230

Lambussie /Karni (Mrs. Leucadia Bieku) 0206815068

Nadowli (Ms. Mary-Grace Bonye) 0208227454

Sissala East (Mr. George Guri) 0208375471

Sissala West (Mr. Valentine Domapielle) 0246987930

Wa East (Mrs. Dominica Dassah) 0207413933

Wa West (Mr. Iddrisu Salifu) 0248528084

VOLTA REGION

Kadjebi (Ag. Mr.Augustus Asah Awuku ) 0261972143

Krachi East (Mr. Dickson Golo) 0244459253

Krachi West (Mr. Bernard Akara) 0243905488

Nkwanta North (Mr. Andy Seke) 0205535953

Nkwanta South (Mr. Lucas Nsekishnim) 0249777270

WESTERN REGION

Bia (Mr. Maxwell Mensah Bonsu) 0207659151

Juaboso (Mr. Philip Bosompim) 0244120781

Sefwi Akontombra (Mr.David Akolwin Agatiba) 0273529629

Wasa Amenfi West (Mr. Joseph Asiedu-Kotwi) 0200372228