Annex 2: RACE 2 Program Results Framework Matrix Results Areas Supported by PforR PDO/Outcome Indicators (Key indicators to measure the achievement of each aspect of the PDO statement) Intermediate Results Indicators (critical processes, outputs or intermediate outcomes indicators needed to achieve each aspect of the PDO) DLI # Unit of Meas. Baseline (2016) End Target (2021) Frequency Data Source Outcome A: Enhanced access to, and demand from, children, youth, and their caregivers for equitable formal or regulated non formal education Increase in the proportion of school aged Lebanese and children (3-18) enrolled in formal education (disaggregated by school type, education cycle, nationality, and gender) Number of school aged children enrolled in formal education 1 Number Public Schools: Lebanese: TOTAL 249,494 Prep-ECE - Pre-Primary 38,217 Cycle 1 (Grade 1-3) 44,288 Cycle 2 (Grade 4-6) 54,450 Cycle 3 (Grade 7-9) 60,055 Secondary 52,484 TVET Data not available Non-Lebanese: TOTAL 153,241 Prep-ECE - Pre-Primary 19,298 Cycle 1 (Grade 1-3) 86,533 Cycle 2 (Grade 4-6) 32,522 Cycle 3 (Grade 7-9) 11,108 Secondary 2,280 TVET 1,500 Private Schools: 735,000 (Lebanese and Public Schools: Lebanese: TOTAL 262,500 Prep-ECE - Pre-Primary 40,209 Cycle 1 (Grade 1-3) 46,597 Cycle 2 (Grade 4-6) 57,288 Cycle 3 (Grade 7-9) 63,186 Secondary 55,220 TVET TBD (i.e., 1% increase each scholastic year) Non-Lebanese: TOTAL 287,969 Prep-ECE 20,000 Pre-Primary 32,617 Cycle 1 (Grade 1-3) 145,129 Cycle 2 (Grade 4-6) 54,669 Cycle 3 (Grade 7-9) 16,701 Secondary 3,853 TVET 15,000 Private Schools : N/A Annually MEHE/CERD Number of children and youth whose Number Formal Education: Lebanese: TOTAL 197,010 Formal Education: Lebanese: TOTAL 262,500 Annually PMU
registration fees for public formal education and ALP are partially or fully subsidized Prep-ECE - Pre-Primary 38,217 Cycle 1 (Grade 1-3) 44,288 Cycle 2 (Grade 4-6) 54,450 Cycle 3 (Grade 7-9) 60,055 Secondary - TVET Data not available Non-Lebanese: TOTAL 153,241 Prep-ECE - Pre-Primary 19,298 Cycle 1 (Grade 1-3) 86,533 Cycle 2 (Grade 4-6) 32,522 Cycle 3 (Grade 7-9) 11,108 Secondary 2,280 Prep-ECE - Pre-Primary 40,209 Cycle 1 (Grade 1-3) 46,597 Cycle 2 (Grade 4-6) 57,288 Cycle 3 (Grade 7-9) 63,186 Secondary - TVET TBD Non-Lebanese: TOTAL 287,969 Prep-ECE 20,000 Pre-Primary 32,617 Cycle 1 (Grade 1-3) 145,129 Cycle 2 (Grade 4-6) 54,669 Cycle 3 (Grade 7-9) 16,701 Secondary 3,853 Number of public school buildings that meet MEHE’s Effective School Profile (ESP) standards Number 377 884 Annually MEHE Number of public schools newly built or expanded to meet quality standards specified in GoL’s Decree 9091 Number 0 40 built; 125 expanded Annually MEHE Number of public school buildings meeting ESP standards equipped in line with MEHE specifications Number 200 500 public schools Annually MEHE Number of public school buildings (by MEHE owned/rented) furnished in line Number TBD >1000 Annually MEHE
with MEHE specifications Outcome B: Enhanced quality of education services and learning environments provided, to ensure learning outcomes for children and youth Increase in the proportion of students passing their grades, and transitioning to the next grade (disaggregated by school type, grade, nationality, and gender); % of children and youth aged 03-15 above the corresponding graduation age who have completed a Cycle Percentage Lebanese Cycle 1: 96% Cycle 2: 87% Cycle 3: 78% Non-Lebanese Cycle 1: 68% Cycle 2: 51% Cycle 3: 52% Lebanese Cycle 1: >96% Cycle 2: >87% Cycle 3: >78% Non-Lebanese Cycle 1: >68% Cycle 2: >51% Cycle 3: >52% 2020 for Lebanese; Annually for MICS Round 6, VASyR, UNHCR reporting; MEHE information management % students who were at school last year remain at school this year Percentage Lebanese 99% for all Cycles Non-Lebanese 99 for Cycle 1 94 for Cycle 2 93 for Cycle 3 Same rates maintained 2015 and 2019 or 2020 for all; Annually for MICS Round 6, VASyR, UNHCR reporting; MEHE information management Proportion of students transitioning grades 2 Percentage Lebanese 100 for transition from Cycle 1 to 2 94 for transition from Cycle 2 to 3 91 for transition from Cycle 3 to Secondary Non-Lebanese 96 for transition from Cycle 1 to 2 82 for transition from Cycle 2 to 3 82 for transition from Cycle 3 to Secondary Same rates maintained 2015 and 2019 or 2020 for all; Annually for MICS Round 6, VASyR, UNHCR reporting; MEHE information management Number of students in public schools successful in Grade 3 and Grade 6 learning assessment tests Number Grade 3: 0 Grade 6: 0 (Baseline at 0 because learning assessment is to be developed by CERD based on new curriculum) Grade 3: TBD after pilot Grade 6: TBD after pilot Annually CERD appropriate
needs identified who are referred by communities for additional support CERD Annual Statistics Yearbook is published by 01 August every year for the last academic year (inclusive of all data) 6 Text CERD Annual Statistics Yearbook is published by December for the previous academic year (without refugee-education data) Lebanese and non-Lebanese data by 01 August for the last academic year published Annually CERD Annual Statistics Yearbook Outcome C: Enhanced governance and managerial capacities of MEHE and CERD to plan, budget, deliver, monitor, and evaluate education services Timely and robust data available for evidence informed policy-making and planning Mid-cycle and end-cycle RACE II program review completed Text Not available Available 2019 and 2021 PMU Annual RACE II Operational and Financial Plan and Report available Text Not available Available Annually PMU and Audit Report Unified framework for data management, data collection protocols, and compliance systems endorsed and operational 8 Text Not available Operational N/A CERD Percentage of public schools with education data management system functioning Percentage 0 >90% Annually CERD Percentage of schools with disaggregated Percentage 0 >90% Annually PMU
Revised School Health Program operational Text Existing School Health Program Revised SOPs for health checks endorsed operational N/A PMU Policy and mechanisms to monitor violence against children in schools endorsed and operationalized by MEHE (with MOSA, MOJ, MOI) Text Uniform protocols and mechanisms to monitor child violence do not exist Operational N/A DOPS Policy framework for special needs education endorsed and operational Text Not available Operational N/A PMU and DOPS Document on Risk Screening of Public Schools in Lebanon under the National School Safety Program (NSSP) available Text Not available Available N/A PMU RACE II coordination platform led by PMU established and fully functional Text REC exists as the only coordination body Functional coordination platform inclusive of MEHE departments, donors, UN agencies, and NGOs implementing RACE II N/A PMU Staffing review and technical assistance plan for PMU, CERD, and DOPS available Text Staffing and human resource plan not available for PMU, CERD, and DOPS (Source: World Bank Project Appraisal Document for Lebanon 2016) Available N/A World Bank
rate of Grade 7 transition to Grade 8 DLR #2.3: 4 percentage points increase from the baseline (determined in Y1) in student transition rate of Grade 10 transition to Grade 11 9 4.0% TBD Increase of 4 percentage points DLI#3 Teacher performance measured and evaluated 6 2.7% No evidence of impact First Impact Evaluation Study (IES) conducted Second IES conducted DLI #4 Number of participating schools that implement formative and summative assessments for students in Grade 3 in reading and math 18.4 8.2% Not currently monitored 50 180 DLI #5 Proportion of participating schools with active community partnerships 15.6 7.0% 0% for schools 50% 80% DLI#6 Timely and robust data available for evidence informed policymaking and planning. shift
DLR #6.1 A data and information management framework developed and adopted by MEHE and CERD 3 1.3% Misalignment in data collection and data management functions across different MEHE and CERD units Expected to be completed by Y1 DLR #6.2 Annual data available from participating schools on disaggregated data on student enrollment by March 1 in each year; and annual data available from participating schools on disaggregated data on student grade passing rates by August 31 each year for current academic year 12 5.4% Data on student enrollment not available until end of school year Student enrollment data by March 1st Passing rates data by August 31st Student enrollment data by March 1st Passing rates data by August 31st Student enrollment data by March 1st Passing rates data by August 31st Student enrollment data by March 1st Passing rates data by August 31st DLI#7 Curriculum revised to improve quality of learning DLR # 7.1 Curricula Higher Committee approved a work plan and standard operating procedures for 4 1.8% Minister decision is needed to form the Curricula Higher Committee Expected to be completed by Y1
developing the Curriculum DLR #7.2 Curriculum design completed 15 6.7% Design of curriculum not yet initiated Curriculum design for KG Curriculum design for Cycle 1 Curriculum design for Cycle 3 DLR # 7.3 Curriculum piloting completed in 6 schools for each cycle 9 4.0% None Curriculum pilot for KG Curriculum pilot for Cycle 1 Curriculum pilot for Cycle 3 DLI #8 Foundational framework and policies are developed and adopted to support teaching and learning DLR # 8.1 MEHE and CERD developed and endorsed new teacher performance standards, teacher performance observation tools and procedures to implement said standards and tools 4 1.8% Effective teacher standards were drafted Expected to be completed by Y1 DLR # 8.2 CERD developed and endorsed a framework for teacher professional development and performance management 4 1.8% Framework for teacher professional development and performance management does not exist Expected to be completed by Y2 DLR # 8.3 MEHE and CERD designed a 4 1.8% Lebanon conducts national Strategy expected to be
comprehensive learning assessment strategy examinations and participates in some international examinations but a Learning strategy does not exist developed by Y1 DLR # 8.4 MEHE and CERD implemented the above-mentioned comprehensive learning assessment strategy 4 1.8% Lebanon conducts national examinations and participates in some international examinations but a Learning strategy does not exist Assessment applied as per strategy DLI # 9 MEHE and CERD’s improved capacity to implement the Program DLR #9 Four (4) internal audit reports produced per year by MEHE in compliance with standards agreed 3 1.3% No internal audit function 4 4 4 4 4
between MEHE and the Bank Table A3.2 DLIs/DLRs Verification Protocol Table DLI # Definition/ Description of achievement Scalability of Disbursements (Yes/No) Protocol to evaluate achievement of the DLRs and data/results verification Data source/ agency Entity Procedure DLI # 1 Population of students enrolled in public formal schooling (KG through Grade 12). The increase in enrollment numbers is calculated with reference to the baseline value at YEAR 0. Data should be reported disaggregated by type of school, education cycle, nationality (Lebanese, non-Lebanese), and gender. Yes Enrollment lists from MEHE Third Party Enrollment data should be provided in March and verified within a month period. There should be a review of enrollment numbers through site visits and spot checks in a sample of randomly selected public schools. DLI # 2.1 Calculated by dividing the number of public school students in the target year who enroll in Grade 5 for the first time (not repeated students) by the number of public school students who enrolled in Grade 4 at the beginning of the preceding scholastic year. Data to be disaggregated by nationality (Lebanese, non-Lebanese) and gender. Yes Enrollment lists from MEHE Third Party Enrollment data should be provided in March and verified within a month period. There should be a review of enrollment numbers through site visits and spot checks in a sample of randomly selected public schools. DLI # 2.2 Calculated by dividing the number of public school students in the target year who enroll in Grade 8 for the first time (not repeated students) by the number of public school students who enrolled in Grade 7 at the beginning of the preceding scholastic year. Data to be disaggregated by nationality (Lebanese, non-Lebanese) and gender. Yes Enrollment lists from MEHE Third Party Enrollment data should be provided in March and verified within a month period. There should be a review of enrollment numbers through site visits and spot checks in a sample of randomly selected public schools. DLI # 2.3 Calculated by dividing the number of public school students in the target year who enroll in Grade 11 for the first time Yes Enrollment lists from MEHE Third Party Enrollment data should be provided in March and verified within a month
transition rate of Grade 10 transition to Grade 11. DLR #2.3: [9,000,000] DLI #3: Teacher performance measured and evaluated DLR #3.1: First Impact Evaluation Study (IES) conducted and findings of the IES disseminated to relevant education sector policy makers. DLR #3.2: Second IES conducted and findings of the IES disseminated to relevant education sector policy makers. DLR# 3.1: [4,000,000] DLR# 3.2: [2,000,000] DLR# 3.1: 4,000,000 DLR# 3.2: 2,000,000 N/A
DLI #8: Foundational Framework and Policies are developed and adopted to support teaching and learning. DLR #8.1: MEHE and CERD developed and endorsed new teacher performance standards, teacher performance observation tools and procedures to implement said standards and tools. DLR #8.2: CERD developed and endorsed a framework for teacher professional development and performance management. DLR #8.3: MEHE and CERD designed a comprehensive learning assessment strategy. DLR #8.4: MEHE and CERD implemented the comprehensive learning assessment strategy. DLR#8.1: [4,000,000] DLR#8.2: [4,000,000] DLR#8.3: [4,000,000] DLR#8.4: [4,000,000] DLR#8.1: 4,000,000 DLR#8.2: $4,000,000 DLR#8.3: 4,000,000 DLR#8.4: 4,000,000 N/A mentioned
DLI #9: MEHE and CERD’s improved capacity to implement the Program. DLR #9: Four internal audit reports produced per year by MEHE in compliance with standards agreed between MEHE and IDA. [3,000,000] 3,000,000 US$600,000 disbursed for four internal audit reports produced per year. TOTAL AMOUNT [224,000,000] 100,000,000 4,000,000 120,000,000