World Bank Document · 2018. 12. 11. · The World Bank Afghanistan - Second Skills Development Project (P132742) ABBREVIATIONS AND ACRONYMS AFMIS Afghanistan Financial Management

The World BankAfghanistan - Second Skills Development Project (P132742)

REPORT NO.: RES31999

RESTRUCTURING PAPER

ON A

PROPOSED PROJECT RESTRUCTURING

OF

AFGHANISTAN - SECOND SKILLS DEVELOPMENT PROJECT

APPROVED ON MARCH 19, 2013

TO

ISLAMIC REPUBLIC OF AFGHANISTAN

EDUCATION

SOUTH ASIA

Regional Vice President: Hartwig Schafer Country Director: Shubham Chaudhuri

Senior Global Practice Director: Jaime Saavedra ChanduviPractice Manager: Mario Cristian Aedo Inostroza Task Team Leader: Kurt Larsen

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized


ABBREVIATIONS AND ACRONYMS

AFMIS Afghanistan Financial Management Information SystemANIM Afghanistan National Institute of MusicASDP Afghanistan Skills Development ProjectASDPII Afghanistan - Second Skills Development ProjectAUAF American University of AfghanistanBS Blind SchoolDLI Disbursement Linked IndicatorDLR Disbursement Linked ResultDMTVET Deputy Ministry of Technical and Vocational Education TrainingDUA Dunya University of AfghanistanEEP Eligible Expenditure ProgramESMF Environmental and Social Management FrameworkFM Financial ManagementGoA Government of AfghanistanGRM Grievance Redress MechanismGRS Grievance Redress ServiceHCC Human Capital CommitteeIFR Interim Financial ReportIO Intermediate OutcomeIPF Investment Project FinancingIUFR Interim Unaudited Financial ReportM&E Monitoring and EvaluationMIS Management Information SystemMoE Ministry of EducationMoF Ministry of FinanceMoHE Ministry of Higher EducationNIMA National Institute of Management and AdministrationNPA National Procurement AuthorityPD Procurement DirectoratePIM Project Implementation ManualPMU Project Management UnitPMTA Project Management and Technical AssistanceRBF Result-based FinancingSACA Skills Assessment and Certification for Afghanistan SME Small and Medium EnterpriseTPV Third-party VerificationTTTI Technical Teacher Training InstituteTVETA Technical and Vocational Education and Training Authority


BASIC DATA

Product Information

Project ID Financing Instrument

P132742 Investment Project Financing

Original EA Category Current EA Category

Partial Assessment (B) Partial Assessment (B)

Approval Date Current Closing Date

19-Mar-2013 30-Jun-2021

Organizations

Borrower Responsible Agency

Islamic Republic of Afghanistan Afghanistan Technical and Vocational Education Training Authority (TVETA)

Project Development Objective (PDO)

Original PDOTo increase the potential for employment and higher earnings of graduates from Vocational Education and Training institutions through improvements in the skills delivery system.

Current PDO

Improving TVET teacher competencies and curriculum in selected priority tradesOPS_TABLE_PDO_CURRENTPDOSummary Status of Financing

Ln/Cr/Tf Approval Signing Effectiveness ClosingNet

Commitment Disbursed Undisbursed

IDA-H8340 19-Mar-2013 11-May-2013 12-Jun-2013 30-Jun-2021 55.00 32.91 17.63

Policy Waiver(s)

Does this restructuring trigger the need for any policy waiver(s)?No


4

I. PROJECT STATUS AND RATIONALE FOR RESTRUCTURING

1. The Afghanistan - Second Skills Development Project (ASDPII) has been effective since June 12, 2013, and underwent a Level I restructuring in June 2017. The restructuring reflected a policy shift with regard to Human Capital Development from the Government of Afghanistan (GoA), culminating in the establishment of a Human Capital Committee (HCC) in October 2016 to address binding constraints in skills development. In light of this policy shift, the GoA requested the ASDPII to realign remaining resources, emphasizing (a) improving the relevance of Technical and Vocational Education and Training education to future labor market needs, (b) enhancing quality of teaching and learning by assessing and upgrading the competencies of TVET teachers, and (c) supporting institutional capacity building and overall systems strengthening. To respond to the new strategic priorities of the GoA and operationalize the reform agenda, the PDO was revised “to improve Technical and Vocational Education and Training (TVET) teacher competencies and curriculum in selected priority trades”. The 2017 restructuring also introduced results-based financing (RBF) to support activities under the reform agenda, while allowing one additional year to bring original activities to an orderly completion by June 30, 2018.

2. Since restructuring in June 2017, there has been increased momentum on project implementation, including (i) selection of 4 Lead Institutes to serve as a hub for priority trades in the TVET system, (ii) completion of the first round of TVET teacher competency assessments (770 teachers) following the establishment of a TVET Teacher Assessment Board, and technical boards for each of the seven priority trades, (iii) preparation of an initial draft of a teacher recruitment and management policy for consultations with Civil Service Commission (CSC), relevant government agencies and development partners, (iv) engagement of international technical partners to support curriculum reform, (v) verification by a Third Party of the progress in the achievement of disbursement linked indicators (DLIs) for the first year, and (vi) significant strengthening of technical capacity in the Project Management Unit (PMU). DLI 1 (b) and 4 have been met in 2017 with a corresponding disbursement of $ 0.87 million. The last Implementation Support Mission (April 2018) rated the achievement of project development objectives and project implementation progress Moderately Satisfactory.

3. As part of the June 2017 restructuring, the ASDPII project was organized into two phases:

a. Phase I (2013-2017) was designed to bring an orderly transition in Aided-Institutes to ensure minimum disruption to teaching and learning, and close existing contracts under original activities. Since the original ASDP, substantial progress has been made in building capacity of four high-visibility, aided institutes (National Institute of Management and Accounting (NIMA), Afghanistan National Institute of Music (ANIM), Afghanistan Institute of Technology, and the Blind School). In light of the long period of ASDP support (under ASDP I and ASDP II until now), it was agreed that support to all four aided institutes would be scaled down by the original closing date June 30, 2018, with the GoA taking actions for steadily attaining sustainable operations at these institutes. However, due to budgetary constraints, the GoA has found it difficult to fully cover salary costs particularly of expatriate teachers at NIMA and ANIM and had asked the Bank for continued support for financing salary costs on a declining basis until June 30, 2021 by when GoA plans to annually add qualified and experienced teaching staff on tashkeel positions in these two institutes. To this end, based on a letter to the Country Director from Deputy Minister of TVET on February 11, 2018, the DMTVET had agreed to (i) allocating at least 20 tashkeel faculty positions at NIMA, at the rate of 5 positions per year, to replace 33 ASDPII financed staff, and (ii) 22 taskheel positions at ANIM, at the rate of 7 positions per year. In addition, the GoA is committed to assign adequate managerial


5

and technical staff at the Technical Teacher Training Institute (TTTI) to serve as a technical hub of the TVET system.

b. Phase II (2017–2021) extended the project management and technical assistance component

(Component 4) to June 30, 2021 and introduced a new project component (Component 5) to support the implementation of GoA’s Human Capital reform agenda. Despite notable progress in the first year, achievement of some DLI’s has been delayed mainly due to: (a) the lack of familiarity with the RBF modality within the Ministry of Education (MoE)/ Deputy Ministry of TVET (DMTVET), which required additional capacity building efforts, and (b) additional time needed for complex reforms such as curriculum reform and teacher policy development, which warrant further coordination with government agencies and consultations with development partners. Given these challenges, some DLIs require a revision of targets and expected timelines.

4. The GoA’s renewed commitment to the Human Capital agenda is reflected in a number of high level policy actions: First, the GoA has prioritized youth unemployment as a critical policy challenge and has intensified dialogue with development partners to move this agenda forward. Second, to streamline institutional capacity to deliver on the Human Capital Development agenda, the GoA has established a standalone TVET Authority (TVETA) based on Presidential Decree No. 11 dated April 21, 2018. This administrative model aims to address some of the challenges identified at the Ministry of Education, including an oversized mandate and over-centralization of administrative functions. To relieve the burden on the Ministry, the mandate for vocational education has been transferred from the Deputy Ministry of TVET in MoE to a newly established TVETA, which has been tasked to oversee the coordination and implementation of TVET policy. In light of the recent developments, the Ministry of Finance has requested a Level II restructuring on June 13, 2018.

II. DESCRIPTION OF PROPOSED CHANGES

5. This paper seeks the approval for a Level Two restructuring to introduce changes to the ASDPII to (a) respond to the Government’s strategic priorities and revision of institutional arrangements in the TVET sector; (b) revise the Disbursement Linked Indicators (DLIs) and targets in view of the implementation experience; (c) introduce a new component to reallocate unutilized funds under Phase I (planned to have been completed by June 30, 2018) to finance salaries of NIMA and ANIM and other priority activities particularly to strengthen the capacity of TVETA under Phase II. In line with the changes made to institutional arrangements, changes are also proposed for legal covenants, fiduciary and risk ratings for institutional capacity for implementation and sustainability as well as fiduciary.

Table 1. ASDPII Component StructureComponent Closing Date Changes Proposed

Component 1: Strengthening of the TVET Institutional System

June 30, 2017

-

Component 2: Improving Performance of TVET Schools and Institutes

June 30, 2018

Reallocation of unutilized funds under phase I

Component 3: Improving Teacher Competencies

June 30, 2017

-

Component 4: Project Management, M&E and Public Awareness

June 30, 2021

Activities added during 2018 restructuring: Institutional Assessment of TVETA Support for TVET Strategy development


6

Capacity building of TVETA and ASDPII PMU

Component 5: TVET Sector ReformJune 30, 2021

Revision of DLI targets and DLR timelines and values Revision of total DLI envelope from $ 15m to $14m

Component 6: Teacher salaries at NIMA and ANIM

June 30, 2021

Component added during 2018 restructuring Continued financing of consultants (international faculty)

at NIMA and ANIM on a declining basis

6. Revision of DLIs: During the June 2017 restructuring of ASDPII, an RBF approach was introduced to support the human capital reform agenda and align incentives among the various actors. In light of implementation experience in the past year, revisions are proposed to (a) better accommodate the intermediate steps for policy reforms, and (b) allow adequate time for consultations and coordination within the government and with development partners. The total DLI envelope has been reduced to $14 million. The project will also provide additional technical assistance for implementation of the sector reforms during program implementation. The revised DLI matrix is elaborated in Annex 2.

7. TVET Sector Strategy: In light of the request from the TVETA, the ASDPII project will support preparation of TVET sector strategy, in collaboration with development partners. The strategy will be developed through a participatory approach under the leadership of the Human Capital Committee1, and emphasize gender equity, including understanding of barriers to women’s access and participation as well as market segregation is needed in order to design actions that support women’s entry into the labor market.

8. Institutional Support to TVETA: To support TVETA in delivering its mandate, the project will help TVETA in carrying out of an assessment of its current institutional and organizational structure identifying strengths and weaknesses, and how it interacts and works with the Provinces and TVET schools and institutes. The institutional assessment will recommend how the TVETA can strengthen its capacity to govern and implement its tasks. Based on the recommendations in the assessment report, the ASDP II would endeavor to support TVETA in concrete ways to strengthen its institutional capacity.

9. Financing of Teacher Salaries at NIMA and ANIM: It is proposed to finance salaries of teachers at NIMA and ANIM on a declining basis. The IDA financing of teacher salaries will be capped (see Table 3 below) to the declining levels in each year as the GoA progressively scales up tashkeel staff in each institute over 3 years. Salaries of teachers incurred by the GoA for NIMA and ANIM during July 1, 2018 to the date of effectiveness of the proposed restructuring will be retroactively financed in accordance with the amounts in the table below. Both NIMA and ANIM are contributing significantly to the new PDO. NIMA has been selected to be one of the lead institutes and is having a significant role in improving the curriculum in three priority trades accounting, business administration and management at other TVET institutes. ANIM has a key role in disseminating good practices in institutional governance to several other TVET institutions.

Table 2: Transition Arrangements for Aided InstitutesJuly 1, 2018- June 30,

2019July 1, 2019- June 30,

2020July 1, 2020- June

30, 2021July1, 2018- June

30, 2021NIMA USD 305,117 USD 227,491 USD 163,714 696,322

Additional Tashkeel Positions

5 5 5 15

1 The Human Capital Committee (HCC) of the GoA was established in October 2016 and is chaired by the President of the GoA. It seeks to provide strategic guidance and oversight of policy development related to skills development.


7

ANIM USD 416,099 USD 262,376 USD 196,375 874,850Additional

Tashkeel Positions7 7 8 22

Note: The GoA has already allocated 5 tashkeel positions financed by the GoA at NIMA during the previous year ending on June 30, 2018.

10. Financing of Existing Voucher Program commitments: The voucher scheme under the original ASDPII project aimed to broaden access and equity in TVET. Three rounds were implemented between 2013-15 under Component 2, with the third round evaluated rigorously. In light of the revised priorities of the reform agenda, which refocused ASDPII resources towards quality and systems strengthening, it was agreed during the 2017 restructuring that additional batches of voucher programs would not continue. However, in order to allow existing voucher recipients from the third batch to complete their programs and graduate, the project will finance existing commitments made under Phase I (under Component 2) to the service providers, ie, Dunya University and American University of Afghanistan based on verification of the delivery of the voucher program implemented under ASDP II, ensuring that the two universities mentioned above have delivered services as stipulated in their contracts. The final payment to the two universities would be subject to satisfactory verification.

B. Implementation Arrangements

11. Institutional arrangements. The Independent TVETA was established by Presidential Decree in April 2018. Its mandate includes policy and program development, coordination and implementation of the TVET agenda, which will no longer be under the Ministry of Education. The TVETA has inherited the institutional structure and staff of DMTVET and will receive its independent budget code in the following fiscal year. The ASDPII PMU has been transferred to the TVETA to implement and deliver project activities. The risk related to Institutional Capacity for Implementation has been revised to “high” as TVETA is a new authority with limited implementation capacity.

12. ASDPII Steering Committee. The composition of the Steering Committee will be modified to include representation from the TVETA. It will be chaired by the TVETA Head and will include Sector Manager, MoF; Heads of Lead Institutes; Directors of Planning and Policy of TVETA, of Teacher Training of TVETA, of Institutes and Schools of TVETA, and of Vocational Development in Coordination with the Private Sector; representatives of the Private Sector; representatives of GIZ and Dutch Cooperation; and Director of ASDP II PMU who will also serve as Secretary of the Project Steering Committee. The Steering Committee will provide policy direction and project oversight and meet at least every quarter.

13. Project Implementation Manual (PIM). The PIM will be revised by TVETA, approved by IDA and adopted by TVETA by October 31, 2018, to include arrangements, policies, and procedures to guide implementation of the restructured project on a day-to-day basis.

C. Project Financing and Disbursement Linked-Indicators

14. The DLI Component has been revised to $14 million from originally $15 million to accommodate, within the restructured project, additional needs for technical assistance to the TVETA and financing of Teacher Salaries in ANIM and NIMA. Under the RBF component, project funds will be disbursed against selected line items in the TVETA’s annual budgets up to capped amounts and conditioned on achievement of the agreed set of DLIs. Non-achievement of a DLI in a period means that disbursement of the funds associated with that DLI will be withheld (and released later if the DLI is met), but disbursement associated with other DLIs will not be affected. A verification protocol for the DLIs has been


8

revised. The Eligible Expenditure Programs (EEPs) cover all the activities under the restructured project, including training, consultancies, equipment costs and any other costs associated towards achieving the results. The selected specific object codes are Salaries: (21107, 21110, 21112, 21122, 21127, 21140, 21141, 21202, 22101), and Goods and Services: (22102, 22103, 22300, 22301, 22304, 22305, 22306, 22400, 22402, 22403, 22404,22405, 22407, 22408, 22409, 22412, 22413, 22414, 22416, 22417, 22422, 22501, 22502, 22503, 22504, 22511, 22601, 22602, 22603, 22700, 22701, 22703, 22708, 22711, 22714, 22800, 22801). These budget codes are applicable for expenditures until December 20, 2018 and will change in the next fiscal year starting December 21, 2018 when TVETA gets its own budget and budget codes from the MoF.

Table 3. Financing Plan for Phase II 2018-2021

Component Component NameCost (US$,

millions)

Disbursement Category IDA Financing

(%)

Component 2 Improving Performance of TVET Schools and Institutes2 1.00

Category 1(GD, WK, NON CS, AC VCH, IOC, TRG&CS)

100

Component 4 Project Management and Technical Assistance (PMTA) 3.90

Category 3(GDS, WKS AND CS FOR Comp 4 PMTA)

100

Component 5 TVET Sector Reform3 13.13 Category 4 (EEP FOR Comp 5 DLIs) 100

Component 6 Financing teachers at NIMA and ANIM 1.57

Category 5(CS for NIMA and ANIM) 100

Total resources available 20.60 Designated Account 2.10 Reimbursed DLI 0.87 Total Undisbursed 17.63

D. Financial Management 15. The World Bank has carried out an integrated fiduciary systems assessment based on the data and information

provided by TVETA, and the overall Fiduciary Risk for TVETA is rated as “High”. TVETA’s current fiduciary capacity is not sufficient for implementing the ASDP II project.

16. The following capacity building and risk mitigation measures are recommended by the World Bank to improve the performance of TVETA’s financial management systems:

2 Category 1 (Component 2) captures expenditures incurred until June 30, 2018, including remaining goods and services for the Blind School, payments to university contracts in connection with the student voucher scheme, and TTTI Workshop equipment.

3 Total Component 5 envelope is $14 million. $0.87 million has already been disbursed.


9

Hiring of financial management specialists and finance officers with sufficient FM expertise in the TVETA Finance and Administration Department.

To better assess the project risks as well as increase accountability, TVETA should (i) develop and operationalize a credible internal audit function and (ii) improve record keeping and accounting functions.

17. The project financial management (FM) arrangements rely on country systems. Government budgeting processes will apply, and the project’s budget will be part of the government’s annual budget. The accounting records will be maintained at the central level by the MoF in Afghanistan Financial Management Information System (AFMIS) based on M16s and the TVETA will maintain detailed subsidiary records. The detailed FM Manual that has been developed by the Bank for IDA and ARTF projects will provide a comprehensive internal control framework. The project’s annual financial statements will be prepared in accordance with the Cash Basis IPSAS and audited by the Supreme Audit Office. The audited financial statements will be submitted to the Bank within six months of the close of the financial year. The finance and administration department of TVETA and the FM consultants hired under the ASDP II will have the responsibility to manage the ASDP’s financial management.

18. Disbursement will be report-based. For Components 5 (the results-based components), conditioned on satisfactory achievement of the DLIs, funds will be disbursed to the special dollar account that has been opened to receive reimbursements. The grant proceeds will be applied against the reimbursement of EEPs as reported in the biannual Interim Financial Reports (IFRs). For Components 2, 4 and 6, the funds will be front-loaded based on a six-month cash forecast to the existing project designated account. Semi-annually, IFRs covering a period of six months ending June 21 and December 21 will be submitted to the Bank.

E. Procurement

19. The World Bank assessment of the Procurement Unit of TVETA revealed that the procurement staff has little experience in procurement and contract management, and are unfamiliar with donor procurement procedures, international tendering, and large value and complex contracts procurement. It is therefore suggested that the National Procurement Authority (NPA) should be tasked to restructure the current procurement unit in TVETA as new staff with sufficient expertise in procurement are needed. Until TVETA has taken the necessary steps to improve its procurement capacity, it is suggested as an intermediate arrangement, that the procurement functions of the TVETA will be supported by ASDPII fiduciary specialists contracted under the project as these have the sufficient expertise.

20. To mitigate the procurement risk until the new structure for the procurement unit is implemented by NPA, the following measures should be taken/considered:

The current procurement staff hired under the ASDP-II project will be in charge of small value and un-complex ASDP II contracts and will keep the TVETA procurement unit informed;


10

For high value and complex ASDP II contracts, the current procurement staff under ASDP II will seek help from either MoE procurement directorate (until December 2018) or from the NPA and will keep the TVETA procurement unit informed;

The World Bank will provide procurement training on the new procurement framework to all TVETA procurement staff.

21. Procurement under all components will be carried out in accordance with the World Bank’s Procurement Regulations for Borrowers for Goods, Works, Non-Consulting, and Consulting Services and applicable to IPF hereinafter referred to as the ‘Regulations’. ASDP-II will be subject to the World Bank’s Anticorruption Guidelines, dated October 15, 2006, revised in January 2011, and as of July 1, 2016.

22. Standard Procurement Documents. The World Bank’s Standard Procurement Documents, Requests for Proposals, and Forms of Consultant Contract shall be used for Open International Competition. Goods, works, and non-consultancy services following Open National Competition shall be procured using the agreed bidding documents for Afghanistan. In case of conflict/contradiction between the World Bank’s procurement procedures and any national rules and regulations, the World Bank’s procurement procedures will take precedence according to the Article 4(2) of the Procurement Law of the Islamic Republic of Afghanistan dated 27/06/1396 (September 17, 2016) published in the Official Gazette No.1223.

23. Project Procurement Strategy for Development (PPSD). According to the requirement of the Regulations, the TVETA will prepare a PPSD to decide methods and approaches for procurement (template of the PPSD already shared). When the PPSD is complete, the World Bank will arrange a procurement training for relevant government/project personnel.

24. Systematic Tracking of Exchanges in Procurement (STEP). The project will continue implementing STEP, a World Bank planning and tracking system, which would provide data on procurement activities, and establish benchmarks. Initial training on the operation of STEP has been provided to the procurement staff of the ASDP-II procurement staff. The same training will be provided again to refresh them and inform them of the STEP enhancement.Prior Review Thresholds:

Table 4: Procurement Prior Review Threshold [US$ million]Type of Procurement High Risk

Works (including turnkey, supply & installation of plant and equipment) 5Goods, information technology and Non-Consulting Services 1.5Consultants: firms 0.5

Consultants: individuals * 0.2*The above threshold is for consultants/advisors not contracted staff.

Procurement Methods Thresholds:

Goods and Non-Consulting Services


11

Table 5: Procurement Method and ThresholdProcurement Method Threshold for Methods (US$) Comment

1. Open International (Goods) 200,000 Equivalent or more2. Open National (Goods) 200,000 Equivalent or less3. Open International (Non-Consulting Services) 200,000 Equivalent or more4. Open International (Non-Consulting Services) 200,000 Equivalent or less5. RFQ (Goods) 50,000 Equivalent or less

Table 6: Consultants: Selection Methods and Thresholds

F. Social and Environmental Safeguards

Environmental and Social Safeguards

25. There will be no change in Environment Assessment category and the project will remain as Category B, because the restructuring will not lead to triggering any new safeguard policies, thus no additional risks are anticipated. The capacity within the project remain low thus effecting the compliance level of the safeguards. It is strongly recommended that the project follow due diligence in recruiting a safeguards specialist (Environmental and Social), to ensure the compliance of the safeguards issues as per the provision set under the revised Environmental and Social Management Framework (ESMF). TVETA is required to conduct safeguards awareness raising and trainings for project staff including safeguards dedicated person(s), contractors and the relevant TVET staff to ensure the preparation and application of safeguards tools as per the provisions of the ESMF.

G. World Bank Grievance Redress

26. Since the restructured design of the project involves several capacity and institutional building activities, the project shall apply rigorous processes during the implementation to ensure all eligible beneficiaries are included and have the opportunity to benefit from the project activities. Although the client developed a Grievance Redress Mechanism (GRM) for the original project, the current GRM system in place is not functional thus there is urgent need for a review of the GRM and enhancement of its utilization. Lessons from the original project show that the project needs to focus more on ensuring the privacy and confidentiality aspects associated with the complaints. This will allow the client to receive and process complaints pertaining to any project activities including but not limited to harassment in training centers and discrimination during the selection process for trainings. Also, the client, in consultation with the safeguards team of the Bank, may apply other citizen engagement tools such as consultation and beneficiary feedback.

Selection Method Threshold Comments1. CQS for Firms US$300,000 equivalent or less2. QCBS, QBS, FBS, LCS Depending on the nature and complexity of

assignment


12

27. Communities and individuals who believe that they are adversely affected or could be affected by a Bank supported project may submit complaints to existing project-level GRMs or the Bank’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed to address project-related concerns. Project-affected communities and individuals may submit their complaint to the Bank’s independent Inspection Panel which determines whether harm occurred, or could occur, because of Bank non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the Bank's attention, and the Bank management has been given an opportunity to respond. Information on how to submit complaints to the Bank’s corporate GRS are available at http://www.worldbank.org/GRS. Information on how to submit complaints to the Bank Inspection Panel are available at www.inspectionpanel.org.

H. Summary of Changes to the Results Framework

Table 7. Revisions to Results Framework during 2018 Restructuring

Indicator Baseline (2017)

Prior End of Project

Target (2017)

Revised end of Project Target (2018)

Definition

Rationale

DLI

PDO Results Indicators

Indicator One: Upgrading Teacher Competencies

Percentage of TVET teachers that attain minimum competencies in priority trades

15 percent

50 percent

70 percent

The indicator is defined as the number of TVET teachers who pass a summative final exam at the end of their training in-country and abroad, demonstrating competency in their priority trade/area of study.

This indicator was revised to better track the progress in upgrading teacher competencies. Given the challenges in organizing an independent competency assessment post-training, the revised indicator will utilize the summative exam delivered at the end of coursework to evaluate teacher technical knowledge.

—

Indicator Two: Upgrading Curriculum

Number of TVET Institutes implementing Revised Competency-Based Curriculum for Priority Trades

1 institute

20 institutes

12 Institutes (4 Lead

Institutes supporting

8 additional

TVET Institutes)

The indicator will track the adoption of competency-based revised curricula across the TVET system, and is defined as the number of TVET institutes that are utilizing the revised curriculum. Teachers will be expected to use the revised lesson plans, learning materials, and assessment tools in the classroom. It is expected that the 4 Lead Institutes will pilot the new curriculum once developed,

The indicator was revised from 20 to 12 Institutes, reflecting additional time and capacity building measures required to operationalize the 4 Lead Institutes, as well as the intensive mentoring/coaching that will be required to support 8 additional TVET partner Institutes in implementing new curricula.

Yes

http://www.worldbank.org/GRS

http://www.inspectionpanel.org


13

and each of them will support 2 additional TVET institutes under a mentorship model.

Baseline: Currently one institute (NIMA) utilizes a revised competency-based curriculum for management, accounting, and ICT, which was developed in partnership with an international implementation partner.

Indicator Three: Direct project beneficiaries(a) Total

number of beneficiaries

(b) Share of female beneficiaries

39,874

30 percent

40,650

30 percent

40,500

30 percent

This indicator is the core indicator tracking total project beneficiaries, disaggregated by gender.

The indicator was revised to reflect revised estimates of the number of teachers who are expected to undergo training.

IO INDICATORS

Indicator One: Improving Teacher ManagementDevelopment and Implementation of Teacher Management Policy for the TVET Sector

Unenforced teacher regulations

Revised Teacher Management Policy implemented across the TVET system

Implementation of the policy

The indicator is defined as the development of a TVET teacher management policy. The policy should articulate TVET teacher recruitment mechanisms that would take into account their prior practical and professional experiences and outline supervision and mentoring modalities and performance assessment for TVET teachers.

This indicator was revised in light of the revised scope of teacher policy reform, with emphasis on teacher recruitment modality. Given the complexity of the reform, the development of the policy will require additional time for consultations with key relevant government institutions and stakeholders before approval of the policy, and subsequently development and implementation.

Yes

Indicator Two: Implementation of Teacher Management PolicyNumber of teachers benefiting from new teacher policy upon completing training

0 800 Indicator Dropped -

This indicator was dropped in light of the revised scope of the teacher policy reform. Given that the development of the policy will require additional time for development, system-wide implementation is likely not feasible within the project timeframe.

—


14

Indicator Three: Improving RelevanceNumber of Lead TVET institutes operationalized to deliver priority trades

0 4 4

The indicator is defined as number of registered TVET institutes designated as ‘lead institutes’ that support the delivery of the selected priority trades as well as teacher assessment and training. Lead institutes will be defined as institutes that (a) implement upgraded curriculum, (b) deliver a greater share of training through practical means, and (c) engage private sector representatives in teaching and school governance, amongst other criteria.

No Change

Yes

Indicator Four: Improving Quality Number of existing TVET teachers assessed to evaluate minimum competencies

0 2,500 1,500

This indicator is defined as the number of initial assessments conducted for existing technical teachers registered with the TVETA, to ensure minimum competencies and determine eligibility for further in-service training.

Target was revised in light of revised estimates of eligible teachers within the priority trades.

Yes

Indicator Five: Improving Quality (Core Indicator)(a) Number of

teachers receiving international training

(b) Number of teachers trained in Afghanistan

0

0

300

500

200

400

(a) The indicator is defined as the number of registered TVET teachers in priority trades (under the age of 45) who pass the initial assessment and subsequently complete further training in a teacher training institute abroad to upgrade their technical competencies.(b) The indicator is defined as the number of registered TVET teachers who pass the initial competency assessment, and subsequently complete training at a domestic teacher training institute to upgrade their competency.

Target was revised in light of revised estimates of eligible teachers who qualify for training abroad and in Afghanistan.

Yes

Indicator Six: Students benefiting from direct interventions to

120010,000 6,000

This indicator is the core indicator tracking student benefitting from project interventions, disaggregated by gender.

This indicator was added as a core indicator capturing student beneficiary numbers, and was revised from 10,000 to 6,000 to reflect fewer TVET


15

enhance learning (Core)(a) Total

number of students

(b) Share of female students

30%30% 30% It is expected that at least

6,000 students from 12 TVET institutes (4 Lead + 8 Pilot) will benefit from improved teaching and learning via upgraded curriculum and newly trained teachers.

The baseline is the 1200 students at NIMA, which has already implemented curriculum and teacher reforms

institutes (20 to 12) that will pilot teacher policy and curriculum reforms.

Indicator Seven: RelevanceNumber of Institutes that deliver(a) 30% of

curriculum through practical training

(b) 10% of coursework by industry practitioners in Lead Institutes

0

0

4

4

4

4

This indicator is defined as the number of TVET institutes that deliver at 30 percent of curriculum through practical training (accommodating some variation based on the curriculum and trade).

This indicator is defined as the proportion of coursework delivered by industry practitioners (accommodating some variation based on the curriculum and trade).

The indicator wording was revised to accommodate lowered scope of the target:

(a) Percent of curriculum

through practical training revised from 40 to 30 percent

(b) Percent of coursework delivered by industry practitioners in lead institutes revised from 30 to 10 percent

—

Indicator Eight: Citizen EngagementPercentage of grievances responded to or resolved within the stipulated time

n.a.

70 percent of the total grievances responded/ resolved

-

This indicator is defined as the percentage of reported beneficiary grievances that are responded to and satisfactorily resolved within four weeks.

No change

—

I. Summary of Changes to the DLI Matrix


16

Table 8: Summary of Changes to the DLI Matrix during 2018 RestructuringDLI DLR Original DLR (2017) Change in DLRs (2018) DLI Value Rationale

Yr 1 (2017)

- -

Yr 2 (2018)

2 Lead Instittutes operationalized


Yr 3 (2019)



DLI 1: Number of Lead Institutes mobilized to deliver priority trades

Yr 4 (2020)


Unchanged In light of capacity needs at Lead Insstitutes , the operationalization targets for lead institutes was distributed between Yr 2 Yr 4

Yr 1 (2017)

TVET teacher management policy framework drafted, approved at the Human Capital Committee (HCC), and disseminated.

Yr 2 (2018)

200 teachers benefit from career development framework

Draft teacher management policy framework prepared and submitted to the HCC for approval.

Yr 3 (2019)


(a) Teacher management policy framework approved by the HCC

(b) Approved framework disseminated to stakeholders

DLI 2: Development and Implementation of Teacher Management Policy

Yr 4 (2020)


(a) Draft implementation regulations for the teacher management policy prepared

(b) Implementation regulations have been finalized in consultation with CSC.

(c) Implementation regulations have been disseminated widely including to TVET teachers, HR officers and civil society.

Unchanged Reflecting the complexity and coordination needs of teacher policy reform, the scope of the DLI was scaled down. DLR targets were revised to accommodate the time required for development of the policy itself, and provide technical assistance during intermediate steps


17

DLI DLR Original DLR (2017) Change in DLRs (2018) DLI Value Rationale

Yr 1 (2017)

Curricula for 8 priority trades developed or revised and corresponding teaching materials developed by a team of experts

Yr 2 (2018)

10 TVET institutes utilizing new curricula

a) Technical Assistance Partners identified for 5 priority trades

b) Consultations, mapping, and competency-based curriculum revision completed for 3 trades

Yr 3 (2019)

5 additional TVET institutes utilizing new curricula

a) Technical Assistance Partners have been identified for 2 additional priority trades

b) Consultations, mapping, and competency-based curriculum revision completed for one additional priority trade

c) 2 Lead institutes are implementing revised curricula

d) Lead institutes are supporting 4 partner TVET institutes to introduce revised curriculum for teaching.

DLI 3: Implementation of Revised Curricula in the TVET System

Yr 4 (2020)

5 additional TVET institutes utilizing new curricula

a) Consultations, mapping, and competency-based curriculum revision completed for at least one additional priority trade

b) 2 additional lead institutes and 8 partner institutes are using revised curricula.

DLI Value increased from US$2.5m to US$ 3 m

Reflecting coordination needs associated with curriculum reform, the scope of the DLI was scaled down, and further revised to accomodate additional technical assistance during intermediate steps for each trade

DLI 4: Assessment of TVET teacher competencies

Yr 1 (2017)

(a) Teacher assessment tools and methodology developed

(b) Completion of transparent assessment of


(b) Completion of transparent assessment of technical competence of 625 TVET teachers in priority trades

DLI Value reduced from US$2m to US$1.2m to reflect lowered

Targets under DLRs revised to reflect new lower estimates of eligible teachers based on the results of the first round of


18


technical competence of 625 TVET teachers in priority trades

Yr 2 (2018)

Completion of transparent assessment of competence of additional 625 TVET teachers in priority trades

Completion of transparent assessment of competence, of additional 375 TVET teachers

Yr 3 (2019)



Yr 4 (2020)



targets teacher assessment. Targets also include training of up to 20 teachers from NIMA in a two years’ degree.

Yr 1 (2017)

Yr 2 (2018)

150 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for up to one year of technical training.

75 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for technical training

DLI 5: Number of TVET Teachers Receiving Training Abroad

Yr 3 (2019)

150 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for up to one year of technical training.

Additional 125 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad

DLI Value reduced from US$3.5m to US$3m to reflect lowered targets

Targets under DLRs revised to reflect new estimates of eligible teachers


19


Yr 4 (2020)

300 TVET teachers have returned and have joined TVET institutes to teach in priority trades upon successful completion of training abroad.

175 TVET teachers have returned and have joined TVET institutes to teach in priority trades upon successful completion

Yr 1 (2017)

DLI Value reduced from US$2m to US$1.8m to reflect lowered targets

Yr 2 (2018)

200 TVET teachers have satisfactorily completed in-service technical training at TTTI or other lead TVET institutes

Develop in-service teacher training modules, for 3 trades

Yr 3 (2019)



DLI 6: Number of TVET teachers receiving technical training at domestic institutes

Yr 4 (2020)


Additional 200 TVET teachers have satisfactorily completed in-service technical training at TTTI or other lead TVET institutes

DLR targets revised downwards and phased to incorporate additional technical assistance during intermediate steps


20

III. SUMMARY OF CHANGES

Changed Not Changed

Implementing Agency ✔

Results Framework ✔

Components and Cost ✔

Reallocation between Disbursement Categories ✔

Disbursements Arrangements ✔

Disbursement Estimates ✔

Overall Risk Rating ✔

Legal Covenants ✔

Institutional Arrangements ✔

Financial Management ✔

Procurement ✔

DDO Status ✔

Project's Development Objectives ✔

Loan Closing Date(s) ✔

Cancellations Proposed ✔

Safeguard Policies Triggered ✔

EA category ✔

APA Reliance ✔

Implementation Schedule ✔

Other Change(s) ✔

Economic and Financial Analysis ✔

Technical Analysis ✔

Social Analysis ✔

Environmental Analysis ✔


21

IV. DETAILED CHANGE(S)

OPS_DETAILEDCHANGES_IA_TABLE

IMPLEMENTING AGENCY

Implementing Agency Name Type ActionDeputy Ministry of TVET, Ministry of Education

Implementing Agency

Marked for Deletion

Afghanistan Technical and Vocational Education Training Authority (TVETA)

Implementing Agency

New

OPS_DETAILEDCHANGES_COMPONENTS_TABLE

COMPONENTS

Current Component Name

Current Cost

(US$M)Action Proposed

Component NameProposed

Cost (US$M)

Improving the performance of TVET Schools and Institutes 18.85 Revised Improving the performance of

TVET Schools and Institutes 16.23

Project Management and Technical Assistance 6.41 Revised Project Management and

Technical Assistance 8.46

TVET Sector Reform 15.00 Revised TVET Sector Reform 14.00

0.00 New Transition Support to Aided-Institutes 1.57

TOTAL 40.26 40.26

OPS_DETAILEDCHANGES_REALLOCATION _TABLE

REALLOCATION BETWEEN DISBURSEMENT CATEGORIES

Current Allocation Actuals + Committed Proposed Allocation Financing %(Type Total)

Current Proposed

IDA-H8340-001 | Currency: XDR

iLap Category Sequence No: 1 Current Expenditure Category: GD,WK,NON CS,AC VCH,IOC,TRG&CS

23,239,659.45 20,251,894.15 20,952,000.00 100.00 100.00

iLap Category Sequence No: 2 Current Expenditure Category: GDS, WKS AND CS FOR SUB GRABTS

46,090.55 46,090.55 46,090 100.00 100.00


22

iLap Category Sequence No: 3 Current Expenditure Category: GDS, WKS AND CS FOR Comp 4 PMTA

1,460,500.00 0.00 3,724,400 100.00 100.00

iLap Category Sequence No: 4 Current Expenditure Category: EEP FOR Comp 5 DLIs

10,953,750.00 626,002.98 9,870,000 100.00 100.00

iLap Category Sequence No: 5 Current Expenditure Category: CS for NIMA and ANIM

0.00 0.00 1,107,510 100

Total 35,700,000.00 20,923,987.68 35,700,000.00

OPS_DETAILEDCHANGES_DISBURSEMENT_TABLE

DISBURSEMENT ESTIMATES

Change in Disbursement EstimatesYes

Year Current Proposed

2013 0.00 0.00

2014 8,444,160.00 8,444,160.00

2015 8,211,127.00 8,211,127.00

2016 8,409,621.00 8,409,621.00

2017 5,223,550.00 5,223,550.00

2018 8,000,000.00 0

2019 6,000,000.00 5,000,000.00

2020 6,000,000.00 6,770.796.00

2021 4,000,000.00 8,000,000.00

2022 0.00 0.00

OPS_DETAILEDCHANGES_SORT_TABLE


23

SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)

Risk Category Rating at Approval Current Rating

Political and Governance Substantial

Macroeconomic Substantial

Sector Strategies and Policies Substantial

Technical Design of Project or Program Substantial

Institutional Capacity for Implementation and Sustainability

High

Fiduciary High

Environment and Social Moderate

Stakeholders Substantial

Overall SubstantialOPS_DETAILEDCHANGES_LEGCOV_TABLE

LEGAL COVENANTS

Loan/Credit/TF Description Status Action

IDA-H8340

Finance Agreement :Steering Committee (Schedule 2, section 1, A, 2) | Description :Establish a ASDP II Steering Committee, chaired by the Minister of Education, and with members, their roles and responsibilities satisfactory to IDA and maintain it throughout the project. | Due Date :30-Aug-2013

Complied with Revised

Proposed

Finance Agreement :Steering Committee (Schedule 2, section 1, A, 2) | Description :Establish a ASDP II Steering Committee, chaired by the Head of TVETA, and with members, their roles and responsibilities satisfactory to IDA and maintain it throughout the project. | Due Date :30-Oct-2018

Not yet due

IDA-H8340

Finance Agreement :Governing Council (Schedule 2, section 1, A, 5) | Description :Recipient to devise and implement a plan for providing administrative autonomy to beneficiary schools and institutes under the project. | Frequency :Yearly

Complied with No Change


24

IDA-H8340Finance Agreement :Internal Auditor | Description :Recipient to assign an internal auditor to DMTVET | Due Date :31-Jul-2014


ProposedFinance Agreement :Internal Auditor | Description :Recipient to assign an internal auditor to TVETA| Due Date :31-Dec-2018

Not yet due

IDA-H8340

Finance Agreement :Update and Adopt Project Implementation Manual | Description :Recipient to update Project Implementation Manual (PIM), satisfactory to IDA, and implement the project in accordance with the same, and make no changes in the PIM without concurrence of IDA. | Due Date :15-Aug-2017


Proposed

Finance Agreement :Update and Adopt Project Implementation Manual | Description :Recipient to update Project Implementation Manual (PIM), satisfactory to IDA, and implement the project in accordance with the same, and make no changes in the PIM without concurrence of IDA. | Due Date :15-Nov-2018

Not yet due

IDA-H8340Finance Agreement :Maintain, throughout the period of Project implementation, a Project Management Unit (PMU) within MOE - Section I.A.1(a) of Schedule 2


Proposed

Finance Agreement :Maintain, throughout the period of Project implementation, a Project Management Unit (PMU) within TVETA - Section I.A.1(a) of Schedule 2 | Due Date :30-Sep-2018

IDA-H8340

Finance Agreement: No later than July 31, 2017, appoint senior technical/managerial staff to support implementation of the Project - Section I.A.1(b) of Schedule 2


IDA-H8340

Finance Agreement: Engage by no later than December 31, 2017 and thereafter maintain throughout the Project implementation period, a third party verification personnel - Section I.D of Schedule 2.



25

IDA-H8340

Finance Agreement: Not later than February 28 of each year during the Project implementation period, furnish reports to the Association on the status of achievement of the relevant DLI Targets - Section I.D.2(a) of Schedule 2.


IDA-H8340

Finance Agreement: Not later than February 28, 2018 and thereafter not later than February 28 of each year during the Project implementation period, furnish to the Association the reports of the third party verification personnel - Section I.D.2(b) of Schedule 2.


IDA-H8340

Finance Agreement: Ensure that the Project is carried out in accordance with the provisions of the Environmental and Social Management Framework and Environmental Management Plans - Section I.E.1 of Schedule 2.


IDA-H8340Finance Agreement: By July 31, 2017, the Recipient shall update and thereafter maintain a grievance redress mechanism for the Project - Section I.E.4 of Schedule 2.


IDA-H8340Finance Agreement: Ensure that the Project scales up tashkeel staff at NIMA and ANIM in accordance with the provisions of Section 2.B.2(a) and (b) of Schedule 2.

Not yet due New

.


26

.Results framework

COUNTRY: AfghanistanAfghanistan - Second Skills Development Project

Project Development Objectives(s)

Improving TVET teacher competencies and curriculum in selected priority trades

Project Development Objective Indicators by Objectives/ OutcomesRESULT_FRAME_TBL_PDO

Indicator Name DLI Baseline Intermediate Targets End Target

20172018 2019

2020

Improve TVET Teacher Competencies and Relevance of Curriculum

Percentage of TVET teachers that attain minimum competencies in priority trades (Percentage) 15.00 25.00 50.00 70.00

Rationale: This indicator was revised to better track the progress in upgrading teacher competencies. Given the challenges in organizing an independent competency assessment post-training, the revised indicator will utilize the summative exam delivered at the end of coursework to evaluate teacher technical knowledge. The expected pass-rate has been increased from 50 to 70 percent, as the teachers will undertake a summative assessment directly linked to their coursework.

Direct project beneficiaries (Number) 39,847.00 39,900 40,200 40,500

Rationale: The indicator was revised to reflect revised estimates of teacher training beneficiaries

Number of TVET Institutes implementing revised Competency-Based Curriculum for Priority Trades (Number)

DLI 3 1.00 1.00 6.00 12.00

Rationale: The indicator was revised from 20 to 12 Institutes, reflecting additional time and capacity building measures required to operationalize the 4 Lead Institutes, as well as the intensive mentoring/coaching that will be required to support 8 additional TVET partner Institutes in implementing new curricula.


27

RESULT_FRAME_TBL_PDO


20172018 2019

2020

PDO Table SPACE

Intermediate Results Indicators by ComponentsRESULT_FRAME_TBL_IO


2013 2018 2019 2020

TVET Sector Reform (Quality and Relevance)

Development and Implementation of Teacher Management Policy for the TVET Sector (Text)

DLI 2 Weak and Unenforced RegulationsDraft teacher management policy prepared and submitted to the HCC for approval

Teacher management policy developed, approved, and disseminated by the TVETA

Implementation of the policy

Rationale: This indicator was revised in light of the revised scope of teacher policy reform, with emphasis on teacher recruitment modality. Given the complexity of the reform, the development of the policy will require additional time for consultations with key relevant government institutions and stakeholders before approval of the policy, and subsequently development and implementation.

Number of Lead TVET institutes operationalized to deliver priority trades (Number)

DLI 1 0 1.00 2.00 4.00

Number of exsting TVET teachers assessed to evaluate minimum competencies (Number)

DLI 4 0 1,000.00 1,250.00 1,500.00

Rationale: Target was revised in light of revised estimates of eligible teachers within the priority trades.

Number of teachers receiving international training (Core) (Number) DLI 5 0.00 75.00 100.00 200.00


28

RESULT_FRAME_TBL_IO


2013 2018 2019 2020

Rationale: Target was revised in light of revised estimates of eligible teachers who qualify for training abroad.

Number of teachers trained in Afghanistan (Core) (Number) DLI 6 0.00 - 200.00 400.00

Rationale: Target was revised in light of revised estimates of eligible teachers who qualify for training in Afghanistan.

Students benefiting from direct interventions to enhance learning (CRI, Number)

1,200.00 2,000.00 4,000.00 6,000.00

Rationale: This indicator was added as a core indicator capturing student beneficiary numbers, and was revised from 10,000 to 6,000 to reflect fewer TVET institutes (20 to 12) that will pilot teacher policy and curriculum reforms.

Share of female students benefiting from direct interventions to enhance learning (CRI, Number)

30% 30% 30% 30%

Rationale: This indicator was added as a core indicator capturing student beneficiary numbers, and was revised from 10,000 to 6,000 to reflect fewer TVET institutes (20 to 12) that will pilot teacher policy and curriculum reforms.

Number of Institutues that deliver:(a) 30 percent of curriculum through

practical training(b) 10 percent of coursework by

industry practitioners in lead institutes (number)

0.00 1.00 3.00 4.00

Rationale: The indicator wording was revised to accommodate lowered scope of the target.

Percentage of Grievances responded to or resolved within the stipulated time (Percentage)

0.00 70.00 70.00 70.00


29

RESULT_FRAME_TBL_IO


2013 2018 2019 2020

Number of teachers benefiting from new teacher policy upon completing training (Number)

0.00

Action: This indicator has been Marked for Deletion

Annex I: Results Framework for Phase II Activities

Cumulative Target Values (Achievement)PDO Level Results

Indicators Core Unit of

MeasureBaseline (2017) YR1 (2017) YR2

(2018)YR3

(2019) YR4 (2020)Definition/

Source

Percentage 15 15 15 50 70

Indicator One: Upgrading Teacher Competencies

Percentage of TVET teachers that attain minimum competencies in priority trades

Achieved - 15

The indicator is defined as the number of TVET teachers who pass a summative final exam at the end of their training, demonstrating competency in their area of study.

Data Source: TVETA/Partner Training ProvidersBaseline is drawn from a pilot teacher assessment exercise conducted by GIZ in 2014 of 300 TVET teachers.

Number 1 1 1 6 12Indicator Two: Upgrading CurriculumNumber of TVET Institutes implementing Revised Competency-Based Curriculum for Priority Trades Achieved 1 1

The indicator is defined as the number of registered TVET Institutes that are utilizing the revised competency-based curriculum for the priority trades. Teachers will be expected to use the revised lesson plans, learning materials, and assessment tools in the classroom.Baseline: Currently one institute (NIMA) utilizes a revised competency-based curriculum for management, accounting, and ICT, which was developed in partnership with an international implementation partner.

Source: TVETA/TPV.

Number (Cumulative) 39,847 — 39,900 40,200 40,500Indicator Three: Direct

project beneficiaries(c) Total number of

beneficiaries(d) Share of female

beneficiariesAchieved 39,847 40,370

This indicator is the core indicator tracking total project beneficiaries, disaggregated by gender. From Phase I, the beneficiaries include all students from aided institutes (NIMA, ANIM, BS, AIT), institutes that received recognition grants (15 in total), voucher recipients, PMU staff, and consultants. From Phase II, the indicator will track the number of teachers receiving training from Phase II.




(2018)YR3


Source

Source: TVETA MIS.INTERMEDIATE RESULTS

Yes/No

Weak and Unenforced Regulations

Draft teacher management policy framework prepared and submitted to the HCC for approval

Comprehensive teacher policy developed, approved by the HCC, and disseminated by the TVETA

1) Draft implementation regulations for the teacher management policy prepared2) Implementation regulations have been finalized in consultation with CSC. 3) Implementation regulations have been disseminated widely including to TVET teachers, HR officers and civil society.

Indicator One: Improving Teacher Management

Development and implementation of comprehensive Teacher Management Policy for the TVET Sector

Achieved

The indicator is defined as the development of a comprehensive TVET teacher management policy. The policy should articulate TVET teacher recruitment mechanisms that would take into account their prior practical and professional experiences and outline supervision and mentoring modalities and performance assessment for TVET teachers.

Shift by a year Source: TVETA.

Indicator Two: Improving Relevance:

Number (Cumulative) 0 0 1 2 4 The indicator is defined as the number of

registered TVET institutes designated as ‘lead




(2018)YR3


Source

Number of Lead TVET institutes operationalized to deliver priority trades

Achieved 0 1

institutes’ that support the delivery of the 7 identified priority trades. Lead institutes are defined as institutes that (a) implement upgraded curriculum, (b) deliver a greater share of training through practical means, and (c) engage private sector representatives in teaching and school governance and partner with other TVET institutes in their trades and mentor them.

Source: TVETA and reports from the lead institutes.

Number (Cumulative) 0 625 1,000 1,250 1,500

This indicator is defined as the number of initial assessments conducted for existing technical teachers registered with TVETA, to ensure minimum competencies and determine eligibility for further in-service training.

Source: TVETA/TPV.

Indicator Three: Improving Quality Number of existing TVET teachers assessed to determine minimum competencies

Achieved 0 0 771

Number (Cumulative) 0 0 75 200 175

Indicator Five: Improving Quality

(a) Number of TVET teachers receiving international training

Achieved 0 20

Number (Cumulative) 0 - - 200 400

Achieved0 0

Indicator Five: Improving Quality

(b) Number of TVET teachers trained in Afghanistan

(a) The indicator is defined as the number of registered TVET teachers in priority trades (under the age of 45) who pass the assessment and subsequently enrolled in further training in a teacher training institute abroad to upgrade their technical competencies.

The target for 2020 is 175 TVET teachers have returned and have joined TVET institutes to teach in priority trades upon successful completion of training abroad.

(b) The indicator is defined as the number of




(2018)YR3


Source

registered TVET teachers who pass the initial competency assessment and subsequently complete training at a domestic teacher training institute to upgrade their competency

Source: TVETA/TPV.

Indicator Six: Students benefiting from direct interventions to enhance learning (Core)

(a)Total number of students

x Number (Cumulative) 1,200 1,200 2,000 4,000 6,000

This indicator is the core corporate indicator tracking student benefitting from project interventions, disaggregated by gender.

It is expected that at least 6,000 students from 12 TVET institutes (4 Lead + 8 Pilot) will benefit from improved teaching and learning via upgraded curriculum and newly trained teachers.

The baseline is the 1200 students at NIMA, which has already implemented curriculum and teacher reforms.

Source: TVETA/TPV.

Achieved 1200 1200

b) Share of female students Number 360 600 1200 1800




(2018)YR3


Source

Achieved 360 360

Number (Cumulative) 1 3 4

Achieved

This indicator is defined as the number of Institutes that deliver at least 30 percent of curriculum through practical training (with some variation accommodated based on the trade).

This indicator is defined as the proportion of TVET institutes that engage local industry practitioners to deliver part of the curriculum/practical training (with some variation based on the trade).

Source: TVETA.

Number (Cumulative) 1 3 4

Indicator Seven: Relevance

Number of institutes that deliver:

(a) At least 30 percent of curriculum through practical training

(b) At least 10 percent of coursework by industry practitioners in lead institutes

Achieved

This indicator is defined as the number of TVET institutes that engage local industry practitioners to deliver part of the curriculum/practical training (with some variation based on the trade).

Source: TVETA.

Percentage 70 70 70Indicator Seven: Citizen Engagement

Percentage of Grievances responded to or resolved within the stipulated time

Achived

This indicator is defined as the percentage of reported beneficiary grievances that are responded to and satisfactorily resolved within 30 days

Source: TVETA.

Annex II: Revised 2018 DLI Matrix (USD$14 million)

Indicative Timeline for DLI AchievementDLI

Total Financing Allocated

Baseline

2017 2018 2019 2020

0 Lead TVET Institutes

(a) TTTI operationalized with adequate institutional, technical and managerial support, to host TVET teacher assessments and training

(b) 4 TVET institutes selected by the TVETA as Lead TVET Institutes based on agreed criteria

1 Lead TVET Institute operationalized and in compliance with pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance.

1 additional Lead TVET Institute operationalized and in compliance with pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance.

2 additional Lead TVET Institutes operationalized and in compliance with pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance.

DLI: US$2 million

(a) US$0.25 million

(b) US$0.25 million

US$0.50 millionUS$0.50 million US$0.50 million

DLI 1: Number of Lead TVET Institutes mobilized to deliver priority trades

Rollover: Yes Rollover: Yes Rollover: Yes Rollover: Yes



Baseline

2017 2018 2019 2020

Scalability: Yes Scalability: Yes Scalability: Yes Scalability: Yes

Unenforced teacher regulations

.

Draft teacher management policy framework has been prepared and submitted to the HCC for approval.

(c) Draft teacher management policy framework has been approved by the HCC

(d) Approved teacher management policy framework has been disseminated

(d) Draft implementation regulations for the teacher management policy framework have been prepared

(e) Implementation regulations for the teacher management policy framework have been consulted with IARCSC and finalized

(f) Implementation regulations for the teacher management policy framework have been disseminated.

DLI: US$3 million

US $0.75 million (a) US $0.75 million(b) US $0.25 million

(a) US $ 0.50 million

(b) US $0.50 million

(c) US $0.25 million

DLI 2: Development and Implementation of teacher management policy

Rollover: Yes

Scalability: No

Rollover: Yes

Scalability: NoRollover: Yes



Baseline

2017 2018 2019 2020

Scalability: No

DLI 3: Implementation of revised curricula in the TVET system

Outdated curriculum

a) Technical Assistance Partners identified for 5 priority trades

b) Consultations, mapping, and competency-based curriculum revision has been completed for 3 priority trades

a) Technical Assistance Partners have been identified for 2 additional priority trades

b) Consultations, mapping, and competency-based curriculum revision has been completed for 1 additional priority trade

c) 2 Lead TVET Institutes are implementing revised curricula

d) 2 Lead TVET Institutes are supporting 4 partner TVET institutes to introduce revised

a) Consultations, mapping, and competency- based curriculum revision completed for at least 1 additional priority trade

b) 4 Lead TVET Institutes and 8 partner institutes are using revised curricula.



Baseline

2017 2018 2019 2020

curriculum for teaching.

DLI 3: US$3.0 million

a) US$ 0.2 millionb) US$ 0.2 million

a) US $0.1 millionb) US $0.4 millionc) US $0.3 milliond) US $0.5 million

a) US $0.3 millionb) US $1.0 million

Rollover: Yes

Scalability: Disbursement pro-rated per priority trade

Rollover: Yes

Scalability: Disbursement pro-rated per institute/Disbursement pro-rated per priority trade

Rollover: Yes

Scalability: Disbursement pro-rated per institute

DLI 4: Assessment of TVET teacher competencies

Number

300 teachers assessed as a pilot


(b) Completion of transparent assessment of technical competence of 625


Completion of transparent assessment of competence of additional 250 TVET teachers




Baseline

2017 2018 2019 2020

TVET teachers in priority trades

DLI: US$1.2 million

US$0.5 million US$0.3million US$0.2million US$0.2million

Rollover: Yes

Scalability: Disbursement prorated per teacher assessed

Rollover: Yes

Scalability: Disbursement prorated per teacher assessed ($800 per each teacher assessed)

Rollover: Yes

Scalability: Disbursement prorated per teacher assessed ($800 per each teacher assessed)

Rollover: Yes

Scalability: Disbursement prorated per teacher assessed ($800 per each teacher)

DLI 5: Number of TVET teachers receiving training abroad

Number

0 teachers trained abroad

75 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for technical training in one of the priority trades.

Additional 125 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for technical

175 TVET teachers have, upon successful completion of training abroad, returned and joined TVET institutes to teach in priority trades.



Baseline

2017 2018 2019 2020

training in one of the priority trades.

DLI: US$3.0 million

US$ .75 million US$ 1.25 million US$ 1.0 million

Rollover: Yes

Scalability: Disbursement prorated per teacher enrolled ($10,000 per teacher enrolled)

Rollover: Yes

Scalability: Disbursement prorated per teacher enrolled ($10,000 per teacher enrolled)

Rollover: Yes

Scalability: Disbursement prorated per teacher deployed post-training ($5714.28 per teacher deployed)



Baseline

2017 2018 2019 2020

Number —

In-service teacher training modules have been developed for 3 priority trades

200 TVET teachers have satisfactorily completed in-service technical training at TTTI or other Lead TVET Institutes

Additional 200 TVET teachers have satisfactorily completed in-service technical training at TTTI or other Lead TVET Institutes

DLI: US$1.8 million

US$0.3 million US$0.75 million US$0.75 million

DLI 6: Number of TVET teachers receiving technical training at domestic institutes

Rollover: Yes

Scalability: Disbursement prorated per priority trade ($100,000 per priority trade)

Rollover: Yes

Scalability: Disbursement prorated per teacher who has satisfactorily completed training ($3,750 per teacher)

Rollover: Yes

Scalability: Disbursement prorated per teacher who has satisfactorily completed training ($3,750 per teacher)

Note: The fiscal years in which they are expected to be achieved as per this schedule are for indicative purposes. These disbursements linked results (DLRs) can accordingly be met, verified, and claimed any time and until the closing date, that is, DLRs can be met early or rolled over.

Annex III: DLI Verification Protocols

DLI Verification Protocols for 2017

DLI Target and Timing Verification ProcedureData Source

ResponsibilityVerification

ResponsibilityTPV


(a) TTTI operational with adequate institutional, technical, and managerial support, to host TVET teacher assessments and training by December 20, 2017

(b) 4 TVET institutes selected as lead institutes by December 20, 2017

(a) Verification is based on evidence of the operationalization of TTTI with adequate institutional, technical, and managerial capacity. The TVETA will have to provide a strategic plan for TTTI, and staffing roster (by their name, trade, qualification) to the World Bank for verification.

(b) Verification is based on evidence of the selection of 4 ‘lead institutes’ based on objective criteria, to oversee the delivery of up to two priority trades per lead institute. The TVETA will have to provide evidence of compliance with initial selection criteria to the World Bank for verification, as outlined in the PIM.

TPV will be conducted. TPV report to be submitted by the TVETA to the World Bank by February 28, 2018.

Records of the TTTI and of lead institutes via the TVETA

PMU, TVETA Yes

DLI 4: Completion of assessment of teacher competence

Assessment of 625 TVET teachers completed by December 20, 2017

Verification is based on the number of assessments conducted for existing technical teachers in the priority trades. The TVETA will have to provide official records of the

Records of the TVETA

TVETA/TPV Yes




ResponsibilityTPV

individual teachers (by their name, title, trade, school, phone number, and e-mail address) and their assessment outcome to the World Bank. The DLI disbursement will be prorated by teacher.

TVETA will provide to the World Bank documents on assessment tools and methodology it has developed for assessing teachers.

TPV will be an independent assessment of the process and documents and will be conducted based on the review of the assessment tools and of the methodology and interviews of a sample of teachers. TPV report to be submitted by the TVETA to the World Bank by February 28, 2018.

Report of the TPV




ResponsibilityTPV

DLI 1: Number of Lead Institutes mobilized to

1 lead institute operationalized and in compliance with pre-

Verification is based on evidence of mobilization of ‘lead institutes’, including operationalization of core functions to oversee the delivery of up to two priority trades. The TVETA will have to

Records of the TVETA. TVETA/TPV Yes




ResponsibilityTPV

deliver priority trades

identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance.by December 20, 2018

provide evidence of compliance with agreed criteria as set out in the PIM (pre-identified criteria, including (a) participating in curriculum reform by providing inputs and piloting modules, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance) to the World Bank for verification.

TPV will be an independent assessment by the third party consultant conducted through an assessment of the evidence provided by TVETA and random site visits to the lead institute(s) and interviews with teachers and students. TPV report to be submitted to the World Bank by February 28, 2019. Report of the TPV.


Draft teacher management policy framework prepared and submitted to the HCC by December 20, 2018

Verification based on evidence that a draft teacher management policy framework is prepared and submitted to the HCC. The policy should articulate TVET teacher recruitment mechanisms that would take into account their prior practical and professional experiences and outline supervision and mentoring modalities for TVET teachers.

The TVETA will have to share the draft teacher management policy to the World Bank in English at the latest by February 28, 2019.


TVETA Yes




ResponsibilityTPV

TPV will be based on an independent assessment of the processes and of the evidence including the draft teacher management policy and the transmittal letter to the HCC, provided by TVETA to the TPV.

Report of the independent assessment by the TPV.

DLI 3: Implementation of revised curricula in the TVET system

Technical Assistance Partners identified for 5 priority trades.

Consultations, mapping and competency-based curriculum revision completed for 3 trades by December 20, 2018

Verification is based on evidence of formal collaboration agreements with technical specialists and/or development partners on curriculum development for 5 priority trades

Verification is based on evidence of undertaking competency-based curriculum reform on 3 trades, including furnishing (i) minutes, attendance sheet and outcomes report of consultations with practitioners, educators and other key stakeholders, (ii) report of mapping exercise including expected learning outcomes, skills standards, and key competencies for each trade, (iii) learning materials (text books, exercise books, learning material for practical work) and teaching aids for all courses within each trade. TVETA will provide to the World Bank


Report of the independent assessment by the TPV

TVETA Yes




ResponsibilityTPV

copies of all above documents. The DLI disbursement will be pro-rated per trade.TPV report of its independent assessment to be submitted to the World Bank by February 28, 2019.

DLI4: Completion of assessment of teacher competencies

Completion of transparent assessment of 375 TVET teachers by December 20, 2018

Verification is based on the number of assessments conducted for existing technical teachers in the priority trades. The TVETA will have to provide official records of the individual teachers (by their name, title, trade, school,) and their assessment outcome to the World Bank. The DLI disbursement will be pro-rated by teacher.

TPV will be an independent assessment of the process and documents provided by the TVETA and will be conducted based on interviews of a random samples of teachers who were assessors and who were assessed. TPV report to be submitted by the TVETA to the World Bank by February 28, 2019.

Records of TVETA

Report of the TPV

TVETA Yes

DLI 5: Number of TVET Teachers receiving training abroad

75 TVET teachers who meet eligibility criteria have been enrolled in training institutes abroad for technical

Verification is based on documentation attesting that TVET teachers have joined training institutes abroad for the one-year or two-years technical training program in priority trades.

Records of TVETA

TVETA Yes




ResponsibilityTPV

training in one of the priority trades by December 20, 2018 The TVETA will have to provide official records of

enrollment as well as details of the individual teachers (by their name, title, trade, school, phone number, and e-mail address) and evidence that selected teachers had met the eligibility criteria to the World Bank.

TPV will be an independent assessment and conducted based on the evidence provided by TVETA. TPV will have to independently verify that all 75 TVET teachers are enrolled in the training programs abroad in priority trades at the time of the verification. TPV report to be submitted to the World Bank by February 28, 2019.

Disbursement prorated per teacher.

Report of the TPV

DLI 6: Number of TVET teacher receiving technical training at

Develop in-service teacher training modules for three trades by December 20, 2018.

Verification based on evidence of development of in-service teacher training modules for 3 priority trades.

TPV will be based on an independent assessment of in-service training modules and all learning

Records of TVETA

TVETA Yes




ResponsibilityTPV

domestic Lead Institute

materials for 3 priority trades, and interviews with the members of the teams responsible for developing the training modules. TPV report to be submitted to the World Bank by February 28, 2019.

Report of the TPV


DLITarget and

TimingVerification Procedure

Data Source Responsibility

Verification Responsibility

TPV


1 additional lead institute operationalized and in compliance with pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector

Verification is based on evidence of mobilization of one additional lead institute, including operationalization of core functions to oversee the delivery of up to two priority trades. The TVETA will have to provide evidence of compliance with agreed criteria as set out in the PIM (pre-identified criteria, including (a) participating in curriculum reform by providing inputs and piloting modules, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance) to the World Bank for verification.

TPV will be an independent assessment by the third party consultant conducted through an assessment of the evidence provided by TVETA and random site visits to the lead institute(s) and interviews with


Report of the TPV

TVETA/TPV Yes


DLITarget and




TPV

representatives in teaching and school governance by December 20, 2019

teachers and students. TPV report to be submitted to the World Bank by February 28, 2020.


Teacher management policy framework approved by HCC and approved framework disseminated to stakeholders by December 20, 2019

Verification based on evidence of teacher management policy framework approved by HCC and disseminated to key implementation agencies. The policy should articulate TVET teacher recruitment mechanisms that would take into account their prior practical and professional experiences and outline supervision and mentoring modalities for TVET teachers.

The TVETA will have to share the draft teacher management policy to the World Bank in English at the latest by February 28, 2020.

The World Bank will assess the technical elements of the policy and evidence of approval by HCC, which may include minutes of an HCC meeting or publication in an official gazette. TPV will independently assess evidence of dissemination by TVETA.


Report of the TPV

TVETA Yes


DLITarget and




TPV

DLI 3: Implementation of Revised Curricula in the TVET System

Technical Assistance Partners have been identified for 2 additional priority trades.

Consultations, mapping, and competency based curriculum revision completed for one additional priority trade.

2 Lead institutes are implementing revised curricula

Lead institutes are supporting 4 partner TVET institutes to introduce revised

Verification is based on evidence of formal collaboration agreements with technical specialists and/or development partners on curriculum development for 2 additional priority trades

Verification is based on evidence of undertaking preparatory steps for competency-based curriculum reform on 1 additional priority trade, including furnishing (i) minutes, attendance sheet and outcomes report of consultations with practitioners, educators and other key stakeholders, (ii) report of mapping exercise including expected learning outcomes, skills standards, and key competencies for the trade, (iii) learning materials (text books, exercise books, learning material for practical work) and teaching aids for all courses within each priority trade.

For verification, TVETA will provide to the World Bank and TPV evidence showing that 2 Lead Institutes and their faculty are making full use of the revised curricula, including utilization of new teaching plans, learning materials and student assessment tools in at least 3 priority trades for courses and practical training for teaching, and that students have access to the revised learning materials, including textbooks, and exercise material.


Report of the TPV

TVETA Yes


DLITarget and




TPV

curriculum for teaching.

By December 20, 2019

For verification, TVETA will provide to the World Bank and TPV evidence showing that Lead Institutes are supporting 4 partner institutes in utilizing revised curriculum, including utilization of new teaching plans, learning materials and student assessment tools for teaching. The evidence will include: (i) partner institutes have access to revised textbooks and learning material for teachers and students, (ii) Lead Institutes have started to train teachers of the partner institutes in the use of the revised curricula and learning techniques for teaching in classrooms and workshops (at least 50% of the total number of teachers in each partner institute would have completed in-service training in the Lead Institutes in the use of the revised curricula conducted by staff of Lead Institutes), and (iii) that partner institutes are using revised curricula for at least 33% of courses in at least 3 priority trades.

TPV will be an independent assessment of the evidence provided by TVETA; TPV will also carry out interviews of teachers and of a random sample of students in each Lead Institute and partner TVET institute covered in the DLI for the year. The TPV would also interview as necessary the technical specialists and/or development partners and


DLITarget and




TPV

members of the teams that worked on revising the curriculum for priority trades. TPV report to be submitted to the World Bank by February 28, 2020 (Disbursement prorated per institute and per priority trade).



Verification is based on the number of assessments conducted for existing technical teachers in the priority trades. The TVETA will have to provide official records of the individual teachers (by their name, title, trade, and school) and their assessment outcome to the World Bank. The DLI disbursement will be prorated by teacher.

TPV will be conducted based on interviews of a sample of teachers. TPV report to be submitted by the TVETA to the World Bank by February 28, 2020.

Records of

TVETA

Report of the TPV

TVETA Yes


Additional 125 TVET teachers who meet eligibility criteria

Verification is based on documentation attesting that TVET teachers have joined training institutes abroad

Records of TVETA TVETA Yes


DLITarget and




TPV

have been enrolled in training institutes abroad for technical training in one of the priority trades by December 20, 2019

for the one-year technical training program in priority trades. Disbursement will be prorated by teacher.

The TVETA will have to provide official records of enrollment, as well as details of the individual teachers (by their name, title, trade, school) to the World Bank.

TPV will be conducted based on interviews of a sample of teachers. Disbursement prorated per teacher. TPV report to be submitted to the World Bank by February 28, 2020. Report of the

TPV

DLI 6: Number of TVET teacher receiving technical training at domestic institutes

200 TVET selected teachers have satisfactorily completed in-service technical training in TTTI or other lead TVET institutes by December 20, 2019

Verification based on evidence of TVET teachers who have completed in-service technical training in domestic institutes in priority trades and have been tested/assessed at the end of the training to determine whether they have achieved minimum competencies. (Disbursement prorated per teacher)

The TVETA will have to provide official records of training completion, as well as details of the individual


TVETA Yes


DLITarget and




TPV

teachers (by their name, title, trade, school) to the World Bank and TPV consultant

TPV will be conducted based on interviews of a sample of teachers. TPV report to be submitted to the World Bank by February 28, 2020.

Report of the TPV




ResponsibilityTPV


2 additional lead institutes operationalized and in compliance with pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c)

Verification is based on evidence of mobilization of two lead institutes, including operationalization of core functions to oversee the delivery of up to two priority trades. The TVETA will have to provide evidence of compliance with agreed criteria as set out in the PIM (pre-identified criteria, including (a) participating in curriculum reform, (b) delivering 30 percent of training through practical means, and (c) engaging private sector representatives in teaching and school governance) to the World Bank for verification.


TVETA/TPV Yes




ResponsibilityTPV

engaging private sector representatives in teaching and school governance by December 20, 2020

TPV will be an independent assessment by the third party consultant conducted through an assessment of the evidence provided by TVETA and random site visits to the lead institute(s) and interviews with teachers and students. TPV report to be submitted to the World Bank by February 28, 2021.

Report of the TPV


a. Draft implementation regulation for the teacher management policy have been prepared;

b. Implementation regulations have been finalized in consultation with the CSC; and

c. Implementation regulations have been disseminated widely including to TVET teachers, HR

Verification based on evidence that the draft implementation regulations for the teacher management have been prepared to support the teacher policy; implementation regulations have been finalized in consultation with the CSC; and implementation regulations have been disseminated widely including to TVET teachers, HR officers and civil society by the TVETA.

The TVETA will have to share the aforementioned teacher management documentation (including implementation regulations, evidence that CSC has concurred with the final regulations, evidence that final implementations have been disseminated widely (list of instruments used for dissemination, list of groups and persons whom disseminated to and


Report of the TPV

TVETA Yes .




ResponsibilityTPV

officers and civil society by December 20, 2020

when) to the World Bank in English at the latest by February 28, 2021.

The World Bank will verify the development of the policy and assess whether the regulation is adequate. The TPV will independently assess the evidence of dissemination provided by TVETA .

DLI 3: Implementation of revised curricula in TVET system

Consultations, mapping, and competency based curriculum revision completed for at least one additional priority trade

All 4 lead institutes and 8 partner institutes are using revised curricula by December 20, 2020

Verification is based on evidence of undertaking preparatory steps for competency-based curriculum reform on 1 additional priority trade, including furnishing (i) minutes, attendance sheet and outcomes report of consultations with practitioners, educators and other key stakeholders, (ii) report of mapping exercise outlining expected learning outcomes, skills standards, and key competencies for the trade, (iii) draft learning materials and teaching aids.

Verification based on evidence of 4 Lead institutes implementing revised competency-based learning, including furnishing evidence of utilization of new teaching plans, learning materials and student assessment tools. Each Lead Institutes to support 4


Report of the TPV

TVETA Yes




ResponsibilityTPV

additional partner institutes in the adoption of revised curriculum and learning techniques.

TPV will be conducted based on interviews with all the four Lead Institutes and the eight partner institutes. TPV report to be submitted to the World Bank by February 28, 2020 (Disbursement prorated per institute).



Verification is based on the number of assessments conducted for existing technical teachers in the priority trades. The TVETA will have to provide official records of the individual teachers (by their name, title, trade, school) and their assessment outcome to the World Bank. The DLI disbursement will be prorated by teacher.

TPV will be conducted based on interviews of a sample of teachers. TPV report to be submitted by the TVETA to the World Bank by February 28, 2021.


Report of the TPV

TVETA Yes




ResponsibilityTPV


175 TVET teachers have returned and have joined TVET institutes to teach in priority trades upon successful completion of training abroad


Verification is based on (i) documentation attesting that 175 TVET teachers have obtained their diploma /certificates of satisfactory completion of their training in priority trades from the TVET institutions abroad, (ii) official records of teacher deployment, as well as details of the individual teachers and schools (by their name, title, trade, school), and (iii) TVET teachers are teaching in TVET institutes after returning from training abroad. TVETA will provide documents to the World Bank and the TPA Consultant.

TPV will be conducted based on interviews of a sample of teachers. Disbursement prorated per teacher. TPV report to be submitted to the World Bank by February 28, 2021.

Disbursement prorated per teacher deployed.


Report of the TPV

TVETA Yes

DLI 6: Number of TVET teacher receiving technical training at domestic institutes

Additional 200 TVET teachers have satisfactorily completed in-service technical training at TTTI or other lead TVET institutes

Verification based on evidence of TVET teachers who have completed in-service technical training in domestic institutes in priority trades to achieve minimum competency standards for formal TVET teachers. (Disbursement prorated per teacher)

The TVETA will have to provide official records of training completion, as well as details of the


Report of the TPV

TVETA Yes




ResponsibilityTPV


individual teachers (by their name, title, trade, school) to the World Bank.

TPV will be conducted based on interviews of a sample of teachers. TPV report to be submitted to the World Bank by February 28, 2021.