MINISTRY OF EDUCATION

Transcription

1 REPUBLIC OF GHANA MINISTRY OF EDUCATION SECONDARY EDUCATION IMPROVEMENT PROJECT (SEIP) PROJECT IMPLEMENTATION MANUAL (September 29, 2014)

2 LIST OF ACRONYMS AESL AESOP AfDB ARIC BECE BER CAGD CAMFED CENDLOS CHASS CQS CSO CSSPS DACF DEO DEOC DFID DLIs DLRs DSSEP ECOWAS EEPs EFA EMIS EOI EPA ESMF ESP ESPR FAA FAR FBS FM FPMU GAS GCR GDP GER GES GESCI GETFUND GEU Architectural and Engineering Services Limited Annual Education Sector Operational Plan African Development Bank Audit Review and Implementation Committee Basic Education Certification Exam Budget Execution Report Controller and Accountant General s Department Campaign for Female Education Centre for National Distance Learning and Open Schooling Conference of Heads of Assisted Secondary Schools Selection Based on Consultants Qualifications Civil Society Organization Computerized School Selection and Placement System District Assemblies Common Fund District Education Office District Education Oversight Committee Department for International Development Disbursement-linked Indicators Disbursement-linked Results Development of Senior Secondary Education Project- Education III Economic Community of West African States Eligible Expenditure Programs Education For All Education Management Information System Expression of Interest Environmental Protection Agency Environmental and Social Management Framework Education Sector Plan Education Sector Performance Report Financial Administration Act Financial Administration Regulation Fixed Budget Selections Financial Management Funds and Procurement Management Unit Ghana Audit Service General Counterfoil Receipt Gross Domestic Product Gross Enrollment Rate Ghana Education Service Global E-Schools and Communities Initiative Ghana Education Trust Fund Girls Education Unit i

3 GIFMIS GLSS GoG GPEG GPN GSGDA GSS IBRD IC ICB ICT ICU IDA IFRs IGF INSET IPSAS IUFR LCS MDG MOE MOF MTEF NCB NCCA NCTE NESAR NIB NITA NTC PBME PIM PPA PSC PTAs QBS QCBS RAP RBF RCC RPF SBD SED SEIP SEU SHS Ghana Integrated and Financial Management Information System Ghana Living Standards Survey Government of Ghana Ghana Partnership for Education General Procurement Notice Ghana Shared Growth and Development Agenda Ghana Statistical Service International Bank for Reconstruction and Development (World Bank) Individual Consultants International Competitive Bidding Information and Communication Technology Infrastructure Coordination Unit International Development Agency Interim Financial Reports Internally Generated Funds In-Service Training International Public Sector Accounting Standards Interim Unaudited Financial Reports Least Cost Selection Millennium Development Goal Ministry of Education Ministry of Finance Medium Term Expenditure Framework National Competitive Bidding National Council for Curriculum and Assessment National Council for Tertiary Education National Education Sector Annual Review National Inspectorate Board National Information Technology Agency National Teaching Council Planning, Budget, Monitoring and Evaluation Project Implementation Manual Public Procurement Authority Project Steering Committee Parent Teachers Associations Quality Based Selection Quality and Cost-Based Selection Resettlement Action Plan Result-Based Financing Regional Coordination Council Resettlement Policy Framework Standard Bidding Document Secondary Education Division Secondary Education Improvement Project Science Education Unit Senior High School ii

4 SPN SPIP SPP SPPP SRIMPR STME STMIE STEP TED TIC TPV UNDB USAID WAEC WASSCE Specific Procurement Notice School Performance Improvement Plan School Performance Partnership School Performance Partnership Plan Statistics, Research, Information Management and Public Relations Science, Technology and Mathematics Education Science, Technology, Mathematics, Innovation Education Skills Toward Employment and Productivity Survey Teacher Education Division Technical Implementation Committee Third Party Verification United Nations Development Business United States Agency for International Development West Africa Examinations Council West Africa Senior Secondary Certificate Examination iii

5 Table of Contents LIST OF ACRONYMS... I LIST OF TABL ES AND FIGURES... IX LIST OF ANNEXES... X 1. INTRODUCTION AND PROJECT SUMMARY NATIONAL CONTEXT MACRO-ECONOMIC CONTEXT EDUCATION SECTOR BACKGROUND JUSTIFICATION FOR THE PROJECT PROJECT DESCRIPTION Project Objectives Key Performance Indicators PROJECT COMPONENTS Component 1: Support to Increase Access with Equity and Quality in Senior High Schools Component 2: Management, Research and Monitoring and Evaluation PROJECT FINANCING RESULTS MATRIX Disbursement Linked Indicators and Results PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS EXECUTING AGENCY THE PROJECT STEERING COMMITTEE THE TECHNICAL IMPLEMENTATION COMMITTEE ROLE OF MINISTRY OF EDUCATION ROLE OF GHANA EDUCATION SERVICE Role of Regional Education Directorate Role of District Education Directorate Role of Beneficiary Senior High Schools IMPLEMENTATION OF COMPONENT 1: SUPPORT TO INCREASE ACCESS WITH EQUITY AND QUALITY IN SENIOR HIGH SCHOOLS CRITERIA FOR THE SELECTION OF DISTRICTS TO RECEIVE 23 NEW HIGH SCHOOLS Ten districts without Public SHS Additional 13 Districts to Benefit from New Senior High Schools CRITERIA FOR SELECTION OF 125 EXISTING SHS TO BENEFIT FROM IMPROVEMENT IN FACILITIES AND QUALITY Criteria for Selecting 50 Existing SHSs for Facilities and Quality Improvement Criteria for Selecting 75 Existing SHSs for Quality Improvement PILLAR 1: INCREASE ACCESS WITH EQUITY SCHOLARSHIP Eligibility for Scholarship Scholarship Selection Process Monitoring by GES, MO E and REO Monitoring by GEU Sustainability PILLAR 2: IMPROVE THE QUALITY OF EDUCATION IN SELECTED LOW PERFORMING SENIOR HIGH SCHOOLS School Performance Partnerships Plan Preparation of SPPP Orientation Training for Beneficiary Schools National Level Science and Mathematics INSET...37 iv

6 3.4.5 Monitoring Review of Quality of Teaching and Learning of Mathematics and Science Technical Infrastructure Activities to improve Teaching and Learning using ICT Schools Project Team The ICT Consortium Monitoring Leadership and Management Training Beneficiaries of the Training Expected Outputs and Outcomes IMPLEMENTATION OF CO MPONENT 2: MANAGEMENT, RESEARCH, MONITORING AND EVALUATION MONITORING AND EVALUATION PERFORMANCE ASSESSMENTS IMPACT EVALUATIONS MANAGEMENT OF MONITORING AND EVALUATION DISBURSEMENT LINKED INDICATORS RESULTS FRAMEWORK INDICATORS BASELINE DIAGNOSTIC ANALYSIS NOTE ON PDO INDICATOR TWO: THE EDUCATIONAL ATTAINMENT INDICATOR ROLES AND RESPONSIBILITIES FOR RESULTS FRAMEWORK INDICATOR UPDATES INDEPENDENT SURVEY FIRMS ONLINE MONITORING TOOL FOR SCHOOL-LEVEL DATA COLLECTION Theme Access Theme quality MONITORING AND SUPERVISION VISITS IMPACT EVALUATION SCHOOL MAPPING AND PROFILE Phase 1 - Website / User-interface Phase 2 SEIP Schools self-reporting Phase 3 SEIP Schools monitoring and verification Phase 4 - Open-Ended Expansion Data Sources, Data Collection and Entry Feedback from ordinary community members How the platform can serve to address issues as they arise Roles and Responsibilities RESEARCH AGENDA FINANCIAL MANAGEMENT PROCEDURES ORGANIZATION AND RESPONSIBILITIES Organization Roles and Responsibilities BUDGETING ARRANGEMENTS FUNDING AND BANKING ARRANGEMENTS Designated Accounts Opening of Bank Accounts Signatories Funds Flow DISBURSEMENT ARRANGEMENTS POLICIES AND REGULATIONS Eligibility for Accessing Funds Conditions Precedent to Initial Receipt of SEIP Funds Schools Obligations of the Schools...72 v

7 5.5.4 Sanctions for non-compliance with Disbursement Policies REQUESTING FUNDS RECEIVING FUNDS Detailed Procedures PREPARATION OF EXPENDITURE WORKPLANS Proposal Workplans Approval of Workplans DISBURSEMENT PROCESSES AT THE SCHOOL LEVEL Preparation of Payment Vouchers Cheque Preparation/Signing Dispersal of Cheques and Supporting Documents Accounting For Advances to Officers ACCOUNTING ARRANGEMENTS Accounting Policies Records and Books Preparation and Submission of Report Financial Reporting and Monitoring Internal Control and Internal Auditing Auditing PROCUREMENT PROCEDURES IMPLEMENTATION ARRANGEMENTS FOR PROCUREMENT Use of National Systems PROCUREMENT ACTIVITIES National Level Pro curement Institution/School Level Procurement STANDARD DOCUMENTS TO BE USED AND SOLICITATION ADVERTISEMENT PROCUREMENT PLANNING SCOPE OF PROCUREMENT UNDER THE PROJECT Procurement of Works Procurement of Goods Procurement of non-consulting services Selection of Consultants Capacity Building and Training Programmes, Conferences and Workshops REVIEW OF PROCUREMENT BY THE BANK PROCUREMENT METHODS AND PROCEDURES PROCESS STEPS AND GUIDELINES FOR DETERMINING COMPLETION TIMESCALES STRENGTHENING PROCUREMENT CAPACITY PROCUREMENT REPORTS CONTRACT MANAGEMENT Contract Management and Expenditure Reports Contract Supervision and Administration Payment for Consultant Services Resolution of Contractual Disputes Contract Amendment ETHICS, CODE OF CONDUCT, PROCUREMENT UNDER THE PROJECT Conflict of Interest Fraud and Corruption INFORMATION EDUCATION AND COMMUNICATION (IEC) TARGET AUDIENCE vi

8 7.2 TYPES OF MESSAGES MEDIA FOR DISSEMINATION SCHOOL MAPPING AND MONITORING WEBSITE IMPLEMENTATION OF COMMUNICATIONS STRATEGY ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK INSTITUTIONAL ARRANGEMENTS, RESPONSIBILITIES AND PROJECT OVERSIGHT CAPACITY BUILDING FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT COST OF IMPLEMENTATION vii

9 LIST OF TABLES AND FIGURES Table 1.1: IDA Project Financing... 7 Table 1.2: Details of SEIP Costs... 8 Table 1.3: Summary of DLIs by Year Table 1.4: Schedule for Disbursements under Component Table 2.1: Entities Responsible for Implementation of the SEIP Table 2.2: Implementation Arrangements Table 3.1: List of 10 districts with no existing public SHS to receive a new SHS under the SEIP 22 Table 3.2: List of 13 Districts for additional new SHS Table 3.3: List of 50 schools to benefit from facilities and quality improvements Table 3.4: List of 75 additional schools selected to benefit from quality improvements Table 3.5 Projected Scholarship Beneficiaries Under SEIP Table 3.6 Disbursement Linked Indicator and Targets Under the Scholarship Scheme Table 3.7 Implementation Schedule for Scholarship Administration Table 3.8 Process for SPPP Preparation and Submission Table 3.9 Participants for Beneficiary Schools Orientation Table 3.10 Recommendations of the Committee on Reforming Science and Mathematics Education in Pre-Tertiary Schools Table 3.11 ICT Activities to Improve Teaching and Learning Table 3.12 Schedule of Activities under Leadership and Management Training Table 4.1 Data sources for independent verification of Disbursement Linked Results Table 4.2 Flexibility in meeting DLIs 2, 3 and Table 4.3 Results Framework Indicators, timelines and responsibility for updates Table 4.4 Indicators to be collected by the civil works independent verification consultancy Table 4.5 DLIs and Results Framework Indicators to be collected by in-school Survey Firm Table 4.6 Data Sources for Tracking Progress of Project Activities Table 4.7 Proposed timeline for research activities Table 5.1: Disbursement Categories Table 6.1: Thresholds for Procurement Methods and Prior Review Table 6.2: Procurement methods to be used under the Project Table 7.1: SEIP Communications Plan Table 8.1 Organization and Focal Persons for Environmental and Social Safeguards viii

10 LIST OF ANNEXES ANNEX 1: PROJECT RESULTS FRAMEWORK ANNEX 2: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL CONSRUCTION ANNEX 3: DRAFT TERMS OF REFERENCE FOR PROJECT STEERING COMMITTEE (PSC) ANNEX 4: DRAFT TERMS OF REFERENCE FOR TECHNICAL IMPLEMENTATION COMMITTEE ANNEX 5: DISTRICT AND SENIOR HIGH SCHOOL SELECTION DATA ANNEX 6: FACILITIES IMPROVEMENT SITE VISIT INFORMATION ANNEX 7: GUIDELINES FOR NEW SENIOR HIGH SCHOOL CONSTRUCTION ANNEX 8: GUIDELINES FOR FACILITIES IMPROVEMENT ANNEX 9: STUDENT INFORMATION SHEET ON SCHOLARSHIPS ANNEX 10: DRAFT TERMS OF REFERENCE FOR SCHOLARSHIP ADVISOR/ADMINISTRATOR ANNEX 11: SCHOLARSHIP PROGRAMMEAPPLICATION FORM ANNEX 12: GUIDELINES FOR PREPARING SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN ANNEX 13: TEMPLATE FOR SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN ANNEX 14: E-TRANSFORM PROJECT AND LIST OF BENEFICIARY SENIOR HIGH SCHOOLS ANNEX 15: DATA FLOW MAP FOR MO NITORING AND EVALUATION ANNEX 16: PROJECT DISBURSEMENT LINKED INDICATORS AND RESULTS ANNEX 17: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF CIVIL WORKS ACTIVITIES ANNEX 18: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF IN-SCHOOL ACTIVITIES (QUALITY AND OUTCOMES) ANNEX 19: SAMPLE QUESTIONNAIRE FOR ONLINE SENIOR HIGH SCHOOL MONITORING ANNEX 20: DRAFT TERMS OF REFERENCE FOR SUPERVISION OF NEW CONSTRUCTION ANNEX 21: DRAFT TERMS OF REFERENCE FOR SUPERVISION CONSULTANT OF FACILITIES IMPROVEMENT ANNEX 22: REPORTING TEMPLATE FOR SUPERVISION CONSULTANTS ANNEX 23: TEMPLATE FOR CONDUCT OF NEEDS ASSESSMENT (FACILITIES UPGRADE) ANNEX 24: ENVIRONMENTAL SCREENING CHECKLIST ANNEX 25: RESETTLEMENT ACTION PLAN SCREENING FORM ANNEX 26: DRAFT TERMS OF REFERENCE FOR SAFEGUARDS CONSULTANT ANNEX 27: DRAFT TERMS OF REFERENCE FOR PROJECT COORDINATOR ANNEX 28: THE E-EDUCATION PLATFORM FOR SCHOOL MAPPING AND MONITORING AND EVALUATION ANNEX 29: PROJECT FREQUENTLY ASKED QUESTIONS (FAQS) ANNEX 30: PROJECT CONTACTS ix

11 BACKGROUND This Project Implementation Manual (PIM) sets forth all the operational and procedural steps for project implementation including detailed description of project components, the roles and responsibilities of implementing units, review and approval of school performance partnerships with respective stakeholders. It also includes flow of funds, operational and financial reporting arrangements, procurement and disbursement processes, standard formats for trimester 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 Project Steering Committee (PSC), Technical Implementation Committee (TIC), Supervision Consultants, Ghana Education Services (GES) and relevant Agencies, the Regional Education Directorate, the District Education Directorate and the Heads of Schools. The PIM clarifies the roles and responsibilities of the PSC, TIC, (GES, NTC, Regional Education Directors, District Education Directors, Heads Senior High Schools), and the World Bank in relation to project implementation where relevant, and should help guide all stakeholders and assigned oversight responsibilities of the Project. x

12 1. INTRODUCTION AND PROJECT SUMMARY 1.1. National Context Ghana, located on the western coast of Africa has an estimated population of 25 million (2010 Census).Ghana experienced rapid economic growth over the past several years resulting in substantial progress in reducing income poverty. GDP growth rose from 8 percent in 2010 to close to 14.5 percent in 2011, making Ghana s economy one of the fastest growing on the continent. By 2012, Gross National Income per capita reached US$1,940, reflecting Ghana s middle-income status. Poverty has been declining steadily, as reflected in the number of people classified as poor, which dropped from about 8.0 million (i.e. slightly over 50 percent of the population) in 1992 to 6.3 million in 2006 (less than 30 percent of the population). In spite of these improvements, inequalities remain in Ghana, and are reflected in significant disparities in access to economic, social and political opportunities, mainly between the poorer three regions in the north and the rest of the country Macro-Economic Context Recent macroeconomic instability is putting at risk the gains in poverty reduction achieved. The fiscal deficit reached 11.5% of GDP in 2012 and 10.1% in 2013, and the current account deficit reached 13% of GDP in both years. The government tackled the fiscal imbalances by raising fuel prices as well as electricity and water tariffs, by around 60% in late The inflationary impact of the adjustment was reinforced by the Cedi depreciation. Hence the higher prices imply a lower income in real terms, which has the risk of pushing many near-poor families into poverty. The pressure on household budgets and the impact on poor households have implications on household financing of education 1.3. Education Sector Background The MOE Education Sector Plan (ESP ) seeks to increase equitable access to high quality education across all levels of service delivery. Prior to the ESP, Ghana had pursued free and compulsory universal basic education for decades. Since 2008, the policy has been to provide eleven years of universal basic education (two years of Kindergarten, six years of Primary, and three years of Junior High). Enrollments have increased rapidly in all the three sub-cycles of basic education in recent years: between 2002/03 and 2013/14, gross enrollment rates increased from 49 to 123 percent at Kindergarten, from 76 to percent at Primary, and from 63 to 82 percent at Junior High level. The percentage of girls in primary school has improved from 47.6 percent in 2002/3 to 48.9 percent in 2011/12, though wider gaps persist in the rural areas, particularly affecting the last grades of primary school. The dramatic increase in school enrollments is owing mostly to a concerted effort to build up the supply of schooling combined with the elimination of school fees and levies charged to parents, and the consequent introduction of the capitation grant. Government eliminated the last remaining school fees and levies in 2004, introducing at the same time a capitation grant to compensate schools for the loss of revenue. 1

13 The progress made, resulting from the strategies pursued at the basic level of education has driven demand for second cycle education, hence the Government ESP strategies to provide equitable access to SHS education. The strategies include: making available progressively free public second cycle education for those eligible; providing boarding on needs basis; ensuring quality education for all academically eligible students; ensuring that central and outlying girls education units are functional; and all institutions meet national norms in health, sanitation and safety. The ESP makes a strong commitment to achieve gender equality by 2015 with full gender parity, enrollment of hard-to-reach and out-of-school children, ensuring high safety and sanitation standards in schools and other actions. Among the quality improvement measures, the key objectives include; providing access to adequate, relevant and up-to-date teaching/learning materials (including ICTs); school, public and community libraries; and relevant curricula and continuous in-service training (INSET) for teachers Justification for the Project Inadequate Access Demand for SHS education has increased, fueled by increasing population and high completion rate at the junior high school level. However, there remain inequities in this demand as 3/4th of the youth typically either does not have adequate qualification to enter SHS or cannot afford to move or commute to the schools where they are placed by the Computerized School Selection and Placement System (CSSPS). Either they drop out before reaching the basic education completion exam (BECE) or about half of those taking BECE do not meet the qualifying grade enter senior secondary education). Those coming from the poorest 20% of the households, the most deprived districts and/or from rural areas are about 5 to 6 times less likely to access SHS programs. Supply of SHS education has also increased through new public schools, growth of private education and increasing enrollments to schools. The number of SHSs rose by 68% from 492 schools in 2005 to 828 schools in 2012, out of which 535 are public and 62.8% of the private senior high schools located in rural areas. The average size of secondary schools has risen from 683 students per school to 1,018 students per school in There is a significant disparity between the average size of public and private secondary schools with public schools catering for 1,441 students per school and private schools catering for only 245 students per school. Importantly, among the public schools there is disparity between: (i) schools that are selective, preferred by the majority of students, and oversubscribed; and (ii) schools, mainly community day schools, that remain undersubscribed either because they have less quality inputs, services and outcomes, or because families may not be able to afford privately provided hostel facilities or transportation to these schools. In the latter, they have extra space for additional admission leading to persistent inefficiency. Additional facilities at existing community day schools and private schools could significantly contribute to the planned expansion. 2

14 Quality Issues Quality of SHS programs shows large disparities between the best 100 schools and the rest of the schools. The top schools produce the bulk of those entering tertiary education whereas for those enrolled in the majority of the schools, SHS represents the terminal form of education. 46% of the students who qualify for tertiary education by successfully sitting for the WASSCE are from the top twenty percent of Senior High Schools in the country while 8 percent of students from the bottom 20% of the schools (106 schools) qualify for tertiary education Project Description The proposed Secondary Education Improvement Project (SEIP) with funding from the World Bank would support the implementation of the government s Community Day Senior High School Project (CSHSP) through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation. The SEIP is expected to finance results which demonstrate increased access in targeted districts, increased enrollment of poorest students and improved learning outcomes for selected low performing senior high schools. The Government plans to achieve these results through the construction of new senior secondary schools in underserved areas, rehabilitation and expansion of existing low performing schools and support for SHS attainment for disadvantaged students. In addition, activities are planned to improve the quality of selected low performing schools with a focus on mathematics and science education. The Government plans to do this by: providing 23 new senior high schools in mostly underserved areas; expanding and upgrading support for 125 existing low performing SHSs; providing three-year scholarship support for at least 10,400 needy and qualified SHS students especially girls, and; providing school performance partnerships in selected 125 schools to improve quality and connectivity to the internet. In order to achieve and report on the results attained under the project, the SEIP will provide funding and technical assistance to the implementing agencies and the third party validation agencies. The development of a research program to better understand constraints and challenges in secondary education while formulating a national secondary strategy would also be included under the project. The introduction of a web platform for school reporting and real time monitoring would increase social accountability and information sharing on the performance of the sector Project Objectives The Project Development Objective is to increase access to senior secondary education in underserved districts and improve quality in low-performing senior high schools in Ghana. The SEIP project is expected to benefit approximately 30,000 new students in secondary education programs, 150,000 students in low performing schools, 2000 senior high school teachers, heads of schools, in addition to GES and MOE officials. 3

15 Key Performance Indicators Access with Equity Increased Transition Rates from JHS3 to SHS1 1 in targeted districts Increase in SHS educational attainment within two poorest quintiles in targeted districts Quality of low performing secondary schools WASSCE achievement of 6 credits and above 2 within beneficiary schools (disaggregated by gender) 1.6. Project Components The Project would support the Government s Community Day Senior High School program through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation Component 1: Support to Increase Access with Equity and Quality in Senior High Schools Component 1 uses a results-based financing (RBF) modality. Disbursements up to a capped absolute amount will be made against specific line items in the Education sector annual budget, referred to as eligible expenditure programs (EEPs). These disbursements will be conditioned on achievement of specified results, as measured by disbursement-linked indicators (DLIs). A matrix of indicators has been developed to measure performance annually and monitor the results achieved and is attached as Annex 1. Policies and interventions to be supported are grouped into two pillars: (i) increasing access with equity (geographic, gender, poverty, etc.); and (ii) improving quality of selected low performing SHS. Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million): The objective of this pillar is to improve access to senior secondary education and improve equity in underserved districts and provide scholarship to students from low income families, especially girls. The SEIP is expected to finance results of the Government s priority program to expand space through the construction of new senior secondary schools in underserved areas, rehabilitation and expansion of existing low performing schools and through support for SHS attainment of disadvantaged students. The Government plans include new construction in the 10 districts where there are no current operating public SHS and no contracts awarded under the Community Senior High School Project (CSHSP) funded by the Government of Ghana. In addition, using the agreed selection criteria for eligible student population compared with available school capacity 1 SHS are those schools in upper secondary that prepare students for WASSCE. 2 WASSCE achievement refers to obtaining a minimum of six credits (three core and three electives) which is required for entry to tertiary institutions. 4

16 (effective demand) combined with district level poverty indicators, an additional 13 districts have been identified for new SHS construction. These districts have existing public senior high schools and a high demand for SHS places. The districts selected for new construction will receive: (i) 23 No. 24-unit Classroom Blocks (E- Blocks ); (ii) 2 No. Technical Blocks; (iii) 3 No. Vocational Blocks; (iv) 23 No. Staff Flats; (v) 23 No. Headmasters' Bungalow; (vi) 23 No. Canteen Blocks; (vii) 23 No. Security/Gate House; and (viii) Furniture and Equipment for the above structures. Annex 2 is the perspective view of the new construction facilities. The ultimate objective is to create new spaces for those demanding seats in SHS and to fill these spaces with new students coming from previously underserved communities. In addition to new schools, this pillar would focus on improving existing SHS, particularly those with capacity for expansion, demand for SHS places, poor learning outcomes, drawing on a needs assessment which will determine level of deficiency (bathrooms, science labs, computer facilities, etc.) and scope for upgrading. Approximately 125 existing schools would be supported. This pillar will improve the Government s targeting of resources to support increased access by further supporting scholarships to students from low income families, especially girls. Given the operation s focus on under-served areas and promoting access with equity, disbursement will be linked to indicators (DLIs) that measure increases in seat availability in targeted locations for new construction and increased utilization in existing low-performing schools where new seats are made available. Targeting resources for students from low income families, especially girls in underserved communities would further strengthen equity reforms. Therefore, the release of International Development Association (IDA) credit funds will be linked to achievement of the following DLIs: (i) selection based on targeting of school expansion in underserved districts (DLI1); (ii) increase in new seats utilized for SHS students in underserved districts (DLI 2); (iii) increase in utilized seats in existing selected low-performing schools (DLI3); and (iv) increased enrolment in selected SHS for students from low-income families, especially girls (DLI4). Pillar 2: Improve the quality of education in selected low-performing Senior High Schools (Total costs including contingencies: US$15 million): The objective of this pillar is to improve the quality of SHS, with a focus on mathematics and science education in selected low performing schools 3. The SEIP would also strengthen school management, leadership and expansion of ICT in the 125 selected low-performing schools. In order to improve quality, the Project will support the Government s program to: (i) strengthen school management, leadership and accountability; (ii) target interventions to improve the quality of science and mathematics education; and (iii) introduce School Performance Partnerships (SPPs) based on School Performance Partnership Plans (SPPPs) to capture quality improvements. The SPPs would develop mutual accountability between school management and the District Education Offices (DEOs) to improve learning performance with the commitment from government agencies to provide the necessary resources and the responsibility of schools to implement quality improvement activities with verifiable outcomes. In addition to school-based quality inputs, training and financing, this pillar will support the systematic collection and publication of school data for stakeholders to make informed decisions about SHS selection, and for MOE/GES to make informed decisions about planning and financing SHS. 3 Low-performing senior high schools will be selected based on district criteria for poverty and demand for education and performance ranking as well as size of school population. A needs assessment also would be carried out. 5

17 The focus on mathematics and science is aligned with the Government s strategy to encourage these program areas throughout all education levels. The expansion of ICT wireless connectivity would also strengthen science, mathematics and other subject education through digital content for teachers and students. Schools will have access to an education portal 4 (i-campus) where teachers and students can utilize multiple online resources that are expected to support improved teaching and learning. ICT will be used for intensive in-service support to teachers to improve content knowledge as well as lesson plan preparation, teaching and learning aids, and videos on good teaching practices and classroom management. The portal could also serve as a platform for knowledge exchange with national and international networks and for participation in relevant discussion forums. The SEIP is expected to provide connectivity to 125 SHS. As an intermediate result, completion rates in the targeted schools would be expected to increase. A longer term impact would be an increase in student achievement in learning outcomes (as measured by performance in the WASSCE) which is also a year 4 DLR. For this pillar, release of IDA credit funds would be linked to the achievement of the following DLIs: (i) annual publication of School Performance Report (DLI 5); (ii) School Performance Partnerships (SPPs) in 125 beneficiary schools (DLI 6); and (iii) improved learning outcomes in targeted selected schools (DLI 7) Component 2: Management, Research and Monitoring and Evaluation This component aims to strengthen the implementation capacity of the MOE and GES and its related implementing agencies and assist them to achieve the objectives of the Government s SHS strategy. This component will support monitoring and evaluation (M&E), coordination, planning, communication, financial management, procurement, and safeguards. In addition, it will support an active and evolving research agenda to continue to inform Government SHS policy, particularly with regard to financing, social targeting, quality initiatives, teacher rationalization, and curriculum relevance. This component would complement implementation of the program pillars with ongoing analyses, strengthening data collection for school mapping, and establish priorities for new construction, renovations and maintenance. The establishment of a web platform for school reporting and real time monitoring of all SHS implementation activities would enhance and strengthen the Education Management Information System (EMIS) and school mapping in order to help government report on achievement of results. In addition, funding will be provided to support the independent verification of disbursement linked indicators and results. Support would also be provided to help the MOE to design and realize policy reforms, including piloting and evaluating innovative approaches. This component would finance training, recruitment of short and long-term technical experts, procurement of goods needed for specific activities, and incremental operating costs Project Financing Lending Instrument: The proposed project would support senior secondary education in Ghana through a five-year credit of US$156 million. It will employ an Investment Project Financing (IPF) instrument which will be executed using a hybrid structure which employs a results-based 4 Education portal is being established with funding from USAID, GoG and planned support from the Ghana e - Transform project approved by the Bank Board in

18 funding component (component 1) and a traditional investment technical assistance and management component (component 2) to support the government s overall program. The credit effectiveness date is expected to be October 1, 2014, and its closing date is November 1, The lending approach has three salient features. First, disbursements under Component 1 (results-based) are made against selected (eligible) key budget line items of the GoG s annual budget, referred to as Eligible Expenditure Programs (EEPs), up to capped absolute amounts, and at specific predictable disbursement dates. Second, credit disbursements are based on the achievement of pre-specified results, as measured by DLIs. Third, a TA component (Component 2) would finance essential activities to facilitate the implementation of Component 1 by strengthening the implementation capacity of the MoE and GES to enable them to work towards meeting the disbursement conditions under the DLIs while availing them of the requisite monitoring and evaluation tools. The DLIs under the SEIP reflect government priorities for SHS education as stipulated in the ESP. They include initial results and intermediate performance targets (Disbursement Linked Results) that aim to support incremental development changes within a long-term vision for the Ghana secondary education system. The DLIs are independent of each other from a disbursement point of view; i.e., non-compliance with a DLI in a period means that the disbursement of the funds associated with that DLI will be withheld, but disbursement associated with other DLIs will not be affected. All DLIs are weighted equally. The project is composed of 7 DLIs with yearly result targets (DLRs) from year 0 to year 4. The activities under each of these DLIs, as defined under each of the DLRs, are critical in addressing the challenges faced by secondary education in Ghana. This results-based financing mechanism ensures continued progress towards planned achievements and objectives while also strengthening government capacity in M&E. The SEIP results-based component will have a total of 30 DLRs for all seven DLIs and resource allocation of US$140.1 million with each DLR priced at a value of US4.64 million (except for the first DLI which is priced at US$5.54 million). The DLRs must be met on or before the agreed specified delivery times in order for the Government to receive the amount allocated for each specific DLRs. The period September to December, each year, will be selected as the measurement and evaluation period for DLRs and this would trigger disbursements against the selected eligible expenditure program line Compensation of Employees Secondary Education Sub-Function. Table 1.1: IDA Project Financing Financing source US $ (m) Component 1: Support to Increase Access with Equity and Quality in Senior High Schools Component 2: Management, Research, Monitoring and Evaluation 15.9 IDA Total Project Costs

19 Table 1.2: Details of SEIP Costs COMPONENT 1 Pillars 1 & 2 under Component 1, will increase equitable access to quality secondary education at a total cost of USD140,100,000. PILLAR 1 (Objective: Increase Access with Equity in senior secondary education in underserved districts) (Total cost: USD$ 125,100,000) a) Construction of buildings: 23 New SHS including: i. 23 No. 24-unit Classroom Blocks ( E- Blocks ) ii. 2 No. Technical Blocks iii. 3 No Vocational Blocks iv. 23 No. Staff Flats v. 23 No. Headmasters' Bungalow vi. 23 No. Canteen Blocks vii. 23 No. Security Gate House viii. Furniture and Equipment for the above structures Support for supervising the new construction and furniture provision will be financed here. Total cost USD$ 98,900,000 b) Rehabilitation and expansion of 50 existing low-performing schools This will finance the following among others: science laboratory school library program blocks i.e. vocational, technical, business additional classrooms teachers/staff flat school canteen toilets and bathrooms furniture for classrooms, lab, teachers roofing of existing structures strengthen structural frames enclosing wall, windows and doors ceiling, wall furnishing and floor finishing decoration of structures painting of buildings painting of buildings Support for supervising the facilities improvement works will be financed under this sub-component. Total cost USD$ 10,000,000 8

20 c) Scholarships for 10,400 students from low income families especially girls The scholarship will finance the following among others: i. Relevant fees (until phased out) ii. Transport to school or bicycles iii. Uniforms iv. House dress v. PE kits vi. School shoes vii. School bags viii.sanitary material for girls ix. Exercise books and note books x. Relevant stationery items xi. Supplementary readers, etc. Support for administering the scholarship will be financed here. Total cost USD$ 15,600,000 Total Contingencies cost USD$ 600,000 PILLAR 2 (Objective: Improve Quality in low-performing Senior High Schools) (Total cost: USD$ 15,000,000) a) Improve quality of education in 125 existing low-performing schools School Performance Improvement Plans will finance the following among others: INSET training Science INSET training Maths INSET training ICT Provision of ICT package for schools (icampus) ICT Equipment, maintenance School Environment Improvements Co-curricular activities support including maths/science clinics School field trips Staff team building and management training Renovation of furniture Science and Technology Equipment and renovation Teaching and Learning materials Guidance and Counselling Other improvements as the school might find necessary Total cost USD 15,000,000 TOTAL COMPONENT 1 USD 140,100,000 9

21 COMPONENT 2 Project Implementation Management & Supervision at a total cost of USD15,900,000 Project coordinator Orientation for schools, DEOs, DEOCs on facilities improvements and scholarships provision Orientation for schools, DEOs, DEOCs on quality improvements Development of maths and science training materials Orientation training on ICT package (icampus) Development of materials for Leadership training Development of School mapping and monitoring website GPS mapping / data collection Training for schools and HQ Publishing annual brochure format Monitoring and supervision of implementation New construction Facilities improvements Scholarship beneficiaries Quality improvements Financial Audit Procurement audit Technical audit Independent survey to verify Disbursement Linked Results (construction works verification) (in-school activities verification) Household survey at endline (Results Framework Indicator) Impact Evaluations Research agenda on Secondary Education (Public expenditure review) (Impact of Science and Maths interventions,) (Impact of scholarships and subsidies) (Contribution of parents to school costs) (National Secondary Education Strategy) Procurement of goods needed for specific activities Data provision and analysis from WAEC on WASSCE results Data collection, provision and analysis from GSS on educational attainment, poverty level, population, out-of-school children. TOTAL OF COMPONENT 2 USD 15,900, TOTAL PROJECT COST USD 156,000,

22 1.8. Results Matrix Disbursement Linked Indicators and Results A total of seven DLIs are expected to be achieved over the five year period for Component 1. These DLIs are considered significant indicators of performance that will influence behavioral and policy reforms required for achieving visible outcomes in senior secondary education access, quality and equity. With a total resource allocation of US$140.1 million to the component, and using an equal price per DLR (with 30 DLRs as defined), this translates to US$4.64 million as the equivalent value of a DLR. On the assumption that the MOE meets the annual DLRs, the estimated equivalent amount of funds to be disbursed to the Government s sub-consolidated fund for education for the achievement of results in each of the 5 fiscal years (including the retroactive year, FY 2014) is as follows: Table 1.3: Summary of DLIs by Year Number of Number of DLRs Disbursement amount Fiscal Year DLIs (US$ million) FY 2014(Yr. 0) FY 2015 (Yr. 1) FY 2016 (Yr. 2) FY 2017 (Yr. 3) FY 2018 (Yr. 4) Total Following the project s effectiveness, the SEIP will be disbursed the value of the 6 DLRs defined for Year 0 (amounting to US$28.74 million) upon verification by the Bank during the period September to December 2014, of their achievement. Along with this, an advance equivalent to 50 percent of the value of the 7 FY 2015 (Year 1) DLIs, equivalent to half of $27.84 million (i.e. US$14.42 million) would be disbursed in early 2015, based on the potential achievement of the Year 1 DLRs at verification during the last quarter of FY 2015 calendar year. The World Bank would allow for an acceptable range in the absolute quantity to determine the indicators achieve based on the principle that the spirit of the DLR has been met regardless of a very slight difference in the absolute figure. For example, if the target is 1,000 utilized seats and verification confirms 975 seats, the indicator may be considered met. The range for the construction related indicators would allow for a 5% differential. This is further elaborated in section on the Disbursement Linked Indicators and in the Independent Verification TOR. At the second and subsequent verification periods in late 2015 and beyond, the value of any prior period DLRs not met will be recovered from any advances payable, noting however that only one DLR can remain unmet for a prior period to allow for disbursement of any further advances against the potential for meeting future period DLRs. Table 1.4 below presents the allocation of IDA disbursement schedule for Component 1 under the project. The respective allocated amounts represent the 100 percent capped expenditure limits from the IDA allocation, on the assumption that DLRs have been met. 11

23 Table 1.4: Schedule for Disbursements under Component 1 Category Amount of Credit Allocated in USD (millions) Date on which Withdrawal May be Made First Withdrawal Oct. 1, 2014 or by effectiveness date if said date is later than Oct. 1, Second Withdrawal January 15, 2015 (First Advance of 50% of Year DLR Values) Third Withdrawal Oct. 1, 2015 (Second Final 50% of Year DLR Values, netted with values of Year 1 DLRIs not met) Fourth Withdrawal January 15, 2016 (First Advance of 50% of Year DLR Values), subject to only 1 out of the 6 DLRs for Year 1 (2015) having not been met. Fifth Withdrawal Oct (Final 50% of Year DLR Values, netted with values of Year 2 DLRs not met) Sixth Withdrawal January 15, 2017 (First Advance of 50% of Year DLR Values), subject to only 1 out of the 6 DLRs for Year 2 (2016) having not been met. Seventh Withdrawal Oct. 1, 2017 (Final 50% of Year DLR Values, netted with values of Year 3 DLRs not met) Eight Withdrawal January 15, 2018 (First Advance of 50% of Year DLR Values), subject to only 1 out of the 6 DLRs for Year 3 (2017) having not been met. Ninth Withdrawal Oct. 1, 2018 (Final 50% of Year DLR Values, netted with values of Year 4 DLRs not met) TOTAL AMOUNT

24 2. PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS 2.1. Executing Agency The implementing agency is the Ministry of Education with the support of its relevant Agencies. The MOE has overall oversight and is responsible for the project's coordination, procurement, contract management, financial management, compliance with safeguards policies, and delivery of results. The Monitoring and Evaluation unit in MOE is responsible for all sector level monitoring and evaluation with support provided by Ghana Statistical Service, WAEC, National Inspectorate Board and other key agencies. Oversight of SEIP implementation is in the MOE with the GES providing their mandated implementation role for service delivery. The GES will oversee all activities related to scholarships, senior secondary institutional leadership and teacher training, preparation of SPPPs, resourcing of schools for quality improvements, improvement of senior secondary school programs and ICT interventions. The Regional and District Directorates for Education will supervise all SHS related interventions with respect to SHS institutional heads and will monitor the activities of SHSs in their districts and regions. The Secondary Education Improvement Project (SEIP) implementation covers a five year period from 2014 to The Project Steering Committee As with previous education projects, a Project Steering Committee (PSC) will provide high level oversight and guidance to facilitate cross sectoral/agency/division coordination on implementation activities. The PSC is responsible for inter alia: (i) providing strategic guidance and overseeing project implementation; (ii) reviewing progress made in the implementation of the SEIP; (iii) facilitating the prompt resolution of key cross sectoral/agency/division implementation challenges and bottlenecks; (iv) ensuring coordination among key implementation sectors, agencies and divisions; (v) the project s coordination, procurement, contract management, financial management, and compliance with safeguards policies; and (vi) such other functions as necessary. It will be chaired by the Minister of Education with the Deputy Minister (Pre-Tertiary) as Vice Chair and with representatives of relevant MMDAs and key technical experts. The PSC will meet quarterly. The TOR of the PSC is attached as Annex 3. Membership of the PSC is as follows: i. Hon. Minister for Education as Chairperson ii. Deputy Minister (Pre-Tertiary) as Vice Chair iii. Chief Director iv. Representative, Ministry of Finance v. Representative, GETFund 13