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Document ofThe World Bank

Report No. RES22788

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING

OF THE

EDUCATION SECTOR STRATEGY SUPPORT PROJECT

TF013232 – APPROVED ON APRIL 20, 2013TF015143 – APPROVED ON SEPTEMBER 17, 2013

TO THE

REPUBLIC OF NICARAGUA

February 23, 2016Public Disclosure

Education Global PracticeLatin America and the Caribbean Region

This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

ABBREVIATIONS AND ACRONYMS

EU European UnionFY Fiscal YearGDSI General Directorate of School InfrastructureGoN Government of NicaraguaGPE Global Partnership for EducationIDB Inter-American Development BankIRI Intermediate Results IndicatorMINED Ministry of Education (Ministerio de Educación)MTR Mid-Term ReviewPAD Project Appraisal DocumentPDO Project Development ObjectivePMS Planning and Monitoring SystemRFM Results Framework and MonitoringRAAS South Atlantic Autonomous Region (Región Autónoma del Atlántico del Sur)SEAR Education Sub-System for the Autonomous Regions (Sub-Sistema de Educación

Autonómico Regional)SEIDI Integrated Early Childhood Development Monitoring and Evaluation System

(Sistema de Evaluación Integrado del Desarrollo Infantil)TERCE Third Regional Comparative Standardized Student Assessment (Tercer Estudio

Regional Comparativo y Explicativo)UNESCO United Nations Organization for Education, Science and CultureWB World Bank

Regional Vice President: Jorge FamiliarCountry Director:

Senior Global Practice Director:J. Humberto LopezClaudia Maria Costin

Practice Manager/Manager: Reema NayarTask Team Leader: Enrique O. Alasino Massetti

DATA SHEETNicaragua

Education Sector Strategy Support Project (P133557)LATIN AMERICA AND CARIBBEAN

Education

.

Report No: RES22788

.

Basic Information

Project ID: P133557 Lending Instrument: Specific Investment Loan

Regional Vice President: Jorge Familiar Original EA

Category: Partial Assessment (B)

Country Director: J. Humberto Lopez Current EA Category: Partial Assessment (B)

Senior Global Practice Director: Claudia Maria Costin Original

Approval Date: 19-Apr-2013

Practice Manager/Manager: Reema Nayar Current

Closing Date: 31-Aug-2016

Team Leader(s): Enrique O. Alasino Massetti

.

Borrower: Republic of Nicaragua, Ministry of Finance and Public Credit (MHCP)

Responsible Agency: Ministry of Education (MINED).

Restructuring TypeForm Type: Full Restructuring Paper Decision Authority: Country Director ApprovalRestructuring Level:

Level 2

.

Financing ( as of 15-Oct-2015 )Key Dates

Project Ln/Cr/TF Status Approval Date

Signing Date

Effectiveness Date

Original Closing Date

Revised Closing Date

P133557 TF-13232 Effectiv

e20-Apr-2013

20-Apr-2013 02-May-2013 30-Apr-

2016 31-Aug-2016

P13355 TF-15143 Effectiv 17-Sep- 17-Sep- 19-Sep-2013 28-Feb- 28-Feb-2016

7 e 2013 2013 2016

Disbursements (in Millions)

Project Ln/Cr/TF Status Currency Original Revised Cancelled Disburse

dUndisbursed

% Disbursed


e USD 16.70 16.70 0.00 9.37 7.33 56%


e USD 33.39 31.32 0.00 13.59 17.56 44%.

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

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

A. Summary of Proposed ChangesThe main changes to the Project are summarized below:

i) Revision of the Results Framework and Monitoring Matrix: (i) baseline and target values have been revised on the basis of 2013 school year data, updated education data for the 2014 and 2015 school years and updated 2015 demographic projections from 2005 Population Census Data. The original baseline values used 2010 school year data and 2010 demographic projections data, however, the Project only became effective in late 2013; (ii) target values for certain indicators have been adjusted in response to revised baseline values and lower total Project financing available (due to the exchange rate loss); and (iii) the wording and/or description of certain indicators has been revised to align them with international definitions or to better measure Project activities.

ii) Amendment of a legal covenant: The number of fiduciary support personnel to be hired has been modified to ensure consistency with the IDA-funded Second Support to the Education Sector Project (P126357, Credit No. 5036-NI).

iii) Extension of the Project’s closing date: The closing date will be extended by 11 months and 5 days from august 31, 2016 to August 05, 2017 to ensure completion of important civil works for secondary schools, particularly in the context of the eight month delay that took place during the negotiation of the European Union (EU)–World Bank (WB) Administration Agreement.

iv) Revision of the Project Financing Plan: The Financing Plan has been revised to reflect (i) changes in the exchange rate (EUR to USD); and (ii) a smaller increase in counterpart funding from the Government of Nicaragua (GoN) to finance the secondary teacher certification-based training.

v) Revision of the disbursement estimates: Estimates have been revised to reflect Project implementation progress to date and the extension of the Project closing date to August 05, 2017.

vi) Modification of the components and costs: Changes have been made in order to reflect the GoN’s revised strategy for school infrastructure and its implication on Project components and costs, including the type of intervention, number of schools/classrooms, and cost of infrastructure. Some component costs are also being revised in consideration of the loss in exchange rate and elimination or increase of specific expenditures.

vii)Revision of the implementation schedule: Implementation of infrastructure works has been extended until October 2016 under TF013232, and until July 2017 under TF015143.

Change in Implementing Agency Yes [ ] No [ X ]

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

Change in Results Framework Yes [ X ] No [ ]

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

Change of EA category Yes [ ] No [ X ]

Other Changes to Safeguards Yes [ ] No [ X ]

Change in Legal Covenants Yes [ X ] No [ ]

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

Cancellations Proposed Yes [ ] No [ X ]

Change to Financing Plan Yes [ X ] No [ ]

Change in Disbursement Arrangements Yes [ ] No [ X ]

Reallocation between Disbursement Categories Yes [ ] No [ X ]

Change in Disbursement Estimates Yes [ X ] No [ ]

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

Change in Institutional Arrangements Yes [ ] No [ X ]

Change in Financial Management Yes [ ] No [ X ]

Change in Procurement Yes [ ] No [ X ]

Change in Implementation Schedule Yes [ X ] No [ ]

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

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

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

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

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

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

B. Project Status

Project Development Objective (PDO): Progress on the five PDO indicators is summarized below:

PDO indicator 1: Gross enrollment rate for preschool (3-5 years) in selected municipalities. This indicator has shown little improvement, with an increase from 40% in 2013 to just 42% in 2014. The population of 3-5 years increased higher than projected

during the period. (Target 48% in 2016) PDO indicator 2: Gross enrollment rate for lower secondary (grades 7-9) in selected

municipalities. This indicator is on track with an increase from 47% in 2013 to 51% in 2014. (Target 54% in 2016)

PDO indicator 3: Learning conditions improved in preschool. This indicator has already been achieved. All preschool teachers have been trained on the use of the unified curriculum, classroom learning instruments are available in all public preschools, and all public preschools have received a package of learning materials. (Target “Yes” in 2016)

PDO indicator 4: Grade 9 completion rate. This indicator has improved from 52% in 2010 to 58% in 2013. (Target 57% in 2016). The calculation of this indicator was recently modified to be harmonized with international standards1 and on this basis, modestly improved from 64% in 2013 to 70% in 2015.

PDO indicator 5: Percentage of grade 9 students achieving intermediate, advanced or above proficiency levels standardized evaluations for Spanish and Mathematics. This indicator will be measured in 2016 when the results of the national standardized tests are available, however it is unable to be measured at present.

Component 1: Increasing Access and Improving Learning Conditions of Preschool Education. To date, of the initial target of 200 preschool classrooms rehabilitated, 16 have been completed and 16 are underway. All children in public preschools nationwide (247,000) have benefitted from the implementation of a new unified preschool curriculum; about 20% of the preschool in-service teachers (2,480) are enrolled in a certification training process; and all public preschools nationwide (8,136) have received classroom learning instruments and materials. The diagnosis phase of the development of the Integrated Early Childhood Development Monitoring and Evaluation System (SEIDI) has been completed; measuring tools are currently being developed and will be piloted in 2016.

Component 2: Improving Access, Quality and Completion of Lower Secondary Education. To date, out of the 200 basic education schools (also known as core schools2) to be rehabilitated, 22 have been rehabilitated and 7 are under rehabilitation. All lower secondary students attending public schools (around 350,000) have benefited from the provision of 1,300,000 textbooks (sub-component 2.2); 100% of public school secondary teachers (10,600) received 16,300 copies of teaching guides for Mathematics, Literature, Social Science and Natural Science; and 995 (Project intended target is 1,000) lower secondary in-service teachers are receiving pre-service training.

Component 3: Strengthening of the MINED’s Institutional Capacity for Preschool Education. The Preschool Directorate has been provided with basic office equipment to ensure implementation and supervision of Project activities. All educational advisors for preschool education (19) received equipment.

Component 4: Strengthening of the MINED’s Institutional Capacity for Lower Secondary Education. The General Directorate of Secondary Education has been provided with basic office equipment. Two new offices of the General Directorate and General Infrastructure Directorate

1 The revised formula is based on the conventional WB/UNESCO definition of completion rate.2 Core school provides preschool, primary and lower secondary education.

have been created to cover the departments of Boaco and León, and the territory of Zelaya Central.

The GoN has taken a new strategy for rehabilitation of preschools and core schools, which aims at: (i) integrating the two interventions for preschools and core schools; and (ii) ensuring that schools are fully functional after Project intervention. Under this holistic approach, the average number of classrooms to rehabilitate per core school will increase from two to eight and schools should comply with minimum standards including: (1) system of water & sanitation; (2) security; (3) recreational facilities (soccer fields etc); and (4) electricity. The average cost per school will be revised upward to include the costs of additional classrooms, the incremental costs of additional complementary facilities and the increase of the price in materials. The number of intervened schools and new/rehabilitated classrooms will be reduced: from originally 250 core schools (for 500 classrooms) to 75 core schools (for 465 classrooms) and from originally 85 preschools (for 200 classrooms) to 60 preschools for (106 classrooms).

Other operations have been approved that are contributing to classroom rehabilitation/construction nationwide, which are also active in the Project’s selected municipalities. To some extent, these operations will compensate for the reduction of intervened schools for the restructured Project. These operations are: (i) the ongoing preschool construction project funded by the Inter-American Development Bank (IDB); and (ii) the GoN’s contribution to lower secondary school construction under its current Strategy for Rural Secondary Education (Estrategia para Secundaria a Distancia).

The Project closing date was recently extended (on October 20, 2015) by four months from April 30, 2016 to August 31, 2016 to ensure the completion of: (i) civil works in preschools in selected municipalities; and (ii) the development of a monitoring system for the implementation of Early Childhood Development (ECD) policy..

C. Proposed Changes.

Development Objectives/ResultsProject Development ObjectivesOriginal PDOThe objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to improve preschool education learning conditions nationwide; and (b) increase access to lower secondary education in selected municipalities, and improve lower secondary education quality and completion rates nationwide.

Change in Project's Development Objectives

No changes are proposed for the PDO.

Change in Results Framework

The original Results Framework and Monitoring Matrix presented five PDO-level indicators

and 14 Intermediate Results Indicators (IRIs). The proposed revisions to the Matrix include changes to four PDO-level indicators and 12 IRIs, however the total number of indicators would not change.

Given that the baseline has been updated to reflect 2013 data (the year that the Project became effective), the baseline, annual and target values as well as year of reference of most indicators will be revised accordingly. For some indicators, annual and target values will be revised to reflect the expected Project impacts. In line with the extension of the Project closing date to August 5, 2017, the date for achievement of the target value for PDO indicators is being changed to December 31, 2016 as the data for the school year 2017 will not be available before project closure. The previous date for achievement of the target value for PDO indicators was December 31, 2015.

PDO-level indicators

PDO-level indicator 1: Increase in the gross enrollment rate for preschool (3-5 years) in selected municipalities.The wording will be revised for clarity and to take into account that ‘enrollment’ refers to every child enrolled in preschool, not only those who are 3 to 5 years old. In addition, the baseline value will be revised based on 2013 school year data while the target value will be revised downward given the increase in the number of children 3-5 years of age in selected municipalities (according to updated 2015 projections from the 2005 Population Census Data)3. The description will also be revised to reflect these changes.

Revised indicator: Gross enrollment rate for preschool in selected municipalities.

Original description: Number of students enrolled in grades 3-5 of preschool divided by the total population of children of 3-5 years of age based on the 2005 Population Census Data. The indicator will be calculated for all preschools in the 43 selected municipalities.

Revised description: Number of students enrolled in the three levels of preschool in the selected municipalities divided by the total population of children of 3-5 years of age based on projections from the 2005 Population Census Data. The indicator will be calculated for all preschools in the 43 selected municipalities.

Original Baseline value: 41.7% Revised Baseline value: 40% Original Target: 48% Revised Target: 44%

PDO-level indicator 2: Increase in the gross enrollment rate for lower secondary (grades 7-9) in selected municipalities.The wording will be revised for clarity. The baseline value will be revised based on revised 2013 school year data. The target (54%) will not be changed, in consideration of the important increase between 2013 (47%) and 2014 (51%).

Revised indicator: Gross enrollment rate for lower secondary (grades 7-9) in selected

3 Demographic projections are updated on annual basis.

municipalities.

Original Baseline value: 48.6% Revised Baseline value: 47%

PDO-level indicator 4: Increase in the grade 9 completion rate.The wording of the indicator will be revised for clarity and the description will be replaced by the conventional WB/UNESCO definition of completion rate. Baseline, annual and target values will be revised consequently.

Revised indicator: Grade 9 completion rate.

Original description: Number of students enrolled in grade 9 at the end of the school year divided by the total population of children of 14 years age based on the 2005 Population Census Data.

Revised description: The number of new entrants (enrollments minus repeaters) in grade 9, regardless of age, divided by the population at the entrance age for grade 9. This indicator is calculated at the national level.

Considering the new description and the revised baseline value, a new target value has been set in line with past years trends.

Original Baseline value: 52% Revised Baseline value: 64% Original Target: 57% Revised Target: 71%

PDO-level indicator 5: Increase in the percentage of grade 9 students achieving intermediate, advanced or above proficiency level standardized evaluations for Spanish and Mathematics.The wording will be revised for clarity and the description will be revised to clarify that the indicator will measure three levels of achievements (intermediate, advanced and excellent) instead of two (advanced and excellent); the fourth level of achievement (low) would not be measured. Based on available information on national assessment in Grade 9 in 2010, the following changes will be made: (i) for Spanish, the baseline value will be corrected to integrate the revised figures from the GoN; and (ii) for Mathematics, the baseline will be rounded and the target value will be confirmed. With the delays in Project implementation, impact on quality would only be measurable after Project completion. Therefore, conservative target values have been established considering that in-service teacher training and textbook distribution are expected to contribute positively to better student outcomes. However, the increase in completion rate (indicating a greater number of low student performers in the system), would lower student outcomes.

Revised indicator: Percentage of grade 9 students achieving intermediate, advanced and above

proficiency (excellence) level in standardized evaluations for Spanish and Mathematics.

Original description: The next assessment will be carried out in 2015. Baseline is 2010. The baseline is the sum of the two levels (advanced and excellent). Tests conducted on a representative sample at national level.

Revised description: The next assessment will be carried out in 2015. The baseline year is 2010, which is when the last assessment was carried out. The baseline is the sum of three of the four levels established in the scale of the 2010 assessment: intermediate, advanced and excellent. Tests are conducted on a representative sample at the national level.

For MathematicsOriginal Baseline value: 51.2% Revised Baseline value: 51% Original Target (53%) is confirmed

For SpanishOriginal Baseline value: 64.9 % Revised Baseline value: 75% Original Target: 66% Revised Target: 77%

INTERMEDIATE-RESULTS INDICATORS (IRI)

IRI 1: Number of preschool classrooms and complementary facilities improved and equipped in selected municipalities. The wording will be revised to better measure Project activity. Target values will be revised downward because of the increase in the price of materials and the additional costs for complementary facilities and equipment for all preschools under the Project.

Revised indicator: Number of preschool classrooms built/rehabilitated and equipped in selected municipalities

Original target: 200 Revised target: 106

IRI 2: Preschool unified curriculum developed. The description will be revised. Instead of “published in short document,” the one unified preschool curriculum integrating one curriculum framework and the three preschool classroom instruction guides will be “available on the MINED website.” Those documents have already been distributed to all preschools, but they need to be available for the public to make informed decisions on sending children to preschool.

Original description: One curricular framework and three preschool classroom instruction guides would be integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and published in a short document.

Revised description: One curricular framework and three preschool classroom instruction guides would be integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and available on the MINED website

IRI 3: Increase in the percentage of certified preschool teachers (Nation-wide).

The indicator will be modified to register the amount of community educators and preschool teachers that are certified under the Project. This is due to the weaknesses in the availability of information in MINED with regard to the total number of community educators and preschool teachers currently teaching in the classroom around the country. For example, there are currently four separate figures regarding the total number of community educators and / or preschool teachers teaching in the classroom, as reported by the Human Resources Directorate, the Education Statistics Directorate, the Preschool Directorate or the Teacher Training General Directorate. Therefore, it is impossible to rigorously monitor the total number of community educators and/or teachers and whether they are certified or not to provide preschool education. Furthermore, the original goal of the project was to certify 2,700 community educators and preschool teachers. However, due to the increase in the cost of scholarships for those educators and teachers from remote areas of the country (especially in the Caribbean Coast) it is necessary to increase investment per teacher and reduce the target to 2,300.

Revised indicator: Number of certified preschool teachers (Nationwide).

Original description: Total number of preschool teachers is 9,296. Total number of certified preschool teachers in 2011 is 4,096 (44%). Total number of preschool teachers to be certified by the Project is 2,700 (equivalent to 29% of the 9,296 preschool teachers in 2011).

Revised description: The number of preschool teachers that have been certified under the Project.

Original Baseline value: 44% Revised Baseline value: 0 Original Target: 73% Revised Target: 2,300

IRI 4: Number of preschools that receive learning material packages

The target value will be revised according to official updated data on the number of preschools. The description will be revised for a better clarity of the indicator.

Original description: Learning materials included in each package will include small school supplies and toys to be distributed in all preschools nation-wide.

Revised description: Two types of learning material packages will be delivered: i) educational materials, including dominos, puzzles, musical instruments, etc.; and ii) basic material packages, including crayons, watercolors, scissors, etc. Preschools includes public and community preschools.

Original target: 14,000 Revised target: 8,500

IRI 5: System to evaluate early childhood development outcomes in place and operational.This indicator will be modified in order to better reflect the reality of project activities. The project has successfully carried out a full diagnostic assessment on the tools currently used to measure ECD from the Ministry of Health, Ministry of the Family and the Ministry of Education, as well a Conceptual and Methodological Framework for the system. However, the

complexity of the political and institutional situation has made it difficult to move to the implementation stage of a single System that is managed jointly by the three institutions, which assesses all of the dimensions of ECD and to do so during the Project cycle. As a result, MINED has opted to begin the implementation stage for only the aspects related to the assessment of ECD and learning from the perspective of preschool education. This process will allow for the implementation of the system at the national level shortly after the end of the project. The description of the indicator and the target will be modified to reflect this change to the indicator.

Revised indicator: System to evaluate early childhood development outcomes and preschool-age learning outcomes in place and operational.

Original description: A new system will be developed and piloted. The tools developed to measure child development outcomes will be validated on a representative sample of the 43 municipalities.

Revised description: A new system will be developed, and piloted for validation. The tools developed to measure ECD outcomes and preschool-age learning outcomes will be applied to a sample that includes a group from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well as urban areas.

Original target: (i) Evaluation system designed and piloted; (ii) System validation conducted in a sample of the selected municipalities, and results published.

Revised target: (i) System to evaluate early childhood development outcomes in preschool and preschool-age learning outcomes is designed and piloted; (ii) System validation conducted in a sample that includes a group from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well as urban areas, and results published.

IRI 6: Number of core schools (K-9) with facilities improved for lower secondary education.The target value will be revised downward because of: (i) higher costs per school with the change to a more holistic approach; (ii) an increase in the price of materials; and (iii) a loss in the exchange rate of Euros to Dollars.

The description will be revised to clarify that, under the revised strategy, the number of classrooms to rehabilitate was increased to 8 instead of 2 as originally designed. Original description: Interventions to improve a core school facility would comprise: (i) two new and/or rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved sanitation, water supply etc.

Revised description: Interventions to improve a core school facility would comprise: (i) eight new and/or rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved sanitation, water supply etc.


IRI 7: A university-based certification program for lower-secondary teachers implemented.The target value will be revised downward to reflect a more realistic expected number of lower secondary teachers that have graduated from university. Drop outs are higher than originally projected. The description of the indicator will be modified to better reflect the content of the course.

Original Description: Universities will sign a contract with MINED for the implementation of the university-based certification program and the enrollment of secondary school teachers in the three-year program to end in 2014.

Revised Description: Universities will carry out, in coordination with the MINED, a certification program for secondary school teachers that lasts three years and which will grant the certification for “secondary education teacher with superior technical level”.


IRI 8: Number of secondary school teachers who participate in the 20-days in-service teacher upgrading training based on the secondary curriculum.The indicator will be revised to align with the final MINED strategy for in-service training, which is based on 22 days of training with one day per week instead of 20 days as originally designed. The description will be revised because all in-service courses will be implemented in 2016 instead of 2014 and 2015, as originally scheduled. Finally, the target value will be revised downward to 1,600 secondary teachers (instead of 1,640). According to updated school data, there are 1,600 secondary teachers in the four subjects (mathematics, natural sciences, social sciences and languages) in the 43 targeted departments.

Revised indicator: Number of secondary school teachers who participate in the 22-day in-service teacher upgrading training based on the secondary curriculum.

Original description: 10 days of in-service courses would be offered by the eight Teacher Training Institutes - TTIs (Escuelas Normales) in 2014 and 2015.

Revised description: Number of secondary school teachers participating in 22 days of in-service courses.

Original target: 1,640 Revised target: 1,600

IRI 9: Number of secondary textbooks distributed.The target value will be revised because the updated number of students in public lower secondary schools (1.2 million) is higher than estimated (1.1 million). In addition the Project provides also: (i) about 200,000 textbooks in 5 subjects to all students in grades 10 and 11 in public upper secondary schools; (ii) about 100,000 textbooks to students under the Rural Secondary Strategy; and (iii) about 10,000 textbooks in 5 subjects to all teachers in grades 7, 8,

9, 10 and 11 in public secondary schools.

Original target: 1.1 million Revised target: 1.5 million

IRI 11: Personnel from the Directorate of Preschool Education are trained in basic management techniques.The indicator will be revised because of the elimination of the training of personnel from the Directorate of Preschool Education in basic management techniques. Project activities have been focused on strengthening the capacity of the Directorate of Preschool Education in order to: (i) elaborate and develop a unified curriculum and classroom instruction guides; and (ii) implement/supervise Project activities on ECD (preschool teacher training, use of the new tools etc.). The wording and description will be changed consequently.

Revised indicator: Directorate of Preschool Education is equipped for Project implementation and supervision activities.

Revised description: Directorate of Preschool Education receives equipment, including vehicle for supervision of Project activities and computers to develop curriculum and classroom guides.

IRI 12: General Directorate of School Infrastructure (GDSI) offices set up in two departmental education delegations and one territorial division of RAAS.The description will be revised to reflect MINED’s strategy for works control and supervision. Instead of contracting “firms,” as stipulated in the original description, works monitoring and supervision would be contracted to “individual consultants.”

Original description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office will include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision of civil works contracted to firms.

Revised description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office would include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision of civil works contracted to individual consultants.

IRI 14: Direct Project Beneficiaries, of which percent female.The description will be revised because: (i) the indicator should not be limited to “2011,” as stipulated in the original description, but it should be a cumulative number; and (ii) Project beneficiaries are not limited to the 43 selected municipalities, but are nationwide. Baseline, annual and target values will be revised and updated with recent education data.

Original description: Total number of pre primary and secondary school children enrolled in 2011 in the 43 selected municipalities as reported by MINED.

Revised description: Total number of pre-primary and secondary school children enrolled at the time of distribution of textbooks and total number of teachers in pre-primary and lower secondary schools at the time of distribution of teaching materials, as reported by MINED.

Original Baseline: 551,000 Revised baseline: 0Original target: 569,000 Revised target: 585,000

.

Change in Legal Covenants

Explanation:

For both Trust Funds, legal covenants for the Grant Agreement will be revised to align with the IDA-funded Second Support to the Education Sector Project. These two projects are managed by the same permanent team.

For both Trust Funds, there will be the same revision to the legal covenants on Institutional Arrangements (TF-013232 Schedule 2. Section I.A.2 and TF-015143 Schedule 2. Section I.A.2) to include a requirement that all fiduciary positions are appointed within 30 days of the effectiveness of this Restructuring and maintained at all times throughout Project implementation.

Ln/Cr/TF

Finance Agreement Reference

Description of Covenant

Date Due Status Recurre

ntFrequency Action

TF-13232

Finance Agreement: Effectiveness: Article V. Sections 5.01 and 5.02 | Description :The Grant Agreement shall not become effective until evidence satisfactory to the World Bank has been furnished to the World Bank that the execution and delivery of the Grant Agreement on behalf of the Recipient has been duly authorized or ratified by all necessary governmental and corporate action. | Due Date :02-May-2013

Complied with

No Change

TF-13232

Finance Agreement: Institutional Arrangements.

Complied with

No Change

Schedule 2. Section I.A.1 | Description :The Recipient, through MINED, shall maintain at all times during the implementation of the Project, a Project coordinator, with functions and responsibilities acceptable to the World Bank, including, inter alia, the responsibility to coordinate and assist MINED, and MINED’s divisions and education secretariats, in the implementation, administration, monitoring and supervision of the Project. | Frequency :CONTINUOUS

TF-13232

Finance Agreement: Institutional Arrangements. Schedule 2. Section I.A.2 | Description: Not later than 30 days after the Effective Date, appoint and, thereafter, maintain, at all times during Project implementation, competent personnel required for Project implementation, in adequate numbers and with sufficient resources, including, but not limited to, a procurement coordinator, a financial management

Not complied with

Revised

coordinator, a social safeguards coordinator, two senior financial management specialists, three procurement specialists, one social safeguards specialist, four accountants, three procurement analysts, four social safeguards analysts, and six controllers, all with terms of reference, qualifications and experience acceptable to the Association, as further detailed in the Operational Manual. | Frequency :CONTINUOUS

TF-13232

Finance Agreement: Institutional Arrangements. Schedule 2. Section I.B.1 | Description: The Recipient shall carry out the Project, in accordance with the provisions of a manual satisfactory to the World Bank (the Operational Manual). | Frequency :CONTINUOUS

Complied with

No Change

TF-13232

Finance Agreement: Environmental and Social Safeguards. Schedule 2. Section I.E.1 | Description :The Recipient shall: (a) carry out the Project in accordance with the Safeguard Instruments,

Complied with

No Change

including the guidelines, rules and procedures defined in said Safeguard Instruments; and (b) not assign, amend, repeal, waive or fail to enforce any provision in any of the Safeguard Instruments, without the prior written approval of the World Bank. | Frequency :CONTINUOUS

TF-13232

Finance Agreement: Environmental and Social Safeguards. Schedule 2. Section I.E.2 | Description :To this end, the Recipient shall ensure that: (a)

an EMP, consistent with the provision of the EMF, and acceptable to the World Bank have been duly prepared and disclosed prior to the carrying out of any works under Part 1 (a), Part 2(a)(i) and Part 4(c)(iv) of the Project requiring such EMP; and (b) if applicable, a RAP, consistent with the RPF, and acceptable to the World Bank. | Frequency :CONTINUOUS

Complied with

No Change

TF-13232

Finance Agreement: Environmental and Social Safeguards.

Complied with

No Change

Schedule 2. Section I.E.3 | Description: The Recipient, through MINED, shall ensure that the terms of reference for any consultancy in respect to Parts 2(a)(iii) and 4(c)(i) and (ii) of the Project shall be satisfactory to the World Bank following its review thereof and, to that end, such terms of reference shall duly incorporate the requirements of the World Bank Safeguards Policies then in force. | Frequency :CONTINUOUS

TF-13232

Finance Agreement: Procurement. Schedule 2. Section III.E. | Description: A series of Special Provisions for the procurement of goods, works, non-consulting services or consultant’s services will be in effect throughout the lifetime of the Project. | Frequency :CONTINUOUS

Complied with

No Change

TF-15143

Finance Agreement :Effectiveness: Article V. Sections 5.01 and 5.02 | Description :The Grant Agreement shall not become effective until evidence satisfactory to

Complied with

No Change

the World Bank has been furnished to the World Bank that the execution and delivery of the Grant Agreement on behalf of the Recipient has been duly authorized or ratified by all necessary governmental and corporate action. | Due Date :19-Sep-2013

TF-15143

Finance Agreement: Institutional Arrangements. Schedule 2. Section I.A.1 | Description :The Recipient, through MINED, shall maintain at all times during the implementation of the Project, a Project coordinator, with functions and responsibilities acceptable to the World Bank, including, inter alia, the responsibility to coordinate and assist MINED, and MINED’s divisions and education secretariats, in the implementation, administration, monitoring and supervision of the Project. | Frequency :CONTINUOUS

Complied with

No Change

TF-15143

Finance Agreement: Institutional Arrangements. Schedule 2. Section I.A.2 | Description:

Not complied with

Revised

Description: Not later than 30 days after the Effective Date, appoint and, thereafter, maintain, at all times during Project implementation, competent personnel required for Project implementation, in adequate numbers and with sufficient resources, including, but not limited to, a procurement coordinator, a financial management coordinator, a social safeguards coordinator, two senior financial management specialists, three procurement specialists, one social safeguards specialist, four accountants, three procurement analysts, four social safeguards analysts, and six controllers, all with terms of reference, qualifications and experience acceptable to the Association, as further detailed in the Operational Manual. | Frequency :CONTINUOUS

TF-15143

Finance Agreement: Institutional Arrangements. Schedule 2. Section I.B.1 | Description: The Recipient shall carry out the Project, in

Complied with

No Change

accordance with the provisions of a manual satisfactory to the World Bank (the Operational Manual). | Frequency :CONTINUOUS

TF-15143

Finance Agreement: Environmental and Social Safeguards. Schedule 2. Section I.E.1 | Description :The Recipient shall: (a) carry out the Project in accordance with the Safeguard Instruments, including the guidelines, rules and procedures defined in said Safeguard Instruments; and (b) not assign, amend, repeal, waive or fail to enforce any provision in any of the Safeguard Instruments, without the prior written approval of the World Bank. | Frequency :CONTINUOUS

Complied with

No Change

TF-15143

Finance Agreement: Environmental and Social Safeguards. Schedule 2. Section I.E.2 | Description :To this end, the Recipient shall ensure that: (a)

an EMP, consistent with the provision of the EMF, and acceptable to the World Bank have been duly prepared and

Complied with

No Change

disclosed prior to the carrying out of any works under Part 1 (a), Part 2(a)(i) and Part 4(c)(iv) of the Project requiring such EMP; and (b) if applicable, a RAP, consistent with the RPF, and acceptable to the World Bank. | Frequency :CONTINUOUS

TF-15143

Finance Agreement: Environmental and Social Safeguards. Schedule 2. Section I.E.3 | Description: The Recipient, through MINED, shall ensure that the terms of reference for any consultancy in respect to Parts 2(a)(iii) and 4(c)(i) and (ii) of the Project shall be satisfactory to the World Bank following its review thereof and, to that end, such terms of reference shall duly incorporate the requirements of the World Bank Safeguards Policies then in force. | Frequency :CONTINUOUS

Complied with

No Change

TF-15143

Finance Agreement: Procurement. Schedule 2. Section III.E. | Description: A series of Special Provisions for the procurement of

Complied with

No Change

goods, works, non-consulting services or consultant’s services will be in effect throughout the lifetime of the Project. | Frequency :CONTINUOUS

.

FinancingChange in Loan Closing Date(s)

Explanation:A first extension of the Project Closing date under TF013232 by four months to August 31, 2016 took place in October 20, 2015 to allow the completion of the infrastructure processes for preschools. The Project Closing date would be extended by an additional 11 (eleven) months and 5 (five) days from August 31, 2016 to August 05, 2017. The extension of two months of TF013232 aims at mitigating the potential risk of delays in the extension/rehabilitation of four preschools (out of the 57 selected preschools) during the rainy season. The extension of 17 (seventeen) months and 5 (five) days of TF015143 will allow for the completion of the high volume of infrastructure processes in core schools in the selected municipalities. The extension would compensate previous delays in the preparation of the Project and the signing of the Administration Agreement between the World Bank and the EU, which delayed the effectiveness for almost eight months after the signature of the financing agreement between the GoN and the EU.4 There were also delays due to capacity issues during the preparation of the pre-investment studies of the core schools supported by the Project, as well as in infrastructure procurement processes, supervision and payments.The Project is in full compliance with OP/BP 10.00 Investment Project Financing. Under the proposed restructuring, the Project’s objectives will continue to be achievable. The performance of the Implementing Agency is Satisfactory. Neither the Grants in particular, nor the country in general are under suspension of disbursements. The Project is in compliance with the covenants in the grant agreements, including audit and financial management reporting requirements. Finally, there is an action plan in place to complete the Project.Ln/Cr/TF Status Original Closing

DateCurrent Closing Date

Proposed Closing Date

Previous Closing Date(s)

TF-13232

Effective 30-Apr-2016 31-Aug-2016 31-Oct-2016 31-Aug-2016

TF-15143

Effective 28-Feb-2016 28-Feb-2016 05-Aug-2017 28-Feb-2016

Change to Financing Plan

Explanation:

4 For the EU financing, the process comprises three sequences: (i) signing of the Financing Agreement between the EU and the GoN for 32 million Euros for Nicaragua Education. (ii) Signing of the Administration Agreement between the Bank and the EU for Bank administration of 28.78 million Euros out of the total 32 million Euros; and (iii) signing of the Grant Agreement between the Bank and the GoN for a Grant amount of US$33.38 million to be managed and administered by the Bank.

The financing plan will be revised to take into account the decrease in TF015143 (from US$35,000,000 to US$31,322,614 or around 10.5% compared to the original Grant value at time of approval) due to the loss in the Euro to Dollar exchange rate. A cancellation in the amount of USD 2,063,994 is required resulting in a revised amount of USD 31,322,614 with value date of amendment’s signature by the Bank, as per BP 10.0. Revisions to the financing plan will also reflect the GoN’s contribution of approximately US$500,000 towards financing of the pre-service training for secondary education teachers.

Source(s) At Approval Current (from AUS) Proposed

BORR 0.00 0.00 500,000.00

EFAS 16,700,000.00 16,700,000.00 16,700,000.00

MSC1 35,000,000.00 35,000,000.00 31,322,614.00

Total 51,700,000.00 51,700,000.00 48,522,614.00

Disbursement Estimates

Change in Disbursement Estimates

Explanation:

Disbursement estimates will be changed in line with revised total Project costs to reflect actuals for fiscal years (FYs) 2013-2015 and revised estimates for FYs 2016, 2017 and 2018.Fiscal Year Current (USD) Proposed (USD)

2013 800,000.00 3,328,396.00

2014 14,200,000.00 19,926,281.00

2015 20,000,000.00 15,000,000.00

2016 16,700,000.00 6,200,000.00

2017 3,500,000.00

2018 567,937.00

Total 51,700,000.00 48,522,614.00.

ComponentsChange to Components and Cost

Explanation:

A- Changes to components

The changes by component are presented below.

1- Component 1. The number of intervened schools and new/rehabilitated classrooms will be reduced from 200 classrooms across 85 preschools to 106 classrooms across 60 preschools. With regards to SEIDI, alternative resources have been secured to finance the technical assistance for the development of the SEIDI. As such, SEIDI activities supported by the project will be limited to carrying out a pilot of SEIDI measurement tools in preschools within the area of intervention.

2- Component 2. The number of intervened schools and new/rehabilitated classrooms will be reduced from 500 classrooms across 250 core schools to 465 classrooms across 75 core schools. The number of days for the in-service training will be increased from 20 to 22. With respect to the integration of cultural and linguistic aspects of local communities into existing materials, the Project will finance the design of new material for students in grades seven through nine in line with the Curricular Transformation of the Caribbean Coast, as opposed to adapting existing materials.

3- Component 3. The provision of training and professional development to MINED’s preschool education technical specialists has been eliminated, as it was deemed unnecessary by the GoN.

B- Changes to costs

With the revised infrastructure strategy, the cost per school will be revised upward. In addition to the impact of the increase on the price of materials (the majority of the selected schools are in remote areas with high transportation costs), the cost per school is higher because additional works for additional complementary facilities and equipment are included under the new holistic approach. Besides equipment and other facilities, the main reason for the increase in the cost of core schools is the change in number of classrooms to rehabilitate per school, from two to eight classrooms. For preschools, the revised average cost per school is expected to be US$61,609, in comparison to the original estimated cost per school of US$35,000. The revised costs include costs for toilets, security walls/paths, and equipment for water, sanitation and electricity. For core schools, the average cost per school is expected to be US$310,460, in comparison to the originally estimated US$87,032.

There would be also changes in the cost per component.

Components 1 and 3, financed by GPE funds (TF013231): The cost of Component 1 will be revised slightly downward as a result of the decrease in the cost of sub-component 1.5 due to the elimination of the technical assistance for SEIDI’s diagnosis. The total costs of infrastructure under the new strategy and the revised number of classrooms will increase slightly by about two percent. The cost of Component 3 will be revised upward to cover the costs of: (i) additional equipment for the “Direction General de Administración y Finanzas;” and (ii) the contract extension of the technical assistance for Financial Management and Procurement.

Components 2 and 4, financed by EU funds (TF015143): The costs of Component 2 will be revised to reflect: (i) the decrease in the number of teachers receiving training; (ii) the decrease in the cost per textbook from US$3.24 to US$2.20; and (iii) the decrease of the available budget for infrastructure due to the to the loss in the Euro to Dollar exchange rate. The costs of Component 4 will be revised upward in order to integrate the costs of: (i) about 30 additional consultants for the Directorate of Infrastructure for supervision of civil works; and (ii) the implementation of the new computerized education management system.

Finally, the total Project amount has decreased due to changes in the Euro to Dollar exchange rate, which went from US$1.31 per Euro at the time of approval, to US$1.11 per Euro as of

February 4, 2016.

Current Component Name Current Cost (US$M) Proposed Cost (US$M) Action

Increasing Access and Improving Learning Conditions of Preschool Education

15.90 15.85 Revised

Improving Access, Quality and Completion of Lower Secondary Education

33.50 29.82 Revised

Strengthening of the Ministry of Education’s Institutional Capacity for Preschool Education

0.80 0.85 Revised

Strengthening of the Ministry of Education’s Institutional Capacity for Lower Secondary Education

1.50 2.00 Revised

Total: 51.70 48.52 .

Other Change(s)Change in Implementation Schedule

Explanation:

The implementation schedule will be revised for school infrastructure taking into account progress to date, future plans, and the recent institutional re-organization at the MINED.

For the development of SEIDI, under the revised implementation schedule the activities will be completed by the end of September 2016..

Annex 1: Results Framework and Monitoring MatrixNICARAGUA EDUCATION SECTOR STRATEGY SUPPORT PROJECT

Project Development Objective (PDO): The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to improve preschool education learning conditions nationwide; and (b) increase access to lower secondary education in selected municipalities, and improve lower secondary education quality and completion rates nationwide.

PDO-Level Results

Indicators

Continued (C)

Revised (R)

Dropped(D)New(N)

Core Unit of Measure

Baseline2013

Cumulative Target Values

Frequency

Data Source/

Methodology

Responsibility for Data

Collection

Description (indicator definition etc.)2014

Actual2015

Preliminary 2016 2017

PDO Indicator One: Gross enrollment rate for preschool in selected municipalities.

R Percentage 40 42 43 44 44 Annual

Annual Monitoring Report

Department of Statistics

Number of students enrolled in the three levels of preschool in the selected municipalities divided by the total population of children of 3-5 years of age based on the 2005 Population Census Data. Indicator would be calculated for all preschools in the 43 selected municipalities.

PDO Indicator Two: Gross enrollment rate for lower secondary (grades 7-9) in selected municipalities

R Percentage

47 51 53 54 55 Annual Annual Monitoring Report


Number of students enrolled in grades 7-9 of preschool divided by the total population of children 12-14 years of age based on the 2005 Population Census Data. Indicator would be calculated for all

PDO-Level Results

Indicators

Continued (C)

Revised (R)

Dropped


Baseline2013


Frequency

Data Source/

Methodology


Collection


Actual2015


preschools in the 43 selected municipalities.

PDO Indicator Three: Learning conditions improved in preschool.

C Text No No Yes Yes Yes AnnualAnnual

Monitoring Report

Directorate of Preschool, Department of Training and Department of Statistics

Learning conditions would be considered effectively improved if 50% of the preschools nationwide have at least 3 out of the 4 conditions described below: Preschool teachers

trained in the use of the unified curriculum

Revised classroom learning instruments are available in preschools

Preschool teachers are certified

Preschools have received a package of learning materials.

PDO Indicator Four: Grade 9 completion rate.

R Percentage 64 69 70 71 71 Annual

Annual Monitoring Report


Grade 9 completion rate is the number of new entrants (enrollments minus repeaters) in grade 9, regardless of age, divided by the population at the entrance age for grade 9. Indicator calculated at the national level.

PDO Indicator Five: Percentage R Percent

ageMath: 51Languag

Math: -- Langua

Math: --Language: --

Math: 53Languag

Math: 53Language:

Defined by

Evaluation Report

Office of Learning

The next assessment would be carried out in

PDO-Level Results

Indicators

Continued (C)

Revised (R)

Dropped


Baseline2013


Frequency

Data Source/

Methodology


Collection


Actual2015


of grade 9 students achieving intermediate, advanced or above proficiency (excellence) levels standardized evaluations for Spanish and Mathematics.

e: 75 ge: -- e: 77 77 MINED

Evaluations Directorate of Secondary and Department of Statistics

2015. Baseline is 2010 which is when the last assessment was carried out. The baseline is the sum of three of the four levels established in the scale of the 2010 assessment: intermediate, advanced and excellence. Tests are conducted on a representative sample at the national level.

Intermediate Results Indicators

Continued (C)

Revised (R)

Dropped(D)

New(N)


Baseline

2013


Frequency

Data Source/

Methodology

Responsibility for Data Collection

Description (indicator definition

etc.)2014

Actual

2015Prelimina

ry

2016 2017

INTERMEDIATE RESULTS INDICATORS (IRIs)

Component 1: Increasing Access and Improving Learning Conditions of Preschool EducationIRI 1: Number of preschool classrooms built/rehabilitated and equipped in selected municipalities.

R Number 0 10 40 106 106 Annual

Annual Monitori

ng Report

Directorate of Infrastructure

Interventions to improve a preschool classroom would comprise: (i) the construction and/or rehabilitation of classrooms; (ii) complementary


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017facilities including, but not limited to toilets, recreational areas, water/sanitation and security; and (iii) the provision of furniture and equipment.

IRI 2: Preschool unified curriculum developed.

R Text No Yes Yes Yes Yes Once only

Annual Monitori

ng Report

Directorate of

Preschool

One curricular framework and three preschool classroom instruction guides would be integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and available on MINED website.

IRI 3: Number of certified preschool teachers (Nationwide).

R Number 0 0 0 2,300 2,300 Annual

Annual Monitori

ng Report

Directorate of

Preschool

The number of preschool teachers that have been certified under the Project.

IRI 4: Number of preschools that receive learning material packages

R Number 0 8,500 8,500 8,500 8,500 Annual

Annual Monitori

ng Report

Directorate of

Preschool

Two types of learning material packages are delivered: i)


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017educational materials including dominos, puzzles, musical instruments, etc. and ii) basic material packages that include crayons, watercolors, scissors, etc.. Preschools includes public and community schools

IRI 5: System to evaluate early childhood development outcomes and preschool-age learning outcomes in place and operational.

C Number 0 0 1 2 2 Annual

Annual Monitoring ReportEvaluation

Office of Learning Evaluation, Directorate of Preschool and Department of Statistics

A new system will be developed, and piloted for validation. The tools developed to measure child development outcomes and preschool-age learning outcomes will be applied to a sample that includes a group from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well as urban areas.


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017 System to evaluate

early childhood development outcomes and preschool-age learning outcomes is designed and piloted

Number 0 0 1 1 1 Once

only

Annual Monitoring ReportEvaluation

Office of Learning Evaluation, Directorate of Preschool and Department of Statistics

(i) System to evaluate early childhood development outcomes and preschool-age learning outcomes is designed and piloted; (ii) System validation conducted in a sample that includes a group from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as well as urban areas, and results published.

System validation conducted in a representative sample of municipalities nation-wide, and results published.

Number 0 0 0 1 1 Once only

Component 2: Improving Access, Quality and Completion of Lower Secondary EducationIRI 6: Number of core schools (K-9) with facilities improved for lower secondary education.

R Number 0 0 30 60 75 Annual

Annual Monitori

ng Report

Directorate of

Infrastructure

Interventions to improve a core school facility would comprise: (i) eight new and/or rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved sanitation, water supply etc.

IRI 7: A university-based certification program for lower-secondary teachers implemented.

C Text No

946 studen

t-teache

rs enroll

ed

760 student-teachers enrolled

750 studen

t-teache

rs certifi

ed

750 studen

t-teache

rs certifi

ed

Annual

Annual Monitori

ng Report

Directorate of

Secondary

Universities will carry out, in coordination with the MINED, a certification program for secondary school teachers that lasts three years and which will grant the certification for “secondary education teacher with superior technical level”.

IRI 8: Number of secondary school teachers who participate in the 22-day in-service teacher upgrading training based on the secondary curriculum.

R Number 0 0 216 1,600 1,600 Annual

Annual Monitori

ng Report

Directorate of Training

Number of secondary school teachers participating in 22-day in-service courses

IRI 9: Number of secondary textbooks distributed.

R Number 0 0 1.29 million

1.50 millio

n

1.50 millio

n

Annual

Annual Monitori

ng Report

Directorate of

Secondary

Textbooks would be distributed for grades 7 to 11 in five subject matters


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017according to the table 2.5 of the PAD.

IRI 10: Number of teaching guides distributed to secondary school teachers.

C Number 0 0 16,300 16,300 16,300 Annual

Annual Monitori

ng Report

Directorate of

Secondary

Teaching guides would be distributed to all secondary school teachers in five subject matters.

Component 3: Strengthening of the Ministry of Education’s Institutional Capacity for Preschool Education

IRI 11: Directorate of Preschool Education is equipped for Project implementation and supervision activities

R Yes/No No Yes Yes Yes Yes Once only

Annual Monitori

ng Report

Directorate of

Infrastructure

Directorate of Preschool Education receives equipment including vehicle for supervision of Project activities and computers to develop curriculum and classroom guides

Component 4: Strengthening of the Ministry of Education’s Institutional Capacity for Lower Secondary EducationIRI 12: General Directorate of School Infrastructure (GDSI) offices set up in two departmental education delegations and one territorial division of RAAS.

R Number 0 3 3 3 3 Once only

Annual Monitori

ng Report

Directorate of

Infrastructure

Three GDSI offices are to be created in Boaco, León and Zelaya Central. Each office would include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision of civil works contracted to


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017individual consultants.

IRI 13: Development of infrastructure maintenance guides/norms.

C

Yes/No No Yes Yes Yes Yes Once

only

Annual Monitori

ng Report

Directorate of

Infrastructure

The maintenance guide and norms would be developed by the Directorate of Infrastructure. It would comprise a simple booklet for the school communities with a list of recommendations and some awareness materials (poster/flyers for instance). It would be distributed to all new school facilities financed by the Project.

IRI 14: Direct project beneficiaries (of which female)

R Number 0 257,000 585,000 585,00

0585,00

0Annu

al

Annual Monitori

ng Report

Directorate of

Statistics

Total number of pre-primary and secondary school children enrolled at the time of distribution of textbooks and total number of teachers in pre-primary and lower secondary schools at the time of distribution of teaching materials, as reported by MINED.


Continued (C)

Revised (R)

Dropped


Baseline

2013


Frequency

Data Source/

Methodology



etc.)2014

Actual

2015Prelimina

ry

2016

2017

(of which female) Percentage 50 50 50 50 Annu

al

Annual Monitori

ng Report

Directorate of

Statistics

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