Siriphone Vanitsaveth Financial Management Specialist Financial Management GGODR Non-Bank Staff Name Title Office Phone City Katheryn Bennett First Secretary (Development Cooperation), Australian Embassy Vientiane Eloise Saif Second Secretary (Education), Australian Embassy Vientiane Emmanuelle Abrioux Chief of Education, UNICEF Vientiane Andrew Hill Programs Director, Plan International Vientiane Norkham Souphanouvong Country Director, Room to Read Laos Vientiane Joel Bacha S.E. Asia Program Manager, Room to Read Vientiane Mizuno Policy Advisor, MOES (Senior Advisor, JICA HQs) Vientiane Masako Iwashina Chief Technical Advisor, CIED 2/JICA Vientiane Jean-Bernard de Milito Cooperation Attaché, European Union Vientiane Chindavanh Vongsaly Program Officer, European Union Vientiane Sandra Beemer Education Consultant Washington, D.C. Grayson Clarke Education Consultant Kuala Lumpur Achariya Kohtbantau Education Consultant Bangkok Amanda Seel Education Consultant Bangkok . Locations Country First Administrative Division Location Planned Actual Comments Lao PDR Nationwide
Percentage of Grade 2 students in pilot schools that cannot read a single word (female) Percentage TBD 15 Baseline (YR1), end-line YR4) RIES RIES Percentage of 1 and 2 teachers in pilot schools who show improvement in teaching practices (measured through objective classroom observations) Percentage 0 0 0 0 80 80 Baseline (YR1), end-line YR4) RIES RIES .\ Intermediate Results Indicators Cumulative Target Values Data Source/ Responsibility for Indicator Name Unit of Measure Baseline YR1 YR2 YR3 YR4 End Target Methodology Data Collection Direct project beneficiaries (number) of which female (%) X Number 0 1,200,000 EMIS, DOI ECU Component 1
Percentage of schools in 80 districts with SDPs meeting minimum quality N/A 80 Yearly DESB, DPPE, ECU DESB Percentage of schools receiving grants with budget information publicly available to communities N/A 80 Yearly DESB, DPPE, ECU DESB Percentage of supported VEDCs meeting at least twice per school year N/A 100 Yearly DESB, DPPE, ECU DESB Number of VEDCs members receiving capacity building on SBM disaggregated by gender Number 0 17,900 Yearly DESB, DPPE, ECU DESB, DPPE, ECU Number of school principals and head of schools receiving capacity building on SBM, disaggregated by gender Number 0 8,900 Yearly GPE project monitoring MoES, DP Number of schools receiving government block grants Number 8,900 8,900 8,900 8,900 8,900 8,900 Yearly GPE project monitoring MoES, DOF Number of schools receiving complementary GPE block grants Number 0 5,500 5,500 8,900 8,900 Yearly GPE project monitoring MoES DOF
Number of districts with annual costed district education development plans Number N/A N/A 50 80 148 148 Yearly DESB DESB and GPE Project Monitoring Component 2 Percentage of trained principals and PAs in pilot schools who observe lessons and provide feedback to teachers N/A 80 Yearly Pedagogical advisors in DESB DESB Number of Grades 1 and 2 teachers trained as a part of project interventions, disaggregated by gender Number 0 400 Yearly Project M&E DTTE Number of pilot schools provided with kit of instructional materials for Grades 1 and 2 Number 0 80 Yearly Project M&E RIES Number of pedagogical advisors and school principals trained as a part of project interventions, disaggregated by gender Number 0 120 Yearly Project M&E DTTE Evaluation framework for reading instruction in Lao language to ethnic students developed and submitted to MoES Yes / No 0 submitted Discrete Project M&E RIES Component 3
Number of district education officers trained in financial management, disaggregated by gender Number 0 148 Yearly Project M&E MoES, DOF Disability related indicator piloted for inclusion in sector statistics Yes / No 0 No No No Yes Yearly EMIS EMIS
Training is focused on disadvantaged and remote schools and that district staff spend appropriate time supporting hard-to-reach schools. Formal training is evaluated through course evaluation forms and questionnaires and the impact of training is assessed by district staff based on the outputs produced by the school; and Development partners deliver agreed complimentary support activities to districts and target schools under their programs in the 80 districts and that BEQUAL disburses complimentary district grants. Component 2 – Improving Reading Outcomes and Assessment Capacity; New pedagogical approach is developed based on technical analysis. Pedagogical approach is tested before implementing it in the pilot schools. Materials developed are user friendly and technically appropriate. In-service teacher training is focused on practical lessons to implement new methodology; and The implementation is properly monitored to ensure teachers are implementing the new approach in the classroom. Component 3 – Project Management and Monitoring and Evaluation: Support for management and M&E of all project activities Support to MOES and national and international technical advisors to strengthen implementation capacity Facilitate coordination across concerned departments Provide technical assistance to the monitoring framework for project activities and the sector as a Fiduciary Oversight: Bank fiduciary specialists will continue their capacity building activities to address the fiduciary risk issues. Training for procurement, financial management, and auditing staff will be provided on an ongoing basis to help ensure necessary controls are in place and that sound procurement and financial management practices are being implemented. The World Bank financial management and procurement team will work together with the ECU to provide implementation support in the early stage of implementation period so as to avoid implementation delays of those activities. In addition, the fiduciary training provided by the Bank to the MoES will anticipate these issues and suggest possible solutions to them before they arise. External Audit. An independent external auditor will be engaged to conduct the audit of the entire project. The audit will be carried out with greater emphasis on internal controls, according to terms of reference acceptable to the Bank. An annual audit report will be required to be submitted to the Bank within six months after the end of calendar year. Auditors’ reports would be shared with MoES, MOF, development partners and the Bank, and would be posted on the project website, with specific review and agreement on corrective actions undertaken during the project supervision missions each year.