Document of
The World Bank
Report No. RES22788
RESTRUCTURING PAPER
ON A
PROPOSED PROJECT RESTRUCTURING
OF THE
EDUCATION SECTOR STRATEGY SUPPORT PROJECT
TF013232 – APPROVED ON APRIL 20, 2013
TF015143 – APPROVED ON SEPTEMBER 17, 2013
TO THE
REPUBLIC OF NICARAGUA
February 23, 2016
Public Disclosure
Education Global Practice
Latin America and the Caribbean Region
This document has a restricted distribution and may be used by recipients only in the
performance of their official duties. Its contents may not otherwise be disclosed without World
Bank authorization.
ABBREVIATIONS AND ACRONYMS
EU
FY
GDSI
GoN
GPE
IDB
IRI
MINED
MTR
PAD
PDO
PMS
RFM
RAAS
SEAR
SEIDI
TERCE
UNESCO
WB
European Union
Fiscal Year
General Directorate of School Infrastructure
Government of Nicaragua
Global Partnership for Education
Inter-American Development Bank
Intermediate Results Indicator
Ministry of Education (Ministerio de Educación)
Mid-Term Review
Project Appraisal Document
Project Development Objective
Planning and Monitoring System
Results Framework and Monitoring
South Atlantic Autonomous Region (Región Autónoma del Atlántico del Sur)
Education Sub-System for the Autonomous Regions (Sub-Sistema de Educación
Autonómico Regional)
Integrated Early Childhood Development Monitoring and Evaluation System
(Sistema de Evaluación Integrado del Desarrollo Infantil)
Third Regional Comparative Standardized Student Assessment (Tercer Estudio
Regional Comparativo y Explicativo)
United Nations Organization for Education, Science and Culture
World Bank
Regional Vice President:
Country Director:
Senior Global Practice Director:
Practice Manager/Manager:
Task Team Leader:
Jorge Familiar
J. Humberto Lopez
Claudia Maria Costin
Reema Nayar
Enrique O. Alasino Massetti
DATA SHEET
Nicaragua
Education Sector Strategy Support Project (P133557)
LATIN AMERICA AND CARIBBEAN
Education
.
Report No: RES22788
.
Basic Information
Lending
Instrument:
Specific Investment Loan
Regional Vice President: Jorge Familiar
Original EA
Category:
Partial Assessment (B)
Country Director:
J. Humberto Lopez
Current EA
Category:
Partial Assessment (B)
Senior Global Practice
Director:
Claudia Maria Costin
Original Approval
19-Apr-2013
Date:
Practice
Manager/Manager:
Reema Nayar
Current Closing
Date:
Team Leader(s):
Enrique O. Alasino
Massetti
Project ID:
P133557
31-Aug-2016
.
Borrower:
Republic of Nicaragua, Ministry of Finance and Public Credit (MHCP)
Responsible
Agency:
Ministry of Education (MINED)
.
Restructuring Type
Form Type:
Full Restructuring Paper
Restructuring
Level:
Level 2
Decision Authority:
Country Director Approval
.
Financing ( as of 15-Oct-2015 )
Key Dates
Status
Approval Signing Effectiveness
Date
Date
Date
Original
Closing Revised Closing Date
Date
P133557 TF-13232
Effective
20-Apr2013
20-Apr2013
02-May-2013
30-Apr2016
31-Aug-2016
P133557 TF-15143
Effective
17-Sep2013
17-Sep2013
19-Sep-2013
28-Feb2016
28-Feb-2016
Project
Ln/Cr/TF
Disbursements (in Millions)
Project
Ln/Cr/TF
Status
Currency Original
Revised
Cancelled
Disbursed Undisbursed % Disbursed
P133557 TF-13232
Effective USD
16.70
16.70
0.00
9.37
7.33
56%
P133557 TF-15143
Effective USD
33.39
31.32
0.00
13.59
17.56
44%
.
Policy Waivers
Does the project depart from the CAS in content or in other significant
Yes [ ]
respects?
No [ X ]
Does the project require any policy waiver(s)?
No [ X ]
Yes [ ]
.
A. Summary of Proposed Changes
The main changes to the Project are summarized below:
i) Revision of the Results Framework and Monitoring Matrix: (i) baseline and target values have been
revised on the basis of 2013 school year data, updated education data for the 2014 and 2015 school years
and updated 2015 demographic projections from 2005 Population Census Data. The original baseline
values used 2010 school year data and 2010 demographic projections data, however, the Project only
became effective in late 2013; (ii) target values for certain indicators have been adjusted in response to
revised baseline values and lower total Project financing available (due to the exchange rate loss); and
(iii) the wording and/or description of certain indicators has been revised to align them with international
definitions or to better measure Project activities.
ii) Amendment of a legal covenant: The number of fiduciary support personnel to be hired has been
modified to ensure consistency with the IDA-funded Second Support to the Education Sector Project
(P126357, Credit No. 5036-NI).
iii) Extension of the Project’s closing date: The closing date will be extended by 11 months and 5 days from
august 31, 2016 to August 05, 2017 to ensure completion of important civil works for secondary schools,
particularly in the context of the eight month delay that took place during the negotiation of the European
Union (EU)–World Bank (WB) Administration Agreement.
iv) Revision of the Project Financing Plan: The Financing Plan has been revised to reflect (i) changes in
the exchange rate (EUR to USD); and (ii) a smaller increase in counterpart funding from the Government
of Nicaragua (GoN) to finance the secondary teacher certification-based training.
v) Revision of the disbursement estimates: Estimates have been revised to reflect Project implementation
progress to date and the extension of the Project closing date to August 05, 2017.
vi) Modification of the components and costs: Changes have been made in order to reflect the GoN’s revised
strategy for school infrastructure and its implication on Project components and costs, including the type
of intervention, number of schools/classrooms, and cost of infrastructure. Some component costs are
also being revised in consideration of the loss in exchange rate and elimination or increase of specific
expenditures.
vii) Revision of the implementation schedule: Implementation of infrastructure works has been extended
until October 2016 under TF013232, and until July 2017 under TF015143.
Change in Implementing Agency
Yes [ ]
No [ X ]
Change in Project's Development Objectives
Yes [ ]
No [ X ]
Change in Results Framework
Yes [ X ]
No [ ]
Change in Safeguard Policies Triggered
Yes [ ]
No [ X ]
Change of EA category
Yes [ ]
No [ X ]
Other Changes to Safeguards
Yes [ ]
No [ X ]
Change in Legal Covenants
Yes [ X ]
No [ ]
Change in Loan Closing Date(s)
Yes [ X ]
No [ ]
Cancellations Proposed
Yes [ ]
No [ X ]
Change to Financing Plan
Yes [ X ]
No [ ]
Change in Disbursement Arrangements
Yes [ ]
No [ X ]
Reallocation between Disbursement Categories
Yes [ ]
No [ X ]
Change in Disbursement Estimates
Yes [ X ]
No [ ]
Change to Components and Cost
Yes [ X ]
No [ ]
Change in Institutional Arrangements
Yes [ ]
No [ X ]
Change in Financial Management
Yes [ ]
No [ X ]
Change in Procurement
Yes [ ]
No [ X ]
Change in Implementation Schedule
Yes [ X ]
No [ ]
Other Change(s)
Yes [ ]
No [ X ]
Appraisal Summary Change in Economic and Financial Analysis
Yes [ ]
No [ X ]
Appraisal Summary Change in Technical Analysis
Yes [ ]
No [ X ]
Appraisal Summary Change in Social Analysis
Yes [ ]
No [ X ]
Appraisal Summary Change in Environmental Analysis
Yes [ ]
No [ X ]
Appraisal Summary Change in Risk Assessment
Yes [ ]
No [ X ]
.
B. Project Status
Project Development Objective (PDO): Progress on the five PDO indicators is summarized below:




1
PDO indicator 1: Gross enrollment rate for preschool (3-5 years) in selected municipalities. This
indicator has shown little improvement, with an increase from 40% in 2013 to just 42% in 2014. The
population of 3-5 years increased higher than projected during the period. (Target 48% in 2016)
PDO indicator 2: Gross enrollment rate for lower secondary (grades 7-9) in selected municipalities.
This indicator is on track with an increase from 47% in 2013 to 51% in 2014. (Target 54% in 2016)
PDO indicator 3: Learning conditions improved in preschool. This indicator has already been achieved.
All preschool teachers have been trained on the use of the unified curriculum, classroom learning
instruments are available in all public preschools, and all public preschools have received a package of
learning materials. (Target “Yes” in 2016)
PDO indicator 4: Grade 9 completion rate. This indicator has improved from 52% in 2010 to 58% in
2013. (Target 57% in 2016). The calculation of this indicator was recently modified to be harmonized
with international standards1 and on this basis, modestly improved from 64% in 2013 to 70% in 2015.
The revised formula is based on the conventional WB/UNESCO definition of completion rate.

PDO indicator 5: Percentage of grade 9 students achieving intermediate, advanced or above
proficiency levels standardized evaluations for Spanish and Mathematics. This indicator will be
measured in 2016 when the results of the national standardized tests are available, however it is unable
to be measured at present.
Component 1: Increasing Access and Improving Learning Conditions of Preschool Education. To date, of the
initial target of 200 preschool classrooms rehabilitated, 16 have been completed and 16 are underway. All
children in public preschools nationwide (247,000) have benefitted from the implementation of a new unified
preschool curriculum; about 20% of the preschool in-service teachers (2,480) are enrolled in a certification
training process; and all public preschools nationwide (8,136) have received classroom learning instruments
and materials. The diagnosis phase of the development of the Integrated Early Childhood Development
Monitoring and Evaluation System (SEIDI) has been completed; measuring tools are currently being developed
and will be piloted in 2016.
Component 2: Improving Access, Quality and Completion of Lower Secondary Education. To date, out of the
200 basic education schools (also known as core schools2) to be rehabilitated, 22 have been rehabilitated and 7
are under rehabilitation. All lower secondary students attending public schools (around 350,000) have benefited
from the provision of 1,300,000 textbooks (sub-component 2.2); 100% of public school secondary teachers
(10,600) received 16,300 copies of teaching guides for Mathematics, Literature, Social Science and Natural
Science; and 995 (Project intended target is 1,000) lower secondary in-service teachers are receiving pre-service
training.
Component 3: Strengthening of the MINED’s Institutional Capacity for Preschool Education. The Preschool
Directorate has been provided with basic office equipment to ensure implementation and supervision of Project
activities. All educational advisors for preschool education (19) received equipment.
Component 4: Strengthening of the MINED’s Institutional Capacity for Lower Secondary Education. The
General Directorate of Secondary Education has been provided with basic office equipment. Two new offices
of the General Directorate and General Infrastructure Directorate have been created to cover the departments
of Boaco and León, and the territory of Zelaya Central.
The GoN has taken a new strategy for rehabilitation of preschools and core schools, which aims at: (i)
integrating the two interventions for preschools and core schools; and (ii) ensuring that schools are fully
functional after Project intervention. Under this holistic approach, the average number of classrooms to
rehabilitate per core school will increase from two to eight and schools should comply with minimum standards
including: (1) system of water & sanitation; (2) security; (3) recreational facilities (soccer fields etc); and (4)
electricity. The average cost per school will be revised upward to include the costs of additional classrooms,
the incremental costs of additional complementary facilities and the increase of the price in materials. The
number of intervened schools and new/rehabilitated classrooms will be reduced: from originally 250 core
schools (for 500 classrooms) to 75 core schools (for 465 classrooms) and from originally 85 preschools (for
200 classrooms) to 60 preschools for (106 classrooms).
Other operations have been approved that are contributing to classroom rehabilitation/construction nationwide,
which are also active in the Project’s selected municipalities. To some extent, these operations will compensate
2
Core school provides preschool, primary and lower secondary education.
for the reduction of intervened schools for the restructured Project. These operations are: (i) the ongoing
preschool construction project funded by the Inter-American Development Bank (IDB); and (ii) the GoN’s
contribution to lower secondary school construction under its current Strategy for Rural Secondary Education
(Estrategia para Secundaria a Distancia).
The Project closing date was recently extended (on October 20, 2015) by four months from April 30, 2016 to
August 31, 2016 to ensure the completion of: (i) civil works in preschools in selected municipalities; and (ii)
the development of a monitoring system for the implementation of Early Childhood Development (ECD)
policy.
.
C. Proposed Changes
.
Development Objectives/Results
Project Development Objectives
Original PDO
The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and
to improve preschool education learning conditions nationwide; and (b) increase access to lower secondary
education in selected municipalities, and improve lower secondary education quality and completion rates
nationwide.
Change in Project's Development Objectives
No changes are proposed for the PDO.
Change in Results Framework
The original Results Framework and Monitoring Matrix presented five PDO-level indicators and 14
Intermediate Results Indicators (IRIs). The proposed revisions to the Matrix include changes to four PDO-level
indicators and 12 IRIs, however the total number of indicators would not change.
Given that the baseline has been updated to reflect 2013 data (the year that the Project became effective), the
baseline, annual and target values as well as year of reference of most indicators will be revised accordingly.
For some indicators, annual and target values will be revised to reflect the expected Project impacts. In line
with the extension of the Project closing date to August 5, 2017, the date for achievement of the target value
for PDO indicators is being changed to December 31, 2016 as the data for the school year 2017 will not be
available before project closure. The previous date for achievement of the target value for PDO indicators was
December 31, 2015.
PDO-level indicators
PDO-level indicator 1: Increase in the gross enrollment rate for preschool (3-5 years) in selected
municipalities.
The wording will be revised for clarity and to take into account that ‘enrollment’ refers to every child enrolled
in preschool, not only those who are 3 to 5 years old. In addition, the baseline value will be revised based on
2013 school year data while the target value will be revised downward given the increase in the number of
children 3-5 years of age in selected municipalities (according to updated 2015 projections from the 2005
Population Census Data)3. The description will also be revised to reflect these changes.
Revised indicator: Gross enrollment rate for preschool in selected municipalities.
Original description: Number of students enrolled in grades 3-5 of preschool divided by the total population of
children of 3-5 years of age based on the 2005 Population Census Data. The indicator will be calculated for all
preschools in the 43 selected municipalities.
Revised description: Number of students enrolled in the three levels of preschool in the selected municipalities
divided by the total population of children of 3-5 years of age based on projections from the 2005 Population
Census Data. The indicator will be calculated for all preschools in the 43 selected municipalities.
Original Baseline value: 41.7% Revised Baseline value: 40%
Original Target: 48% Revised Target: 44%
PDO-level indicator 2: Increase in the gross enrollment rate for lower secondary (grades 7-9) in selected
municipalities.
The wording will be revised for clarity. The baseline value will be revised based on revised 2013 school year
data. The target (54%) will not be changed, in consideration of the important increase between 2013 (47%) and
2014 (51%).
Revised indicator: Gross enrollment rate for lower secondary (grades 7-9) in selected municipalities.
Original Baseline value: 48.6% Revised Baseline value: 47%
PDO-level indicator 4: Increase in the grade 9 completion rate.
The wording of the indicator will be revised for clarity and the description will be replaced by the conventional
WB/UNESCO definition of completion rate. Baseline, annual and target values will be revised consequently.
Revised indicator: Grade 9 completion rate.
Original description: Number of students enrolled in grade 9 at the end of the school year divided by the total
population of children of 14 years age based on the 2005 Population Census Data.
Revised description: The number of new entrants (enrollments minus repeaters) in grade 9, regardless of age,
divided by the population at the entrance age for grade 9. This indicator is calculated at the national level.
Considering the new description and the revised baseline value, a new target value has been set in line with past
years trends.
Original Baseline value: 52% Revised Baseline value: 64%
Original Target: 57% Revised Target: 71%
3
Demographic projections are updated on annual basis.
PDO-level indicator 5: Increase in the percentage of grade 9 students achieving intermediate, advanced or
above proficiency level standardized evaluations for Spanish and Mathematics.
The wording will be revised for clarity and the description will be revised to clarify that the indicator will
measure three levels of achievements (intermediate, advanced and excellent) instead of two (advanced and
excellent); the fourth level of achievement (low) would not be measured. Based on available information on
national assessment in Grade 9 in 2010, the following changes will be made: (i) for Spanish, the baseline value
will be corrected to integrate the revised figures from the GoN; and (ii) for Mathematics, the baseline will be
rounded and the target value will be confirmed. With the delays in Project implementation, impact on quality
would only be measurable after Project completion. Therefore, conservative target values have been established
considering that in-service teacher training and textbook distribution are expected to contribute positively to
better student outcomes. However, the increase in completion rate (indicating a greater number of low student
performers in the system), would lower student outcomes.
Revised indicator: Percentage of grade 9 students achieving intermediate, advanced and above proficiency
(excellence) level in standardized evaluations for Spanish and Mathematics.
Original description: The next assessment will be carried out in 2015. Baseline is 2010. The baseline is the
sum of the two levels (advanced and excellent). Tests conducted on a representative sample at national level.
Revised description: The next assessment will be carried out in 2015. The baseline year is 2010, which is when
the last assessment was carried out. The baseline is the sum of three of the four levels established in the scale
of the 2010 assessment: intermediate, advanced and excellent. Tests are conducted on a representative sample
at the national level.
For Mathematics
Original Baseline value: 51.2% Revised Baseline value: 51%
Original Target (53%) is confirmed
For Spanish
Original Baseline value: 64.9 % Revised Baseline value: 75%
Original Target: 66% Revised Target: 77%
INTERMEDIATE-RESULTS INDICATORS (IRI)
IRI 1: Number of preschool classrooms and complementary facilities improved and equipped in selected
municipalities. The wording will be revised to better measure Project activity. Target values will be revised
downward because of the increase in the price of materials and the additional costs for complementary facilities
and equipment for all preschools under the Project.
Revised indicator: Number of preschool classrooms built/rehabilitated and equipped in selected municipalities
Original target: 200 Revised target: 106
IRI 2: Preschool unified curriculum developed. The description will be revised. Instead of “published in short
document,” the one unified preschool curriculum integrating one curriculum framework and the three preschool
classroom instruction guides will be “available on the MINED website.” Those documents have already been
distributed to all preschools, but they need to be available for the public to make informed decisions on sending
children to preschool.
Original description: One curricular framework and three preschool classroom instruction guides would be
integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and published
in a short document.
Revised description: One curricular framework and three preschool classroom instruction guides would be
integrated in one unified preschool curriculum approved by the Executive Directorate of MINED and available
on the MINED website
IRI 3: Increase in the percentage of certified preschool teachers (Nation-wide).
The indicator will be modified to register the amount of community educators and preschool teachers that are
certified under the Project. This is due to the weaknesses in the availability of information in MINED with
regard to the total number of community educators and preschool teachers currently teaching in the classroom
around the country. For example, there are currently four separate figures regarding the total number of
community educators and / or preschool teachers teaching in the classroom, as reported by the Human
Resources Directorate, the Education Statistics Directorate, the Preschool Directorate or the Teacher Training
General Directorate. Therefore, it is impossible to rigorously monitor the total number of community educators
and/or teachers and whether they are certified or not to provide preschool education. Furthermore, the original
goal of the project was to certify 2,700 community educators and preschool teachers. However, due to the
increase in the cost of scholarships for those educators and teachers from remote areas of the country (especially
in the Caribbean Coast) it is necessary to increase investment per teacher and reduce the target to 2,300.
Revised indicator: Number of certified preschool teachers (Nationwide).
Original description: Total number of preschool teachers is 9,296. Total number of certified preschool teachers
in 2011 is 4,096 (44%). Total number of preschool teachers to be certified by the Project is 2,700 (equivalent
to 29% of the 9,296 preschool teachers in 2011).
Revised description: The number of preschool teachers that have been certified under the Project.
Original Baseline value: 44% Revised Baseline value: 0
Original Target: 73% Revised Target: 2,300
IRI 4: Number of preschools that receive learning material packages
The target value will be revised according to official updated data on the number of preschools. The description
will be revised for a better clarity of the indicator.
Original description: Learning materials included in each package will include small school supplies and toys
to be distributed in all preschools nation-wide.
Revised description: Two types of learning material packages will be delivered: i) educational materials,
including dominos, puzzles, musical instruments, etc.; and ii) basic material packages, including crayons,
watercolors, scissors, etc. Preschools includes public and community preschools.
Original target: 14,000 Revised target: 8,500
IRI 5: System to evaluate early childhood development outcomes in place and operational.
This indicator will be modified in order to better reflect the reality of project activities. The project has
successfully carried out a full diagnostic assessment on the tools currently used to measure ECD from the
Ministry of Health, Ministry of the Family and the Ministry of Education, as well a Conceptual and
Methodological Framework for the system. However, the complexity of the political and institutional situation
has made it difficult to move to the implementation stage of a single System that is managed jointly by the three
institutions, which assesses all of the dimensions of ECD and to do so during the Project cycle. As a result,
MINED has opted to begin the implementation stage for only the aspects related to the assessment of ECD and
learning from the perspective of preschool education. This process will allow for the implementation of the
system at the national level shortly after the end of the project. The description of the indicator and the target
will be modified to reflect this change to the indicator.
Revised indicator: System to evaluate early childhood development outcomes and preschool-age learning
outcomes in place and operational.
Original description: A new system will be developed and piloted. The tools developed to measure child
development outcomes will be validated on a representative sample of the 43 municipalities.
Revised description: A new system will be developed, and piloted for validation. The tools developed to
measure ECD outcomes and preschool-age learning outcomes will be applied to a sample that includes a group
from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as
well as urban areas.
Original target: (i) Evaluation system designed and piloted; (ii) System validation conducted in a sample of
the selected municipalities, and results published.
Revised target: (i) System to evaluate early childhood development outcomes in preschool and preschool-age
learning outcomes is designed and piloted; (ii) System validation conducted in a sample that includes a group
from the 43 selected municipalities, and which covers a wide variety of contexts and regions, both in rural as
well as urban areas, and results published.
IRI 6: Number of core schools (K-9) with facilities improved for lower secondary education.
The target value will be revised downward because of: (i) higher costs per school with the change to a more
holistic approach; (ii) an increase in the price of materials; and (iii) a loss in the exchange rate of Euros to
Dollars.
The description will be revised to clarify that, under the revised strategy, the number of classrooms to
rehabilitate was increased to 8 instead of 2 as originally designed.
Original description: Interventions to improve a core school facility would comprise: (i) two new and/or
rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational
workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved
sanitation, water supply etc.
Revised description: Interventions to improve a core school facility would comprise: (i) eight new and/or
rehabilitated classrooms on average per school; (ii) improved learning facilities (ICT, libraries, vocational
workshops); (iii) classroom furniture and blackboards; and (iv) complementary facilities, such as improved
sanitation, water supply etc.
Original target: 200 Revised target: 75
IRI 7: A university-based certification program for lower-secondary teachers implemented.
The target value will be revised downward to reflect a more realistic expected number of lower secondary
teachers that have graduated from university. Drop outs are higher than originally projected. The description of
the indicator will be modified to better reflect the content of the course.
Original Description: Universities will sign a contract with MINED for the implementation of the universitybased certification program and the enrollment of secondary school teachers in the three-year program to end
in 2014.
Revised Description: Universities will carry out, in coordination with the MINED, a certification program for
secondary school teachers that lasts three years and which will grant the certification for “secondary education
teacher with superior technical level”.
Original target: 900 Revised target: 750
IRI 8: Number of secondary school teachers who participate in the 20-days in-service teacher upgrading
training based on the secondary curriculum.
The indicator will be revised to align with the final MINED strategy for in-service training, which is based on
22 days of training with one day per week instead of 20 days as originally designed. The description will be
revised because all in-service courses will be implemented in 2016 instead of 2014 and 2015, as originally
scheduled. Finally, the target value will be revised downward to 1,600 secondary teachers (instead of 1,640).
According to updated school data, there are 1,600 secondary teachers in the four subjects (mathematics, natural
sciences, social sciences and languages) in the 43 targeted departments.
Revised indicator: Number of secondary school teachers who participate in the 22-day in-service teacher
upgrading training based on the secondary curriculum.
Original description: 10 days of in-service courses would be offered by the eight Teacher Training Institutes TTIs (Escuelas Normales) in 2014 and 2015.
Revised description: Number of secondary school teachers participating in 22 days of in-service courses.
Original target: 1,640 Revised target: 1,600
IRI 9: Number of secondary textbooks distributed.
The target value will be revised because the updated number of students in public lower secondary schools (1.2
million) is higher than estimated (1.1 million). In addition the Project provides also: (i) about 200,000 textbooks
in 5 subjects to all students in grades 10 and 11 in public upper secondary schools; (ii) about 100,000 textbooks
to students under the Rural Secondary Strategy; and (iii) about 10,000 textbooks in 5 subjects to all teachers in
grades 7, 8, 9, 10 and 11 in public secondary schools.
Original target: 1.1 million Revised target: 1.5 million
IRI 11: Personnel from the Directorate of Preschool Education are trained in basic management techniques.
The indicator will be revised because of the elimination of the training of personnel from the Directorate of
Preschool Education in basic management techniques. Project activities have been focused on strengthening
the capacity of the Directorate of Preschool Education in order to: (i) elaborate and develop a unified curriculum
and classroom instruction guides; and (ii) implement/supervise Project activities on ECD (preschool teacher
training, use of the new tools etc.). The wording and description will be changed consequently.
Revised indicator: Directorate of Preschool Education is equipped for Project implementation and supervision
activities.
Revised description: Directorate of Preschool Education receives equipment, including vehicle for supervision
of Project activities and computers to develop curriculum and classroom guides.
IRI 12: General Directorate of School Infrastructure (GDSI) offices set up in two departmental education
delegations and one territorial division of RAAS.
The description will be revised to reflect MINED’s strategy for works control and supervision. Instead of
contracting “firms,” as stipulated in the original description, works monitoring and supervision would be
contracted to “individual consultants.”
Original description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office will
include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and supervision
of civil works contracted to firms.
Revised description: Three GDSI offices are to be created in Boaco, Leon and Zelaya Central. Each office
would include basic facilities for the GDSI to conduct pre-feasibility studies, as well as the monitoring and
supervision of civil works contracted to individual consultants.
IRI 14: Direct Project Beneficiaries, of which percent female.
The description will be revised because: (i) the indicator should not be limited to “2011,” as stipulated in the
original description, but it should be a cumulative number; and (ii) Project beneficiaries are not limited to the
43 selected municipalities, but are nationwide. Baseline, annual and target values will be revised and updated
with recent education data.
Original description: Total number of pre primary and secondary school children enrolled in 2011 in the 43
selected municipalities as reported by MINED.
Revised description: Total number of pre-primary and secondary school children enrolled at the time of
distribution of textbooks and total number of teachers in pre-primary and lower secondary schools at the time
of distribution of teaching materials, as reported by MINED.
Original Baseline: 551,000 Revised baseline: 0
Original target: 569,000 Revised target: 585,000
.
Change in Legal Covenants
Explanation:
For both Trust Funds, legal covenants for the Grant Agreement will be revised to align with the IDA-funded
Second Support to the Education Sector Project. These two projects are managed by the same permanent
team.
For both Trust Funds, there will be the same revision to the legal covenants on Institutional Arrangements
(TF-013232 Schedule 2. Section I.A.2 and TF-015143 Schedule 2. Section I.A.2) to include a requirement
that all fiduciary positions are appointed within 30 days of the effectiveness of this Restructuring and
maintained at all times throughout Project implementation.
Finance
Ln/Cr/
Agreement
TF
Reference
Description of Covenant
TF13232
Finance Agreement:
Effectiveness: Article V.
Sections 5.01 and 5.02 |
Description :The Grant
Agreement shall not
become effective until
evidence satisfactory to the
World Bank has been
furnished to the World
Bank that the execution
and delivery of the Grant
Agreement on behalf of the
Recipient has been duly
authorized or ratified by all
necessary governmental
and corporate action. | Due
Date :02-May-2013
Complied
with
No Change
TF13232
Finance Agreement:
Institutional Arrangements.
Schedule 2. Section I.A.1 |
Description :The
Recipient, through
MINED, shall maintain at
all times during the
implementation of the
Project, a Project
coordinator, with functions
and responsibilities
acceptable to the World
Bank, including, inter alia,
Complied
with
No Change
Date Due Status
Recurrent Frequency
Action
the responsibility to
coordinate and assist
MINED, and MINED’s
divisions and education
secretariats, in the
implementation,
administration, monitoring
and supervision of the
Project. | Frequency
:CONTINUOUS
TF13232
Finance Agreement:
Institutional Arrangements.
Schedule 2. Section I.A.2 |
Description: Not later than
30 days after the Effective
Date, appoint and,
thereafter, maintain, at all
times during Project
implementation, competent
personnel required for
Project implementation, in
adequate numbers and with
sufficient resources,
including, but not limited
to, a procurement
coordinator, a financial
management coordinator, a
social safeguards
coordinator, two senior
financial management
specialists, three
procurement specialists,
one social safeguards
specialist, four
accountants, three
procurement analysts, four
social safeguards analysts,
and six controllers, all with
terms of reference,
qualifications and
experience acceptable to
the Association, as further
detailed in the Operational
Manual. | Frequency
:CONTINUOUS
Not
complied
with
Revised
TF13232
Finance Agreement:
Institutional Arrangements.
Schedule 2. Section I.B.1 |
Description: The Recipient
Complied
with
No Change
shall carry out the Project,
in accordance with the
provisions of a manual
satisfactory to the World
Bank (the Operational
Manual). | Frequency
:CONTINUOUS
TF13232
Finance Agreement:
Environmental and Social
Safeguards. Schedule 2.
Section I.E.1 | Description
:The Recipient shall: (a)
carry out the Project in
accordance with the
Safeguard Instruments,
including the guidelines,
rules and procedures
defined in said Safeguard
Instruments; and (b) not
assign, amend, repeal,
waive or fail to enforce
any provision in any of the
Safeguard Instruments,
without the prior written
approval of the World
Bank. | Frequency
:CONTINUOUS
Complied
with
No Change
TF13232
Finance Agreement:
Environmental and Social
Safeguards. Schedule 2.
Section I.E.2 | Description
:To this end, the Recipient
shall ensure that: (a)
an
EMP, consistent with the
provision of the EMF, and
acceptable to the World
Bank have been duly
prepared and disclosed
prior to the carrying out of
any works under Part 1 (a),
Part 2(a)(i) and Part
4(c)(iv) of the Project
requiring such EMP; and
(b)
if applicable, a
RAP, consistent with the
RPF, and acceptable to the
World Bank. | Frequency
:CONTINUOUS
Complied
with
No Change
TF-
Finance Agreement:
Complied
No Change
13232
Environmental and Social
Safeguards. Schedule 2.
Section I.E.3 | Description:
The Recipient, through
MINED, shall ensure that
the terms of reference for
any consultancy in respect
to Parts 2(a)(iii) and 4(c)(i)
and (ii) of the Project shall
be satisfactory to the
World Bank following its
review thereof and, to that
end, such terms of
reference shall duly
incorporate the
requirements of the World
Bank Safeguards Policies
then in force. | Frequency
:CONTINUOUS
with
TF13232
Finance Agreement:
Procurement. Schedule 2.
Section III.E. |
Description: A series of
Special Provisions for the
procurement of goods,
works, non-consulting
services or consultant’s
services will be in effect
throughout the lifetime of
the Project. | Frequency
:CONTINUOUS
Complied
with
No Change
TF15143
Finance Agreement
:Effectiveness: Article V.
Sections 5.01 and 5.02 |
Description :The Grant
Agreement shall not
become effective until
evidence satisfactory to the
World Bank has been
furnished to the World
Bank that the execution
and delivery of the Grant
Agreement on behalf of the
Recipient has been duly
authorized or ratified by all
necessary governmental
and corporate action. | Due
Date :19-Sep-2013
Complied
with
No Change
TF-
Finance Agreement:
Complied
No Change
15143
TF15143
Institutional Arrangements.
Schedule 2. Section I.A.1 |
Description :The
Recipient, through
MINED, shall maintain at
all times during the
implementation of the
Project, a Project
coordinator, with functions
and responsibilities
acceptable to the World
Bank, including, inter alia,
the responsibility to
coordinate and assist
MINED, and MINED’s
divisions and education
secretariats, in the
implementation,
administration, monitoring
and supervision of the
Project. | Frequency
:CONTINUOUS
Finance Agreement:
Institutional Arrangements.
Schedule 2. Section I.A.2 |
Description: Description:
Not later than 30 days after
the Effective Date, appoint
and, thereafter, maintain, at
all times during Project
implementation, competent
personnel required for
Project implementation, in
adequate numbers and with
sufficient resources,
including, but not limited
to, a procurement
coordinator, a financial
management coordinator, a
social safeguards
coordinator, two senior
financial management
specialists, three
procurement specialists,
one social safeguards
specialist, four
accountants, three
procurement analysts, four
social safeguards analysts,
and six controllers, all with
with
Not
complied
with
Revised
terms of reference,
qualifications and
experience acceptable to
the Association, as further
detailed in the Operational
Manual. | Frequency
:CONTINUOUS
TF15143
Finance Agreement:
Institutional Arrangements.
Schedule 2. Section I.B.1 |
Description: The Recipient
shall carry out the Project,
in accordance with the
provisions of a manual
satisfactory to the World
Bank (the Operational
Manual). | Frequency
:CONTINUOUS
Complied
with
No Change
TF15143
Finance Agreement:
Environmental and Social
Safeguards. Schedule 2.
Section I.E.1 | Description
:The Recipient shall: (a)
carry out the Project in
accordance with the
Safeguard Instruments,
including the guidelines,
rules and procedures
defined in said Safeguard
Instruments; and (b) not
assign, amend, repeal,
waive or fail to enforce
any provision in any of the
Safeguard Instruments,
without the prior written
approval of the World
Bank. | Frequency
:CONTINUOUS
Complied
with
No Change
TF15143
Finance Agreement:
Environmental and Social
Safeguards. Schedule 2.
Section I.E.2 | Description
:To this end, the Recipient
shall ensure that: (a)
an
EMP, consistent with the
provision of the EMF, and
acceptable to the World
Bank have been duly
prepared and disclosed
Complied
with
No Change
prior to the carrying out of
any works under Part 1 (a),
Part 2(a)(i) and Part
4(c)(iv) of the Project
requiring such EMP; and
(b)
if applicable, a
RAP, consistent with the
RPF, and acceptable to the
World Bank. | Frequency
:CONTINUOUS
TF15143
Finance Agreement:
Environmental and Social
Safeguards. Schedule 2.
Section I.E.3 | Description:
The Recipient, through
MINED, shall ensure that
the terms of reference for
any consultancy in respect
to Parts 2(a)(iii) and 4(c)(i)
and (ii) of the Project shall
be satisfactory to the
World Bank following its
review thereof and, to that
end, such terms of
reference shall duly
incorporate the
requirements of the World
Bank Safeguards Policies
then in force. | Frequency
:CONTINUOUS
Complied
with
No Change
TF15143
Finance Agreement:
Procurement. Schedule 2.
Section III.E. |
Description: A series of
Special Provisions for the
procurement of goods,
works, non-consulting
services or consultant’s
services will be in effect
throughout the lifetime of
the Project. | Frequency
:CONTINUOUS
Complied
with
No Change
.
Financing
Change in Loan Closing Date(s)
Explanation:
A first extension of the Project Closing date under TF013232 by four months to August 31, 2016 took place in
October 20, 2015 to allow the completion of the infrastructure processes for preschools. The Project Closing
date would be extended by an additional 11 (eleven) months and 5 (five) days from August 31, 2016 to August
05, 2017. The extension of two months of TF013232 aims at mitigating the potential risk of delays in the
extension/rehabilitation of four preschools (out of the 57 selected preschools) during the rainy season. The
extension of 17 (seventeen) months and 5 (five) days of TF015143 will allow for the completion of the high
volume of infrastructure processes in core schools in the selected municipalities. The extension would
compensate previous delays in the preparation of the Project and the signing of the Administration Agreement
between the World Bank and the EU, which delayed the effectiveness for almost eight months after the
signature of the financing agreement between the GoN and the EU.4 There were also delays due to capacity
issues during the preparation of the pre-investment studies of the core schools supported by the Project, as well
as in infrastructure procurement processes, supervision and payments.
The Project is in full compliance with OP/BP 10.00 Investment Project Financing. Under the proposed
restructuring, the Project’s objectives will continue to be achievable. The performance of the Implementing
Agency is Satisfactory. Neither the Grants in particular, nor the country in general are under suspension of
disbursements. The Project is in compliance with the covenants in the grant agreements, including audit and
financial management reporting requirements. Finally, there is an action plan in place to complete the Project.
Ln/Cr/T
Status
F
Original Closing
Date
Current Closing
Date
Proposed Closing Date Previous Closing Date(s)
TF-13232 Effective 30-Apr-2016
31-Aug-2016
31-Oct-2016
31-Aug-2016
TF-15143 Effective 28-Feb-2016
28-Feb-2016
05-Aug-2017
28-Feb-2016
Change to Financing Plan
Explanation:
The financing plan will be revised to take into account the decrease in TF015143 (from US$35,000,000 to
US$31,322,614 or around 10.5% compared to the original Grant value at time of approval) due to the loss in
the Euro to Dollar exchange rate. A cancellation in the amount of USD 2,063,994 is required resulting in a
revised amount of USD 31,322,614 with value date of amendment’s signature by the Bank, as per BP 10.0.
Revisions to the financing plan will also reflect the GoN’s contribution of approximately US$500,000 towards
financing of the pre-service training for secondary education teachers.
Source(s)
Current (from
AUS)
At Approval
Proposed
BORR
0.00
0.00
500,000.00
EFAS
16,700,000.00
16,700,000.00
16,700,000.00
MSC1
35,000,000.00
35,000,000.00
31,322,614.00
51,700,000.00
51,700,000.00
48,522,614.00
Total
Disbursement Estimates
Change in Disbursement Estimates
Explanation:
4
For the EU financing, the process comprises three sequences: (i) signing of the Financing Agreement between the
EU and the GoN for 32 million Euros for Nicaragua Education. (ii) Signing of the Administration Agreement between
the Bank and the EU for Bank administration of 28.78 million Euros out of the total 32 million Euros; and (iii) signing
of the Grant Agreement between the Bank and the GoN for a Grant amount of US$33.38 million to be managed and
administered by the Bank.
Disbursement estimates will be changed in line with revised total Project costs to reflect actuals for fiscal years
(FYs) 2013-2015 and revised estimates for FYs 2016, 2017 and 2018.
Fiscal Year
Current (USD)
Proposed (USD)
2013
800,000.00
3,328,396.00
2014
14,200,000.00
19,926,281.00
2015
20,000,000.00
15,000,000.00
2016
16,700,000.00
6,200,000.00
2017
3,500,000.00
2018
567,937.00
Total
51,700,000.00
48,522,614.00
.
Components
Change to Components and Cost
Explanation:
A- Changes to components
The changes by component are presented below.
1- Component 1. The number of intervened schools and new/rehabilitated classrooms will be reduced
from 200 classrooms across 85 preschools to 106 classrooms across 60 preschools. With regards to
SEIDI, alternative resources have been secured to finance the technical assistance for the development
of the SEIDI. As such, SEIDI activities supported by the project will be limited to carrying out a pilot
of SEIDI measurement tools in preschools within the area of intervention.
2- Component 2. The number of intervened schools and new/rehabilitated classrooms will be reduced
from 500 classrooms across 250 core schools to 465 classrooms across 75 core schools. The number
of days for the in-service training will be increased from 20 to 22. With respect to the integration of
cultural and linguistic aspects of local communities into existing materials, the Project will finance the
design of new material for students in grades seven through nine in line with the Curricular
Transformation of the Caribbean Coast, as opposed to adapting existing materials.
3- Component 3. The provision of training and professional development to MINED’s preschool
education technical specialists has been eliminated, as it was deemed unnecessary by the GoN.
B- Changes to costs
With the revised infrastructure strategy, the cost per school will be revised upward. In addition to the impact of
the increase on the price of materials (the majority of the selected schools are in remote areas with high
transportation costs), the cost per school is higher because additional works for additional complementary
facilities and equipment are included under the new holistic approach. Besides equipment and other facilities,
the main reason for the increase in the cost of core schools is the change in number of classrooms to rehabilitate
per school, from two to eight classrooms. For preschools, the revised average cost per school is expected to be
US$61,609, in comparison to the original estimated cost per school of US$35,000. The revised costs include
costs for toilets, security walls/paths, and equipment for water, sanitation and electricity. For core schools, the
average cost per school is expected to be US$310,460, in comparison to the originally estimated US$87,032.
There would be also changes in the cost per component.
Components 1 and 3, financed by GPE funds (TF013231): The cost of Component 1 will be revised slightly
downward as a result of the decrease in the cost of sub-component 1.5 due to the elimination of the technical
assistance for SEIDI’s diagnosis. The total costs of infrastructure under the new strategy and the revised number
of classrooms will increase slightly by about two percent. The cost of Component 3 will be revised upward to
cover the costs of: (i) additional equipment for the “Direction General de Administración y Finanzas;” and (ii)
the contract extension of the technical assistance for Financial Management and Procurement.
Components 2 and 4, financed by EU funds (TF015143): The costs of Component 2 will be revised to reflect:
(i) the decrease in the number of teachers receiving training; (ii) the decrease in the cost per textbook from
US$3.24 to US$2.20; and (iii) the decrease of the available budget for infrastructure due to the to the loss in
the Euro to Dollar exchange rate. The costs of Component 4 will be revised upward in order to integrate the
costs of: (i) about 30 additional consultants for the Directorate of Infrastructure for supervision of civil works;
and (ii) the implementation of the new computerized education management system.
Finally, the total Project amount has decreased due to changes in the Euro to Dollar exchange rate, which went
from US$1.31 per Euro at the time of approval, to US$1.11 per Euro as of February 4, 2016.
Current Component Name
Current Cost
(US$M)
Proposed Cost (US$M)
Action
Increasing Access and
Improving Learning
Conditions of Preschool
Education
15.90
15.85
Revised
Improving Access, Quality
and Completion of Lower
Secondary Education
33.50
29.82
Revised
Strengthening of the Ministry
of Education’s Institutional
Capacity for Preschool
Education
0.80
0.85
Revised
Strengthening of the Ministry
of Education’s Institutional
Capacity for Lower
Secondary Education
1.50
2.00
Revised
51.70
48.52
Total:
.
Other Change(s)
Change in Implementation Schedule
Explanation:
The implementation schedule will be revised for school infrastructure taking into account progress to date,
future plans, and the recent institutional re-organization at the MINED.
For the development of SEIDI, under the revised implementation schedule the activities will be completed by
the end of September 2016.
.
Annex 1: Results Framework and Monitoring Matrix
NICARAGUA EDUCATION SECTOR STRATEGY SUPPORT PROJECT
Project Development Objective (PDO): The objectives of the Project are to: (a) increase access to preschool education in selected municipalities, and to
improve preschool education learning conditions nationwide; and (b) increase access to lower secondary education in selected municipalities, and improve lower
secondary education quality and completion rates nationwide.
PDO-Level
Results
Indicators
PDO Indicator
One: Gross
enrollment rate
for preschool in
selected
municipalities.
PDO Indicator
Two: Gross
enrollment rate
for lower
secondary (grades
7-9) in selected
municipalities
Continue
d (C)
Revised
Unit of
(R) Core
Measure
Dropped
(D)
New
(N)
Cumulative Target Values
Baseline
2013
2014
Actual
2015
Preliminary
Frequency
2016
2017
Data
Source/
Methodolog
y
Responsibility
for Data
Collection
R
Percent
age
40
42
43
44
44
Annual
Annual
Monitorin
g Report
Department
of Statistics
R
Percent
age
47
51
53
54
55
Annual
Annual
Monitorin
g Report
Department
of Statistics
Description (indicator
definition etc.)
Number of students
enrolled in the three levels
of preschool in the
selected municipalities
divided by the total
population of children of
3-5 years of age based on
the 2005 Population
Census Data. Indicator
would be calculated for
all preschools in the 43
selected municipalities.
Number of students
enrolled in grades 7-9 of
preschool divided by the
total population of
children 12-14 years of
age based on the 2005
Population Census Data.
Indicator would be
calculated for all
preschools in the 43
selected municipalities.
C
Text
No
No
Yes
Yes
Yes
Annual
Annual
Monitorin
g Report
Directorate
of
Preschool,
Department
of Training
and
Department
of Statistics
R
Percent
age
64
69
70
71
71
Annual
Annual
Monitorin
g Report
Department
of Statistics
Evaluatio
n Report
Office of
Learning
Evaluations
Directorate
of
Secondary
and
PDO Indicator
Three: Learning
conditions
improved in
preschool.
PDO Indicator
Four: Grade 9
completion rate.
PDO Indicator
Five: Percentage
of grade 9
students achieving
intermediate,
advanced or
R
Percent
age
Math: 51
Languag
e: 75
Math: -Langua
ge: --
Math: -Language: --
Math: 53
Languag
e: 77
Math: 53
Language:
77
Defined
by
MINED
Learning conditions
would be considered
effectively improved if
50% of the preschools
nationwide have at least 3
out of the 4 conditions
described below:
 Preschool teachers
trained in the use of the
unified curriculum
 Revised classroom
learning instruments
are available in
preschools
 Preschool teachers are
certified
 Preschools have
received a package of
learning materials.
Grade 9 completion rate is
the number of new
entrants (enrollments
minus repeaters) in grade
9, regardless of age,
divided by the population
at the entrance age for
grade 9. Indicator
calculated at the national
level.
The next assessment
would be carried out in
2015. Baseline is 2010
which is when the last
assessment was carried
out. The baseline is the
Department
of Statistics
above proficiency
(excellence)
levels
standardized
evaluations for
Spanish and
Mathematics.
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
sum of three of the four
levels established in the
scale of the 2010
assessment: intermediate,
advanced and excellence.
Tests are conducted on a
representative sample at
the national level.
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
Frequency
Data Source/
Methodology
Responsibility
for Data
Collection
Description (indicator
definition etc.)
Directorate
of
Infrastructure
Interventions to
improve a preschool
classroom would
comprise: (i) the
construction and/or
rehabilitation of
classrooms; (ii)
complementary
facilities including, but
not limited to toilets,
recreational areas,
water/sanitation and
security; and (iii) the
provision of furniture
and equipment.
INTERMEDIATE RESULTS INDICATORS (IRIs)
Component 1: Increasing Access and Improving Learning Conditions of Preschool Education
IRI 1: Number of preschool
classrooms
built/rehabilitated and
equipped in selected
municipalities.
R
Number
0
10
40
106
106
Annual
Annual
Monitoring
Report
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
No
Yes
Yes
Yes
Yes
Once
only
Annual
Monitoring
Report
Directorate
of Preschool
R
Number
0
0
0
2,300
2,300
Annual
Annual
Monitoring
Report
Directorate
of Preschool
IRI 4: Number of
preschools that receive
learning material packages
IRI 5: System to evaluate
early childhood
Responsibility
for Data
Collection
Text
IRI 3: Number of certified
preschool teachers
(Nationwide).
Data Source/
Methodology
R
IRI 2: Preschool unified
curriculum developed.
Frequency
R
Number
0
8,500
8,500
8,500
8,500
Annual
Annual
Monitoring
Report
Directorate
of Preschool
C
Number
0
0
1
2
2
Annual
Annual
Office of
Learning
Description (indicator
definition etc.)
One curricular
framework and three
preschool classroom
instruction guides
would be integrated in
one unified preschool
curriculum approved
by the Executive
Directorate of MINED
and available on
MINED website.
The number of
preschool teachers that
have been certified
under the Project.
Two types of learning
material packages are
delivered: i)
educational materials
including dominos,
puzzles, musical
instruments, etc. and ii)
basic material packages
that include crayons,
watercolors, scissors,
etc.. Preschools
includes public and
community schools
A new system will be
developed, and piloted
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
Frequency
development outcomes and
preschool-age learning
outcomes in place and
operational.
Data Source/
Methodology
Monitoring
Report
Evaluation
Responsibility
for Data
Collection
Description (indicator
definition etc.)
Evaluation,
Directorate of
Preschool and
Department of
Statistics
for validation. The
tools developed to
measure child
development outcomes
and preschool-age
learning outcomes will
be applied to a sample
that includes a group
from the 43 selected
municipalities, and
which covers a wide
variety of contexts and
regions, both in rural as
well as urban areas.
(i) System to evaluate
early
childhood
development outcomes
and
preschool-age
learning outcomes is
designed and piloted;
(ii) System validation
conducted in a sample
that includes a group
from the 43 selected
municipalities,
and
which covers a wide
variety of contexts and
regions, both in rural as
well as urban areas, and
results published.
 System to evaluate early
childhood development
outcomes and preschoolage learning outcomes is
designed and piloted
Number
0
0
1
1
1
Once
only
Annual
Monitoring
Report
Evaluation
 System validation
conducted in a
representative sample of
municipalities nationwide, and results
published.
Number
0
0
0
Component 2: Improving Access, Quality and Completion of Lower Secondary Education
1
1
Once
only
Office of
Learning
Evaluation,
Directorate
of Preschool
and
Department
of Statistics
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
Frequency
IRI 6: Number of core
schools (K-9) with
facilities improved for
lower secondary education.
R
Number
0
certification program for
lower-secondary teachers
implemented.
C
Text
Annual
Annual
Monitoring
Report
Directorate
of
Infrastructure
750
studentteachers
certified
750
studentteachers
certified
Annual
Annual
Monitoring
Report
Directorate
of Secondary
1,600
1,600
Annual
Annual
Monitoring
Report
Directorate
of Training
30
60
No
946
studentteachers
enrolled
760
studentteachers
enrolled
0
0
216
IRI 8: Number of
secondary school teachers
who participate in the 22day in-service teacher
R
Number
Responsibility
for Data
Collection
75
0
IRI 7: A university-based
Data Source/
Methodology
Description (indicator
definition etc.)
Interventions to
improve a core school
facility would
comprise: (i) eight new
and/or rehabilitated
classrooms on average
per school; (ii)
improved learning
facilities (ICT,
libraries, vocational
workshops); (iii)
classroom furniture and
blackboards; and (iv)
complementary
facilities, such as
improved sanitation,
water supply etc.
Universities will carry
out, in coordination
with the MINED, a
certification program
for secondary school
teachers that lasts three
years and which will
grant the certification
for “secondary
education teacher with
superior technical
level”.
Number of secondary
school teachers
participating in 22-day
in-service courses
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
Frequency
Data Source/
Methodology
Responsibility
for Data
Collection
Description (indicator
definition etc.)
Directorate
of Secondary
Textbooks would be
distributed for grades 7
to 11 in five subject
matters according to
the table 2.5 of the
PAD.
Directorate
of Secondary
Teaching guides would
be distributed to all
secondary school
teachers in five subject
matters.
Directorate
of
Infrastructure
Directorate of
Preschool Education
receives equipment
including vehicle for
supervision of Project
activities and
computers to develop
curriculum and
classroom guides
Directorate
of
Infrastructure
Three GDSI offices are
to be created in Boaco,
León and Zelaya
Central. Each office
would include basic
facilities for the GDSI
upgrading training based
on the secondary
curriculum.
IRI 9: Number of
secondary textbooks
distributed.
IRI 10: Number of teaching
guides distributed to
secondary school teachers.
R
C
Number
Number
0
0
0
0
1.29
million
16,300
1.50
million
16,300
1.50
million
16,300
Annual
Annual
Monitoring
Report
Annual
Annual
Monitoring
Report
Component 3: Strengthening of the Ministry of Education’s Institutional Capacity for Preschool Education
IRI 11: Directorate of
Preschool Education is
equipped for Project
implementation and
supervision activities
R
Yes/No
No
Yes
Yes
Yes
Yes
Once
only
Annual
Monitoring
Report
Component 4: Strengthening of the Ministry of Education’s Institutional Capacity for Lower Secondary Education
IRI 12: General Directorate
of School Infrastructure
(GDSI) offices set up in
two departmental
education delegations and
R
Number
0
3
3
3
3
Once
only
Annual
Monitoring
Report
Intermediate Results
Indicators
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
Frequency
Data Source/
Methodology
Responsibility
for Data
Collection
one territorial division of
RAAS.
IRI 13: Development of
infrastructure maintenance
guides/norms.
C
Yes/No
No
Yes
Yes
Yes
Yes
Once
only
Annual
Monitoring
Report
Directorate
of
Infrastructure
R
Number
0
257,000
585,000
585,000
585,000
Annual
Annual
Monitoring
Report
Directorate
of Statistics
IRI 14: Direct project
beneficiaries (of which
female)
Description (indicator
definition etc.)
to conduct prefeasibility studies, as
well as the monitoring
and supervision of civil
works contracted to
individual consultants.
The maintenance guide
and norms would be
developed by the
Directorate of
Infrastructure. It would
comprise a simple
booklet for the school
communities with a list
of recommendations
and some awareness
materials (poster/flyers
for instance). It would
be distributed to all
new school facilities
financed by the Project.
Total number of preprimary and secondary
school children
enrolled at the time of
distribution of
textbooks and total
number of teachers in
pre-primary and lower
secondary schools at
the time of distribution
of teaching materials,
as reported by MINED.
Intermediate Results
Indicators
(of which female)
Continued
(C)
Revised
(R)
Core
Dropped
(D)
New
(N)
Cumulative Target Values
Unit of
Measure
Percentage
Baseline
2013
2014
Actual
2015
Preliminary
2016
2017
50
50
50
50
Frequency
Data Source/
Methodology
Responsibility
for Data
Collection
Annual
Annual
Monitoring
Report
Directorate
of Statistics
Description (indicator
definition etc.)