Robert Wallace Financial Management Specialist Financial Management Specialist AFTME Shwetlena Sabarwal Economist Economist AFTED Adu-Gyamfi Abunyewa Senior Procurement Specialist Senior Procurement Specialist AFTPE Anders Jensen M&E Specialist Results Framework AFTOS Bernardo da Cruz Vasconcellos Economist Monitoring and Evaluation AFTED Luis M. Schwarz Sr. Finance Officer Disbursements CTRLD Rose-Claire Pakabomba Program Assistant Program Assistant AFTED Beatrix Allah-Mensah Social Development Specialist Safeguards AFTSD Jessica Dodoo Team Assistant Team Assistant AFCW1 . Locations The GPEG project will be implemented in 57 deprived districts within eight of the ten regions of Ghana. .
Annex 1: Results Framework and Monitoring Ghana Partnership for Education Grant Results Framework . Project Development Objective . PDO Statement The Project Development Objective is to improve the planning, monitoring and delivery of basic education services in deprived districts of the Recipient’s Territory. . Project Development Objective Indicators Cumulative Target Values Data Source/ Responsibility for Indicator Name Core Unit of Measure Baseline YR1 YR2 YR3 YR4 YR5 End Target Frequency Methodology Data Collection Deprived districts disbursing 75% or more of their district education grants as planned in their APW Percentage 0 60% 70% 80% - - 80% Annual Report of financial analysis of APWs DED provides data to RED which consolidates the information and submits a report to GES HQ & PBME. Inputs are incorporated into the NESAR. Public basic schools in deprived districts with up-to-date School Report Cards Percentage 0 10% 50% 75% - - 75% Annual Report of analysis and summary of School Report Cards School data in SRCs submitted to districts 2X/year. RED aggregates data into M&E report and submits copy to GES HQ & PBME. P3 students achieving proficiency in English and Math (NEA results for deprived districts) Percentage P3 English: 12.4% P3 Math: 9.0% - - P3 English: 15% P3 Math: 11% Biennial National Education Assessment GES overseeing National Education Assessment Teachers trained under the project in deprived districts who obtain satisfactory rating or higher in the SBI/CBI Lesson Observation Sheet for (a) lesson planning (b) teaching methodology (c) classroom organization Percentage 0 0 20% 50% - - 50% Annual Sample survey using SBI/CBI Lesson Observation Sheet DED and RED overseeing sample survey on the SBI/CBI Lesson Observation Sheet
and management Direct project beneficiaries Number 0 0 0.2 mill. 1.6 mill. - - 1.6 mill. Annual Report of analysis of APW, UTDBE and INSET Schools, DEDs, and REDs collect data which are then consolidated by GES HQ & PBME. Female beneficiaries Percentage 0 0 40% 40% - - 40% Annual Report of analysis of APW, UTDBE and INSET Schools, DEDs, and REDs collect data which are then consolidated by GES HQ & PBME Intermediate Results Indicators Cumulative Target Values Data Source/ Responsibility for Indicator Name Core Unit of Measure Baseline YR1 YR2 YR3 YR4 YR5 End Target Frequency Methodology Data Collection Component 1: Sub-Grants to Deprived Districts to support key education objectives Head teachers and Circuit Supervisors in deprived districts trained under the project in the use of School Report Cards Number 0 - - 6,930 Annual Capacity building and training reports DEDs collect data from training providers, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. Regional and District education officers trained under the project (e.g., financial management, data collection and analysis, etc.) Number 0 - - 500 Annual Capacity building and training reports DEDs collect data from training providers, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. Teachers trained under the project (disaggregated by UTDBE and INSET) Number 0 - - 35,000 UTDBE: 5,000 INSET: 30,000 Annual Reports of training providers Report of APW, UTDBE and INSET reports DEDs collect data from training providers, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. DEDs collating School Reports Cards from at least 70% of schools within the district Percentage 0 30% 50% 70% - - 70% Annual M&E reports RED collects information and submits an M&E report to GES HQ & PBME.
Component 2: School Sub-Grants Basic schools in deprived districts participating in all INSET core courses supported under the project Percentage 0 30% 45% 65% - - 65% Annual INSET annual report on capacity building and training DEDs collect data from training providers, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. Schools that have received and displayed the most recent School Report Card on their notice board Percentage 0 40% 65% 75% - - 75% Annual DED annual report based on Circuit Supervisors Report DED collates data from circuit supervisor reports, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. Component 3: Project Management and Institutional Strengthening Schools visited by Circuit Supervisors at least two times in a year Percentage 0 50% 70% 100% - - 100% Annual DED annual report based on Circuit Supervisors Report DED collates data from circuit supervisor reports, submits to REDs for regional consolidation, and the GES HQ & PBME produce a national report. REDs submitting annual M&E reports to GES HQ & PBME by incorporating data from all districts in the region Percentage 0 50% 75% 100% - - 100% Annual Annual M&E reports GES HQ & PBME Schools in deprived districts with completed SPIPs approved by SMCs using the revised template Percentage 0 20% 50% 75% - - 75% Annual DED annual report on school grants DEDs will send report to REDs for regional consolidation, and the GES HQ & PBME produce a national report.
1.2. Increased access for children with special needs Increased number of children with special needs Finalize special needs and inclusive education policy Guidelines and incentives for inclusive education to the districts and schools Develop child- and gender-friendly learning environment standards. Ensure that policies and procedures around school attendance of pregnant teenaged pupils / teenage mothers, reporting of school – based gender based violence and teacher abuse and infrastructure are fully implemented in all schools Districts implement programs of inclusive education for children with special needs (teacher training, screening, community sensitization etc.) Improve physical access to school and pedagogical support to children with special needs Proportion of children with special needs in school matches their proportion in population Gender parity Increased education attainment for girls in deprived districts Girls primary completion in deprived districts improve Guidelines and incentives for girls education Monitoring and capacity building for Districts appoint girls education officer Annual Work Programs target Schools provide outreach to families with out of school girls and with girls with irregular attendance Full gender parity in basic education Annual EMIS, district level review
reliable about resource allocation and use, about learning outcomes and results of impact evaluations etc.) NESAR reports on improvements along the four key strategic objectives and also on geographical, social and gender disparities Government provides feedback and training to districts based on the NESAR reporting on management efficiency and accountability NESAR and other key sector reports, including reports on learning outcomes are broadly disseminated. DA, NGO and CSO participation increases in NESAR and regional/district level performance reviews APWs to improve school monitoring and supervision Head teachers and Circuit Supervisors in deprived districts trained in the use of School Report Cards DEDs together with DA EOC carry out joint annual sector review SPAM is mainstreamed and focuses on “academic” issues such as access, quality and efficiency Provision of funds to organize orientation for teachers, SMCs and PTAs on teacher absenteeism allocation and use up to school levels Resources are more equitably allocated and more efficiently used website National and Regional Education Annual Reviews,
Risk Management: Government has committed itself to adopting and implementing a Program-Based Budgeting (PBB) framework which will help to remedy some of budget shortcomings. The PBB is planned to replace the existing activity based budgeting system and align the sector programs better for more efficient service delivery definitions and outcome measures- Education is a pilot sector for the PBB. Public Finance Management (ERPFM) and Public Expenditure and Financial Accountability (PEFA) reports of 2010 confirmed that Ghana enjoys a well grounded and formulated legal and regulatory framework for PFM Although some capacity has been strengthened at the district levels under recently closed IDA supported EDSEP, high staff turnover means that capacity will remain a pressing issue. A rigorous monitoring and evaluation system is being established, with independent monitoring to provide information on utilization of district and school grants in a more timely manner so that any irregularities would be detected in time to suspend subsequent grants. Resp: Client Stage: Due Date: December, 2013 Status: In Progress Project Risks Design Rating Substantial Description: The program focuses on only a few priority areas (gender, out of school children, teacher quality, supervision) that would require commensurate investments in areas not covered under the GPEG to achieve education objectives (e.g., textbooks, school construction) Decentralized service delivery of education would precede implementation of national decentralization policy Risk Management: Situating the GPE grant within the framework of the ESP helps to see how these programs fit within the national strategy, but more importantly identify where funding gaps remain. Government investments are fragmented among a number of sources (e.g., Ghana Education Trust Fund) that are responsible for allocating to different areas such as infrastructure, salaries, textbooks, etc. Project reporting will include monitoring on all sources of education funding at the district and school level. Furthermore, the project mechanism allows some flexibility for districts and schools to decide how resources will be best used according to their needs and funding allocations from other sources. The district’s accountability to deliver results (indicators) will also help rationalize these
programs supported by USAID, DFID, JICA and UNICEF, GPE also provides supervision funding to help support various technical experts as needed. Safeguards: Regular bank implementation support missions will include environmental and social development staff. Missions will include field visits to grant recipients including those whose sub-projects have been previously identified as having environmental issues. Missions will ensure that TA activities and/or District/school grants are adhering to the ESMF and that civil works do not have adverse environmental and/or social impacts. Implementation support and skills needed (including resource estimates and partner roles) Time Focus Skills Needed Resource Estimate Partners First 12 months Monitor quality of district and school grant proposals School grant specialist $10,000 WB/USAID Monitor performance of procurement Procurement $40,000 WB Monitor performance of financial management FM $40,000 WB Assess performance of M&E M&E specialist $40,000 WB/USAID Design and baseline of Impact Evaluation IE specialist $40,000 WB/USAID Assess implementation of UTDBE/INSET Teacher Education expert $25,000 WB/DFID/JICA 12-48 months Assess performance of environ., social issues $20,000 WB Follow up on assessment related activities; IE support. Impact evaluation specialist $40,000 USAID/WB Monitor compliance to agreed FM/procurement and M&E reporting $30,000 WB/USAID Monitor performance of district and school grants Grant specialist US$20,000 WB Assess performance of INSET and UTDBE Teacher training expert US$25,000 WB/DFID/JICA
Table 9: Structure of Ghana’s education system Years Appropriate Age Level of Education Academic Focus 1 4-5 Basic Education (free, compulsory and universal) Learning by playing (Foundational Literacy, Numeracy, inter personal and communication skills 2 5-6 3 6-7 Primary Basic Literacy, Numeracy, Science(including environmental) and Social (including Life skills) Studies 4 7-8 5 8-9 6 9-10 7 10-11 8 11-12 9 12-13 Junior High School Lower Secondary Education focus English, Ghanaian Language, Math, Social Studies, Science(including environmental), Technical, Vocational, Agricultural Courses 10 13-14 11 14-15 12 15-16 Senior High School Upper Secondary Two categories: Grammar and Technical Academic programs in Core subjects( in English, Ghanaian Language, Social Studies, Mathematics, Science (including environmental) and introduction to focus areas of studies in Grammar type Education Business Studies, Science Home Economics (including Visual Arts) and Technical and Vocational Education and Training programs 13 16-17 14 17-18 15 18-19 Tertiary 16 19-20 17 20-21 18 21-22 Source: Improving Equity, Efficiency an Accountability of Education Service Delivery, WB February 2011.