Based on the analysis, the ESSA identified the following main areas for action in order to ensure that the Program interventions are aligned with the Core Principles 1, 3, 4 and 5 of the Policy for improved environmental and social due diligence. The main two critical actions have also been included the Program Action Plan. Subaction Description Deadline Party Completion Measurement Revising the EMF and SMF (Land acquisition framework and vulnerable community development framework), duly including An Environmental Social Due Diligence Procedure; Environmental and Social Screening Formats; Grievance Redressal Mechanism; Monitoring, evaluation, and audit arrangements with indicators: annual environmental and social performance reporting by the DOE and biannual external environmental audit by consultants; Guidelines and formats for land donation and purchase; and Technical guidelines on good environment management practices concerning siting, design, operation and maintenance, and so on of schemes/interventions. Approval of revised EMF and SMF by March 2017; starting in first year MOE, DOE Formal endorsement of strengthened EMF and SMF by the MOE. Environmental and social management rules and procedures and technical guidelines included in the Program Implementation Guidelines Provision of Environment and Social Budget in the SIPs for water supply, sanitation, solid waste management, IEC, and so on Formal endorsement by the MOE and DOE by March every year; Implementation starting in Year 1 MOE, DOE Formal endorsement of Environment and Social Budget in Program Implementation Guidelines Systems to promote social accountability Strengthened SMCs and forming social audit committees to audit SIPs Formal endorsement by the MOE completed; Implementation MOE, DOE Formal endorsement of systems to promote social accountability and strengthened party
9.4.1 PAP Implementation Plan Sub-action description Deadline Responsible Completion measurement 1) Revising the EMF and SMF (Land acquisition framework and VCDF), duly including: a. An Environmental Social Due Diligence Procedure (EDDP) b. Environmental and Social Screening Formats c. Grievances Redressal Mechanism d. Monitoring, Evaluation and Audit arrangements with Indicators: Annual Environmental and Social Performance Reporting by DOE and Bi-Annual External Environmental Audit by third party consultants. e. Guidelines and formats for land donation and purchase f. Technical guidelines on good environment management practices concerning siting, design, O&M, etc., of schemes/interventions. Formal endorsement by MoE and DoE by appraisal; Revision of EMF and SMF by Program Effective Date; Implementation starting in First Year MoE, DoE Formal endorsement of strengthened EMF and SMF by MoE. Environmental and Social Management rules and procedures and Technical Guidelines included in the Program Implementation Guidelines 2) Provision of Environment and Social Budget in the school improvement plans for water supply, sanitation, SWM, IEC, etc. Formal endorsement by MoE and DoE by appraisal; starting in First Year MoE, DoE Formal endorsement of Environment and Social Budget in Program Implementation Guidelines 3) Systems to promote Social Accountability a. A Strengthened SMCs and forming Social committees to audit SIPs b. Strengthening Communication Program and IEC for dissemination of information. Formal endorsement by MoE and DoE by appraisal; starting in First Year MoE, DoE Formal endorsement of Systems to promote Social Accountability and strengthened Communication Program and IEC in the Program Implementation Guidelines
EMIS will start tracking by gender. point increase from Year 1 Girls: 2 percentage point increase from Year 1 point increase from Year 1 Girls: 5 percentage point increase from Year 1 increase from Year 1 Girls: 8 percentage point increase from Year 1 point increase from Year 1 Girls: 12 percentage point increase from Year 1 Results Area 2: Improved equitable access to basic and secondary education PDO Indicator 4: NER in basic and secondary education in 15 most disadvantaged districts as ranked in the equity index (disaggregated by gender) Percentage Basic All: 85.3 Boys: 86.7 Girls: 83.9 Secondary All: 31.9 Boys: 33.2 30.7 All: 86.9 Boys: 88.3 Girls: 85.5 Secondary All: 34.5 Boys: 35.8 Girls: 33.3 Basic All: 88.4 Boys: 89.8 Girls: 87.0 Secondary All: 37.3 Boys: 38.6 Girls: 36.1 Basic All: 89.9 Boys: 91.3 Girls: 88.5 Secondary All: 40.1 Boys: 41.4 Girls: 38.9 Basic All: 91.4 Boys: 92.8 Girls: 90.0 Secondary All: 44.3 Boys: 45.6 Girls: 43.1 Basic All: 92.9 Boys: 94.3 Girls: 91.5 Secondary All: 48.0 Boys: 49.3 Girls: 46.8 Results Area 3: education system, sector planning, PDO Indicator 5: Percentage of funds disbursed to schools in compliance with eligibility and utilization guidelines Percentage n.a. n.a. 80 85 90 95
and governance IO Indicators Results Area 1 Improved and student learning outcomes IO Indicator 1.1: Percentage of Grade 3 students reading grade-level text with fluency Percentage 27.2 29.2 31.2 33.2 35.2 37.2 IO Indicator 1.2: Improved ECED and EGRP Text, Number of centers n.a. EGR carried out in 2,600 schools EGR Assessment carried out in 3,000 community schools Number of schools meeting minimum standards for ECED is 4,000 Number of schools meeting minimum standards for ECED is 6,000 Number of schools meeting minimum standards for ECED is 8,000 IO Indicator 1.3: National Curriculum Framework (NCF) revised and implemented 3 Text Secondary curriculum does not adequately serve the needs of diverse student The CDEC gives consent for the revision of the NCF with policy directives on issues to be Revised NCF approved for revision of curriculum for Grades 9–12 prepared Revision of curriculum for Grades 9–12 approved Grade 9 new curriculum
addressed, including, among others, catering to the needs of secondary students with diverse learning needs, and approves a plan of action for the revision of the NCF. IO Indicator 1.4: Assessment and examination system reforms undertaken to improve teaching and learning 4 Text Letter grading and introduced at 10 Inadequate capacity to carry out NASA at the ERO with the ERO signing with and national agencies Analysis of results for nationally and NASA Grade 8 (carried out in disseminated Single subject certification policy for Grades 11 and 12 implemented and improved annual conducted at the end of Grade 10 nationwide The ERO has analyzed and reported Grade 10 standardized of the NEB results and NASA results for the previous year in
Public (Grades 8, 10, and 12) not by July 2017 with specific, time-bound action plan for relevant agencies actionable form. IO Indicator 1.5: Improved teacher management and accountability 6 Text, Percentage Number of teachers identified nationally for Revised on of teachers on status and norms of teacher approved Number of teachers to be redeployed reduced by 10% of the baseline Number of teachers to be redeployed reduced by 25% of the baseline Number of teachers to be redeployed reduced by 40% of the baseline Number of teachers to be redeployed reduced by 60% of the baseline IO Indicator 1.6: Number of schools receiving block grants 5 Text, Number of schools Serious problems in the current Revised grants manual approved for 50 100 500 700
to offer science stream including enhanced grants IO Indicator 2.4: Share of students enrolled in science subjects in Grades 11 and 12 2 Percentage Low enrolment of students in science streams — 4 6 12 15 Results Area 3: education system, sector planning, and governance IO Indicator 3.1: Strengthened governance, fiduciary management, data systems, and institutional capacity for results-based program 1 Text, Percentage Enhanced fiduciary system is not in place. 85% accuracy in student and teacher data (from the 2014 Public Tracking Survey) Enhanced fiduciary system in place First round of EMIS verification conducted GMS operational Satisfactory completion of AWPB on key PSF activities 4 percentage points improvement in teacher and student data accuracy compared to discrepancy in the sample verification survey carried out in Year 1, or 95% accuracy in the sample verification survey carried out in Year 3 observations decreased to 4% of total non-salary grants to schools 97% accuracy in student and teacher data (from round of EMIS verification)
Absence of a system to verify school funds eligibility and utilization Need for enhanced and specific capacity (TA) for program Web-based EMIS operational in 25 districts Satisfactory completion of AWPB on key PSF activities IO Indicator 3.2: Enhancing feedback mechanism to schools Text School profile cards not used for conducting social audits in schools District and school profile cards piloted and used in social District and school profile cards piloted and used in social audits in 25% schools District and school profile implemented in all schools by linking with school District and school profile cards used in social audits in all schools by linking with District and school profile used in social audits in all schools by linking with school